Beyond the Classroom: Evaluating the Impact of Community-Based Practice on Speech–Language Pathology Undergraduate Students Through the Lens of Fink's Taxonomy

Abstract

Background: Community-based learning offers invaluable opportunities for students in health professions, including speech–language pathology, to engage in real-world settings prior to their clinical experiences. However, most community-based learning in speech–language pathology has focused on graduate students, often excluding undergraduates. Purpose: This study examined the impact of a community-based learning project on undergraduate speech–language pathology students and children from a local child development center, using Fink's taxonomy of significant learning. Method: After four weeks of training, undergraduate students majoring in speech–language pathology worked with children aged 3–5 years over a nine-week period, visiting once per week to teach sequencing narratives using picture cards. Upon completion of the project, college students’ survey responses were analyzed using Fink's taxonomy of significant learning, and children's pre- and post-assessment language data were evaluated. Findings: Undergraduate students reported positive experiences, noting improvements in academic knowledge, professional readiness, and applied learning. Analysis of children's language assessments revealed significant increases in total utterances and idea units. Implications: This project highlights the dual benefits of early community-based learning for undergraduates and a local partner. Fink's taxonomy captured multidimensional student growth, while measurable gains in children's language skills underscore the value of experiential learning at both ends.