Reflections from Graduate Adult Learners about Service Learning.

Many colleges and universities now embrace the concept of service learning as a legitimate and beneficial means to engage students in their learning experience and challenge students, faculty, and staff "to make a lasting, positive impact on social and environmental challenges that proactively respond to the needs of others" (North Carolina Agricultural and Technical State University [NC A&T], 2015b, para. 1). Adult education is grounded in responding to the needs of others, and our field places emphasis on adult learning theories such as transformative learning and experiential learning. So why is there paucity in our field with regard to service learning in graduate programs of adult education? During the 2015-2016 academic year, North Carolina Agricultural and Technical State University (NC A&T) has charged students, faculty, staff, and alumni to complete 125 service projects as it celebrates 125 years as a land grant university committed to community engagement. According to NC A&T (2015a), service learning is defined as a participatory approach to learning which supports academic studies and helps develop the skills, citizenship and values of students. Its primary goal is to encourage understanding and evaluate the intricacies of our diverse and interconnected world by becoming contributing members of a local and global community, (para 1) Service learning is an educational approach that balances formal instruction and direction with the opportunity for adult learners to serve in the community as a pragmatic, progressive learning experience. Although approaches differ among institutions, service learning provides participants the opportunity to learn through the practical experience of serving the community. In our Social Gerontology course's primary text, Learning Later, Findsen (2005) tells us, "Lifelong learning necessitates attention to older adults in a variety of social roles, even if most attention is given to economic and employment issues by the state rather than in fuller participation of older adults as citizens" (p. 2). Not only are older adults affected by this, but adults with disabilities fit into this category as well. Therefore, why is this an understudied topic in the field of adult education? During the course, we participated in a service-learning project volunteering at After Gateway (2015), a 501(c)(3) nonprofit corporation, certified by the North Carolina Division of Aging and Adult Services: After Gateway is an adult day health program caring for intellectually and developmentally disabled adults whose conditions present a constant challenge to family and community institutions. After Gateway provides activities that meet each participant's continuing recreational, vocational, educational, and health personal care needs, (para 1) When we entered the facility, multiple environmental components communicated After Gateway's commitment to learner centeredness. The sound of music and laughter permeated the hallways. Cindy, the program coordinator, led us down a hallway that displayed student artwork, including handprints, paintings, and letters to friends. We were instantly impressed with the bright hallway colors that made us feel welcomed and set the tone for the facility. We felt we entered a place where learning was going to take place. Again, not only was the environment welcoming, but the display of the student's work told a story about the After Gateway program. The environment communicated that the adult learners have a collective voice, they have talent, and what they do is most important. We assisted with the field day events and co-facilitated educational activities with classroom coordinators. After completing paperwork regarding volunteer responsibilities and confidentiality, we received an organized agenda listing the day's scheduled activities. …