CHSS Undergraduate Showcase — Recreation, Parks and Tourism Participants

Learning through Service Experiences: A Qualitative Study of Student Reflections on Social and Environmental (In)justices in Hawai’i and San Francisco

Presenters: Stacey Nordman, Kaisei Kelly, Pavlína Látková
Faculty advisor: Pavlína Látková

Service and experiential learning are recognized as impactful practices that foster deeper understanding and civic engagement. However, service learning is not widely utilized in higher educational programs. Ten undergraduate students from SFSU participated in a service-learning trip to the island of Hawai’i alongside community service in San Francisco’s Dolores Park and Alcatraz Gardens. Using qualitative methods, this study draws from student journaling during the Hawai’i trip and post-trip interviews with participants to examine how these experiences shaped student perspectives and enhanced their education. Researchers independently read through individual journals and interview responses, identified and coded common themes, and discussed findings to highlight most prominent or recurring ideas. The research team includes a faculty advisor who led the semester-long class and week-long trip, a student researcher who participated in the class and trip, and a student researcher from the island of Hawaii, bringing multiple perspectives to the analysis. Student participants reflected on direct interactions with local communities and natural spaces as integral in deepening their awareness of systemic inequities and environmental challenges, including the impacts of mass tourism and the commodification of Hawaiian culture. Reflections highlighted a growing understanding of sustainable and ethical tourism practices, themes of interconnectedness, social responsibility, and community-centered approaches to justice emerged across both Hawai’i and San Francisco. Findings suggest that immersive service-learning fosters meaningful engagement with social and environmental issues and provides more effective learning opportunities than traditional classroom settings. Results will inform future program designs to strengthen reflection, community partnerships, and justice-focused, sustainable service-learning.