Service learning: a bridge between the university and the community.

Dolen, C A; Smith, J S; Edens, M I

Volunteer administration

Volume Issue Pages DOI / ISBN / ISSN
11 1 7-12

 

Language Country
English Other

Abstract: 

Keywords: 

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Study Abroad and Service Learning Assisting Students in Learning Croatian Language.

Mikelić Preradović, Nives; Posavec, Kristina; Boras, Damir

International journal of education and information technologies

Volume Issue Pages DOI / ISBN / ISSN
6 336-344 ISSN: 2074-1316

 

Language Country
Croatian Croatia

Abstract: 

The goal of this paper is to connect the framework of the interactive multimedia project AFILC (Assisting Foreigners in Learning Croatian) with the study abroad and service learning experience of exchange students in the University of Zagreb. The purpose of the AFILC is to develop language learning materials that will motivate foreign students to learn the Croatian language at their own pace and help them cope with its grammatical richness. The purpose of the international service learning course is to motivate exchange students to deeply experience Croatian language and culture and to get insight into the relevance of their service experiences to their personal, career, educational and civic goals.

Keywords: 

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Studying with Disabilities – The Case of University of Zagreb

Markovina, Jerko; Miškulin, Martina; Vrabac, Katarina

Koçi, Aida (eds)

Volume Issue Pages DOI / ISBN / ISSN
159-165 ISBN: 978-608-4700-04-3

 

Language Country
Croatian Croatia

Abstract: 

University of Zagreb, which enrolls over 65000 students annually, has only about 200 students with disabilities.3 Most of them attend Faculty of Humanities and Social Sciences that has 48 and Faculty of Economics with 21 students with disabilities.4 Faculty of Humanities and Social Sciences in Zagreb is the most accessible to this population of students. It has access ramps, elevators and other aids suited to the needs of students with disabilities. There is also a special working room that is adapted for blind and visually impaired persons as well as for students with mobility problems. Zagreb, the capital of Croatia, is home to many associations whose goals are to facilitate adaptation of persons with disabilities from early life, education and future employment. The Office for students with disabilities of the University of Zagreb helps students get direct help in solving specific problems that may arise during their studies, and as such is the mechanism of ensuring equal opportunities.

Keywords: 

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The implementation model of Service Learning (S+L) in the Catholic University: an experience that positively impact the comprehensive professional training

Jouannet, Chantal; Salas, María Helena; Contreras, María Antonieta

Calidad en la educación

Volume Issue Pages DOI / ISBN / ISSN
0 39 197-212 DOI: 10.4067/S0718-45652013000200007  

 

Language Country
Spanish Other

Abstract: 

This document presents to the academic community the experience of the Pontificia Universidad Catolica de Chile incorporating the service Learning methodology (S+L). The description reviews the main methodological characteristics particularly of those pedagogical aspects that makes it a development tool for the disciplinary content learning and the formation of skills, attitudes and values as social engagement, team work and problem resolution. The description also includes the steps teachers and their courses take to implement the methodology. Finally, it presents results obtained by now showing a positive impact on the main stakeholders: students, teachers and community partners.

Keywords: 

service learning; comprehensive education; personal and professional development; teaching and learning methodologies; higher education

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Global service-learning in institutions of higher education: concerns from a community of practice

Lough, Benjamin J.; Toms, Cynthia

GLOBALISATION SOCIETIES AND EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
16 1 66-77 DOI: 10.1080/14767724.2017.1356705

 

Language Country
English United Kingdom

Abstract: 

In order to better understand and determine priorities of global service-learning in higher education, this study used an empowering evaluation processes to assess the strategic trajectories needed for growth in this field. Researchers organised 36 focus groups during an international summit to map the strengths, weaknesses, and opportunities for global service-learning in higher education. These focus groups generated 121 summary statements, which were qualitatively coded and analysed to assess common themes. Participants identified six main needs that could strengthen the practice of global service-learning. These needs highlight common priorities and current dilemmas faced by the emerging field of global service-learning, and illustrate the priorities needed to move this field forward in the coming years.

Keywords: 

Global; service-learning; community partnership; engagement; qualitative

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EXPANDING THE BOUNDARIES OF SERVICE-LEARNING AT HIGHER EDUCATION THROUGH E-LEARNING SCENARIOS: LESSONS FROM TEACHING INNOVATION PROJECTS

Amalia Creus, Mirela Fiori, Inés Cambra, Nadja Gmelch

Proceedings of the European Distance and E-Learning Network 2019 Annual Conference

Volume Issue Pages DOI / ISBN / ISSN
35-41 https://doi.org/10.38069/edenconf-2019-ac-0005

 

Language Country
English Spain

Abstract: 

Service-learning can be defined as a pedagogical approach that attempts to integrate community service in the academic curriculum. Through service-learning, students engage in organised activities designed to meet community needs and, at the same time, enhance their intellectual, social, and ethical development. The synergy between learning and civic engagement distinguishes service-learning as an educational approach that, beyond forming students for particular professional skills, has the goal to prepare them for practical community-based problem solving. From a methodological point of view, it places community-improvement and social-engagement in the centre of the learning process, while reinforcing students’ cross-disciplinary skills, as critical thinking, co creation or community building. Previous research suggests that participation in service-learning is associated with positive outcomes in different areas, among others attitudes toward self, attitudes toward learning, civic engagement, social skills, and also academic achievement. Studies on the topic also demonstrate significant increases in students’ interest and commitment to their communities, and significant growing in leadership and problem solving. But even though service-learning has been deeply studied and is well recognized as a rich learning tool in face-to-face higher education, less is known about the challenges related to its implementation in an e-Learning context. Following this idea, this paper reports on the process and discusses the preliminary findings of two in-progress innovation projects that explore service-learning as a pedagogical approach in distance education

Keywords: 

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Project-oriented learning as an optimal methodology for the incorporation of the SDGs in university teaching: A Systematic Review

Antonio Miñán-Espigares, Claudia-Amanda Juárez-Romero

Volume Issue Pages DOI / ISBN / ISSN
doi:10.20944/preprints202104.0032.v1

 

Language Country
English Spain

Abstract: 

Abstract: The use of active methodologies in the university is a priority to achieve higher quality learning. One of these methodologies with the greatest potential for training in competencies is Project-Oriented Learning (PLA), using it in an innovative way. Associating the use of this methodology with the objectives of sustainable development, which have become even more important since the Pandemic by COVID-19, can be a good idea to achieve a more sustained and situated learning. The aim of this study is to find out to what extent research on teaching innovation with Project-Oriented Learning is associated with the Sustainable Development Goals. A systematic review was carried out as indicated by PRISMA through the following databases: WOS and Scopus. WOS found 15 articles on AoP and 6 on Project-Oriented Learning and sustainability. In Scopus 2 were found in 2019. The main results show that in the University, especially in the branches of engineering, AoP is widely used, however, it is rarely related to SDGs. Among the conclusions, we highlight the need for research on project-oriented learning and sustainable development goals.

Keywords: 

Project-oriented learning; sustainable development objectives; teaching innovation;
situated learning; COVID-19.

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Impact of Service-Learning educational interventions on nursing students: An integrative review

I.Marcilla-ToribioaM.L.Moratalla-CebriánaR.Bartolomé-GuitierrezbS.Cebada-SánchezaE.M.Galán-MoyaaM.Martínez-Andrésa

Nurse Education Today

Volume Issue Pages DOI / ISBN / ISSN
https://doi.org/10.1016/j.nedt.2022.105417

 

Language Country
English Spain

Abstract: 

Background: Service learning is an innovative educational approach that enables nursing students to directly participate and engage in the community while providing them and the community with benefits. Objectives: To summarise the evidence from service learning activities for nursing students, the educational and non-educational benefits derived through implementing this methodology, and the participating students’ perceptions. Design: An integrative review including qualitative, quantitative, and mixed methods designs was conducted. Data sources: The articles were identified through a systematic search in the following electronic databases: PubMed, Cochrane Library Plus, Scopus, CINAHL Complete (EBSCOHost), and Education Source (EBSCOHost). Review methods: The search for studies was conducted in December 2020 using the following search terms: “Service learning”, “Service-learning partnership”, “Nursing”, “Benefits” and “Intervention”. Results: A total of 22 articles were included. A positive relationship was found between the nursing students participating in service learning programmes and the acquisition of educational benefits, such as theoretical and practical learning, communication skills, and teamwork, and non-educational benefits, such as empathy, questioning prejudices, and commitment. In addition, a wide variety of activities and interventions were found to have been implemented using this academic approach, as well as a positive evaluation by the participating students. Conclusions: Service learning programmes with the active participation of nursing students generate benefits for both them and the community. First, these interventions receive positive evaluations from participating students. Furthermore, the interventions developed using service learning are varied and require motivation and creativity to implement them. However, there is a need for more experimental studies and the use of larger samples in service learning programmes.

Keywords: 

Service learning; Partnership; Nursing; Benefits And intervention

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Contribution of Service-Learning and Supporting Factors to the Environmental Sustainability Commitment of Higher Education Institutions

NIKŠA ALFIREVIĆ; SAŠA PETKOVIĆ MATEA ZLATKOVIĆ RADAKOVIĆ

Rev. soc. polit., god.

Volume Issue Pages DOI / ISBN / ISSN
29 1 87-104 https://doi.org/10.3935/rsp.v29i1.1857

 

Language Country
English Croatia

Abstract: 

This study analyzes how service-learning contributes to the level of commitment to environmental sustainability in higher education institutions (HEIs), as perceived by their students. The empirical analysis has been conducted by using the PLS-SEM modelling, on a sample of 366 undergraduate students of business from Croatia and Bosnia & Herzegovina. The obtained results support the hypothesized influence of the service-learning development level on the sustainability commitment in higher education. We also consider the indirect effects within the model. They show that service-learning mediates the relationships between students’ idealism and sustainability commitment, as well as between students’ social trust and sustainability commitment. Implications of obtained empirical results for theory and higher education practice are discussed. The potential for generalizing results for other sustainability interventions is assessed.

Keywords: 

environmental sustainability commitment, higher education, service-learning, moral philosophy, social trust.

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The service-learning methodology as a facilitating tool for education for sustainable development (ESD)

González-Sánchez, R.; Medina-Salgado, S.; Torrejón-Ramos, M.; González-Mendes, S., y Alonso-Muñoz, S

REIRE Revista d’Innovació i Recerca en Educació,

Volume Issue Pages DOI / ISBN / ISSN
15 2 1-9 https://doi.org/10.1344/reire.38357

 

Language Country
Spanish Spain

Abstract: 

INTRODUCTION. An educational environment that facilitates student engagement and critical thinking is essential for the success of Education for Sustainable Development (ESD) according to the 17 Sustainable Development Goals (SDGs). This requires that the tools favour learning from a new approach, which involves a social component and takes into account the students’ soft skills.METHODOLOGY.The Service-Learning (S-L) for educational proposal establishes fruitful relationships with society, in which both parties benefit. This paper proposes the application of the S-L methodology to achieve a successful implementation of ESD. RESULTS. In line with Goal 11 (SDGs) ‘Sustainable Cities and Communities’, this proposal aims for students to contribute to making cities more inclusive, safe, resilient and sustainable. To this end, a S-L activity was carried out at the Rey Juan Carlos University with the participation of 140 students of the subject “Tourist Transport”.DISCUSSION.This work demonstrates the usefulness of the Service-Learning methodology in the transmission of values associated with environmental, social and economic sustainability. In the activity, the students provide a service of transferring values to society while improving their communication and teamwork skills.

Keywords: 

Service-learning; Higher education; Sustainable development goals

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Service-learnig and games as a strategy for the transfer of mathematical knowledge

Sánchez Cruzado, Cristina; Raya-Fernández, Álvaro; Moral-Sánchez, Silvia Natividad; Sanchez-Compaña, Maria Teresa

RIVISTA DI PEDAGOGIA CRITICA

Volume Issue Pages DOI / ISBN / ISSN
11 https://riuma.uma.es/xmlui/handle/10630/24773

 

Language Country
English Spain

Abstract: 

4 researcher-professors and 168 students 2nd year of Primary Education Degree at the University of Malaga, subject Didactics of Arithmetic, carried out a Service-Learning experience. The objective was to design and develop games with manipulative materials, which were taken to two Public Primary Education centers. We wanted to show how Service-Learning promoted greater practical training and formation of values in future teachers who will have a key role in society (Rodríguez-Gallego, 2014), and to assess the groups’ opinion. According to Alsina (2011), the game is a symbolic content activity, through which students carry out a process of adaptation to reality and solve problems that they could not do with real content in the real world. Games and the handling of materials promote mathematical skills development. The university students organized themselves into 32 groups of 4 to 6 people. They went to the schools with mathematical games adapted to the different primary levels. They took some traditional materials, such as Cuisenaire rods, vertical abacuses, tables of 100 number and Multibase Arithmetic Blocks. Furthermore, the university students made some of the materials by hand, and some of them were also customized with different themes. In addition, they adapted traditional games such as Monopoly (called “Mathpoly”), Bingo, dominoes, roulette and cards with numerical operations, among many others. These university students showed the pupils from primary schools how to play and played with them.

Keywords: 

Matemáticas – Estudio y enseñanza – Congresos; Enseñanza primaria – Congresos

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La mejora del compromiso académico mediante la mentoría y el aprendizaje-servicio

Hervás-Torres et al

Revista Electrónica Educare

Volume Issue Pages DOI / ISBN / ISSN
26 2 1-19 https://doi.org/10.15359/ree.26-2.30

 

Language Country
Spanish Spain

Abstract: 

Introducción. Las instituciones de educación superior están constantemente enfrentándose a los desafíos de mejorar su productividad, competitividad, función social, así como la calidad de la educación y formación ofrecida al estudiantado. Dos respuestas para mejorar la calidad de la educación y la formación impartida al estudiantado, así como su función social, son el aprendizaje-servicio y la mentoría. El fundamento de ambas intervenciones de enseñanza recae en el hecho de que permiten una mayor conexión eficiente entre el currículo, las necesidades sociales y el mundo profesional. Objetivo. El objetivo de esta investigación fue explorar la eficacia del Programa Huelva Educa (PHE) para mejorar el grado de compromiso académico en el alumnado participante en calidad de personas mentoras. Metodología. La muestra estuvo compuesta por 54 estudiantes de la Universidad de Huelva seleccionados mediante un muestreo no probabilístico de conveniencia. Se adoptó un diseño cuasi-experimental pretest-postest de estudiantado universitario, donde la variable dependiente se midió mediante el “Cuestionario sobre compromiso académico del alumnado universitario” y del cuaderno de trabajo de las personas mentoras PHE. Resultados. Los resultados registrados muestran que el alumnado mejora significativamente comportamientos relacionados con la implicación en clase, análisis reflexivo de experiencias e ideas, razonamiento crítico, realizar tareas en un idioma extranjero, entre otras. Conclusiones. Este trabajo aporta evidencias sobre la eficacia del programa para la mejora de la preparación de sus asignaturas, aumento del logro académico o incremento en su aprendizaje activo y colaborativo, por lo que se recomienda la importancia de adoptar este tipo de programa.

Keywords: 

Educación superior; compromiso académico; aprendizaje-servicio; mentoría.

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Novel metaphors for a novel school: Narratives, voices and experiences from pre-service teachers engaged in service-learning in Spain

Maria Jesus Marquez García; Analía Leite Mendez; William Kirscha

Teaching and Teacher Education

Volume Issue Pages DOI / ISBN / ISSN
119 https://doi.org/10.1016/j.tate.2022.103840

 

Language Country
English Spain

Abstract: 

In this article, we analyze a service-learning experience developed in a class of the major in Primary Education Teaching at the University of Malaga, in Andalusia, Spain, by resorting to the metaphors produced by pre-service teachers in the narrative and reflective pieces written for classwork. As a result, we unearthed a constellation of metaphors organized into two main axes: (1) metaphors for school success; (2) metaphors for learning and teaching. In our interpretation, the experience makes it possible for the emergence of novel metaphors which resonate with a more dialogical and solidary educational praxis compared to participants’ own schooling experiences.

Keywords: 

Teacher educationService-learningMetaphors

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IMPACT OF SERVICE LEARNING ON SOCIAL ENTREPRENEURSHIP AND YOUTH EMPLOYMENT IN CROATIA

Daniela Angelina Jelinčić, Danijel Baturina and Sunčana Franić

Institute for Development and International Relations

Volume Issue Pages DOI / ISBN / ISSN
20 4 319-335 DOI: 10.7906/indecs.20.4.2

 

Language Country
English Croatia

Abstract: 

Youth employment in Europe as well as in Croatia presents to be a substantial issue. Service learning fosters a strong relationship with community engagement offering hands-on experience. In this way, it may potentially prepare graduates from higher education institutions for an easier transition into the labor market. As to be able to address the question of whether service learning influences youth employment in Croatia, a study was conducted on 291 participants. The purpose of the research was to strengthen the links between service learning and youth employment in (social) enterprises. Methods applied two separate surveys, covering the topic of service learning and social entrepreneurship and youth, and the research was conducted from February to August 2021. The main findings point to the partial influence of service learning on youth employment in Croatia. Although it provides community engagement by introducing some hands-on experience, these skills and knowledge are still insufficient for the graduates’ competitiveness on the labor market. In order to increase the impact of service
learning on youth employment in Croatia, some service learning-related enhancements are proposed but, more importantly, reforms are needed in the (higher) education system in general as well as in the strategic framework on the social entrepreneurship.

Keywords: 

service learning, social entrepreneurship, youth employment, Croatia

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Implementation of Service-Learning as a Strategy to Foster Intercultural Coexistence in the Local Community: A Case Study

Ferrer-Aracil, J.;
Giménez-Bertomeu, V.M.;
Cortés-Florín, E.M

Educ. Sci.

Volume Issue Pages DOI / ISBN / ISSN
12 426 1-18 https://doi.org/10.3390/educsci12070426

 

Language Country
English Spain

Abstract: 

Service-learning (SL) is a participatory teaching–learning methodology through which students learn certain content while also meeting a number of real social needs in their environment. The implementation of SL in different areas and educational stages has been extensively described. However, its potential as a community and intercultural development strategy at the local level has not been widely studied. Through a documentary analysis, the present work sought to understand the characteristics of socio-educational interventions, which, based on the service-learning method ology, aim at improving coexistence in local communities with a high degree of cultural diversity. A total of 18 projects were included in a community programme implemented in the municipality of Elche (Spain) between 2010 and 2016. They all focused or included the promotion of intercultural coexistence among their objectives. The study design was quantitative, with a descriptive and ex planatory, univariate and bivariate analysis using the IBM Statistical Package for Social Sciences 26. The results showed that service-learning can contribute to the improvement of intercultural coex istence. Moreover, a number of SL basic, pedagogical and organisational components are enhanced when integrated into broader community development processes

Keywords: 

service-learning; intercultural coexistence; community education; local development;
evaluation

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Costruire comunità educanti: il ruolo della leadership nel processo di istituzionalizzazione del Service Learning

Ottavia Bielli, Chiara Giunti, Patrizia Lotti, Caterina Mazza, Lorenza Orlandini,

IUL Research | Open Journal of IUL University

Volume Issue Pages DOI / ISBN / ISSN
3 5 122-139 https://doi.org/10.57568/iulres.v3i5.293

 

Language Country
Italian Italy

Abstract: 

With the COVID-19 pandemic, schools had to re-design activities with distance learning and integrated digital teaching. In this context, the survey has been carried out, using the Andrew Furco’s Framework for the self-assessment of the institutionalization level of the Service Learning. It has been adapted to the Italian context and integrated with the dimensions of innovation of the Movement of Educational Avant-garde. This paper presents both the leadership elements of the Framework, with a view to the educational community, where active participation and sharing become levers to organizational and didactic change, and the concrete experience of Institute “C. Caniana”of Bergamo to frame the institutionalization in the scenario of the health emergency.

Keywords: 

Service Learning, educational leadership, institutionalization,
educating community, distance learning, COVID-19

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Efectos de un programa de Aprendizaje-Servicio sobre Ejercicio Físico concurrente con personas adultas-mayores: Pilates y juegos de socialización

Joaquín Ceballos Zúñiga Cano, Teresa Valverde-Esteve, Francisco Tomás González-Fernández, Pedro Jesús Ruiz Monter

Retos

Volume Issue Pages DOI / ISBN / ISSN
45 704-713 https://doi.org/10.47197/retos.v45i0.92693

 

Language Country
Spanish Spain

Abstract: 

El objetivo del trabajo que se presenta fue evaluar el efecto de un programa de intervención de Aprendizaje-Servicio de ejercicio físico concurrente «Pilates y juegos de socialización» sobre la Condición Física (Fuerza y Flexibilidad de los miembros superiores e inferiores, Agilidad y Capacidad Cardiorrespiratoria), Calidad de Vida relacionada con la salud (Función Física, Rol Físico, Dolor Corporal, Salud General, Vitalidad, Función Social, Rol Emocional, Salud Mental) y la felicidad subjetiva (midiendo cuatro ítems) de personas adultas-mayores. La muestra estuvo compuesta por 41
mujeres (Edadmedia=82,03, DT=8,41), 21 de ellas pertenecían al grupo control (no activas) (Edadmedia=80,73; DT=7,96) y las otras 20 adultas-mayores formaban el grupo experimental (Edadmedia=83,30; DT=8,87) o grupo de activas, ya que llevaron a cabo el programa de ejercicio físico durante diez semanas con una frecuencia de 2 sesiones por semana. El estudio fue cuasi experimental. Los resultados reflejan que el programa de Aprendizaje-Servicio sobre ejercicio físico indujo mejoras significativas en el grupo experimental en los componentes de la condición física y en la salud mental. Sin embargo, no se observaron mejoras significativas en las variables que evaluaban la funcionalidad corporal, la felicidad percibida y la salud general. Por esta razón, se sugiere que futuras líneas de investigación podrían tener por objeto analizar qué métodos son los óptimos para favorecer mejoras significativas en las variables estudiadas en este trabajo, en poblaciones similares, debido a que el programa utilizado sobre Pilates y dinámicas de Socialización ha resultado insuficiente en este sentido

Keywords: 

Metodologías activas, Condición física en personas mayores, Calidad de vida relacionada con la salud, Felicidad subjetiva, Programas
de ejercicio físico concurrente en adultos-mayores

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Engaged Learning in Belgium

Courtney Marsh
Noël Klima

Ghent University

Volume Issue Pages DOI / ISBN / ISSN
https://biblio.ugent.be/publication/8751309

 

Language Country
English Belgium

Abstract: 

Increasingly, Higher Education Institutions are expected to interact responsibly with society and meet societal challenges. Not only is research required to demonstrate the societal relevance and its value to society, but also in teaching a rise can be observed in interaction with societal actors related to real-world challenges and contexts instead of purely theory based teaching. Engaged Learning refers to a wide range of methods, programmes, and initiatives with which HEIs try to meet the needs of students and society. The following definition embraces a variety of practices that address society in teaching such as Community Service Learning (CSL), Science Shops, or others intending to interact with society in a teaching context. Though the terms CSL and Engaged Learning will be used interchangeably throughout this book, they all refer to a common set of core values. Namely that: Students apply the theory learned at Higher Education Institutions (HEI) to a context outside of HEI by addressing societal concerns, challenges or needs, while producing knowledge in an equitable, mutually beneficial partnership. Previous work in this domain has been published by the Erasmus+ Communities and Students Together (CaST) project. The initiatives covered were wide-ranging in practices from Germany, the United Kingdom, Belgium, Finland, Spain, and Italy. Within the scope of the CaST project, while there were recurring themes, there were no real patterns present, thus cementing the flexible and diverse nature of Engaged Learning across Europe. One common area taken from the European context was the benefit to the educators and/or staff associated with the initiatives. Many of the stated benefits in this category focused on publications and other, often emphasised in academia, important output opportunities or testing of their own research. Many of the stated benefits were tenuous, and even those that seemed more fulfilling to the staff involved (i.e. connecting to the community, experiencing a new type of teaching, updating course material based on student/community involvement), were largely based on benevolent acts with little recompense despite going above and beyond their required and/or expected obligations. The involvement and time put into these courses are often far beyond what would be expected of ‘traditional’ courses found in universities, and yet these initiatives are undertaken with typically no extra assistance or funds provided. From a broader European context, perhaps the most common theme is the diversity of Engaged Learning policies within each of the countries. These variances further cement the idea that Engaged Learning across Europe are quite diverse.

Keywords: 

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Connecting Higher Education to the Labour Market: The Experience of Service Learning in a Portuguese University

Pais, S.C.; Dias, T.S.; Benício, D.

Educ. Sci

Volume Issue Pages DOI / ISBN / ISSN
12 259 1-14 https://doi.org/10.3390/educsci12040259

 

Language Country
English Portugal

Abstract: 

The mission of higher education institutions (HEI) includes fostering conditions that enable student participation, and a commitment to their professional success. Pedagogical strategies which combine learning that goes beyond the university and involves a service-learning (SL) course carried out in the context of a pedagogical innovation programme of the University of Porto were examined. This examination included interviews with teachers, a focus group discussion with students and the analysis of logbooks and final reports to realize the potential of SL for improving mployability. The results put into perspective the weaknesses and potentialities of SL courses at HEI and show that when academic learning is integrated with community experience, students gain both personal/social and academic skills. They also develop leadership and communication skills and critical awareness on the one hand and time and resources management and the ability to adapt and respond to challenges of the real world on the other, all seen as beneficial for the transition into the labour market.

Keywords: 

service learning; higher education; labour market; learning; experience

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‘I can succeed at this’: engagement in service learning in schools enhances university students’ self-efficacy

Raphael Gutzweiler, Simone Pfeiffer & Tina In-Albon

Studies in Higher Education,

Volume Issue Pages DOI / ISBN / ISSN
DOI: 10.1080/03075079.2022.2091126

 

Language Country
English Germany

Abstract: 

Engaginginservicelearninghasbeenlinkedtomultiplepositiveoutcomes in students, such as an increase in self-efficacy. Effects have been found on both general and domain-specific self-efficacy. Research on service learning has indicated that feedback and gender had an impact on the increase in self-efficacy, though findings are mixed. The present study aimed to determine how service learning experiences at a university can be optimally designed to boost college students’ self-efficacy, while examining the effects of feedback and gender on general and teaching self-efficacy. Over 2 years, 267 bachelor’s students in psychology (Mage = 23.08 years, SD = 3.61; 80.5% female) conducted modularized prevention programs in the context of mental health at primary and secondary schools. Students rated their general and teaching self-efficacy before (T1), during (T2), and after (T3) conducting the program. The results indicate a positive effect of engaging in service learning on students’ general (d =0.30) and teaching (d=0.68) self-efficacy from T1 to T3 with significant increases only in female students, and after receiving feedback. Engaging in service learning reduced gender-specific differences in self-efficacy. Feedback increased general and teaching selfefficacy. Female students seemed to benefit more than male students.

Keywords: 

Service learning; selfefficacy; university students; feedback; teaching selfefficacy

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Added value of service-learning in a bachelor’s degree in civil engineering

Dorys C. González, Jesús Mínguez, Álvaro Mena & Miguel A. Vicente

Cogent Engineering

Volume Issue Pages DOI / ISBN / ISSN
9 1 https://doi.org/10.1080/23311916.2022.2119532

 

Language Country
English Spain

Abstract: 

Service-learning methodology is designed to combine student learning with service to society, promoting project-based learning and establishing a fruitful interrelationship between both academic and social spheres. This teaching method is neither frequently employed on technical degrees nor particularly on civil engineering degrees, even though these degree courses open the door to professions with a strong vocation for public service. In this study, a project is reported that involved students following the third-year (sixth-semester) course in “Construction Methods” on the Bachelor’s Degree in Civil Engineering, at the University of Burgos (Spain). A set of projects was proposed to solve small infrastructural shortcomings identified through surveys within various neighbourhoods of the city of Burgos (Spain), which were developed in cooperation with the residents. The results were very positive in many areas: the students acquired knowledge from various points of view and the neighbours appreciated the surveys and the urban planning on offer. In addition, the students’ academic results significantly improved, as well as their perceptions of the degree and their future professional careers

Keywords: 

service-learning; civil engineering; constructive projects; car parking lot; intergenerational park; raised pedestrian crossings; bike lane

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Belief, attitude and critical understanding. A systematic review of social justice in Service-Learning experiences

Christian Compare| Cinzia Albanesi

Journal of Community & Applied Social Psychology

Volume Issue Pages DOI / ISBN / ISSN
1–24 DOI: 10.1002/casp.2639

 

Language Country
English Italy

Abstract: 

This systematic review examined the role of Service-Learning experiences promoted by higher education institutions to strengthen the achievement of social justice out comes among youth. We screened and coded studies following the Preferred Reporting Items for Systematic Reviews and MetaAnalyses (PRISMA). Of the 555 articles found in the database search, 47 peer-reviewed studies were included in the final sample. Social justice construct, together with research location, participants, target community and outcomes, were coded. Results show effects of Service-Learning experiences on (a) fostering significant improvement of students’ social justice beliefs, (b) stimulating significant changes in students’ attitudes with respect to the development of altruistic behaviours and their commitment to social justice, and (c) increasing students’ critical understanding by sparking questioning processes related to personal assumptions of inequalities.This systematic review provides insights into the strengths and challenges of implementing social justice oriented Service-Learning experiences.

Keywords: 

Critical reflection, higher education, Service-Learning, social justice, university students

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Service Learning as a response to the Church’s call for justice, peace, and sustainable development

Ellen Van Stichel

Uniservitate

Volume Issue Pages DOI / ISBN / ISSN
141-164 chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=https%3A%2F%2Fpublications.uniservitate.org%2Fen%2Fkeys%2F2.SL_Pedagogy.pdf%23page%3D116&clen=4531829&chunk=true

 

Language Country
English Belgium

Abstract: 

Based on the commandment to love God and one’s neighbour, the Church is called to give witness of its faith in the public realm, indicated by its notion of ‘social mission’. The Church has never ceased to emphasise the theological groundings for the intrinsic link between faith and commitment to the common good and, as I aim to show, thus implicitly justifies why service learning matters for Catholic Higher Education in the first place. As Catholic Social Teaching (CST) also explicitly reflects on the practical ramifications of this social mission, the subsequent question is how this rich tradition can inform the concrete implementation of service learning. At least three key notions appear to be crucial. Firstly, there is CST’s particular relational conception of justice, which envisions the inclusion of the most vulnerable in society through mutual reciprocity. Secondly, ideas such as the ‘culture of encounter’, fraternity, and social friendship can be considered an attempt to respond to current conflicts, fragmentation, and polarisation and thus as seeds for peaceful coexistence. Lastly, the shift in CST from the notion of ‘integral development’ (of each person and every person) to ‘integral ecology’ signifies a rising awareness of our interconnectedness with the whole of creation. As such, integral ecology challenges service-learning initiatives to foster not only lasting interpersonal relationships (which the three key notions plead for), but also sustainable development

Keywords: 

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survey-on-recommendations-for-european commission

survey-on-recommendations-for-sl networks