‘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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Obvious – service learning in teacher training

Derkau, Julia

Bartsch, Gabriele ; Grottker, Leonore

Volume Issue Pages DOI / ISBN / ISSN
77-79 https://d-nb.info/1221080008/04

 

Language Country
German Germany

Abstract: 

Service Learning ist eine international bewährte Lehr- und Lernmethode, die sich an Schulen und Hochschulen in Deutschland seit zwei Jahrzehnten verbreitet. Im Kern geht es dabei um die Verknüpfung von fachlichen Inhalten aus Unterricht oder Lehre mit Engagementerfahrungen in der Zivilgesellschaft. Bildung wird so nachhaltig und wirkungsvoll im Service Learning mit gesellschaftlicher Verantwortungsübernahme verknüpft. Der Beitrag leistet eine Verortung des Themas Service Learning in der Lehrerbildung in Deutschland.

Keywords: 

Service Learning , Lehrerbildung , Lernen durch Engagement

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Pilot study on the learning success of students in service-learning compared to other teaching and learning formats

Maren Schlegler, Susanne Koch

Frankfurt University of Applied Sciences

Volume Issue Pages DOI / ISBN / ISSN
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/viewer.html?pdfurl=https%3A%2F%2Ffhffm.bsz-bw.de%2Ffrontdoor%2Fdeliver%2Findex%2FdocId%2F6327%2Ffile%2FWorking_Paper_24_Schlegler_Koch_final.pdf&clen=372484

 

Language Country
English Germany

Abstract: 

Service-learning is a teaching-learning format which combines civic engagement and academic learning. Students’ vocational learning takes place in a socioeconomic and society-promoting context in which the students contribute the knowledge gained on a voluntary basis. This course format can be carried out with a community partner (NGO or NPO) in order to enhance the practical relevance. The students are committed to the common good and do something for others or society. The projects the students complete are part of a course and closely linked to subject-specific learning. During the course, they regularly reflect on their experiences in the community (Hochschulnetzwerk Bildung durch Verantwortung/AG Qualität, 2019; National Youth Leadership Council, 2008). In the past decade, service-learning as a teaching-learning format has also become established at European—and especially German—universities. Initially, service-learning was only used by autodidacts. There was hardly any further training or even research on service-learning in Germany (Hofer & Derkau, 2020). Only in recent years have individual researchers and research groups conducted accompanying research (for Germany, e.g., Gerholz, Liszt, & Klingsieck, 2015; Reinders, 2016). In the meantime, there are well-established networks both in Europe and in Germany, which see their task in anchoring service-learning as a method at universities and finding teachers enthusiastic about this format. Due to the initial lack of research in Europe and Germany, findings from US American research were often used. However, the different university systems and social situations mean that these findings can only be transferred to the European and German contexts to a limited extent. In this study, students from different disciplines at an university of Applied Sciences are examined. Frankfurt University of Applied Sciences is based in a metropolis in the center of Germany. It had 15,626 students in four departments in the winter semester 2019/20 (Frankfurt University of Applied Sciences, 2020). The university offers courses of study with a highly practical emphasis and aims to enable students to reflect on their professional activities for people, society, and ecology. It additionally uses its experience and contacts not only with companies but also with institutions and associations to actively engage in a dialogue with politics, business, and society (Frankfurt University of Applied Sciences, 2015). It is precisely the practice-oriented teaching and the close cooperation with external partners that distinguishes teaching at this university of applied sciences from the university contexts investigated in previous studies.

Keywords: 

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Was leisten universitäre Service-Learning-Projekte in der wissenschaftsbezogenen Sprachenbildung? Bilanzierung am Beispiel des Pilotprojekts Sprachcoaching der Universität Göttingen

Marilena Ahnen (Istanbul)

Universitätsverlag Göttingen

Volume Issue Pages DOI / ISBN / ISSN
153-164 DOI: 10.17875/gup2021-1591

 

Language Country
German Germany

Abstract: 

Was können wir als Abteilung Interkulturelle Germanistik konkret für die seit 2015 stark gestiegene Zahl der internationalen Studieninteressierten an unserer Universität tun? Wie können wir der Tatsache begegnen, dass Geflüchtete – anders als andere internationale Studieninteressierte – sich weder sprachlich noch organisatorisch auf das deutsche Hochschulwesen vorbereiten konnten und sich nicht aus freien Stücken dazu entschieden haben nach Deutschland zu kommen? Wie können wir diesen besonderen Bedarfen und Bedürfnissen begegnen, ohne jedoch besagte Personen als Sondergruppe zu konstituieren und damit Fremdheitsgefühle zu evozieren? Wie können wir ihre Bedarfe und Bedürfnisse mit den Qualifizierungsprogrammen der Interkulturellen Germanistik zusammenbringen und Studierende aller Fächer der Universität Göttingen mit hohem zivilgesellschaftlichem Engagement koordinativ und fachlich unterstützen? Angetrieben durch diese Fragen wurde das Sprachcoaching an der GeorgAugust-Universität Göttingen vor dem Sommersemester 2016 als ServiceLearning-Projekt v.a. für die Zusatzqualifikation Interkulturalität, Mehrsprachig keit, Deutsch als Fremd- und Zweitsprache (ZIMD) entwickelt. Förderung erfährt das Sprachcoaching-Projekt durch das Niedersächsische MWK sowie den DAAD. 1 Im Folgenden möchte ich das Projekt, das ich bis Ende 2018 koordiniert und fachlich betreut habe, unter Hinzunahme der Erkenntnisse aus einem Interview mit dem jetzigen Koordinator Jens Steckler 2sowie der Reflexionsberichte der Projektbeteiligten vorstellen und resümieren. Dabei soll entsprechend dem Titel des Sammelbandes bilanzierend der Frage nachgegangen werden, wie das Sprachcoaching als Service-Learning-Projekt zur Integration neuzugewanderter Menschen beiträgt.

Keywords: 

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CSR-Education in wirtschaftswissenschaftlichen Studiengängen – Didaktik und Manual zum Service Learning

Karl-Heinz Gerholz und Anne Wagner

Springer-

Volume Issue Pages DOI / ISBN / ISSN
107-126 https://doi.org/10.1007/978-3-662-61959-9_8

 

Language Country
German Germany

Abstract: 

Das didaktische Konzept des Service Learnings kann als eine Antwort der Hochschulbildung auf den Corporate-Social-Responsibility-Diskurs verstanden werden. Service Learning verbindet zivilgesellschaftliches Engagement auf der einen Seite mit den curricularen Zielen des Studiums auf der anderen Seite. Neben der Förderung fachlichmethodischer und sozial-kommunikativer Kompetenzen ist das Ziel, die Studierenden auch in ihrer Persönlichkeitsentwicklung im Sinne einer zivilgesellschaftlichen Verantwortungsbereitschaft und -fähigkeit zu stärken. Im vorliegenden Beitrag werden zum einen die theoretischen Grundlagen des Service Learnings vorgestellt. Zum anderen wird am Beispiel der Wirtschaftswissenschaften der Universität Bamberg die praktische Umsetzung in der Hochschulbildung in den Blick genommen und einzelne Serviceprojekte exemplarisch aufgegriffen. Anhand eines Manuals werden die einzelnen Schritte eines Service-Learning-Arrangements von der Planung über die Durchführung bis zu Evaluation erläutert.

Keywords: 

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Learning to change universities from within: a service-learning perspective on promoting sustainable consumption in higher education

Barth, Matthias; Adomssent, Maik; Fischer, Daniel; Richter, Sonja; Rieckmann, Marco

JOURNAL OF CLEANER PRODUCTION

Volume Issue Pages DOI / ISBN / ISSN
62 72-81 DOI: 10.1016/j.jclepro.2013.04.006

 

Language Country
English Germany

Abstract: 

Progression towards more sustainable consumption patterns is a key challenge of the 21st century. Higher education plays a crucial role in this in as much as it significantly contributes to building the capacity of future generations to deal with real-world problems of unsustainable consumption. However, conceptually substantiated approaches to educating for sustainable consumption in universities are still poorly developed. This paper contributes to bridging this gap. It merges two separate fields of scholarship (service learning and incidental learning) and analyses key aspects of a teaching approach to promoting learning for sustainable consumption in higher education. A case example of a series of project-based seminars is presented that illustrates how this conceptual approach can be applied in practice. This paper illustrates how the integration of the concept of transdisciplinarity into service learning can help to further develop the concept to support rich and meaningful learning settings for students. The paper concludes with a critical appraisal of the approach for moving forward the agenda of higher education for sustainable development in the context of consumption and with a call for further research. (C) 2013 Elsevier Ltd. All rights reserved.

Keywords: 

Service learning; Higher education; Sustainable consumption; Incidental learning; Transdisciplinary collaboration

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Community service learning approach to strengthening the peacebuilding role of artsakh higher institutions

lusine vanyan

CORRIDORS – Dialogue through Cooperation gUG

Volume Issue Pages DOI / ISBN / ISSN
https://civicidea.ge/wp-content/uploads/2021/02/Corridors-Proceedings-Vol2-2020.pdf

 

Language Country
English Germany

Abstract: 

The potential role of education in addressing protracted conflicts has been addressed in the literature and practice of peacebuilding. One particular approach that has substantial potential to promote an encompassing, inclusive, and empowering culture of peace and to strengthen vital competencies in this field is Community Service Learning (CSL). This article highlights how the peacebuilding role of higher education may be enhanced by CSL and refers to specific project ideas for Artsakh. It outlines the promising area of education in peacebuilding, which offers a range of creative actions and opportunities. The article argues, that CSL is relevant to peacebuilding, because, if implemented, it will systematically promote the skills and competencies of peace education in Artsakh by incorporating peace education into formal education. This article also reveals the propensity of students and faculty to implement CSL projects and outlines potential projects.

Keywords: 

peace culture, higher education, theory-praxis nexus, community
service learning, tolerance development, Artsakh

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The Promotion of Learning Processes through Service Learning in Higher Education

Reinders, Heinz

ZEITSCHRIFT FUR PADAGOGIK

Volume Issue Pages DOI / ISBN / ISSN
56 4 531-547

 

Language Country
German Germany

Abstract: 

The author examines in how far service learning as a didactic model in higher education could help optimize learning processes among students. Service learning constitutes a specific form of teaching and learning which combines teaching units aimed at imparting theoretical knowledge with social commitment by students. The aim of service learning is to optimize the linking of theory and practice and to promote social commitment among students. In a quasi-experimental pre-post-design, a total of 116 students were interviewed during the course of one semester. The survey focused on variables of self-controlled learning and of the perceived increase in knowledge. The results show that, compared to conventional forms of instruction, students participating in service learning courses experience, among other things, a greater increase in knowledge.

Keywords: 

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Housing

Learning through the Assumption of Social Responsibility: Social Inequality, Poverty and Housing

The aim is to combine the approach of community-based research with the approach of service learning. The students worked together in three project teams and developed research and service ideas for community partners.

unicorn University Community Learning

The purpose of the Erasmus+ project UNICORN (UNIversity COmmunity LeaRNing) will design and test a new Mobility Scheme for students that combines international mobility with a Service-Learning experience in the community.

SLIHE Porject Logo

SLIHE – Service-learning in higher education – fostering the third mission of universities and civic engagement of students

Slihe project aims to foster the third mission of universities and civic engagement of students through the implementation of an innovative service learning strategy in the Central and Eastern European region.

SENSE flyer

SENSE Center for Civic Engagement and Responsible Management Education

The SENSE Center enables students and civil society organizations as well as schools to jointly implement a practical project. In this way, students get to know the work in civil society and the educational system and experience what it means to take responsibility for society.

Virtual workshop

Workshop Series on Service Learning

Workshop series Civic engagement at universities – examples for good practice in urban development , Engagement with and through digitalization as well as Civic engagement at changing/evolving universities.

UNISERVITATE Service-Learning in Catholic Higher Education

UNISERVITATE aims to generate a systemic change in Catholic Higher Education Institutions (CHEIs), through the institutionalization of service-learning (SL) as a tool to fulfill their mission of integral education.

Multiracial group of young people taking selfie

Learning aids for disadvantaged children, adolescents and young refugees in Nuremberg

As a part of a practical assignment, students accompany children and adolescents as well as young refugees in Nuremberg.

TEFCE Project Logo

TEFCE – Towards a European Framework for Community Engagement of Higher Education

The TEFCE project aims to define a common European approach to community engagement, differentiating it from other forms of engagement and identifying tools that could push this agenda forwards.

Service_learning Germany

N2-Germany

At the beginning the students developed several research ideas regarding the thematic area “social inequality, poverty and housing”, this results in several research groups.

COMMIT_PROJECT_Logo

COMMIT – Committing to the social dimension in universities

Project: Summary:

This project builds on the work of a previous project – ALLUME, http://allume.eucen.eu -which developed three self-evaluation tools to help universities reviewing their internal strategy for the implementation of a comprehensive and coherent Lifelong Learning University approach.

Project objectives:
  • Review, refine and adapt ALLUME’s threetools, adding new features to take onboard a wider and clearer idea of thesocial dimension of Higher Education (HE)
  • Design and develop a new tool for monitoring attainment in HE and integrate these tools in HEIs management systems
  • Design and undertake a training event with input from external experts
  • Use the tools in 12 universities in 12different countries to conduct a self-evaluation
  • Undertake a transversal analysis of thereports from the use of the tools
  • Run 12 national active learning workshops,with groups of other universities and representatives from the relevant ministry
  • Run a European event with an active learning approach
Project results:
  • Reviewed those 3 tools, refining and adapting them and adding new features which take on board a wider and clearer idea of the social dimension of HE
  • Designed and developed a new tool for monitoring attainment in HE and integrate these tools in HEIs management systems carried out an experts training event to prepare partners to visit and counsel other universities used these 4 tools in 12 universities of 12 different countries to conduct a self evaluation, supported with documents, which formed the starting point for a collective learning process including a visit from one of the other partners
  • Undertook a transversal analysis of the visit reports and the completed tools
  • Carried out an experts training event to prepare partners to visit and counsel other universities
  • Used these 4 tools in 12 universities of 12 different countries to conduct a self evaluation, supported with documents, which formed the starting point for a collective learning process including a visit from one of the other partners
Project contributions SDGS’s:

GOAL 4: Quality Education

Project partners
  • EUCEN, European University ContinuingEducation Network, BE
  • Université catholique de Louvain, BE
  • Turun yliopisto, FI
  • Université de Bretagne Occidentale, FR
  • Universidade de Aveiro, PT
  • University of Stuttgart, DE
  • Dublin City University, IE
  • Bogaziçi Üniversitesi, TR
  • Università degli Studi di Genova, IT
  • Panepistimio Ioanninon, GR
  • Universitatea Tehnic ̆a GheorgheAsachi din Ia ̧si, RO
  • Universitat Rovira i Virgili, ES
  • Pécsi Tudományegyetem, HU
Project website:

http://commit.eucen.eu

Contact person: Carme ROYO

Email: commit@eucen.eu

Project start date: 01/10/2013

Project finishing date: 31/05/2016

Repositoy Service-learning experiences

Personal Challenge and Experience through social Engagement

Job-relevant skills such as communication skills, conflict skills and teamwork are required and trained in the engagements.

Learning through the Assumption of Social Responsibility: Social Inequality, Poverty and Housing

Housing, as a fundamental human need, enables participation in social life, but in many major cities affordable housing is becoming an increasingly scare resource.

Service Learning in the Course: “Didactical Planning, Analysis, Teaching, Evaluation of Learning Situations”

The curricular learning goal is, that students learn about didactical planning instruments and theories.

UNIAKTIV Centre for societal learning and civic responsibility

UNIAKTIV tests different forms of Campus-Community-Partnerships such as Community-based Research, Design-Thinking-Variants and Social-Entrepreneurship-approaches.

Service_learning Germany

Service-Learning in Germany

In Germany, service-learning has compared to other European countries not a long tradition.