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

 

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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  

 

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Spanish Other

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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.

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

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Implementing service learning in higher education

Bringle, RG; Hatcher, JA

JOURNAL OF HIGHER EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
67 2 221-239 DOI: 10.2307/2943981

 

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Effect of a comprehensive service-learning program on college students’ civic responsibility

Myers-Lipton, SJ

TEACHING SOCIOLOGY

Volume Issue Pages DOI / ISBN / ISSN
26 4 243-258 DOI: 10.2307/1318766

 

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Abstract: 

This paper assesses the effect of a comprehensive service-learning program on students’ level of civic responsibility A nonequivalent control group experiment was conducted with students from a large, Western university. The results of the multivariate analysis generally supported the hypothesis that students who are involved in a comprehensive service-learning program will show larger increases in civic responsibility when compared to: ill students involved in community service but who are not formally integrating it with their academic course work, and (2) students who are not involved in any community service

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Institutionalization of service learning in higher education

Bringle, RG; Hatcher, JA

JOURNAL OF HIGHER EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
71 3 273 DOI: 10.2307/2649291

 

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A measure of institutionalization of service learning, completed by representatives from diverse institutions of higher education, indicated that greater institutionalization was found among those that had attended a Campus Compact planning institute, established a centralized office to coordinate activities, funded that office with university funds, and located it under the chief academic officer. Implications are presented.

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Service learning in college political science: Queries and commentary

Hepburn, MA; Niemi, RG; Chapman, C

PS-POLITICAL SCIENCE & POLITICS

Volume Issue Pages DOI / ISBN / ISSN
33 3 617-622 DOI: 10.2307/420867

 

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Successful service-learning programs: New models of excellence in higher education

Bringle, RG; Hatcher, JA

JOURNAL OF HIGHER EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
71 4 504-507 DOI: 10.2307/2649151

 

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The integration of information/decision technologies, community service, and service learning in a university environment

Ault, JT; Gleason, JM; Riley, LA

UNIVERSITY AS A BRIDGE FROM TECHNOLOGY TO SOCIETY, PROCEEDINGS

Volume Issue Pages DOI / ISBN / ISSN
281-285 DOI: 10.1109/ISTAS.2000.915651

 

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We discuss a series of multidisciplinary research projects in which various information/decision technologies are being used by university researchers and teams of university students, in cooperation with government organizations and neighborhood associations, to assist residents of low income areas to develop reliable methods for identifying specific neighborhood problems, and to use those methods to mobilize appropriate governmental and private-sector agencies to assist in remediation. The accomplishments of the research are examined, and the goals and expected benefits – to the community, the university, the college, the department, and the students of future stages of this integrative series of projects are discussed.

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The Washington Study-Service Year of Eastern Mennonite University – Reflections on 23 years of service learning

Aberle-Grasse, M

AMERICAN BEHAVIORAL SCIENTIST

Volume Issue Pages DOI / ISBN / ISSN
43 5 848-857 DOI: 10.1177/00027640021955504

 

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The author describes the results of an evaluation of a service-learning program of Eastern Mennonite University. The Washington Study-Service year an off-campus program, began in 1976 in Washington, D.C. The author describes briefly the current goals and structure of the program and then describes the evaluation data and results. A variety of methods were used as evaluating tools, including essays of current students, interviews with alumni, and alumni surveys. The short and long-term influence of the program appears in increased understanding of racial/cross-cultural issues, in increased values in the areas of working with marginalized persons and working to change social institutions, in self-understanding and in the development of interpersonal skills, such as conflict resolution and communication.

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Institutionalizing civic engagement: Shifting logics and the cultural repackaging of service-learning in US higher education

Lounsbury, M; Pollack, S

ORGANIZATION

Volume Issue Pages DOI / ISBN / ISSN
8 2 319-339 DOI: 10.1177/1350508401082016

 

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Institutionalists in organizational sociology have developed a good deal of evidence about the role of field logics in shaping the practices of organizations. In this paper, we extend this imagery to multiple fields, highlighting how shifting logics in a superordinate field enable the infrastructural development of a subordinate field. in particular, we track how initially marginal, anti-institutional service-learning practices became a legitimate component of mainstream curricula in the field of US higher education. While service-learning proponents have always made claims about the importance of generating knowledge and insight by helping others in the community, service-learning entrepreneurs had to build a field infrastructure to support their claims and culturally repackage the aims of service-learning in a way that articulated with broader logics in the field of higher education. We argue that the shift from an unarticulated closed-system logic to a situation of contending closed-system and open-system logics in the field of higher education facilitated the cultural repackaging of service-learning practices, enabling civic engagement to become a more accepted part of university curricula. Despite this apparently ‘successful’ institutionalization, however, competing logics in the field of higher education have instantiated contradictions in the service-learning field, raising important issues about the future of service-learning as well as the US educational system.

Keywords: 

higher education; institutional theory; logics; service-learning

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The dynamic tensions of service learning in higher education – A philosophical perspective

Kezar, A; Rhoads, RA

JOURNAL OF HIGHER EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
72 2 148 DOI: 10.2307/2649320

 

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This article explores sources of tension associated with the service-learning movement in higher education. The authors return to the origins of the movement, John Dewey, to find ways to address these tensions. The authors conclude by suggesting that institutional leaders look to the philosophy of Dewey to create the organizational changes necessary to successfully implement service learning.

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Editors’ introduction – Service-learning pedagogy as universities’ response to troubled times

Marullo, S; Edwards, B

AMERICAN BEHAVIORAL SCIENTIST

Volume Issue Pages DOI / ISBN / ISSN
43 5 746-755 DOI: 10.1177/00027640021955568

 

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This is second in a two-issue series conceptualized as documenting educational innovations in higher education that could be seen as responses of colleges and universities to changing economic, political, and social forces. This issue’s authors diagnose a number of different problems in the current practices of colleges and universities and prescribe pedagogical initiatives that link students to the community through service learning which is the integration of community service activities into the curriculum through intentional analytical processes. The authors of these articles are pushing the theoretical and praxis boundaries of service learning to tackle challenging issues such as how to best enhance the student’s learning experience to create self-motivated learners who become civic participants, how to structure programs and practices to best support such work, and how to after institution- and discipline-driven reward systems to promote and sustain faculty involvement in service learning.

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Integrating service-learning into a college-level nutrition course

Ash, SL

JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR

Volume Issue Pages DOI / ISBN / ISSN
35 3 161-162 DOI: 10.1016/S1499-4046(06)60201-7

 

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Service learning in health care higher education: risk or not to risk.

Reams, Paula

Education for health (Abingdon, England)

Volume Issue Pages DOI / ISBN / ISSN
16 2 145-54 DOI: 10.1080/1357628031000116835

 

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The explosion of service learning as a teaching methodology in higher education has generated increased awareness of the potential for liability related to student experiences with service partnerships all over the world. At present, there are few instances of legal problems occurring using service learning with students, but risk management not risk avoidance may be the best form of preventing legal problems from occurring. Reviewing areas of potential liability with the service partner, the student, faculty and college institution for possible risks may reduce future problems. Strategies for dealing with potential identified risks are discussed in this article including identified agency risks, the capacities of the students, employment status, liability insurance, and agency incorporation. Reducing the risk with students includes evaluating the harm to and by students, assessing the student population, prerequisite courses, assumptions, developmental age of the student, good communication and use of an honor Code. The higher education institutions and faculty may reduce risk by instituting student contracts, maintaining student privacy, and using waivers. Good risk management through preparation of all involved in service learning projects is the key to success.

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Community-based service learning in the engaged university

Hamner, JB; Wilder, B; Avery, G; Byrd, L

NURSING OUTLOOK

Volume Issue Pages DOI / ISBN / ISSN
50 2 67-71 DOI: 10.1067/mno.2002.121538

 

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The engaged university expands the concept of service learning to include a redesigned approach to teaching, research, and service functions that leads to a productive involvement with communities. This article describes an ongoing community partnership that models the best-practice aspects of the engaged university.

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CURRICULUM

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A case of service-learning and community-based instruction in the Latino community at University-of-Georgia

Kaplan, B; Perez Gamboa, T

HISPANIA-A JOURNAL DEVOTED TO THE TEACHING OF SPANISH AND PORTUGUESE

Volume Issue Pages DOI / ISBN / ISSN
87 1 137-138 DOI: 10.2307/20063013

 

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Enduring influences of service-learning on college students’ identity development

Jones, SR; Abes, ES

JOURNAL OF COLLEGE STUDENT DEVELOPMENT

Volume Issue Pages DOI / ISBN / ISSN
45 2 149-166 DOI: 10.1353/csd.2004.0023

 

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This constructivist study explored service-learning as a contextual influence on identity development and self-authorship. Analysis of data from interviews with 8 participants, each of whom completed an undergraduate service-learning course 2 to 4 years prior to the study, suggested that an enduring influence of service-learning was construction of a more integrated identity evidenced by complexity in thinking about self and relationships with others, an openness to new ideas and experiences, and shifts in future commitments.

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Service learning for social change? Lessons from a liberal arts college

Lewis, TL

TEACHING SOCIOLOGY

Volume Issue Pages DOI / ISBN / ISSN
32 1 94-108 DOI: 10.1177/0092055X0403200109

 

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This paper explores efforts by Denison University to shift its service-learning efforts from service based on a charity model toward service based on collaboration and community-based social change. The author describes the institution’s process of adaptation and a series of service-learning courses that draw upon participatory action research, asset-based community development, and what Denison service-learning faculty call “place-based” service learning. Based on ethnographic data and reports from students’ reflective journals from courses that have attempted to develop a partnership with a nearby community, the author outlines some of the challenges for faculty and institutions that are considering crossing-over from service learning based on charity to service learning for social justice.

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COMMUNITY; UNIVERSITY

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Effects of a small-scale, very short-term service-learning experience on college students

Reed, VA; Jernstedt, GC; Hawley, JK; Reber, ES; DuBois, CA

JOURNAL OF ADOLESCENCE

Volume Issue Pages DOI / ISBN / ISSN
28 3 359-368 DOI: 10.1016/j.adolescence.2004.08.003

 

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This study examined the effects of a small-scale, very short-term (8-10 h) service-learning experience on college undergraduates. Repeated measures analysis of variance indicated that students participating in this experience reported maintenance of their sense of social responsibility, an increased sense of the meaningfulness of college, and an increased likelihood of choosing a service-related occupation, when compared to non-participating matched counterparts. These findings provide support for the notion that minimally resource-intensive service-learning programs can provide students with some of the benefits of service-learning that have been identified in longer, more intensive experiences. (c) 2004 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Keywords: 

DEATH ANXIETY; COMMUNITY-SERVICE; METAANALYSIS; ATTITUDES; EDUCATION; OUTCOMES; IMPACT; LIFE

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Service-Learning in Higher Education: Critical Issues and Directions

Butin, DW

SERVICE-LEARNING IN HIGHER EDUCATION: CRITICAL ISSUES AND DIRECTIONS

Volume Issue Pages DOI / ISBN / ISSN
1-230 DOI: 10.1057/9781403981042

 

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The use of Service-Learning in drought response by universities in Ethiopia

Downes, Elizabeth A.; Murray, Joyce P.; Brownsberger, Shelly L.

NURSING OUTLOOK

Volume Issue Pages DOI / ISBN / ISSN
55 5 224-231 DOI: 10.1016/j.outlook.2007.01.011

 

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Service-Learning has become a well-established educational strategy. This practice-based teaching-learning method allows students to develop relevant competencies while addressing the needs of a community. The recurrence of drought in Ethiopia necessitates a health workforce with requisite competencies in drought response. This article describes a successful Service-Learning experience and its outcomes that affected over 10 million Ethiopians. The 2006 World Health Report calls for an appropriately prepared health workforce. Universities in Ethiopia are rising to this challenge with the integration of strategies that support the education of interdisciplinary Health Teams for community deployment. Teams of Public Health Nurses, Health Officers, Environmental Health Sanitarians, and Medical Laboratory Technicians are prepared to address the health needs of the communities served. The introduction of Service-Learning as a teaching-learning strategy into the university health science curriculum in Ethiopia has demonstrated important outcomes. The drought response Service-Learning program is a successful model worthy of consideration for other universities.

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The limits of service-learning in higher education

Butin, DW

REVIEW OF HIGHER EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
29 4 473 DOI: 10.1353/rhe.2006.0025

 

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This article takes a critical look at the attempted institutionalization of service-learning in higher education. It asks whether service-learning can become deeply embedded within the academy; and if so, what exactly is becoming embedded. Specifically, this article suggests that there are substantial pedagogical, political, and institutional limits to service-learning across the academy. These limits, moreover, are shown to be inherent to the service-learning movement as contemporarily theorized and enacted. The article concludes by refraining some of the grounding assumptions of service-learning to position it as a disciplinary field more suited for becoming genuinely embedded within higher education.

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Reedy creek cleanup: The evolution of a university geography service-learning project

Parece, Tammy E.; Aspaas, Helen Ruth

JOURNAL OF GEOGRAPHY

Volume Issue Pages DOI / ISBN / ISSN
106 4 153-161 DOI: 10.1080/00221340701658794

 

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Service-learning courses within a university setting help students to better understand their roles as members of civil society. This article examines the evolution of an urban stream cleanup project that has been part of a world regions geography course for six years. After connecting course goals with the current best practice literature on student engagement and “greening of the curriculum,” the context of the cleanup is discussed, focusing on the physical geography of the urban stream and political and university perspectives that influence the environmental status of the stream. The article analyzes the successes and challenges of the project and identifies strategies that have evolved in order to enhance the success of the project. It closes with recommendations for using this as a model for generating service-learning courses at other universities.

Keywords: 

service-learning; urban watersheds; stream cleanup; green curriculum; Chesapeake Bay

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The community voice on service-learning: A good practice guide for higher education

Nduna, N. J.

EDUCATION AS CHANGE

Volume Issue Pages DOI / ISBN / ISSN
11 3 69-78 DOI: 10.1080/16823200709487180

 

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The growth of service-learning in higher education is attributed to its potential to enhance academic learning and contribute to the quality of life in communities. thus benefiting both the higher education institution and the community. Whilst acknowledging the importance of student outcomes, this article focuses on the community dimensions of service-learning in higher education. The article presents the community perspective on community needs, SL benefits, students’ performance and areas of improvement in SL practice. It also highlights a gap in higher education in terms of the lack of research on the community dimension of service-learning. The article argues that SL practice could improve and its impact on communities could increase if the voice of the community is heard. The article calls for increased community involvement and partnerships in the evaluation process that relates to the planning and implementation of SL. The article therefore attempts to fill a gap that has been noted as a glaring omission in the literature.

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Embedding Service Learning in South African Higher Education: The Catalytic Role of the CHESP Initiative

Lazarus, Jo

EDUCATION AS CHANGE

Volume Issue Pages DOI / ISBN / ISSN
11 3 91-108 DOI: 10.1080/16823200709487182

 

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Service-learning (SL) was a relatively unknown term in South African (SA) Higher Education (HE) until the late 1990’s. In response to the call of the White Paper on the Transformation of Higher Education for “feasibility studies and pilot programmes which explore the potential of community service in higher education” the Joint Education Trust(1) (JET) launched the Community – Higher Education – Service Partnerships (CHESP) initiative in 1999. The major focus of this initiative was to assist SA Higher Education Institutions (HEIs) to conceptualise and implement SL as a means of giving expression to the mandate given in the White Paper. This paper tracks the development of the CHESP initiative and its contribution towards embedding SL in SA HE. The paper highlights some of the key outcomes at an institutional and national level and underpins these through the results of a comprehensive external review of CHESP undertaken in 2007, eight years after the initial launch.

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Service Learning; Community Engagement; Institutionalisation

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Service learning within the University of Connecticut Master of Public Health Program

Gregorio, David I.; DeChello, Laurie M.; Segal, Joan

PUBLIC HEALTH REPORTS

Volume Issue Pages DOI / ISBN / ISSN
123 44-52 DOI: 10.1177/00333549081230S207

 

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Since 2005, the University of Connecticut Master of Public Health Program has administered its required service-learning practicum through coordinated activities of second-year students assigned to examine a pressing public health issue in Connecticut. The initiative underscores our program’s commitment to preparing students for careers as leaders in applied practice and our emphasis on collaboration. Our thematic approach links content across the core curriculum, provides a venue where students demonstrate mastery of academic principles, and affirms values of public responsibility and common purpose. Projects have focused on public health concerns associated with childhood obesity, health literacy, and living with disabilities. Working together and with community-based preceptors, students estimate service needs, assess available program/service capacity, and recommend policy options. Results are compiled within a written report that accompanies a state legislative hearing. This article presents the rationale and organization of our service-learning practicum, and describes how the experience affects the education and personal growth of students and contributes positively to the community at large.

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Civic Engagement and Service Learning: Implications for Higher Education in America and South Africa

Bringle, Robert G.; Hatcher, Julie A.

EDUCATION AS CHANGE

Volume Issue Pages DOI / ISBN / ISSN
11 3 79-89 DOI: 10.1080/16823200709487181

 

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Contextualising undergraduate pharmacy training in service-learning at the University of the Western Cape

Bheekie, Angeni; Adonis, Tracey-Ann; Daniels, Priscilla

EDUCATION AS CHANGE

Volume Issue Pages DOI / ISBN / ISSN
11 3 157-167 DOI: 10.1080/16823200709487186

 

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The pharmacy profession necessitates continual revision of undergraduate training to meet both I changing and challenging health needs. Service-learning is a teaching methodology that assists health professions and academic training institutions in facilitating curriculum changes to improve the competence of pharmacy graduates. This method addresses the core requirements as stipulated by the South African Pharmacy Council for entry-level pharmacists. The aim of service-learning was to introduce an educational intervention for students that would enable them to rotate between the classroom and the workplace with the goal to provide them with the opportunity to accumulate learning experiences in both contexts. This article presents the development of the pharmacotherapy service-learning module as a case study which can be used as an exemplar for other service-learning modules. Fourth year students participating in the service-learning module were the focus of this study. Data was collected in various ways through focus groups, written reports, on-site assessments and feedback sessions and this provided the primary data for this research. Data was analysed by identifying common themes in the primary data. Students indicated that they were able to obtain an overview of the primary health care system, gain confidence in counselling and dispensing, and apply pharmacological concepts.

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service-learning; pharmacology; engagement

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Working to learn and learning to work: A profile of service-learning courses in university public relations programs

Witmer, Diane F.; Silverman, Deborah A.; Gaschen, Dennis John

PUBLIC RELATIONS REVIEW

Volume Issue Pages DOI / ISBN / ISSN
35 2 153-155 DOI: 10.1016/j.pubrev.2009.02.001

 

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The purpose of this study was to use quantitative survey methodology triangulated with qualitative interviews to explore faculty perceptions in four key areas of service-learning in public relations programs: (1) conceptualization, (2) outcomes, (3) institutional support, and (4) instructional techniques. Results support findings in other disciplines. Public relations course goals reflect four different types of stated learning outcomes: (1) application to real-world settings, (2) teamwork, (3) interactions with PR clients, and (4) civic responsibility, but most educators include reflection opportunities only on public relations concepts and not on community engagement. (C) 2009 Elsevier Inc. All rights reserved.

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Public relations; Community engagement; Service-learning; Community service; Communication

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Applied Spanish in the university curriculum: A successful model for community-based service-learning

Nelson, Ardis L.; Scott, Jessica L.

HISPANIA-A JOURNAL DEVOTED TO THE TEACHING OF SPANISH AND PORTUGUESE

Volume Issue Pages DOI / ISBN / ISSN
91 2 446-460 DOI: 10.2307/20063729

 

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In 2002 the Applied Spanish: Community Studies minor at East Tennessee State University (ETSU) was approved by the Tennessee Board of Regents. The Applied Spanish minor is a 21 credit-hour interdisciplinary minor that melds community-based service-learning with traditional classroom methodology. This article presents a curricular model that other institutions may wish to follow. It describes the origin and development of the program, its courses and service-leaming opportunities, and the results of a survey that evaluates benefits to students in the areas of cultural understanding and knowledge of Hispanics, language learning attitudes, leadership skills, social responsibility, and career impact.

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career impact; community-based; cultural understanding of Hispanics; curriculum development; interdisciplinary; language learning attitudes; service-learning

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ETHICS, SOLIDARITY AND “SERVICE LEARNING” IN HIGHER EDUCATION

Arratia Figueroa, Alejandrina

Acta bioethica

Volume Issue Pages DOI / ISBN / ISSN
14 1 61-68 DOI: 10.4067/S1726-569X2008000100008  

 

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Spanish Other

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This paper explains the teaching experience of the “Service Learning” methodology, and it hopes to point out the possibilities that it offers for the teaching of ethics, as well as for the stimulation of social responsability and to form values in the frame of curricular activities in nursing. This methodology searches to encourage, on one hand, students’ compromised participation in the teaching-apprenticeship process and, on the other hand, to fortify the giving component of a good quality’ component for the community. As an experienced pedagogical frame, it strengthens the critical thought and problems’ resolutions, and it encourages a formal reflection during the experience.

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bioethics’ teaching; service learning; social responsibility

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Libraries Partners in Linking College Students and Their Communities Through Service Learning

Heiselt, April K.; Wolverton, Robert E.

REFERENCE & USER SERVICES QUARTERLY

Volume Issue Pages DOI / ISBN / ISSN
49 1 83-90 DOI: 10.5860/rusq.49n1.83

 

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With decreased funding and personnel reductions in many libraries across the United States, local librarians are searching for innovative methods to create sustainable partnerships in the community. Using Mississippi State University’s Day One Leadership Community as a case study, this article illustrates how service-learning provides a dynamic connection between a public library and a local university. Establishing such a partnership proved beneficial for student learning, helpful in accomplishing projects in a local library, and through the resulting publicity provided greater interest in and access to library materials for the local community. Program components, personal experiences, and ideas for program replication are shared.

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Service Learning Outside the US: Initial Experiences in Singapore’s Higher Education

Tan, Kenneth Paul

PS-POLITICAL SCIENCE & POLITICS

Volume Issue Pages DOI / ISBN / ISSN
42 3 549-557 DOI: 10.1017/S104909650909088X

 

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Service learning in higher education is an American creature. But outside the U.S., practices that resemble American service learning or that have begun self-consciously to describe themselves as “service learning” may also be found. This article gives an account of a proto-service-learning course on civil society in Singapore and discusses some similarities and differences between the U.S. and Singapore contexts in which the practices of service learning have evolved, identifying how this civil society course in particular was both a product of as well as a challenge to Singapore’s somewhat different priorities in. higher education, political culture, and attitudes to social justice and cultural diversity.

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Teaching History through Service Learning at the University of Guam

Hattori, Anne Perez

JOURNAL OF PACIFIC HISTORY

Volume Issue Pages DOI / ISBN / ISSN
46 2 221-227 DOI: 10.1080/00223344.2011.607270

 

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The Impact of Community Service Learning Upon the Worldviews of Business Majors Versus Non-Business Majors at an American University

Seider, Scott C.; Gillmor, Susan C.; Rabinowicz, Samantha A.

JOURNAL OF BUSINESS ETHICS

Volume Issue Pages DOI / ISBN / ISSN
98 3 485-503 DOI: 10.1007/s10551-010-0589-8

 

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The SERVE Program at Ignatius University seeks to foster the ethical development of its participants by combining academic study of philosophy and theology with a year-long community service project. This study considered the impact of the SERVE Program upon Ignatius University students majoring in business in comparison to students pursuing majors in the liberal arts, education, and nursing. Findings from this study offer insight into the response of business students to ethical content in comparison to students pursuing degrees in other disciplines. Such findings hold significant implications for business school faculty and administrators committed to the civic and ethical development of individuals pursuing careers in business and private industry.

Keywords: 

business ethics; community service learning; ethical development; philosophy; social responsibility; teaching; undergraduates

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The Impact of Philosophy and Theology Service-Learning Experiences upon the Public Service Motivation of Participating College Students

Seider, Scott C.; Rabinowicz, Samantha A.; Gillmor, Susan C.

JOURNAL OF HIGHER EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
82 5 597 DOI: 10.1080/00221546.2011.11777219

 

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English Other

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This mixed-methods study demonstrates that the SERVE Program at Ignatius University strengthened the public service motivation of participating undergraduates by combining weekly community service with readings in philosophy and theology. These findings offer insights about the role that philosophy and theology service-learning experiences can play in fostering college students’ commitment to public service.

Keywords: 

COMMUNITY-SERVICE; CLINICAL-TRIALS; IDENTITY; OUTCOMES; CITIZENSHIP; EDUCATION; PROGRAM; ETHICS; YOUTH

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What happens when the university meets the community? Service learning, boundary work and boundary workers

McMillan, Janice

TEACHING IN HIGHER EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
16 5 553-564 DOI: 10.1080/13562517.2011.580839

 

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This article explores service learning via the lens of activity theory. Through this lens, it is identified as a form of ‘boundary work’ in higher education, with educators identified as ‘boundary workers’. Drawing on the data from a recent study, this paper analyses service learning as an often contradictory and tension-filled practice. The ‘expanded community’ and ‘dual but interrelated object’ in the service learning activity system result in many tensions for students and community members alike. This in turn poses significant challenges for boundary workers, and ultimately for the university. The paper concludes by arguing that in order to encourage and value service learning, we need to acknowledge the (new and different) knowledge, values and skills required for playing the role of boundary worker in (boundary) practices such as this.

Keywords: 

service learning; activity theory; boundary work; boundary workers; contradictions

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Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education

Palacios, Carlos

ANTHROPOLOGY & EDUCATION QUARTERLY

Volume Issue Pages DOI / ISBN / ISSN
42 1 79-80 DOI: 10.1111/j.1548-1492.2010.01113.x

 

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English Other

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Implementation of a Service-learning Module in Medical Microbiology and Cell Biology Classes at an Undergraduate Liberal Arts University.

Larios-Sanz, Maia; Simmons, Alexandra D; Bagnall, Ruth Ann; Rosell, Rosemarie C

Journal of microbiology & biology education

Volume Issue Pages DOI / ISBN / ISSN
12 1 29-37 DOI: 10.1128/jmbe.v12i1.274

 

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English Other

Abstract: 

Here we discuss the implementation of a service-learning module in two upper-division biology classes, Medical Microbiology and Cell Biology. This exciting hands-on learning experience provided our students with an opportunity to extend their learning of in-class topics to a real-life scenario. Students were required to volunteer their time (a minimum of 10 hours in a semester) at an under-served clinic in Houston, Texas. As they interacted with the personnel at the clinic, they were asked to identify the most prevalent disease (infectious for Medical Microbiology, and cellular-based for Cell) seen at the clinic and, working in groups, come up with educational material in the form of a display or brochure to be distributed to patients. The material was meant to educate patients about the disease in general terms, as well as how to recognize (symptoms), prevent and treat it. Students were required to keep a reflective journal in the form of a blog throughout the semester, and present their final materials to the class orally. Students were surveyed about their opinion of the experience at the end of the semester. The vast majority of student participants felt that the project was a positive experience and that it helped them develop additional skills beyond what they learn in the classroom and understand how lecture topics relate to every day life.

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Incorporating Service-Learning, Technology, and Research Supportive Teaching Techniques into the University Chemistry Classroom

Saitta, E. K. H.; Bowdon, M. A.; Geiger, C. L.

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY

Volume Issue Pages DOI / ISBN / ISSN
20 6 790-795 DOI: 10.1007/s10956-010-9273-0

 

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English Other

Abstract: 

Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students at a large research institution. Chemistry students at the University of Central Florida partnered with high school students at Crooms Academy of Information Technology in interactive service learning projects. The projects allowed UCF students to teach newly acquired content knowledge and build upon course lecture and lab exercises. Activities utilized the web-conferencing tool Adobe Connect Pro to enable interaction with high school students, many of whom have limited access to supplemental educational opportunities due to low socioeconomic status. Seventy chemistry I students created lessons to clarify high school students’ misconceptions through the use of refutational texts. In addition, 21 UCF students enrolled in the chemistry II laboratory course acted as virtual lab partners with Crooms students in an interactive guided inquiry experiment focused on chemical kinetics. An overview of project’s design, implementation, and assessments are detailed in the case study and serve as a model for future community partnerships. Emerging technologies are emphasized as well as a suggested set of best practices for future projects.

Keywords: 

Chemistry education; Service-learning; Web conferencing; High school; University

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Changing American College Students’ Conceptions of Poverty Through Community Service Learning

Seider, Scott C.; Rabinowicz, Samantha A.; Gillmor, Susan C.

ANALYSES OF SOCIAL ISSUES AND PUBLIC POLICY

Volume Issue Pages DOI / ISBN / ISSN
11 1 105-126 DOI: 10.1111/j.1530-2415.2010.01224.x

 

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Americans’ beliefs about the causes of poverty and inequality have a direct impact on public support for economic and social policies designed to reduce poverty. This study considered the impact of the Pulse Program at Boston College on participating students’ beliefs about the causes of poverty. The Pulse Program is a community service learning program sponsored jointly by Boston College’s philosophy and theology departments. Through a mixed-methods research design involving random assignment to a treatment or a control group, the authors found that Boston College students participating in the Pulse Program demonstrated statistically significant shifts toward an understanding of poverty that emphasized structural causes over individual causes.

Keywords: 

CLINICAL-TRIALS; BELIEFS; ETHICS; RACE/ETHNICITY; ATTRIBUTIONS; ATTITUDES; OUTCOMES; IMPACT; POOR

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Digital Storytelling within a Service-Learning Partnership: Technology as Product and Process for University Students and Culturally and Linguistically Diverse High School Youth

Love, Emily Wexler; Cushing, Debra Flanders; Sullivan, Margaret; Brexa, Jode

HIGHER EDUCATION, EMERGING TECHNOLOGIES, AND COMMUNITY PARTNERSHIPS: CONCEPTS, MODELS, AND PRACTICES

Volume Issue Pages DOI / ISBN / ISSN
88-105 DOI: 10.4018/978-1-60960-623-7.ch009

 

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Abstract: 

This chapter describes a university/high school partnership focused on digital storytelling. It also explains the multi-stage process used to establish this successful partnership and project. The authors discuss the central role that technology played in developing this university/high school partnership, a collaboration that extended the impact of a digital storytelling project to reach high school students, university students, educators, high school administrators, and the local community. Valuing a reflective process that can lead to the creation of a powerful final product, the authors describe the impact of digital storytelling on multiple stakeholders, including the 13 university students and 33 culturally and linguistically diverse high school youth who participated during the fall of 2009. In addition, the chapter includes reflections from university and high school student participants expressed during focus groups conducted throughout the project. While most participants had a positive experience with the project, complications with the technology component often caused frustrations and additional challenges. Goals for sharing this project are to critically evaluate digital storytelling, describe lessons learned, and recommend good practices for others working within a similar context or with parallel goals.

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Hunger at Home: A Higher Education Service Learning Course of Appraisal and Action in Community Food Security

Ross, Nancy J.

JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR

Volume Issue Pages DOI / ISBN / ISSN
43 1 71-72 DOI: 10.1016/j.jneb.2010.06.002

 

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The effects of off-campus service learning on the moral reasoning of college students

Lies, James M.; Bock, Tonia; Brandenberger, Jay; Trozzolo, Thomas A.

JOURNAL OF MORAL EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
41 2 189-199 DOI: 10.1080/03057240.2012.669925

 

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Abstract: 

This research examines the effects of an off-campus service learning program on the moral reasoning development of college students. A pre-post quasi-experimental design was employed with two groups of college students (aged 18-22), one that engaged in service learning and the other which did not. The intervention was an eight-week summer service project that took place in one of several cities in the US, coupled with a continuing reflection component completed during the fall semester following the service project. The service learning and comparison groups completed the Defining Issues Test (DIT-2) before and after the service learning course. Findings revealed no differences between the two groups’ pre-test moral reasoning scores. Regarding post-test scores, the service learning group had statistically significant higher moral reasoning than the comparison group.

Keywords: 

DEFINING ISSUES TEST

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University-Based Service Learning: Relating Mentoring Experiences to Issues of Poverty

Hughes, Carolyn; Steinhorn, Rachel; Davis, Blair; Beckrest, Sara; Boyd, Elizabeth; Cashen, Kelly

JOURNAL OF COLLEGE STUDENT DEVELOPMENT

Volume Issue Pages DOI / ISBN / ISSN
53 6 767-782 DOI: 10.1353/csd.2012.0076

 

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We investigated whether participation in a university-based, service learning mentoring program could affect college students’ learning about social inequities and the effects of poverty The program we examined combined four critical components: (a) Mentor training, (b) mentoring youth on-site in their high-poverty environments, (c) mentors’ ongoing reflecting, and (d) class discussion of issues related to poverty and social inequities. By analyzing students’ ongoing reflective journals in relation to Kolb’s learning cycle, we sought to determine (a) experiences students reported to engage in while mentoring and (b) the relation between students’ experiences and learning about poverty. Mentees’ input was obtained via interviews to corroborate mentors’ perspectives. Based on findings, recommendations for the field are proposed.

Keywords: 

SOCIAL-JUSTICE; STUDENTS; YOUTH

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“How Do We Know What They Need?” An Analysis of How ConnectRichmond Changed Service-Learning at the University of Richmond

Dolson, Theresa

HIGHER EDUCATION, EMERGING TECHNOLOGIES, AND COMMUNITY PARTNERSHIPS: CONCEPTS, MODELS, AND PRACTICES

Volume Issue Pages DOI / ISBN / ISSN
124-128 DOI: 10.4018/978-1-60960-623-7.ch011

 

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The University of Richmond, a mid-size liberal arts institution, had a longstanding institutional commitment to civic engagement. Campus location and curricular issues once made the popular model of service-learning, direct service to fellow citizens in need, too restrictive, and not a good fit for many of the university’s courses. Campus leaders wanted to create community partnerships that would accommodate the wide range of pedagogical needs on campus, connect to every discipline, and still maintain healthy and sustainable partnerships in the community. This case study describes their collaboration with community leaders to launch ConnectRichmond, a network hub with many Web 2.0 features. This innovation has created a large online community that facilitates a variety of course models and has helped to support the development of a major program for community-based learning. ConnectRichmond allows UR to move beyond talking about meeting community needs to working in true reciprocity with fellow Richmonders.

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Broadening College Student Interest in Philosophical Education through Community Service Learning

Seider, Scott; Taylor, Jason

TEACHING PHILOSOPHY

Volume Issue Pages DOI / ISBN / ISSN
34 3 197-217 DOI: 10.5840/teachphil201134330

 

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The Pulse Program at Boston College is a community service learning program that combines academic study of philosophy and theology with a year-long community service project. An analysis of the Pulse Program during the 2008-09 academic year revealed that participating students demonstrated a significant increase in their interest in philosophy; a greater likelihood of enrolling in additional philosophy coursework; and a deeper interest in philosophy than classmates not participating in service-learning. Interviews with participating students revealed that the Pulse Program highlighted philosophy’s relevance to the “real world” as well as the useful role that philosophy can play in reflecting upon the social issues raised by students’ community service experiences.

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Considering college? Adolescents with autism and learning disorders participate in an on-campus service-learning program.

Gardner, Jennifer; Mulry, Claire M; Chalik, Sandee

Occupational therapy in health care

Volume Issue Pages DOI / ISBN / ISSN
26 4 257-69 DOI: 10.3109/07380577.2012.720052

 

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English Other

Abstract: 

This paper presents an example of successful collaboration between an entry-level occupational therapy program and school-based setting that resulted in innovative programming for high school students living with autism and learning disorders. The two-day programming provided opportunity for high school students (n = 30) to practice a variety of life skills on the university campus as a way to support transition to secondary education and learning in the natural environment. Occupational therapy master’s students developed and implemented the programming as a service-learning experience. Key factors for successful collaboration and outcomes, as well as considerations for future programming and research, are outlined.

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