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

Read more

Character, civic renewal and service learning for democratic citizenship in higher education

Annette, J

BRITISH JOURNAL OF EDUCATIONAL STUDIES

Volume Issue Pages DOI / ISBN / ISSN
53 3 326-340 DOI: 10.1111/j.1467-8527.2005.00298.x

 

Language Country
English United Kingdom

Abstract: 

This article explores the civic republican conception of citizenship underlying the Labour government’s programme of civil renewal and the introduction of education for democratic citizenship. It considers the importance of the cultivation of civic virtue through political participation for such developments and it reviews the research into how service learning linked to character education can lead to the civic virtue of duty or social responsibility.

Keywords: 

civic republicanism; civil renewal; citizenship education; civic virtue; political participation; character; service learning

Read more

The transformative potential of international service-learning at a university with a Christian foundation in the UK

Bamber, Phil

JOURNAL OF BELIEFS & VALUES-STUDIES IN RELIGION & EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
32 3 343-357 DOI: 10.1080/13617672.2011.627700

 

Language Country
English United Kingdom

Abstract: 

This article draws upon the findings of a study at Liverpool Hope University (LHU) into the transformative nature of International Service-Learning (ISL) experiences for student participants. This research is concerned with the implications of these findings for professional practice, in particular how ISL is constructed in Higher Education policy and practice. Recognising the problematic nature of this endeavor, this article responds to a call for discussion around pedagogical approaches underpinning counter-cultural and critical service programmes aligned with the radical principles of the Catholic social teaching. This study is grounded in a holistic conceptualisation of transformative learning that demands looking beyond an epistemological process that involves shifts in worldview and habits of mind to an ontological process that accounts for changes to our being in the world. It investigated how LHU students describe their ongoing experience of ISL and explored the conditions for learning and the associated transformative processes and outcomes in this context. Data analysis involved phenomenological description, constant comparative thematic analysis followed by a critical, hermeneutical analysis. This article will explicate the themes of moral and spiritual learning that emerged as part of a broader framework. In particular, it was found that the development of authentic relationships between travelling companions, accompanying tutors and partners overseas is central to learning that is reciprocated and provides a model of the transformative process in this context. This article concludes that this presents a pedagogical approach grounded in social justice that enables ISL to reach its transformative potential.

Keywords: 

transformative learning; Christian; higher education; moral education international volunteering; social justice

Read more

Service learning in Britain between the wars: university students and unemployed camps

Field, John

HISTORY OF EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
41 2 195-212 DOI: 10.1080/0046760X.2011.582047

 

Language Country
English United Kingdom

Abstract: 

This article considers the role of university staff and students in camps for the unemployed in interwar Britain. These ventures can be seen as showing continuities both with nineteenth-century social service initiatives like the educational settlements, but also with contemporary concerns with service learning. The article explores three camping movements: the camps for unemployed men organised by the Universities Council for Unemployed Camps, the Durham women’s camps organised by students from Girton College, and the camps for unemployed workers and students organised by the English nationalist Rolf Gardiner. Despite the obvious dissimilarities, the three movements showed a common concern with creating community and bridging class divisions; they were also intended to develop a new approach to leadership among the students. However, they also had unintended consequences: many student volunteers developed left-of-centre views, some shifting radically to the Left, and others committing to a lifetime of public service.

Keywords: 

higher education; service learning; citizenship; leadership; voluntary

Read more

Service-Learning and Social Entrepreneurship in Higher Education: A Pedagogy of Social Change

Enos, SL

PALGRAVE, HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND

Volume Issue Pages DOI / ISBN / ISSN
1-101 DOI: 10.1057/9781137554444

 

Language Country
English United Kingdom

Abstract: 

Keywords: 

Read more

Growing health partnerships in rural and remote communities: what drives the joint efforts of primary schools and universities in maintaining service learning partnerships?

Kirby, Sue; Held, Fabian P.; Jones, Debra; Lyle, David

PRIMARY HEALTH CARE RESEARCH AND DEVELOPMENT

Volume Issue Pages DOI / ISBN / ISSN
19 5 503-517 DOI: 10.1017/S146342361700086X

 

Language Country
English United Kingdom

Abstract: 

Aim This study explored the partnership between universities and local primary schools to deliver a classroom-based paediatric communication impairment service provided by undergraduate speech pathology students. It aimed to understand how partnerships work to facilitate programme replication. Background The partners included universities sending students on rural clinical placement, local host academic units and primary schools who worked together to provide paediatric speech and language services in primary schools in three sites in Australia. Rural and remote communities experience poorer health outcomes because of chronic workforce shortages, social disadvantage and high Aboriginality, poor access to services and underfunding. Methods The study was in twofold: qualitative analysis of data from interviews/focus group with the partners in the university and education sectors, and quantitative social network analysis of data from an electronic survey of the partners. Findings Factors supporting partnerships were long-term, work and social relationships, commitment to community, trust and an appetite for risk-taking. We postulate that these characteristics are more likely to exist in rural communities.

Keywords: 

community partnerships; qualitative research; rural health services; social network analysis; speech language pathology

Read more

Liberating Service Learning and the Rest of Higher Education Civic Engagement

Weiss, H. Anne

JOURNAL OF POLITICAL SCIENCE EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
14 2 281-285 DOI: 10.1080/15512169.2017.1418368

 

Language Country
English United Kingdom

Abstract: 

Keywords: 

Read more

THE ADOPT-A-SCHOOL SERVICE-LEARNING PROGRAM Igniting Comprehensive School Physical Activity Programs through School and University Partnerships

Linker, Jenny M.; Ford, Kristen M.; Knutson, Julie M.; Goplen, Hailey A.

JOURNAL OF PHYSICAL EDUCATION RECREATION AND DANCE

Volume Issue Pages DOI / ISBN / ISSN
89 2 09-18 DOI: 10.1080/07303084.2017.1404507

 

Language Country
English United Kingdom

Abstract: 

Keywords: 

ACTIVITY PROMOTION; RECESS; EDUCATORS; DIRECTOR

Read more

The efficacy of real-world experiences and service learning for fostering competences for sustainable development in higher education

Molderez, Ingrid; Fonseca, Elsa

JOURNAL OF CLEANER PRODUCTION

Volume Issue Pages DOI / ISBN / ISSN
172 4397-4410 DOI: 10.1016/j.jclepro.2017.04.062

 

Language Country
English United Kingdom

Abstract: 

One of the main challenges for teachers of higher education is to design learning activities that will allow students to effectively acquire sustainability competences. Education therefore needs to be re-oriented to a combination of interdisciplinarity, envisioning, creativity, fun. This paper aims at contributing to this demand by asking students to assess the fostering capacity of alternative learning activities, i.e. a real world experience and a service learning project. The data was collected through surveys and focus groups. The results demonstrate that students perceived to have developed sustainability competences in each learning activity in somewhat varying levels. To ensure the development of a wide-spectrum of sustainability competences, teachers are advised to combine different learning activities or to include a variety of characteristics to foster as many competences as possible, especially because of the interplay and interactions between the different competences. (C) 2017 Published by Elsevier Ltd.

Keywords: 

Competences for sustainable development; Learning activities; Real-world experiences; Service learning; Higher education for sustainable development

Read more

Viability of university service learning to support movement integration in elementary classrooms: Perspectives of teachers, university students, and course instructors

Michael, Robert D.; Webster, Collin A.;Egan, Cate A.; Stewart, Gregory; Nilges, Lynda; Brian, Ali; Johnson, Robert; Carson, Russell; Orendorff, Karie; Vazou, Spyridoula

TEACHING AND TEACHER EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
72 122-132 DOI: 10.1016/j.tate.2018.03.003

 

Language Country
English United Kingdom

Abstract: 

This study examined the views of elementary classroom teachers (CTs), preservice CTS (PCTs), and course instructors who were involved with a university course that drew upon principles of constructivism and SL to prepare preservice CTs to use MI. Focus groups were thematically analyzed using constant comparison techniques to identify perceived successes and challenges of the course. Findings centered on three major themes, including real-world context, learning embedded in a social context, and scaffolding. This study adds to the emerging research base on school-university partnerships to support both pre-service and inservice educational initiatives to generate and sustain physically active school communities. Published by Elsevier Ltd.

Keywords: 

Teacher education; Field experiences; Comprehensive school physical activity program; Physical activity promotion

Read more

Conceptualizing Service-Learning in Christian Higher Education

Lewing, Morgan

CHRISTIAN HIGHER EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
17 4 240-249 DOI: 10.1080/15363759.2018.1462742

 

Language Country
English United Kingdom

Abstract: 

Christian higher education is charged with the distinct mission of integrating faith and learning, and course-based service-learning has been identified as a supportive platform for this undertaking. Christian service-learning represents “a teaching and learning strategy that integrates academic instruction, community service, and guided reflection from a Christ-centered, faith-based perspective in order to enhance student learning, to foster civic responsibility, and to develop servant leaders” (Mullen, 2010, p. 164). A large volume of literature pertaining to the theoretical and practical aspects of servicelearning courses exists; however, the current literature and corresponding perceptions of best practice may not fully support the distinct nature of service-learning in Christian higher education. Therefore, the purpose of this article is to examine a predominant service-learning typology that dichotomizes traditional and critical service-learning (Mitchell, 2008) through the contextualization of faith-based higher education. Then, in an attempt to further elaborate upon Mullen’s (2010) definition, Morton’s (1995) typology is recommended to frame Christian service-learning as it acknowledges the validity of multiple paradigms of service-learning (charity, project, and social change) and emphasizes the manner of their implementation (thick versus thin). Micro-and macro-level strategies, based on Morton’s (1995) typology and subsequent recommendations, are provided to support faculty members and administrators attempting to implement and sustain service-learning at faith-based institutions. Specifically, Christian institutions should prioritize faith-based organizations as core partners, and faculty members should intentionally utilize reflection to integrate faith and learning.

Keywords: 

Read more

Effects of intrinsic motivation and informative feedback in service-learning on the development of college students’ life purpose

Shin, Jongho; Kim, Myung-Seop; Hwang, Hyeyoung; Lee, Byung-Yoon

JOURNAL OF MORAL EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
47 2 159-174 DOI: 10.1080/03057240.2017.1419943

 

Language Country
English United Kingdom

Abstract: 

This study applied self-determination theory to youth purpose development among Korean college students. It examined the effects of students’ intrinsic motivation for volunteering and informative feedback from significant others on three dimensions of life purpose: confidence in purpose, commitment to purpose and social contribution. The study also tested whether informative feedback influenced the relationship of intrinsic motivation and life purpose development. Participants were 110 Korean college students taking a one-semester service-learning class. The results showed that informative feedback positively affected commitment to purpose and social contribution, especially for students who had low intrinsic motivation. Intrinsic motivation and feedback both positively predicted students’ confidence in purpose. To positively influence students’ life purpose development, these results suggest the importance of providing college students with intrinsically motivated experiences plus informative feedback that supports their competence during service work.

Keywords: 

Life purpose; self-determination theory; service-learning; intrinsic motivation; feedback

Read more

“BURSTING THE BUBBLE”: Service learning in schools

Pilling R, Mollaney J, Chandauka R,
Barai I, Parekh

Clin. Teach

Volume Issue Pages DOI / ISBN / ISSN
1-5 DOI: 10.1111/tct.13279

 

Language Country
English United Kingdom

Abstract: 

Background: At Imperial College, we developed a novel teaching programme for medical students based within a local primary school, with the aim of developing students’ teaching skills and centring social accountability in our curriculum. Similar service-learning programmes have shown significant benefit for student participants, including: improving communication skills, developing an understanding of the social determinants of health, and increased empathy. In partnership with a local primary school, the programme involved a group of medical students designing, developing and delivering a teaching session to primary school children. Methods: Medical students completed written reflections on the programme and semistructured interviews were conducted with teachers who had participated in the programme. These were then thematically analysed. Results: Themes from student reflections included: improvement in teaching and communication skills; and an increased awareness of social accountability. Themes from teacher interviews included: benefits of an aspirational figure in the school; engagement of the children; and the ongoing inspirational benefit for the pupils. Discussion: Our analysis suggested students and the school community benefitted. Students reported the experience was an effective way to learn teaching skills and to improve their communication with children. The programme delivered skills transferrable to other clinical contexts including leadership and behavioural management, adaptability and creative thinking. Teacher interviews suggested the programme was mutually beneficial. The framing of medical students as role models raised the possibility that such programmes may help tackle the challenge of widening participation in medicine. We would recommend medical educators to consider developing other mutually beneficial service-learning programmes.

Keywords: 

Read more

Medical students as service learners: opportunities, risks and recommendations

Felicity Lalloo, Nichola Hawkins, Rachel Lindley and Sonia Kumara

EDUCATION FOR PRIMARY CARE

Volume Issue Pages DOI / ISBN / ISSN
https://doi.org/10.1080/14739879.2020.1869589

 

Language Country
English United Kingdom

Abstract: 

Service learning is a form of experiential education that is being implemented internationally within undergraduate primary care, with the potential to significantly enhance clinical practice whilst simultaneously facilitating medical students’ learning. Though the benefits of service learning are widely acknowledged within the literature, there is little documentation of the associated challenges. Drawing on reflections from our own practice, and those of colleagues from a variety of institutions across the UK, we propose four key areas of risk associated with the integration of service learning into undergraduate medical education: unsafe encounters, patient disempowerment, inequality of experience and misalignment of service and learning priorities. Considering each area in turn, we identify contributory factors alongside practical recommendations to mitigate these risks. Acknowledgement of this subject is timely as medical schools develop their curricula to reflect evolving service and patient priorities in light of the COVID-19 pandemic. We aim to encourage discussion and debate amongst the medical education community at a time where emphasis is being increasingly placed on medical students as being active participants in the delivery of patient care. In doing so, faculty may reduce associated risks and maximise the benefit of opportunities for all stakeholders.

Keywords: 

Medical education;
undergraduate; primary care;
general practice

Read more

A scoping review of the changing landscape of geriatric medicine in undergraduate medical education: curricula, topics and teaching methods

Tahir Masud1,2 · Giulia Ogliari1 · Eleanor Lunt1,3 · Adrian Blundell1 · Adam Lee Gordon3,4 ·
Regina Roller‑Wirnsberger5 · Michael Vassallo6 · Daniela Mari7 · Marina Kotsani8,9 · Katrin Singler10,11 ·
Roman Romero‑Ortuno12 · Alfonso J. Cruz‑Jentoft13 · Andreas E. Stuck14

European Geriatric Medicine

Volume Issue Pages DOI / ISBN / ISSN
https://doi.org/10.1007/s41999-021-00595-0

 

Language Country
English United Kingdom

Abstract: 

Purpose The world’s population is ageing. Therefore, every doctor should receive geriatric medicine training during their undergraduate education. This review aims to summarise recent developments in geriatric medicine that will potentially inform developments and updating of undergraduate medical curricula for geriatric content. Methods We systematically searched the electronic databases Ovid Medline, Ovid Embase and Pubmed, from 1st January 2009 to 18th May 2021. We included studies related to (1) undergraduate medical students and (2) geriatric medicine or ageing or older adults and (3) curriculum or curriculum topics or learning objectives or competencies or teaching methods or students’ attitudes and (4) published in a scientific journal. No language restrictions were applied. Results We identified 2503 records and assessed the full texts of 393 records for eligibility with 367 records included in the thematic analysis. Six major themes emerged: curriculum, topics, teaching methods, teaching settings, medical students’ skills and medical students’ attitudes. New curricula focussed on minimum Geriatrics Competencies, Geriatric Psychiatry and Comprehensive Geriatric Assessment; vertical integration of Geriatric Medicine into the curriculum has been advocated. Emerging or evolving topics included delirium, pharmacotherapeutics, healthy ageing and health promotion, and Telemedicine. Teaching methods emphasised interprofessional education, senior mentor programmes and intergenerational contact, student journaling and reflective writing, simulation, clinical placements and e-learning. Nursing homes featured among new teaching settings. Communication skills, empathy and professionalism were highlighted as essential skills for interacting with older adults. Conclusion We recommend that future undergraduate medical curricula in Geriatric Medicine should take into account recent developments described in this paper. In addition to including newly emerged topics and advances in existing topics, different teaching settings and methods should also be considered. Employing vertical integration throughout the undergraduate course can usefully supplement learning achieved in a dedicated Geriatric Medicine undergraduate course. Interprofessional education can improve understanding of the roles of other professionals and improve team-working skills. A focus on improving communication skills and empathy should particularly enable better interaction with older patients. Embedding expected levels of Geriatric competencies should ensure that medical students have acquired the skills necessary to effectively treat older patients

Keywords: 

Geriatric medicine · Geriatric psychiatry · Undergraduate medical education · Curriculum · Teaching methods

Read more

loneliness

Self-Identity & Intercultural/intergenerational Learning

As loneliness amongst student populations and older adults is well-documented, this module aims to address this issue, by bringing the groups together in a structured, academic and yet informal, way.

Character, civic renewal and service learning for democratic citizenship in higher education

Annette, J

BRITISH JOURNAL OF EDUCATIONAL STUDIES

Volume Issue Pages DOI / ISBN / ISSN
53 3 326-340 DOI: 10.1111/j.1467-8527.2005.00298.x

 

Language Country
English United Kingdom

Abstract: 

This article explores the civic republican conception of citizenship underlying the Labour government’s programme of civil renewal and the introduction of education for democratic citizenship. It considers the importance of the cultivation of civic virtue through political participation for such developments and it reviews the research into how service learning linked to character education can lead to the civic virtue of duty or social responsibility.

Keywords: 

civic republicanism; civil renewal; citizenship education; civic virtue; political participation; character; service learning

Read more

Higher education and poverty reduction in ACP countries

Melanie Walker

University of Nottingham

Volume Issue Pages DOI / ISBN / ISSN

 

Language Country
English United Kingdom

Abstract: 

Keywords: 

Grey literature

Read more

The transformative potential of international service-learning at a university with a Christian foundation in the UK

Bamber, Phil

JOURNAL OF BELIEFS & VALUES-STUDIES IN RELIGION & EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
32 3 343-357 DOI: 10.1080/13617672.2011.627700

 

Language Country
English United Kingdom

Abstract: 

This article draws upon the findings of a study at Liverpool Hope University (LHU) into the transformative nature of International Service-Learning (ISL) experiences for student participants. This research is concerned with the implications of these findings for professional practice, in particular how ISL is constructed in Higher Education policy and practice. Recognising the problematic nature of this endeavor, this article responds to a call for discussion around pedagogical approaches underpinning counter-cultural and critical service programmes aligned with the radical principles of the Catholic social teaching. This study is grounded in a holistic conceptualisation of transformative learning that demands looking beyond an epistemological process that involves shifts in worldview and habits of mind to an ontological process that accounts for changes to our being in the world. It investigated how LHU students describe their ongoing experience of ISL and explored the conditions for learning and the associated transformative processes and outcomes in this context. Data analysis involved phenomenological description, constant comparative thematic analysis followed by a critical, hermeneutical analysis. This article will explicate the themes of moral and spiritual learning that emerged as part of a broader framework. In particular, it was found that the development of authentic relationships between travelling companions, accompanying tutors and partners overseas is central to learning that is reciprocated and provides a model of the transformative process in this context. This article concludes that this presents a pedagogical approach grounded in social justice that enables ISL to reach its transformative potential.

Keywords: 

transformative learning; Christian; higher education; moral education international volunteering; social justice

Read more

Service learning in Britain between the wars: university students and unemployed camps

Field, John

HISTORY OF EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
41 2 195-212 DOI: 10.1080/0046760X.2011.582047

 

Language Country
English United Kingdom

Abstract: 

This article considers the role of university staff and students in camps for the unemployed in interwar Britain. These ventures can be seen as showing continuities both with nineteenth-century social service initiatives like the educational settlements, but also with contemporary concerns with service learning. The article explores three camping movements: the camps for unemployed men organised by the Universities Council for Unemployed Camps, the Durham women’s camps organised by students from Girton College, and the camps for unemployed workers and students organised by the English nationalist Rolf Gardiner. Despite the obvious dissimilarities, the three movements showed a common concern with creating community and bridging class divisions; they were also intended to develop a new approach to leadership among the students. However, they also had unintended consequences: many student volunteers developed left-of-centre views, some shifting radically to the Left, and others committing to a lifetime of public service.

Keywords: 

higher education; service learning; citizenship; leadership; voluntary

Read more

FROM NORMAL TO WISER PRACTICE IN A HIGH-SCHOOL, COMMUNITY, AND UNIVERSITY SERVICE-LEARNING PARTNERSHIP

Keith, Novella Zett; Hafiz, Fatima; Peterson, Jim

ENGAGING IN SOCIAL PARTNERSHIPS: DEMOCRATIC PRACTICES FOR CAMPUS-COMMUNITY PARTNERSHIPS

Volume Issue Pages DOI / ISBN / ISSN
133-160

 

Language Country
English United Kingdom

Abstract: 

Keywords: 

Read more

Service-Learning and Social Entrepreneurship in Higher Education: A Pedagogy of Social Change

Enos, SL

PALGRAVE, HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND

Volume Issue Pages DOI / ISBN / ISSN
1-101 DOI: 10.1057/9781137554444

 

Language Country
English United Kingdom

Abstract: 

Keywords: 

Read more

Higher education student learning beyond the classroom: findings from a community music service learning project in rural South Africa

Harrop-Allin, Susan

MUSIC EDUCATION RESEARCH

Volume Issue Pages DOI / ISBN / ISSN
19 3 231-252 DOI: 10.1080/14613808.2016.1214696

 

Language Country
English United Kingdom

Abstract: 

Inspired by local arts community engagement initiatives and community music interventions internationally, Wits University (in Johannesburg, South Africa) developed a model of service learning that links the intentions, methodologies and purposes of these domains to promote student learning and benefit communities. This paper examines the quality and content of Community Music students’ learning in a pilot project located in Limpopo province in South Africa. Data from student focus groups and academic essays were analysed in terms of the discernible levels of students’ academic, personal and civic learning’ [Ash, S. L., and P. H. Clayton. 2009. Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning. Journal of Applied Learning in Higher Education 1: 25-48]. This critical reflection framework enabled students to articulate and deepen their learning, demonstrating their development in creative musical leadership and sense of social responsiveness and responsibility. Findings prompt further interrogation of the purposes and impact of community music service learning as a model of community engagement in South African higher education, to advance the key role of the arts in South Africa’s social transformation.

Keywords: 

South Africa; community music; service learning; higher education community engagement; student learning; social transformation

Read more

Growing health partnerships in rural and remote communities: what drives the joint efforts of primary schools and universities in maintaining service learning partnerships?

Kirby, Sue; Held, Fabian P.; Jones, Debra; Lyle, David

PRIMARY HEALTH CARE RESEARCH AND DEVELOPMENT

Volume Issue Pages DOI / ISBN / ISSN
19 5 503-517 DOI: 10.1017/S146342361700086X

 

Language Country
English United Kingdom

Abstract: 

Aim This study explored the partnership between universities and local primary schools to deliver a classroom-based paediatric communication impairment service provided by undergraduate speech pathology students. It aimed to understand how partnerships work to facilitate programme replication. Background The partners included universities sending students on rural clinical placement, local host academic units and primary schools who worked together to provide paediatric speech and language services in primary schools in three sites in Australia. Rural and remote communities experience poorer health outcomes because of chronic workforce shortages, social disadvantage and high Aboriginality, poor access to services and underfunding. Methods The study was in twofold: qualitative analysis of data from interviews/focus group with the partners in the university and education sectors, and quantitative social network analysis of data from an electronic survey of the partners. Findings Factors supporting partnerships were long-term, work and social relationships, commitment to community, trust and an appetite for risk-taking. We postulate that these characteristics are more likely to exist in rural communities.

Keywords: 

community partnerships; qualitative research; rural health services; social network analysis; speech language pathology

Read more

Effects of intrinsic motivation and informative feedback in service-learning on the development of college students’ life purpose

Shin, Jongho; Kim, Myung-Seop; Hwang, Hyeyoung; Lee, Byung-Yoon

JOURNAL OF MORAL EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
47 2 159-174 DOI: 10.1080/03057240.2017.1419943

 

Language Country
English United Kingdom

Abstract: 

This study applied self-determination theory to youth purpose development among Korean college students. It examined the effects of students’ intrinsic motivation for volunteering and informative feedback from significant others on three dimensions of life purpose: confidence in purpose, commitment to purpose and social contribution. The study also tested whether informative feedback influenced the relationship of intrinsic motivation and life purpose development. Participants were 110 Korean college students taking a one-semester service-learning class. The results showed that informative feedback positively affected commitment to purpose and social contribution, especially for students who had low intrinsic motivation. Intrinsic motivation and feedback both positively predicted students’ confidence in purpose. To positively influence students’ life purpose development, these results suggest the importance of providing college students with intrinsically motivated experiences plus informative feedback that supports their competence during service work.

Keywords: 

Life purpose; self-determination theory; service-learning; intrinsic motivation; feedback

Read more

Conceptualizing Service-Learning in Christian Higher Education

Lewing, Morgan

CHRISTIAN HIGHER EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
17 4 240-249 DOI: 10.1080/15363759.2018.1462742

 

Language Country
English United Kingdom

Abstract: 

Christian higher education is charged with the distinct mission of integrating faith and learning, and course-based service-learning has been identified as a supportive platform for this undertaking. Christian service-learning represents “a teaching and learning strategy that integrates academic instruction, community service, and guided reflection from a Christ-centered, faith-based perspective in order to enhance student learning, to foster civic responsibility, and to develop servant leaders” (Mullen, 2010, p. 164). A large volume of literature pertaining to the theoretical and practical aspects of servicelearning courses exists; however, the current literature and corresponding perceptions of best practice may not fully support the distinct nature of service-learning in Christian higher education. Therefore, the purpose of this article is to examine a predominant service-learning typology that dichotomizes traditional and critical service-learning (Mitchell, 2008) through the contextualization of faith-based higher education. Then, in an attempt to further elaborate upon Mullen’s (2010) definition, Morton’s (1995) typology is recommended to frame Christian service-learning as it acknowledges the validity of multiple paradigms of service-learning (charity, project, and social change) and emphasizes the manner of their implementation (thick versus thin). Micro-and macro-level strategies, based on Morton’s (1995) typology and subsequent recommendations, are provided to support faculty members and administrators attempting to implement and sustain service-learning at faith-based institutions. Specifically, Christian institutions should prioritize faith-based organizations as core partners, and faculty members should intentionally utilize reflection to integrate faith and learning.

Keywords: 

Read more

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

Read more

Viability of university service learning to support movement integration in elementary classrooms: Perspectives of teachers, university students, and course instructors

Michael, Robert D.; Webster, Collin A.;Egan, Cate A.; Stewart, Gregory; Nilges, Lynda; Brian, Ali; Johnson, Robert; Carson, Russell; Orendorff, Karie; Vazou, Spyridoula

TEACHING AND TEACHER EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
72 122-132 DOI: 10.1016/j.tate.2018.03.003

 

Language Country
English United Kingdom

Abstract: 

This study examined the views of elementary classroom teachers (CTs), preservice CTS (PCTs), and course instructors who were involved with a university course that drew upon principles of constructivism and SL to prepare preservice CTs to use MI. Focus groups were thematically analyzed using constant comparison techniques to identify perceived successes and challenges of the course. Findings centered on three major themes, including real-world context, learning embedded in a social context, and scaffolding. This study adds to the emerging research base on school-university partnerships to support both pre-service and inservice educational initiatives to generate and sustain physically active school communities. Published by Elsevier Ltd.

Keywords: 

Teacher education; Field experiences; Comprehensive school physical activity program; Physical activity promotion

Read more

The efficacy of real-world experiences and service learning for fostering competences for sustainable development in higher education

Molderez, Ingrid; Fonseca, Elsa

JOURNAL OF CLEANER PRODUCTION

Volume Issue Pages DOI / ISBN / ISSN
172 4397-4410 DOI: 10.1016/j.jclepro.2017.04.062

 

Language Country
English United Kingdom

Abstract: 

One of the main challenges for teachers of higher education is to design learning activities that will allow students to effectively acquire sustainability competences. Education therefore needs to be re-oriented to a combination of interdisciplinarity, envisioning, creativity, fun. This paper aims at contributing to this demand by asking students to assess the fostering capacity of alternative learning activities, i.e. a real world experience and a service learning project. The data was collected through surveys and focus groups. The results demonstrate that students perceived to have developed sustainability competences in each learning activity in somewhat varying levels. To ensure the development of a wide-spectrum of sustainability competences, teachers are advised to combine different learning activities or to include a variety of characteristics to foster as many competences as possible, especially because of the interplay and interactions between the different competences. (C) 2017 Published by Elsevier Ltd.

Keywords: 

Competences for sustainable development; Learning activities; Real-world experiences; Service learning; Higher education for sustainable development

Read more

THE ADOPT-A-SCHOOL SERVICE-LEARNING PROGRAM Igniting Comprehensive School Physical Activity Programs through School and University Partnerships

Linker, Jenny M.; Ford, Kristen M.; Knutson, Julie M.; Goplen, Hailey A.

JOURNAL OF PHYSICAL EDUCATION RECREATION AND DANCE

Volume Issue Pages DOI / ISBN / ISSN
89 2 09-18 DOI: 10.1080/07303084.2017.1404507

 

Language Country
English United Kingdom

Abstract: 

Keywords: 

ACTIVITY PROMOTION; RECESS; EDUCATORS; DIRECTOR

Read more

Developing pedagogies that work for Pre-Service and Early Career Teachers to reduce the Attainment Gap in Literacy, Numeracy and Health and Wellbeing.

Wisely, T., Doherty, C., Graham, A., Robson, D., Moran, T., Teresa, T., Robertson, D., Coyle, D., Colucci-Gray, L., Foley, Y., Boland, M., Redford, M., Lindley-Highfield, M., I’Anson, J., Jasper, A., Wall, K., Rivers, I., Day, S., and Webster, C.

Scottish Council of the Deans of Education

Volume Issue Pages DOI / ISBN / ISSN

 

Language Country
English United Kingdom

Abstract: 

This report contributes to the Scottish Council of Deans of Education project related to the Scottish Attainment Challenge. It presents a literature review that responds to the third research question of the SCDE collaborative project: What other practice or research might assist us in our purpose? The purpose of this phase was to resource professional conversations and thinking in the teacher education sector, and to inform the final trial phase of the project. A literature search was undertaken using a range of strategies, to identify published accounts of innovative work from beyond Scotland in the following fields: initial teacher education for high poverty settings; pedagogies in literacy, numeracy and health and wellbeing; mentoring and induction. Each group of studies is summarised under the following themes with their potential for the SAC, ITE programmes and professional learning noted.

Keywords: 

Teacher education, poverty, pedagogy, mentoring, deprivation.

Read more

“BURSTING THE BUBBLE”: Service learning in schools

Pilling R, Mollaney J, Chandauka R,
Barai I, Parekh

Clin. Teach

Volume Issue Pages DOI / ISBN / ISSN
1-5 DOI: 10.1111/tct.13279

 

Language Country
English United Kingdom

Abstract: 

Background: At Imperial College, we developed a novel teaching programme for medical students based within a local primary school, with the aim of developing students’ teaching skills and centring social accountability in our curriculum. Similar service-learning programmes have shown significant benefit for student participants, including: improving communication skills, developing an understanding of the social determinants of health, and increased empathy. In partnership with a local primary school, the programme involved a group of medical students designing, developing and delivering a teaching session to primary school children. Methods: Medical students completed written reflections on the programme and semistructured interviews were conducted with teachers who had participated in the programme. These were then thematically analysed. Results: Themes from student reflections included: improvement in teaching and communication skills; and an increased awareness of social accountability. Themes from teacher interviews included: benefits of an aspirational figure in the school; engagement of the children; and the ongoing inspirational benefit for the pupils. Discussion: Our analysis suggested students and the school community benefitted. Students reported the experience was an effective way to learn teaching skills and to improve their communication with children. The programme delivered skills transferrable to other clinical contexts including leadership and behavioural management, adaptability and creative thinking. Teacher interviews suggested the programme was mutually beneficial. The framing of medical students as role models raised the possibility that such programmes may help tackle the challenge of widening participation in medicine. We would recommend medical educators to consider developing other mutually beneficial service-learning programmes.

Keywords: 

Read more

Medical students as service learners: opportunities, risks and recommendations

Felicity Lalloo, Nichola Hawkins, Rachel Lindley and Sonia Kumara

EDUCATION FOR PRIMARY CARE

Volume Issue Pages DOI / ISBN / ISSN
https://doi.org/10.1080/14739879.2020.1869589

 

Language Country
English United Kingdom

Abstract: 

Service learning is a form of experiential education that is being implemented internationally within undergraduate primary care, with the potential to significantly enhance clinical practice whilst simultaneously facilitating medical students’ learning. Though the benefits of service learning are widely acknowledged within the literature, there is little documentation of the associated challenges. Drawing on reflections from our own practice, and those of colleagues from a variety of institutions across the UK, we propose four key areas of risk associated with the integration of service learning into undergraduate medical education: unsafe encounters, patient disempowerment, inequality of experience and misalignment of service and learning priorities. Considering each area in turn, we identify contributory factors alongside practical recommendations to mitigate these risks. Acknowledgement of this subject is timely as medical schools develop their curricula to reflect evolving service and patient priorities in light of the COVID-19 pandemic. We aim to encourage discussion and debate amongst the medical education community at a time where emphasis is being increasingly placed on medical students as being active participants in the delivery of patient care. In doing so, faculty may reduce associated risks and maximise the benefit of opportunities for all stakeholders.

Keywords: 

Medical education;
undergraduate; primary care;
general practice

Read more

Criminology in the Real World

One of our projects entails working with the local probation service to research how online support and supervision can be provided during the COVID-19 pandemic.

University College London students

Community Engaged Learning Service

A consultancy at UCL that aims to enable the development of more Community Engaged Learning opportunities into teaching. Students and community partners have been at the centre of the service, co-designing its offering, processes and resources.

Learning from the Lives of Others

Learning from the Lives of Others is a first year course which requires the students to maintain a weekly commitment as a volunteer at a partner charity, and to integrate reflective learning from their experiences as part of assessment.

Criminology

Criminology and Service-Learning

About 250 undergraduate students in their second year, take a core module, Criminology & Service-Learning. They work in groups with local not for profit organisations.

Girl teaching her grandfather how to use a laptop

Self-Identity and Intergenerational Learning

We aim to help reduce loneliness among students and older adults, and to improve intercultural and intergenerational communication.