Empower to Protect

This project, in addition to developing skills in students, aims to promote health literature in the community.

BioBeauty image

BioBeauty

The metaphor of butterflies travelling in conveying beauty is the driving force of Biobeauty which aims to convey the culture of beauty, the stimulus to curiosity into constructive social interaction, concrete actions in solidarity with the local communities.

student with special needs

SL and Psychology of Disability: a link experienced with the Third Sector in Extremadura from the University

We are professionals in the Psychology of Disability and that commitment must be a constant ethics in any professional and personal path from the very beginning of university training in the Degree of Psychology.

Fostering physical activity for teenage girls

Third-year bachelor’s degree students in sports management organized physical practices for schoolgirls to raise students’ awareness of this issue of girls’ sports participation.

Learn to learn with homework

Reflection on how girls and boys who start in the classroom learn more.

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

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

Volunteer administration

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

 

Language Country
English Other

Abstract: 

Keywords: 

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

Ellen Van Stichel

Uniservitate

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

 

Language Country
English Belgium

Abstract: 

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

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Designing Virtual Mobility as a transformative learning experience

Ivan M. Jorrín Abellán

Revista Electrónica de Tecnología Educativa

Volume Issue Pages DOI / ISBN / ISSN
75 9-30 https://doi.org/10.21556/edutec.2020.74.1797

 

Language Country
English Belgium

Abstract: 

Virtual student mobility and blended student mobility are becoming a key strategic policy area in European educational policy, with the aim of providing all students in Europe with the experience of mobility during their studies. This article looks at the extent to which these forms of mobility are designed to support transformative learning experiences, through the analysis of three virtual mobility cases in secondary education and three cases in higher education, using the Activity-Centred Analysis and Design (ACAD) Framework. The findings show that virtual mobility offers suitable learning environments where transformative learning can occur. However, structured reflection needs to be more elaborately designed for and supported to achieve its full potential. The article suggests that structured reflection is currently primarily focused on the development of intercultural skills and attitudes, but offers opportunities for other learner skills in virtual mobility (such as collaborative learning and networked learning). The article suggests some methods to do this.

Keywords: 

Virtual Mobility; Virtual Exchange; Critical Reflection; Transformative Learning; ACAD

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Developing pre-service teachers’ digital communication and competences through service learning for bilingual literacy

Aoife Ahern and Beatriz López-Medina

Training, Language and Culture

Volume Issue Pages DOI / ISBN / ISSN
5 1 57-67 10.22363/2521-442X-2021-5-1-57-67

 

Language Country
English Spain

Abstract: 

Learning environments have become increasingly digital in recent decades, requiring teachers and students to develop general digital competences across all educational systems and stages. This also means that for future teachers, professional digital competencies are a valuable asset that enables them to work with the technologies already fully integrated in schools and embedded in most curricula. This paper describes the use of digital communication technology throughout the different stages of a Service Learning Project, involving 2nd and 3rd year students from the Degree in Primary Education at the Universidad Complutense, Madrid. Students and their teachers involved in the project use specific digital communication tools which favour the interaction and completion of the project goal: supporting literacy programmes in two languages for underprivileged students in two local schools. This paper analyses the tools used in the different stages of the project, the digital competencies they are related to and their suitability for similar Service Learning Projects.

Keywords: 

pre-service teacher, digital communication, digital tools, bilingual literacy, professional competence, underprivileged
students, ALFAPS

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INFLUENCE OF UNIVERSITY SERVICE-LEARNING ON PROFESSIONAL COMPETENCE IN STUDENTS FROM PHYSICAL ACTIVITY AND SPORT DEGREES

Ruiz-Montero, P.J., Santos-Pastor, M.L., Martínez Muñoz, L. F. & Chiva-Bartoll, O

Educación

Volume Issue Pages DOI / ISBN / ISSN
XX1, 25 1 119-141 DOI: 10.5944/educXX1.30533

 

Language Country
English Spain

Abstract: 

The aim of this study is to examine the perception of the professional competence of students who are attending Physical Activity and Sport (PAS) related degrees, participating in University Service-Learning (USL) projects, according to their sex and age, as well as the profile of the target group of these projects. 211 students from seven Spanish universities participated in the study (male = 88, female = 123). Their age was between 19 and 35 and all students participated in PAS USL projects with nine different vulnerable groups. The instrument used to determine the professional learning and effects of USL in PAS was the scale “Service-Learning in Physical Activity” (S-LPA, E-ASAF in Spanish). Six dimensions form S-LPA: learning, pedagogical value, social impact, professional development, professional skills, and opinion. With regard to the relationship between the characteristics of the students and the results, gender (men and women), age range (<20 years, 21-24 years and >25 years), and type of target group in this study (functional, social, and cultural/religious diversity) were studied. Statistical analyses were carried out using a multivariate analysis of variance MANOVA). All dimensions of the scale were significant except the social impact and professional skills. Gender, age range, and type of target group showed significant differences regarding the dimensions of the S-LPA scale. In addition, the interaction between type of target group/gender and type of target group/age range showed a relationship with the dimensions of pedagogical value and professional development. In conclusion, this study shows the relationship of the USL with the consolidation of curricular content and the perception of professional learning in PAS students, as well as the relationship with factors such as gender and age of the students and the type of target groups.

Keywords: 

Professional learning, physical education, discrimination, student attitude,
educational method

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Stand Together by Staying Apart: Extreme Online Service-Learning during the Pandemic

Christian Compare * and Cinzia Albanesi

Int. J. Environ. Res. Public Health

Volume Issue Pages DOI / ISBN / ISSN
19 2749 https://doi.org/10.3390/ijerph1905274

 

Language Country
English Italy

Abstract: 

Service-Learning (SL) is an experience that allows students to (a) participate in activities co-designed in partnership by universities and local organizations and (b) reflect on the service activity in such a way as to gain an enhanced sense of responsibility. These experiences represent significant ways to meet and experience real-world contexts for students. The COVID-19 pandemic required Higher Education Institutions to rethink and shift in-presence courses to online platforms. This transition included SL courses as well. This study aimed to explore the responsibility and democratic dimensions elicited by an extreme online Service-Learning (XE-SL) experience and the perceptions of engaging in exclusive online service activities with local communities during the COVID-19 Italian national quarantine. A qualitative driven mixed-method longitudinal approach was chosen to triangulate qualitative (reflexive journal) and quantitative (pre-post questionnaire) data from 20 university students. The findings shed a positive light on the capability of XE-SL to promote a sense of responsibility, civic engagement, and the acquirement of democratic and transferrable competencies, such as perspective-taking, adaptability, cultural background respect, global minded ness, teamwork, leadership, communication, creativity, and organizational competencies. Reflection, connection, and being agents of change for the community were perceived as the major assets of the XE-SL experience, while adapting face-to-face SL experiences to exclusively online activities evoked ambivalent feelings in students. The study suggests a rethinking of the design XE-SL and other forms of eSL with the inclusion of more structured interactive activities within community contexts to favor students’ sense of connection to the community organizations or NGOs.

Keywords: 

extreme online service-learning; mixed-method; longitudinal design; democratic compe tencies; sense of community responsibility; COVID-19 lockdown

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Prospective Primary Teachers’ Didactic-Mathematical Knowledge in a Service-Learning Project for Inclusion

Teresa F. Blanco, Alejandro Gorgal-Romarís, Cristina Núñez-García and Pablo G. Sequeiros

Mathematics

Volume Issue Pages DOI / ISBN / ISSN
10 652 https://doi.org/10.3390/math10040652

 

Language Country
English Spain

Abstract: 

An analysis of the didactic-mathematical knowledge put into play by a sample of 30 prospective primary teachers during their participation in a Service-Learning program focused on mathematical stimulation as a measure of attention to adolescents at risk of social exclusion is presented. The program aimed to respond to current training demands by promoting the development of mathematics-specific professional competencies, as well as social skills to interact with students, and to positively influence the prospective teachers’ affection towards mathematics and its teaching. It was developed during three academic years in two phases: the learning module was oriented to the presentation of the mathematical stimulus program and the didactical analysis of the STEAM activities knocking it into shape; in the service module, the participants implemented the activities in an educational center with students at risk of social exclusion. The analysis was carried out from the video recordings of the sessions, the future teachers’ written reports with the analysis of the activities, questionnaires on the didactic-mathematical knowledge and a satisfaction test. The results show difficulties on the part of the future teachers to analyze some of the activities of the program, which seems to have its origin in their poor command of the common knowledge of the mathematical content, which also limits them when it comes to managing the activities in the way expected for the stimulus program. All in all, participation in the program was positively assessed by them in relation to its usefulness for their training. The potential benefit of Service-Learning programs such as the one addressed here in the face of a positive impact on the affections towards mathematics is concluded, as a necessary step for a more effective acquisition of didactic-mathematical knowledge and skills in the initial training.

Keywords: 

adolescents at risk of social exclusion; didactic-mathematical knowledge; inclusive mathematics education; mathematical stimulus; service-learning

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

Maren Schlegler, Susanne Koch

Frankfurt University of Applied Sciences

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

 

Language Country
English Germany

Abstract: 

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

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

Pais, S.C.; Dias, T.S.; Benício, D.

Educ. Sci

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

 

Language Country
English Portugal

Abstract: 

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

Keywords: 

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

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The Role of Evaluation in Service Learning in Economics and Business: Systematic Review and Proposal of Evaluation

Salvador Cruz Rambaud; Piedad Ortiz Fernández

Volume Issue Pages DOI / ISBN / ISSN
https://www.igi-global.com/chapter/the-role-of-evaluation-in-service-learning-in-economics-and-business/300885

 

Language Country
English Spain

Abstract: 

In this chapter, a systematic review of the literature on evaluations of service-learning projects in the area of business and economics has been carried out. The authors have analyzed the four basic parts of evaluation: who evaluates, when to evaluate, how to evaluate, and what to evaluate. Subsequently, an evaluation proposal has been made for each of the agents involved, taking into account each of these dimensions. One of the main conclusions is that reflection is a fundamental part of the evaluation process, as well as of the student learning process because it allows them to deepen the lived experience.

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Problem-based learning and other active methodologies as support for distance teaching during the COVID-19 pandemic

Arcos-Alonso, A., & Arcos Alonso, A

Cypriot Journal of Educational Science

Volume Issue Pages DOI / ISBN / ISSN
16 1 277-287 https://doi.org/10.18844/cjes.v16i1.5525

 

Language Country
English Spain

Abstract: 

This manuscript presents an innovative experience in the teaching–learning process with three objectives. The first is to incorporate the principles and values of social justice, reciprocity and solidarity in the subject ‘Statistics Applied to Business’ in the bachelor’s degree in Business Administration and Management at the University of the Basque Country. The second objective addresses how to apply active methodologies in the teaching of economics and business from a competency-based approach in order to investigate its impact. The third one, on the other hand, tries to explore how to provide students with active distance learning tools to improve and guarantee the quality of the teaching–learning process. The results of the experience demonstrate the potential of technical subjects for the development of transversal competencies and the capacity of students to design and solve complex problems with creativity and knowledge of social and labour realities. Likewise, greater motivation, better knowledge acquisition and appropriation of the work by the students are also detected. Finally, this article shows the potential of methodologies that involve the ombined responsibility of students and teachers in the generation of knowledge that favours a professional development that is permeable and sensitive to the changes occurring in the social and labour world.

Keywords: 

Problem-based learning, distance teaching, pandemic, teaching innovation.

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Transversal Competences and Employability of University Students: Converging towards Service-Learning

Rego, M.A.S.; Sáez-Gambín, D.; González-Geraldo, J.L.; García-Romero, D

Educ. Sci.

Volume Issue Pages DOI / ISBN / ISSN
12 265 https://doi.org/10.3390/educsci12040265

 

Language Country
English Spain

Abstract: 

We are living in times of great transformations within the field of education and the labor market. These changes are connected and have to do with an expanded knowledge society, whose implications reach the levels of employability in times of uncertainty. Within this framework, the main purpose of our study is to perform a theoretical analysis and an empirical approach to the influence that transversal competences (soft skills) may have on the degree of employability of university students. We have identified some of those competences and we have tested them with a sample of 83 employers and 1249 students using a Likert scale. Our results show the interest of employers in the mastery of transversal competences and inequalities in terms of students’ perception thereof. We did not find any significant differences between students starting their degree and those who were about to complete it. However, we did find differences between the students who participated in experiential activities and those who did not, in favor of the former. Due to the importance of experiential learning in our results, we dedicate our discussion to theoretically exploring whether the pedagogical approach of Service-Learning (SL) might contribute to a better connection between transversal competences and employability.

Keywords: 

Higher Education; employability; Service-Learning; EHEA; transversal competences

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Senior couple enjoying the lake

NEW WAYS OF SENIOR LIFE OF IN MADRID

The student in charge, will develop a summary of the Final Degree works, which have addressed the theme of the lifestyle, activities and public space of seniors in the city of Madrid.

Plataforma per la LLengua

S-L Experience with Plataforma per la Llengua (Balearic Islands)

Plataforma per la Llengua (Pro-language Platform), the Catalan language NGO, is a well-established organisation in the Catalan-speaking territory that works to promote the Catalan language as a social cohesion tool

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

 

Language Country
English Other

Abstract: 

Keywords: 

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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

 

Language Country
English Other

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

Keywords: 

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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

 

Language Country
English Other

Abstract: 

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.

Keywords: 

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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

 

Language Country
English Other

Abstract: 

Keywords: 

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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

 

Language Country
English Other

Abstract: 

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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

 

Language Country
English Other

Abstract: 

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

 

Language Country
English Other

Abstract: 

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

 

Language Country
English Other

Abstract: 

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

 

Language Country
English Other

Abstract: 

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

 

Language Country
English Other

Abstract: 

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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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

 

Language Country
English Other

Abstract: 

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.

Keywords: 

CURRICULUM

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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

 

Language Country
English Other

Abstract: 

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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

 

Language Country
English Other

Abstract: 

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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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

 

Language Country
English Other

Abstract: 

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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

 

Language Country
English Other

Abstract: 

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

 

Language Country
English Other

Abstract: 

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.

Keywords: 

COMMUNITY; UNIVERSITY

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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

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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

 

Language Country
English Other

Abstract: 

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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English Other

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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

 

Language Country
English Other

Abstract: 

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

 

Language Country
English Other

Abstract: 

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

 

Language Country
English Other

Abstract: 

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

 

Language Country
English Other

Abstract: 

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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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

 

Language Country
English Other

Abstract: 

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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English Other

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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

 

Language Country
English Other

Abstract: 

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.

Keywords: 

service-learning; pharmacology; engagement

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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

 

Language Country
English Other

Abstract: 

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.

Keywords: 

Service Learning; Community Engagement; Institutionalisation

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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

 

Language Country
English Other

Abstract: 

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.

Keywords: 

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

 

Language Country
English Other

Abstract: 

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.

Keywords: 

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

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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

 

Language Country
English Other

Abstract: 

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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