Landscaping

Territory and landscape: territorial projects.

The work of the students is based on the analysis of the territory, field work and the development of proposals to improve the quality of the landscape.

Health care

“La marxa dels tòpics” – Childhood and Health

The students participates in the development of an interactive exhibition aimed at 4th grade students from secondary son prevention of drug addiction (alcohol, tobacco and pills) and prevention of HIV and sexual health.

Psychogerontology

Students perform a social function of accompanying and providing emotional support to the elderly, facilitating a generational exchange

Healthy food

Service-Learning in nutrition: from the classroom to schools

URV students learn to transmit health advice and reflect on the need to train the population and therefore improve their quality of life in general

image of young people saving the planet

Environmental Law Clinic

The Environmental Law Clinic implement international service-learning projects through its Clinical Legal Education, a global movement for social justice that involves students and teachers from all over the world.

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

Lough, Benjamin J.; Toms, Cynthia

GLOBALISATION SOCIETIES AND EDUCATION

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

 

Language Country
English United Kingdom

Abstract: 

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

Keywords: 

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

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

Amalia Creus, Mirela Fiori, Inés Cambra, Nadja Gmelch

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

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

 

Language Country
English Spain

Abstract: 

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

Keywords: 

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

Antonio Miñán-Espigares, Claudia-Amanda Juárez-Romero

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

 

Language Country
English Spain

Abstract: 

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

Keywords: 

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

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

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

Nurse Education Today

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

 

Language Country
English Spain

Abstract: 

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

Keywords: 

Service learning; Partnership; Nursing; Benefits And intervention

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

NIKŠA ALFIREVIĆ; SAŠA PETKOVIĆ MATEA ZLATKOVIĆ RADAKOVIĆ

Rev. soc. polit., god.

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

 

Language Country
English Croatia

Abstract: 

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

Keywords: 

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

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

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

RIVISTA DI PEDAGOGIA CRITICA

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

 

Language Country
English Spain

Abstract: 

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

Keywords: 

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

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

Maria Jesus Marquez García; Analía Leite Mendez; William Kirscha

Teaching and Teacher Education

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

 

Language Country
English Spain

Abstract: 

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

Keywords: 

Teacher educationService-learningMetaphors

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

Daniela Angelina Jelinčić, Danijel Baturina and Sunčana Franić

Institute for Development and International Relations

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

 

Language Country
English Croatia

Abstract: 

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

Keywords: 

service learning, social entrepreneurship, youth employment, Croatia

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

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

Educ. Sci.

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

 

Language Country
English Spain

Abstract: 

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

Keywords: 

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

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Engaged Learning in Belgium

Courtney Marsh
Noël Klima

Ghent University

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

 

Language Country
English Belgium

Abstract: 

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

Keywords: 

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

Pais, S.C.; Dias, T.S.; Benício, D.

Educ. Sci

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

 

Language Country
English Portugal

Abstract: 

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

Keywords: 

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

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

Raphael Gutzweiler, Simone Pfeiffer & Tina In-Albon

Studies in Higher Education,

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

 

Language Country
English Germany

Abstract: 

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

Keywords: 

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

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

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

Cogent Engineering

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

 

Language Country
English Spain

Abstract: 

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

Keywords: 

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

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

Christian Compare| Cinzia Albanesi

Journal of Community & Applied Social Psychology

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

 

Language Country
English Italy

Abstract: 

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

Keywords: 

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

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

Ellen Van Stichel

Uniservitate

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

 

Language Country
English Belgium

Abstract: 

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

Keywords: 

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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.

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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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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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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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: 

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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

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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.

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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: 

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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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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: 

Keywords: 

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