Tag Archive for: Higher education

The implementation model of Service Learning (S+L) in the Catholic University: an experience that positively impact the comprehensive professional training

Jouannet, Chantal; Salas, María Helena; Contreras, María Antonieta

Calidad en la educación

Volume Issue Pages DOI / ISBN / ISSN
0 39 197-212 DOI: 10.4067/S0718-45652013000200007  

 

Language Country
Spanish Other

Abstract: 

This document presents to the academic community the experience of the Pontificia Universidad Catolica de Chile incorporating the service Learning methodology (S+L). The description reviews the main methodological characteristics particularly of those pedagogical aspects that makes it a development tool for the disciplinary content learning and the formation of skills, attitudes and values as social engagement, team work and problem resolution. The description also includes the steps teachers and their courses take to implement the methodology. Finally, it presents results obtained by now showing a positive impact on the main stakeholders: students, teachers and community partners.

Keywords: 

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

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The service-learning methodology as a facilitating tool for education for sustainable development (ESD)

González-Sánchez, R.; Medina-Salgado, S.; Torrejón-Ramos, M.; González-Mendes, S., y Alonso-Muñoz, S

REIRE Revista d’Innovació i Recerca en Educació,

Volume Issue Pages DOI / ISBN / ISSN
15 2 1-9 https://doi.org/10.1344/reire.38357

 

Language Country
Spanish Spain

Abstract: 

INTRODUCTION. An educational environment that facilitates student engagement and critical thinking is essential for the success of Education for Sustainable Development (ESD) according to the 17 Sustainable Development Goals (SDGs). This requires that the tools favour learning from a new approach, which involves a social component and takes into account the students’ soft skills.METHODOLOGY.The Service-Learning (S-L) for educational proposal establishes fruitful relationships with society, in which both parties benefit. This paper proposes the application of the S-L methodology to achieve a successful implementation of ESD. RESULTS. In line with Goal 11 (SDGs) ‘Sustainable Cities and Communities’, this proposal aims for students to contribute to making cities more inclusive, safe, resilient and sustainable. To this end, a S-L activity was carried out at the Rey Juan Carlos University with the participation of 140 students of the subject “Tourist Transport”.DISCUSSION.This work demonstrates the usefulness of the Service-Learning methodology in the transmission of values associated with environmental, social and economic sustainability. In the activity, the students provide a service of transferring values to society while improving their communication and teamwork skills.

Keywords: 

Service-learning; Higher education; Sustainable development goals

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

Bamber, Phil

JOURNAL OF BELIEFS & VALUES-STUDIES IN RELIGION & EDUCATION

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

 

Language Country
English United Kingdom

Abstract: 

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

Keywords: 

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

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

Field, John

HISTORY OF EDUCATION

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

 

Language Country
English United Kingdom

Abstract: 

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

Keywords: 

higher education; service learning; citizenship; leadership; voluntary

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Service learning: study of the degree of satisfaction of university students

Folgueiras Bertomeu, Pilar; Gonzalez, Esther; Latorre, Gemma

REVISTA DE EDUCACION

Volume Issue Pages DOI / ISBN / ISSN
362 159-185 DOI: 10.4438/1988-592X-RE-2011-362-157

 

Language Country
Spanish Spain

Abstract: 

Service learning projects promote student learning through active participation in community service. Thus, the service learning method enables students to engage directly with the people to whom they offer their services and requires them to adapt to other peoples’ needs and to a reality that is often very different from the classroom. This is one of the major ways in which service learning has an impact. In addition, service learning helps to awaken students’ interest in collective action, citizenship, etc. A comprehensive diagnostic study of 39 students was conducted to analyse four key dimensions (attributed knowledge and intentionality, evaluation of usefulness, evaluation of the process and social impact) on the basis of the chosen satisfaction model. The four dimensions led to reflection on key elements of learning and community service (learning about citizenship, learning about oneself, learning of a curriculum, processes of reflection, etc.). The main data analysis technique was content analysis, involving the triangulation of various techniques (questionnaires, interviews and discussion groups) and informants (students, teachers, coordinators and members of other organisations). Data analysis showed a high degree of satisfaction among the participating students. The dimension that most influenced the results was assessment of the attributed value, more specifically the students’ perception of their acquisition of conceptual, personal and citizenship knowledge. It should be cautioned that the results were swayed by the relationship generated among teachers, students and institutions and the possibility of linking theory with practice.

Keywords: 

service learning; satisfaction; qualitative research; higher education; student participation

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

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

JOURNAL OF CLEANER PRODUCTION

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

 

Language Country
English Germany

Abstract: 

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

Keywords: 

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

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Service-Learning as training for social entrepreneurship: an experience in the University

Torio Lopez, Susana; Pena Calvo, Jose Vicente; Hernandez Garcia, Jesus

HIGHER EDUCATION: THE CHALLENGE OF EMPLOYABILITY

Volume Issue Pages DOI / ISBN / ISSN
139 504-511 DOI: 10.1016/j.sbspro.2014.08.055

 

Language Country
Spanish Spain

Abstract: 

This paper describes the experience which was undertaken in the “Lifelong learning” subject, taught in the Degree of Education Science at the Teacher Training and Education Faculty (University of Oviedo). This subject was taught in the second semester of the academic year 2013/2014. 111 students participated. The activity described required the design of a service-learning project. The main intention was to approach this methodology and stimulate reflections on small experiences of social engagement to gradually enable students to undertake more ambitious projects. The most relevant aspects of the experience are explained and some examples of projects prepared by groups of students in various areas (civic participation, health promotion, direct assistance to individuals, generational exchange and cultural heritage) are pointed out. We end with some conclusions about the most important benefits of this methodology in three areas: academic curriculum, value education and community outreach. Although it was a minor social practice, it represented an opportunity for the development of initiative, creativity, future vision, confidence, tenacity and positive thinking, all qualities needed in people with an entrepreneurial spirit. (C) 2014 The Authors. Published

Keywords: 

service-learning; social entrepreneurship; higher education; entrepreneurial education

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SUSTAINABLE GARDENING AND SERVICE LEARNING AT THE UNIVERSITY OF REDLANDS

Ryan, William

JOURNAL OF GREEN BUILDING

Volume Issue Pages DOI / ISBN / ISSN
10 2 64-78 DOI: 10.3992/jgb.10.2.64

 

Language Country
English Other

Abstract: 

Founded in 2009, the Sustainable University of Redlands Farm (or SURF) is an ever-evolving campus farm that functions primarily as an outdoor classroom. The farm is located on the University of Redlands campus in Redlands, CA. The site currently employs a single full-time farm manager, with all other requisite labor being provided by student employees or volunteers. In its short history, the farm has educated hundreds of students in sustainable living practices, provided countless hours of community service outreach, and has hosted several high-profile environmentalists.

Keywords: 

Organic Gardening; Higher Education; Sustainability; Student Organizations; Community Service

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Mentoring as service-learning: The relationship between perceived peer support and outcomes for college women mentors

Marshall, Jenna H.; Lawrence, Edith C.; Williams, Joanna Lee; Peugh, James

STUDIES IN EDUCATIONAL EVALUATION

Volume Issue Pages DOI / ISBN / ISSN
47 38-46 DOI: 10.1016/j.stueduc.2015.07.001

 

Language Country
English Other

Abstract: 

This study examined whether peer support was related to psychosocial outcomes for college women serving as youth mentors in the Young Women Leaders Program (YWLP), a service-learning mentoring program. The outcomes assessed were college students’ ethnocultural empathy and their sense of competence, relatedness, and autonomy. Data included questionnaires completed by YWLP mentors (YWLP; n = 227) and college women with (CS; n = 230) and without (no CS; n = 105) alternative community service involvement. Results showed that YWLP mentors’ level of perceived peer support was associated with stronger outcomes in autonomy as compared to the CS group and in ethnocultural empathy as compared to both comparison groups. These findings extend the literature on effective support for college service-learning participants. (C) 2015 Elsevier Ltd. All rights reserved.

Keywords: 

Service-learning; Higher education; Mentoring; Peer support; Self-determination theory; Ethnocultural empathy

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Reaching Back Strategy: Using Mirroring, Trust, and Cultural Alignment in a Service-learning Course to Impact Hispanic Parents’ Perception of College-A Case Study

Sheil, Astrid; Rivera, Jose Luis

JOURNAL OF LATINOS AND EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
15 2 140-149 DOI: 10.1080/15348431.2015.1066253

 

Language Country
English Other

Abstract: 

Thirty-four undergraduate public relations majors participating in a problem-based service-learning project at a Hispanic-Serving Institution executed an event that attracted more than 100 low-income Hispanic families to campus. The purpose was to help parents prepare their children for college. From primary and secondary research, the students identified 3 dimensions for reaching the targeted audience-mirroring, trust, and cultural alignment-which were dubbed the Reaching Back strategy. Our purpose is to describe how the Reaching Back strategy works, the benefits of problem-based service-learning projects for both students and community participants, and how this strategy can be replicated.

Keywords: 

Higher education; hispanic; hispanic-serving institution; latinos; public relations; service-learning

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Service-learning and higher education: evaluating students learning process form their own percpective

Berasategi, Naiara; Alonso, Israel; Roman, Gorka

2ND INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES,HEAD’16

Volume Issue Pages DOI / ISBN / ISSN
228 424-429 DOI: 10.1016/j.sbspro.2016.07.065

 

Language Country
Spanish Spain

Abstract: 

This paper presents a description and evaluation of an innovative teaching experience carried out through a service-learning methodology within the university Degree in Social Education at the University of the Basque Country (UPV/EHU). It compiles data collected from 62 students from 3rd year, who were attending the subject “Socio-educational intervention with adults, elders and people with special needs” in the year 2011-2012 and 2012-2013. The international theoretical basis related to the development and impact of this methodology within higher education, a description of the design and the development of the case of study and a quantitative evaluation are presented in this paper. The results have been analyzed through a questionnaire that seeks the opinion of the students about their teachers. We conclude providing evidences about the impact this learning process has had over the students, mainly in aspects such as involvement, motivation and reflexive attitude. (C) 2016 Published by Elsevier Ltd.

Keywords: 

Service-learning; socio-educational intervention; higher education

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Trends in Higher Education Service-Learning Courses for Pre-Service Teachers: A Systematic Review

Copaci, Iulia A.; Rusu, Alina S.

ERD 2016 – EDUCATION, REFLECTION, DEVELOPMENT, FOURTH EDITION

Volume Issue Pages DOI / ISBN / ISSN
18 1-11 DOI: 10.15405/epsbs.2016.12.1

 

Language Country
English Romania

Abstract: 

As a malleable, potent curricular tool with numerous positive outcomes in students’ personal, academic and social lives, Service-Learning (S-L) has lately gained an increased interest from the scientific community. The most important challenge in introducing S-L instructional strategies in academic practice is designing effective, pragmatic S-L programs directed towards both reforming education by enhancing pre-service teachers’ experiences and addressing community needs. Following the systematic review algorithm, this paper focuses on summarizing novel trends and procedures in higher education S-L courses for pre-service teachers and on outlining a best practices profile. The systematic review is based on key research questions that reveal the following aspects of the S-L programs: the major scope of the programs, the most common types of programs, the hosting environment chosen by project managers, the types of activities included in such programs, the architecture of the mandatory reflection component of S-L programs, as well as the duration and evaluation techniques of the programs. The findings may serve as a reference point in designing more efficient S-L programs. (C) 2016 Published by Future Academy

Keywords: 

Service-Learning; Pre-Service Teachers; Higher Education

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Hopeful, Local, Visionary, Solutions-Oriented, Transformative, Place-Based Sustainability Stories and Service-Learning as Tools for University-Level Education for Sustainable Development: Experiences from University of Vermont

Hudspeth, Thomas R.

TEACHING EDUCATION FOR SUSTAINABLE DEVELOPMENT AT UNIVERSITY LEVEL

Volume Issue Pages DOI / ISBN / ISSN
191-203 DOI: 10.1007/978-3-319-32928-4_13

 

Language Country
English Other

Abstract: 

Promoting and building capacity for education for sustainable development (ESD) at institutions of higher education requires engaging numerous stakeholders involving various sectors. This chapter aims to provide learning opportunities on how to implement university-level ESD by reporting on two promising practices for engaging stakeholders-sustainability stories and service-learning-and reflecting on how they are used in two courses, their impact and replicability, and useful lessons learned from them.

Keywords: 

Education for sustainable development; Sustainability; Higher education; Service learning; Community engagement; Stories/narratives

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Implementing and Sustaining Higher Education Service-Learning Initiatives: Revisiting Young et al.’s Organizational Tactics

Bennett, Dawn; Sunderland, Naomi; Bartleet, Brydie-Leigh; Power, Anne

JOURNAL OF EXPERIENTIAL EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
39 2 145-163 DOI: 10.1177/1053825916629987

 

Language Country
English Other

Abstract: 

Although the value of service-learning opportunities has long been aligned to student engagement, global citizenship, and employability, the rhetoric can be far removed from the reality of coordinating such activities within higher education. This article stems from arts-based service-learning initiatives with Indigenous communities in Australia. It highlights challenges encountered by the projects and the tactics used to overcome them. These are considered in relation to Young, Shinnar, Ackerman, Carruthers, and Young’s four tactics for starting and sustaining service-learning initiatives. The article explores the realities of service-learning initiatives that exist at the edge of institutional funding and rely on the commitment of key individuals. The research revises Young et al.’s four tactics and adds the fifth tactic of organizational commitment, which emerged as a distinct strategy used to prompt new commitment, enact existing commitment, and extend limited commitment at the organizational level.

Keywords: 

service learning; Indigenous; higher education; arts; Australia; experiential learning

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Service-Learning and its Contribution to the Function of University Extension. Development at the University of the Basque Country (UPV/EHU)

Gezuraga, Monike

REICE-REVISTA IBEROAMERICANA SOBRE CALIDAD EFICACIA Y CAMBIO EN EDUCACION

Volume Issue Pages DOI / ISBN / ISSN
15 1 1-18 DOI: 10.15366/reice2017.15.1.001

 

Language Country
Spanish Spain

Abstract: 

The Extension is considered as one of the core functions of the University. In this paper we will approach briefly the concept of Extension, then move on to review some of the experiences in this line of work at different universities. We will make a special mention of the proposed Service-Learning as a tool that contributes to this function; and will specifically approach some of the results obtained in the thesis: “Service- learning (S-L) at the University of the Basque Country (UPV/EHU): on the way to its institutionalization”. This research has focused on the study of various dimensions, yet here we will focus on those elements most closely linked to the University extension. A study combining various research tools and techniques such as the questionnaire and discussion groups allowed us to approach these elements. The study used a sample of 154 students, 11 lectures and 14 partners. The protagonists of these projects value the contribution of S-L to the development of the University extension function; however, they point to the need to leap from individual experiences to a more orderly, systematic implementation of it.

Keywords: 

Higher education; University extension; University-society relation; Service-learning; Service-learning institutionalization

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Service-learning in teacher training in Spanish universities

Alvarez-Castillo, Jose Luis; Martinez Usarralde, Maria Jesus; Gonzalez Gonzalez, Hugo; Buenestado Fernandez, Mariana

REVISTA ESPANOLA DE PEDAGOGIA

Volume Issue Pages DOI / ISBN / ISSN
75 267 199-217 DOI: 10.22550/REP75-2-2017-02

 

Language Country
Spanish Spain

Abstract: 

A culture of training teaching staff in specific teaching skills is spreading throughout higher education in Europe and other regions. In recent years, service-learning has been one of the active methodologies that has attracted the most attention in educational literature and in training practices. This piece uses an ex post facto cross-sectional study to quantify and describe service learning training provision in Spanish universities, using an information recording sheet to gather evidence from institutional websites and an unstructured questionnaire as a complementary data source. Our results support the claim that teaching training activities are growing and that there are some advances in the consolidation of this trend. However, significant limitations were identified, such as a lack of a practice-based orientation in teacher training and the lack of a coordinated plan to facilitate learning ecologies, something that is hindering the reflective, cooperative, and transformative impact that is attributed to the service learning method. Based on this diagnosis, we suggest that training activities be incorporated into multi-year plans, and note that sociocritical and practical orientations would work better together, and that collaborative work between universities and community services should be strengthened.

Keywords: 

Service-learning; teacher education; higher education; professional development; experiential learning

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The construction of the professional identity in university arts students via service-learning projects

Menendez-Varela, Jose L.; Grigori-Giralt, Eva

ARTE INDIVIDUO Y SOCIEDAD

Volume Issue Pages DOI / ISBN / ISSN
29 3 417-443 DOI: 10.5209/ARIS.55249

 

Language Country
Spanish Spain

Abstract: 

This article investigates the representations of first year arts undergraduates emerging from a series of service-learning projects designed for groups at risk of social exclusion. A rubric was used in the design and assessment of the projects. Applying the presuppositions of Grounded Theory, two researchers carried out a qualitative analysis of the changes in the conception and justification of the projects that occurred during the academic year. The results highlighted three fundamental achievements made by the students: a) the understanding that art is an indispensable element in personal development and in social progress; b) the beginning of the process of construction of a professional identity in the field of the arts; and c) a reinforcement of the metacognitive dimension of learning. This last aspect increased the students’ awareness and commitment to their projects, and was a determining factor in the quality of their final products.

Keywords: 

Service-learning; rubrics; grounded theory; projects; higher education

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The ethics of Service Learning at university: an interpretation from pragmatism

Gonzalez-Geraldo, Jose L.; Jover, Gonzalo; Martinez, Miquel

BORDON-REVISTA DE PEDAGOGIA

Volume Issue Pages DOI / ISBN / ISSN
69 4 63-78 DOI: 10.13042/Bordon.2017.690405

 

Language Country
Spanish Spain

Abstract: 

INTRODUCTION. In the light of the challenges raised by the internationalisation framework established since the beginning of the European Higher Education Area (EHEA), as well as our turbulent present in which social problems are demanding urgent actions, Service Learning appears as an interesting option where ethics play a capital role in order to improve the quality of our students’ learning and the whole society. METHOD. In this paper we explore the underlying interests of these practices from a theoretical discourse in its pragmatic sense, obviously rooted in the ideas of John Dewey, the main keystone of the following paragraphs. These reflections are supported by different analyses from two specific sources: 1) The project Service Learning and Innovation at university: a programme to develop the academic outcome and social capital of the students and 2) the CIS study titled Attitudes of the youth in Spain towards participation and volunteering. RESULTS. Service Learning is a methodology with clear ethical implications which fosters a harmonious competence acquisition. In addition, far from admitting a spurious ambition from the students who participate in these practices, we defend that their interest is inherent to the human being, plausible and even desirable. The lack of time, related to interest and effort, appears as a relevant variable. DISCUSSION. Moreover, in this paper we will also debate some of the theoretical concepts of John Dewey which have direct implications for coherent Service Learning practices, something that is not always clearly done when this methodology is embedded in his educational philosophy.

Keywords: 

Service Learning; Higher Education; Ethics; Pragmatism; Student Interests

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Development of College Program Management Model for Service-Learning

김지영

Journal of Education & Culture

Volume Issue Pages DOI / ISBN / ISSN
23 1 66-102 DOI: 10.24159/joec.2017.23.1.65  

 

Language Country
English Other

Abstract: 

This primary purpose of this paper is to develop college program management model for Service-Learning in order to offer educational experiences to support meaningful community service.The research conducted the following steps: (1) literature reviews of Service-Learning, (2) survey on the demands for service learning program of students and the teaching staffs, (3) analysis of the service learning performance.Service-Learning management draft model in college had been applied in the second semester 2015. The design of program management model for Service-Learning consisted of six elements: the basic direction, objects, contents and methods, performance and reflection, administrate procedures, evaluation and sharing practical experience of Service –Learning.

Keywords: 

Service learning; Reflection; Higher education; Model; Accreditation

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Service Learning in the University: an experience within the framework of a subject of the Degree in Primary Education

Lopez-Fernandez, I; Benitez-Porres, J.

REDU-REVISTA DE DOCENCIA UNIVERSITARIA

Volume Issue Pages DOI / ISBN / ISSN
16 2 195-210 DOI: 10.4995/redu.2018.9127

 

Language Country
Spanish Spain

Abstract: 

Bridging the connections between what students learn in the university and practice in real professional settings is a secular aspiration of higher education. Service learning is a methodology aimed at encouraging student learning through active participation in experiences related to community service. This methodology, although still testimonial, is growing in recent years in Spanish universities, highlighting initiatives of a voluntary nature for students and without a direct link to specific subjects. The present study describes an experience that incorporates service learning in a university subject framed in a curriculum for the training of teachers in Primary Education. A total of 67 university students, who gave lessons to 429 primary education students (aged 6-10), participated in the project. In order to record the opinion of the staff involved and the students’ perception of learning, several assessments tools were used, as questionnaires, interviews, journals and student reports were used. The results reflect the possibilities of service learning to reduce academic bias in curricula, increasing the relationships between theory and practice, and to enable students to acquire cross-curricular skills. Likewise, guidelines are provided that may be useful for any university teacher who aims to carry out this methodology with his students.

Keywords: 

service learning; primary education; higher education; teaching methods; teacher education; teaching practice; experiential learning

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University Social Responsibility towards Engineering Undergraduates: The Effect of Methodology on a Service-Learning Experience

Cabedo, Luis; Royo, Marta; Moliner, Lidon; Guraya, Teresa

SUSTAINABILITY (MDPI)

Volume Issue Pages DOI / ISBN / ISSN
10 6 DOI: 10.3390/su10061823

 

Language Country
English Switzerland

Abstract: 

Service-Learning (SL) experiences enable University Social Responsibility (USR) to be worked on in engineering studies as a core of education for Sustainability. The combined use of such experiences with active student-centered teaching methodologies fosters the acquisition of general and specific competences. On the basis of students’ perception, this study investigated and sought evidence of empirical foundations to understand whether and how Project Based Learning (PBL) affects the acquisition of USR-related competences when SL experience was implemented as the regular exercise in core courses in engineering studies. This research studied 100 second year undergraduate students in Industrial Design Engineering and Product Development. The students were divided into two groups, one of which experienced Service-Learning only in one class activity while the other group carried out a PBL activity. A survey consisting of 28 items was delivered to all these students and their answers were analyzed from a descriptive statistics viewpoint to understand how the students perceived their degree of attainment of USR competences. The findings suggest a clear difference between the methodologies used, which shows that PBL methodology may lead to a greater acquisition of USR competences than SL activity.

Keywords: 

Service-Learning; Project Based Learning; University Social Responsibility; materials science and engineering; higher education

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Service-learning as a way to develop intercultural competence in Higher Education

Sotelino Losada, Alexandre; Santos Rego, Miguel Angel; Garcia Alvarez, Jesus

Educatio Siglo XXI

Volume Issue Pages DOI / ISBN / ISSN
37 1 73-90 DOI: 10.6018/j/363391

 

Language Country
Spanish Spain

Abstract: 

The PEINAS project (Intercultural Pedagogy and Service-Learning) was born in the academic year 2010/2011 associated to an academic subject called “Intercultural Pedagogy” (Second year of the Degree in Pedagogy, University of Santiago de Compostela). The project aims to improve the knowledge of the different cultural communities in Galicia about their social and educational realities. Thus, students create links with different entities where they undertake a social service, on an academic basis, according to specific needs. What this paper intends is to explore the development of civic-social competence in university students who participate in a project of these characteristics. In addition, we compare students who participated in the project with those who did not participate. To this end, we use a post-test elaborated within the framework of a project of the Spanish National Plan for Research (EDU2013-41687-R), which allows us to see the differences among groups of students. The conclusions highlight the fact that students who participate in such experiences increase their opportunities to acquire a series of relational and civic-social skills of considerable importance for their practical training and the development of sound learning structures.

Keywords: 

Service-learning; Higher education; Civic education; Intercultural Pedagogy

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Service-Learning with College Students toward Health-Care of Older Adults: A Systematic Review

Ruiz-Montero, Pedro-Jesus; Chiva-Bartoll, Oscar; Salvador-Garcia, Celina; Martin-Moya, Ricardo

INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH

Volume Issue Pages DOI / ISBN / ISSN
16 22 DOI: 10.3390/ijerph16224497

 

Language Country
English Spain

Abstract: 

Service-Learning (SL) has become a teaching methodology that promotes social and personal skills while helping groups in need and at risk of social exclusion. This paper is a systematic review of the literature on SL experiences and research on college subjects in the area of health-care promotion in settings for older adults. After an exhaustive search, 43 peer-reviewed publications were classified according to frequency and geographical distribution, sample and duration of the programs, research methodologies, data collection instruments used, and main outcomes investigated. The results indicate that the research methodologies used tended to be qualitative and mixed, while the variety of samples and duration of interventions was very broad. The instruments used were mainly interviews and questionnaires, and the programs were developed specially in the United States of America. The groups receiving most SL were healthy older adults and older adult populations with aging disabilities and illnesses. The articles in the present review highlight that SL can have a positive effect on older adults’ health promotion and can enhance their community participation.

Keywords: 

aging; education method; higher education; healthy lifestyle; community learning

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Teaching and Learning Methods in Geography Promoting Sustainability

Eija Yli-Panula, Eila Jeronen and Piia Lemmetty

Educacion Sciences

Volume Issue Pages DOI / ISBN / ISSN
10 5 1-18 doi:10.3390/educsci10010005

 

Language Country
English Finland

Abstract: 

Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.

Keywords: 

general education; geography education; higher education; literature review; outdoor
education; sustainability education

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The influence of service-learning on the development of sustainability competencies amongst university students

Cebrian, Gisela; Fernandez, Monica; Teresa Fuertes, Maria; Moraleda, Alvaro; Segalas, Jordi

BORDON-REVISTA DE PEDAGOGIA

Volume Issue Pages DOI / ISBN / ISSN
71 3 151-167 DOI: 10.13042/Bordon.2019.68276

 

Language Country
Spanish Spain

Abstract: 

INTRODUCTION. The aim of this research was to find out the impact that service-learning methodology has on the development of sustainability competences amongst university students (namely those taking the degrees of Primary, Infant and Social Education) of three Spanish Universities UAM and USAL). METHOD. A sample of 129 university students of the academic year 2017-18 was used. A pre-experimental study was carried out, a pre-test-post-test study with natural groups, without a control group. The purpose was to assess the development of competencies in sustainability amongst students undertaking five modules taught through service-learning as the teaching and learning strategy. RESULTS. The results of this study show that service-learning has contributed to improve the understanding and knowledge of sustainability, as well as the interrelations between the social, environmental and economic dimensions in the five cases studied. In addition, the findings of this study demonstrate how the use of service-learning promotes the development of practical skills associated with action. DISCUSSION. It is evident that service-learning has a significant influence on the development of the competence for sustainability related to the contextualization of knowledge and the interrelation between social, environmental and economic dimensions of sustainability. Of the three levels of competence acquisition: Knowledge; Know how; Doing, we observed that service-learning has a greater impact on the Know how level. This is attributed to the methodology, which focuses on praxis and the application of theoretical knowledge in real practical contexts. Specific modules in sustainability are those that most contribute to the competencies for learning about sustainability . In addition to the holistic integration of these competences in the curriculum, it is necessary to include specific subjects in sustainability.

Keywords: 

Service-learning; Competence; Students; Sustainability; Higher Education

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Acquisition of competences to prevent the aquatic accident: a service learning project with university students and population with different abilities

Sanz Arribas, Ismael; Calle Molina, Maria Teresa; Aguado Gomez, Raquel; Garoz Puerta, Ignacio

REVISTA PUBLICACIONES

Volume Issue Pages DOI / ISBN / ISSN
49 4 219-239 DOI: 10.30827/publicaciones.v49i4.11737

 

Language Country
Spanish Spain

Abstract: 

This research aims to demonstrate that the service-learning methodology is an effective tool for people with intellectual disabilities to acquire the necessary skills to solve the drowning of another person, assuming minimal risk. In addition, it is also intended to know the perception of university students about the effect that the participation in a service-learning project developed with people with intellectual disabilities, has caused on them. To achieve these objectives, this research has had the voluntary participation of students of the Physical Activity and Sport Science Degree to provide two sessions of aquatic rescue to a group of people with intellectual disability. The methodology used in this study has been quantitative and qualitative. The results show that the service-learning methodology is a useful tool to improve the safety of people with intellectual disabilities in the aquatic environment. Regarding the second of the objectives set for this study, it is concluded that university students have perceived that their academic competence, their respect and their understanding towards people with intellectual disabilities has increased. At the same time, the students have perceived changes in their personal identity and they have expressed the intention to be involved in projects with a positive social impact in the future.

Keywords: 

Service-Learning; higher education; intellectual disability; water rescue

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Does service learning make a difference? comparing students’ valuations in service learning and non-service learning teaching of psychology

Beatriz Macías Gomez-Estern, Samuel Arias-Sánchez, María José Marco
Macarro, María Regla Cabillas Romero & Virginia Martínez Lozano

STUDIES IN HIGHER EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
1-13 https://doi.org/10.1080/03075079.2019.1675622

 

Language Country
English Spain

Abstract: 

As a pedagogical approach, Service Learning (SL) has blossomed in the field of education, proving its effectiveness regarding academic results and in relation to social commitment. Our goal was to offer students the possibility of participating in professional scenarios measure the impact that SL benefits has on students’ valuations and perceptions of their respective learning processes and to see whether it differed from results coming from a non SL approach. To do this we compared two groups of undergraduate students enrolled in the same Psychology course, and in two different formats: SL and non-SL. Our hypothesis predicted that SL students would report higher levels of valuations and of changes perceived, and our results confirmed this: the SL group revealed a significantly higher level of satisfaction with the SL course. Also, SL students reported significantly more changes connected to a concept of learning that included contents, behaviors, and personal changes.

Keywords: 

Service learning; higher
education; course value; real
learning; learning community

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Evaluation of the impact of university service-learning in physical activity and sport: a proposal from the stakeholders theory

Chiva-Bartoll, Oscar; Santos Pastor, Maria Luisa; Martinez Munoz, Fernando; Salvador-Garcia, Celina

EDITORIAL UNIV GRANADA

Volume Issue Pages DOI / ISBN / ISSN
49 4 29-48 DOI: 10.30827/publicaciones.v49i4.11727

 

Language Country
Spanish Spain

Abstract: 

University Service Learning is seen as a clear response to University Social Responsibility (USR). In the Physical Activity and Sport field there is an increasing number of good practices of USL applied in different contexts and adopting a series of perspectives, from a holistic conception of the person, related to human movement such as education, health, inclusion, socialization and recreation. Nevertheless, through a literature review of this topic, it is perceived that the evaluation of these practices has mainly focused on the effects on students’ learning. Therefore, the evaluation of its social impact has been certainly disregarded. The present article attempts to deepen in this sense; in consequence, its objective consists of proposing an evaluation model of the impact of the USL of the Physical Activity and Sport practices, paying special attention to the social aspect of the service. The proposal presented in this text is based on the Stakeholders Theory (Freeman, 1984) and it is developed bearing in mind the idiosyncrasy of USL in Physical Activity and Sport. To pin down this proposal, we provide some criteria and specific indicators to evaluate the social impact.

Keywords: 

Service-Learning; Physical Activity; University Social Responsibility; Evaluation; Higher Education

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LEARNING AND IDENTITY PROCESSES IN UNIVERSITY SERVICE-LEARNING: A THEORETICAL REVIEW

Garcia Romero, David; Luis Lalueza, Jose

EDUCACION XX1

Volume Issue Pages DOI / ISBN / ISSN
22 2 45-68 DOI: 10.5944/educXX1.22716

 

Language Country
Spanish Spain

Abstract: 

Service-Learning (S-L) has expanded its scope in higher education in recent decades, increasing the number of programs implemented and centres that sustain them. This process has been accompanied by a development of research and the creation of new academic societies in the area. However, this scientific gathering has shown discrepancies in the way of understanding the basics of S-L. In this study, we analyse one of them: the diversity of conceptual models on the learning processes in S-L. We propose a critical discussion of the topic in order to contribute towards building a strong framework for S-L. For that purpose, we perform a bibliographic search on the topics of “process of learning” and “identity” in S-L, using the ERIC data base. From the articles found, we selected papers for an in-depth reading in order to find the mainstream lines of research in S-L and to engage in discussion on the processes of learning and identity in current research. We examine similarities and discrepancies among three theories that we identified as nuclear in research on S-L: experiential learning, transformational learning and critical theories. Also, we add the historical-cultural framework as emerging. We elaborate our discussion in two blocks: processes of learning and processes of identity. Our analysis allows us to identity different processes in the analysed theoretical models. In our opinion, they show different models of learning present in S-L: reflection through experience, identity change trough otherness, agency taking through social consciousness and involvement in a community of practice through construction of shared meaning and motives.

Keywords: 

Service Learning; Higher Education; Learning Processes; Identity Processes; Literature Reviews

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MENTORSHIP AND SOCIAL INTEGRATION AT THE UNIVERSITY: SERVICE LEARNING IN A PROJECT OF THE JOURNALISM DEGREE

Lacalle Zalduendo, Charo; Pujol Ozonas, Cristina

EDUCACION XX1

Volume Issue Pages DOI / ISBN / ISSN
22 2 289-308 DOI: 10.5944/educXX1.22694

 

Language Country
Spanish Spain

Abstract: 

This article summarizes the perceptions of two groups of young people (students of Journalism and young adolescents in treatment for different addictions and disorders) about their participation in a project of service learning funded by the EU (Erasmus + Key Action 3) during the academic year 2017/2018. The activities of the students, integrated into the curriculum of different subjects, were aimed at providing to the youngsters with skills related to digital journalism production, critical reading, and education in communication and interculturality. The responses to the questionnaires and the focus groups reveal the reciprocal nature of a learning enhanced by the generational proximity of both groups, which has not been only based on the transmission of content, but also has an affective character. The students consider that the interaction has induced them to structure and conceptualize the knowledge, but also to overcome preconceived ideas and develop their empathy. The young people appreciate the contact with an environment previously perceived as something distant and inaccessible, as well as their direct participation in the collaborative practices. The increase in self-esteem and the greater involvement of women are two of is one of the most evident effects of the group interviews carried out in both groups. The rewarding nature of the experience could have stimulated the most involved students to volunteer in civil services.

Keywords: 

Service learning; mentorship; higher education; social integration

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Service Learning in Special Education Teachers’ Initial Training at the University of Huelva. INCLUREC Project

Gomez-Hurtado, Inmaculada; Moya Maya, Asuncion; Pilar Garcia-Rodriguez, M.

REICE-REVISTA IBEROAMERICANA SOBRE CALIDAD EFICACIA Y CAMBIO EN EDUCACION

Volume Issue Pages DOI / ISBN / ISSN
18 1 105-123 DOI: 10.15366/reice2020.18.1.006

 

Language Country
Spanish Spain

Abstract: 

This research describes the didactic learning experience developed in the University of Huelva linked to the Teaching Innovation Project INCLUREC in which have participated university students, students with special educational needs and a teacher of different educational levels. The experience starts from the elaboration and adaptation of didactic resources to the student with educational needs, trying to develop a compromised, functional and functional university formation and to create a collaborative network between the university, the students and the associations since a perspective of universal accessibility. The experience evolves through the analysis of more than 600 records prepared by a student, academic rates and four interviews with key informants. The results address the needs of the students, resources, schools that have collaborated and about the formation of participating university students. It concludes by highlighting the good academic rates of the university student, the connection with professionals to those who this experience serve them as permanent formation and the important contribution of material resources to students with special educational needs.

Keywords: 

Higher education; School community relationship; Special needs; Educational resources

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Teaching Down to Earth-Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach

Hernandez-Barco, Miriam; Sanchez-Martin, Jesus; Blanco-Salas, Jose; Ruiz-Tellez, Trinidad

SUSTAINABILITY

Volume Issue Pages DOI / ISBN / ISSN
12 2 DOI: 10.3390/su12020542

 

Language Country
English Spain

Abstract: 

The Bologna Process and the European Higher Education area require the application of new active methodologies in the classroom that place the student at the center of his or her learning process. In the present work, we analyze the application of a Service-Learning (SL) methodology in the context of a Final Degree Dissertation (FDD) in the degree in Environmental Sciences at the University of Extremadura (Spain). The project deals with an isolated Kichwa community in Ecuador and involves the development of alternative science education materials for the capacitation of in-service science teachers. This paper evaluates how an FDD carried out according to Service-Learning (SL) principles can help in the acquisition of so-called “soft skills” and how these can be focused in the promotion of the sustainable development goal (SDG) knowledge and achievement. To this end, a qualitative study of the experience and a deep evaluation, followed by a final reflection, were carried out. According to the preliminary results, we can conclude that Higher Education should include SDGs in its teaching praxis and could do this successfully using the SL methodology.

Keywords: 

Service-Learning methodology; environmental sciences; higher education; Sustainable Development Goals; rubric

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Comunicación corporativa y educación en valores en el aula universitaria. Un proyecto de Aprendizaje servicio (APS)

Martínez-Sanz, R. y Durántez-Stolle, P.

OBETS. Revista de
Ciencias Sociales

Volume Issue Pages DOI / ISBN / ISSN
15 2 563-588 https://doi.org/10.14198/OBETS2020.15.2.07

 

Language Country
English Spain

Abstract: 

The work in the classroom of solidarity values encourages the construction of socially responsible and committed citizens. This research evaluates the effects of the service-learning methodology applied in the university classroom when it relies on corporate and audiovisual communication. Through a multidisciplinary and multimethod triangulation, which combined the survey, the content analysis and the in-depth interview, the change of attitude and perception in the participants is verified. In addition, the results confirm the validity of collaborative and autonomous work by projects and the audiovisual format as a means to effectively involve and transfer solidarity values

Keywords: 

Service-learning; audiovisual communication; higher
education; organizational communication; social responsibility

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DESIGN AND VALIDATION OF A QUESTIONNAIRE FOR SELF-ASSESSMENT OF UNIVERSITY SERVICE-LEARNING EXPERIENCES

Lopez-de-Arana Prado, Elena; Aramburuzabala Higuera, Pilar; Opazo Carvajal, Hector

EDUCACION XX1

Volume Issue Pages DOI / ISBN / ISSN
23 1 319-347 DOI: 10.5944/educXX1.23834

 

Language Country
Spanish Spain

Abstract: 

The number of university teachers that use service-learning as an alternative to traditional teaching and learning methods is increasing rapidly. This reality highlights the need to have tools that facilitate the design, implementation and evaluation processes for this new educational method. Currently, resources for ensuring the quality of service-learning experiences are scarce and often not validated. This paper describes the procedure followed for the design of the Questionnaire for Self-Assessment of University Service-Learning Experiences and its validation using the modified Delphi method online, which is a qualitative technique that aims to provide a reliable group response. In this study, two rounds of consultation were conducted by email, involving 16 academic experts who assessed the relevance and clarity of the items. While the first round of consultation aimed to analyze the relevance and clarity of all items, in the second round the clarity of the items which had been reformulated was analyzed. Results on the construct and content validity suggested the elimination or reformulation of some of the initial items. The final questionnaire was composed of 41 relevant and clear items, which are estimated through a 5 point Likert scale. Finally, two possible ways of giving continuity to this work are presented: to the opinion of experts who participate in service-learning but are not academic in the validation process; and to undertake a psychometric validation of the questionnaire through intra-test and inter-test methods.

Keywords: 

Service Learning; Higher Education; Questionnaires; Self Evaluation; Validity; Delphi Technique

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The Role Personal Responsibility Norms Play in Sustainable Development for University Students: The Impact of Service-Learning Projects

Lucas Mangas, S.; Marbán,
J.M.; Unanue Cuesta, M.C.; Manso
Argüelles, M.Á.; Romay Martínez, J.

Sustainability

Volume Issue Pages DOI / ISBN / ISSN
13 https://doi.org/10.3390/su13137330

 

Language Country
English Spain

Abstract: 

Sustainable development is a desirable, global challenge that is as complex as it is necessary. While individual actions are positive, effective progress must start from a collective commitment. In line with this, recent research points to an urgent need for an increased effort to make sustainability education a key element in the basic literacy of all people. This study takes on this challenge of environmental education and changing attitudes in order to reach sustainable community development while relying on the principles of the value-belief-norm model (VBN). A quasi-experimental research design was used to analyze the impact of learning service projects on the activation of personal norms of university students. The results show that although no statistically significant differences appear between pre-test and post-test measurements, there is a clear trend towards improvement of personal norms about sustainable development, which encourages further research in this area.

Keywords: 

attitudes; environment; service-learning; norm; personal responsibility; higher education;
SDG learning; sustainability competences

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(Mobility and ICT in service-learning: perspectives for a global and technological society)

Miguel A. Santos-Rego
Ígor Mella-Núñez
Alexandre Sotelino-Losada

Revista Iberoamericana de Educación a Distancia

Volume Issue Pages DOI / ISBN / ISSN
23 1 67-84 DOI: http://dx.doi.org/10.5944/ried.23.1.24180

 

Language Country
Spanish Spain

Abstract: 

The current knowledge society is the germ of one of the deepest transformations in the university history, not only in social terms but also pedagogical. In this sense, global connections and internationalization are emerging as two of the aspects that have most affected the foundations of the university because both permeate all the processes that take place in it. If we add the rise of new methodologies like service-learning, in which the learning processes are combined with a service to the community, we are facing a real challenge due to the combination of both elements. In this article we analyze the possibilities of academic and pedagogical integration of service-learning in a technological and international projection. For this, we carried out a deep literature review in order to make an approach to both international service-learning and electronic learning-service. In addition to their similarities, we conclude that both hybridizations allow service-learning to respond to the pedagogical tendencies that have the greatest impact in a global context for higher education: international mobility and the irruption of technologies. However, the different forms of electronic service-learning seem more realistic and adjusted to the current situation than international service learning. This is especially accused in economic terms, since information and communication technologies allow to counteract the inconveniences that arise when a mobility component is introduced within a regulated training context.

Keywords: 

electronic service-learning; international service-learning; information and
communication technologies; student mobility; higher education

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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 Implications of American Service Learning to Korean Higher Education

김성봉

THE JOURNAL OF KOREAN EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
31 3 287-305

 

Language Country
Other Other

Abstract: 

Recently, many service learning advocates criticizing American higher education require its change. In this study, higher education service learning advocates’ criticism of their higher education and the process of service learning’s growth were reviewed. And tension around the nature or orientation of service learning was studied focusing higher education curriculum improvement. Based on the findings, implications which American service learning give to our korean higher education were discussed like the next three aspects. First. their criticism on higher education and their assertion that service learning can be a mean of higher education curriculum improvement have a certain usefulness to korean higher education. Second, tension around service learning makes it difficult to understand the nature or orientation of service learning to suggest that further discussions about its nature or orientation are needed. Third, considering the problem of korean young people’s unemployment we need to pay attention to the historic meaning of service learning because service learning has some connections to our future labor.

Keywords: 

service learning; curriculum improvement; higher education

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Theorising service learning in higher education in South Africa

Osman, Ruksana; Castle, Jane

PERSPECTIVES IN EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
24 3 63-70

 

Language Country
English Other

Abstract: 

Policy on service learning is framed in the discourse of reciprocity, partnership and engagement. It is tasked with transforming higher education to bring about opportunities for integrating theory and practice, work-based learning and academic learning, so that higher education engages with knowledge created in other sites of practice. While policy is visionary, conditions on the ground bring to the fore complex challenges which relate to the nature of partnerships, reciprocity and engagement on the one hand, and the purposes and practices of higher education on the other This begs the question, “Can service learning deliver on its espoused goals? “In this article we argue that critical education theoryprovides a lens which researchers and practitioners can use to illuminate the practice of service learning in higher education. We reflect on our own practice of service learning in teacher education to show the way in which critical theory can illuminate and expose imbalances and gaps in the mutuality and partnership promised in policy.

Keywords: 

service learning; critical theory; higher education; South-Africa; collective knowledge production

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Service-Learning in physical education curriculum of university

류민정

The Korean Journal of Physical Education

Volume Issue Pages DOI / ISBN / ISSN
49 2 203-212

 

Language Country
Other Other

Abstract: 

Service-learning has been mentioned as an important alternative educational method to achieve practical learning for students and service for community. Particularly, SL curriculum is esteemed in terms of simultaneously performing three functions of higher education such as teaching, research, and service. Students acquire particular knowledge and skill as class contents in classroom and apply them to real field as a service for community. For the process of SL project, students are able to get practical learning. In terms of this view, the purpose of this study was to explore the possibility to apply SL in physical education department which studies professional knowledge and skill related to physical activities in college as a higher education. The basic concepts and means of SL was explained, and various effects of SL curriculum in college were investigated. Next, the previous studies related to SL curriculum in advanced countries were explained. Then, the case of SL curriculum which has been applied in ESS in UNCG was introduced to understand practical view of SL.

Keywords: 

service-learning; alternative educational method; physical education; higher education

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Instruction from Service Learning in America to Chinese Higher Education

Guo, Yanli; Gao, Shuli

INFORMATION AND MANAGEMENT ENGINEERING, PT V

Volume Issue Pages DOI / ISBN / ISSN
235 226-233

 

Language Country
English Other

Abstract: 

With American higher education, this paper research the theory and the mode of service learning, and discuss three factors influencing the effect of service learning on improving of student’s professional ability. And then explore the enlighten and significance of American service learning to the reform of higher education in China.

Keywords: 

Service Learning; Higher Education; A Taxonomy of Significant Learning; America

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

Bamber, Phil

JOURNAL OF BELIEFS & VALUES-STUDIES IN RELIGION & EDUCATION

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

 

Language Country
English United Kingdom

Abstract: 

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

Keywords: 

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

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

Field, John

HISTORY OF EDUCATION

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

 

Language Country
English United Kingdom

Abstract: 

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

Keywords: 

higher education; service learning; citizenship; leadership; voluntary

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Modelo de implementación de Aprendizaje Servicio (A+S) en la UC: Una experiencia que impacta positivamente en la formación profesional integral

Jouannet, Chantal; Salas, María Helena; Contreras, María Antonieta

Calidad en la educación

Volume Issue Pages DOI / ISBN / ISSN
0 39 197-212 DOI: 10.4067/S0718-45652013000200007  

 

Language Country
English Chile

Abstract: 

This document presents to the academic community the experience of the Pontificia Universidad Catolica de Chile incorporating the service Learning methodology (S+L). The description reviews the main methodological characteristics particularly of those pedagogical aspects that makes it a development tool for the disciplinary content learning and the formation of skills, attitudes and values as social engagement, team work and problem resolution. The description also includes the steps teachers and their courses take to implement the methodology. Finally, it presents results obtained by now showing a positive impact on the main stakeholders: students, teachers and community partners.

Keywords: 

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

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