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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Study Abroad and Service Learning Assisting Students in Learning Croatian Language.

Mikelić Preradović, Nives; Posavec, Kristina; Boras, Damir

International journal of education and information technologies

Volume Issue Pages DOI / ISBN / ISSN
6 336-344 ISSN: 2074-1316

 

Language Country
Croatian Croatia

Abstract: 

The goal of this paper is to connect the framework of the interactive multimedia project AFILC (Assisting Foreigners in Learning Croatian) with the study abroad and service learning experience of exchange students in the University of Zagreb. The purpose of the AFILC is to develop language learning materials that will motivate foreign students to learn the Croatian language at their own pace and help them cope with its grammatical richness. The purpose of the international service learning course is to motivate exchange students to deeply experience Croatian language and culture and to get insight into the relevance of their service experiences to their personal, career, educational and civic goals.

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

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

Calidad en la educación

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

 

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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RESEARCH, TEACHING AND TRANSFER OF HERITAGE EDUCATION PROGRAMS. A PROJECT OF PYRAMIDAL TUTORING OF UNDERGRADUATE RESEARCH THESES

Carmen Urpí

ENSAYOS. Revista de la Facultad de Educación de Albacete

Volume Issue Pages DOI / ISBN / ISSN
34 1 121-136 https://doi.org/10.18239/ensayos.v34i1.2051

 

Language Country
Spanish Spain

Abstract: 

Con motivo de la creación de un programa educativo para un yacimiento arqueológico, se desarrolló el presente proyecto para explorar nuevas posibilidades de convergencia entre investigación, docencia y transferencia de conocimiento al campo de la educación patrimonial. Por un lado, se pretendía consolidar metodologías cualitativas basadas en evidencias científicas para este campo. Por otro lado, la docencia universitaria ampliaba las posibilidades de la investigación, pero requería el desarrollo de protocolos y metodologías innovadoras y eficaces. Durante el curso 2017-2018, se articuló la tutoría piramidal de siete Trabajos de Fin de Grado (TFG) bajo las metodologías de aprendizaje basado en proyectos (ABP), aprendizaje cooperativo (AC) y aprendizaje servicio (APS). A una primera fase de revisión de la literatura y de buenas prácticas, siguió una fase experimental de diseño, implementación y evaluación del programa mediante metodología de investigación-acción, que finalizó con la presentación pública del programa educativo para el yacimiento de Santa Criz (Eslava, Navarra), como conocimiento transferible a la sociedad.

Keywords: 

Programas educativos, tutoría piramidal, trabajos fin de grado, educación
patrimonial, innovación docente.

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

Ellen Van Stichel

Uniservitate

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

 

Language Country
English Belgium

Abstract: 

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

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Designing Virtual Mobility as a transformative learning experience

Ivan M. Jorrín Abellán

Revista Electrónica de Tecnología Educativa

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

 

Language Country
English Belgium

Abstract: 

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

Keywords: 

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

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

Aoife Ahern and Beatriz López-Medina

Training, Language and Culture

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

 

Language Country
English Spain

Abstract: 

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

Keywords: 

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

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el aprendizaje-Servicio: fundamentación y visión de la Pastoral como proyecto y origen del apS

José Luis Guzón Nestar y Fernando González Alonso

Educación y Futuro

Volume Issue Pages DOI / ISBN / ISSN
44 13-50 https://hdl.handle.net/11162/216262

 

Language Country
Spanish Spain

Abstract: 

el aprendizaje-servicio, que históricamente estuvo ligado al trabajo, ha sido desde la educación secundaria y superior, cuando ha crecido y madu rado como estrategia innovadora, fundamentada en fuentes filosóficas y pedagógicas, entre otras. Ha aportado a la comunidad servicios solidarios de calidad, durante tiempos prolongados, con el apoyo eficaz de redes inte rinstitucionales y ha integrado aprendizajes curriculares a la acción solida ria. el centro educativo promueve espacios de encuentro que aglutinan dimensiones educativas y pastorales. La acción pastoral como proyecto de aps bien planificado en todas sus fases hacia la sociedad, se integra en el proyecto educativo del centro, implicando a toda la comunidad educativa, que comparte valores humanos y evangélicos.

Keywords: 

aprendizaje-servicio, aps, comunidad, pastoral, educa ción, escuela, proyecto

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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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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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Aportaciones desde el feminismo para la formación del profesorado en el uso de los museos como recursos educativos. Un ejemplo de Aprendizaje-Servicio

Amaia ARRIAGA

Educación artística: revista de investigación

Volume Issue Pages DOI / ISBN / ISSN
201-214 DOI: https://doi.org/10.7203/eari.12.20448

 

Language Country
Spanish Spain

Abstract: 

El artículo presenta una experiencia de formación de profesorado en la Universidad Pública de Navarra para el uso de los museos y obras de arte como recursos educativos en educación primaria e infantil. Sus objetivos, contenidos y metodologías se diseñan desde un posicionamiento que está atravesado por la teoría feminista pero que se encuentra y coincide con los planteamientos que se defienden desde otras perspectivas relacionadas con la educación, el arte y la educación artística como la museología crítica, las pedagogías críticas, o las concepciones culturalistas y experienciales sobre el arte. En el artículo se definen cuáles son esos planteamientos teóricos para dejar paso, después, a la explicación sobre cómo se implementan en el aula y los resultados que ofrecen. La colaboración que en ámbito de la transferencia de conocimiento se desarrolla hace años con el Museo de Navarra ha permitido poner en marcha, además, un proyecto de Aprendizaje-Servicio en colaboración con dos escuelas cercanas al Museo. En este proyecto el alumnado de la asignatura “Recursos de las artes para la educación” de los Grados de Maestro en Educación Primaria y Educación Infantil de la Universidad Pública de Navarra diseña propuestas educativas utilizando las obras del Museo de Navarra y las desarrolla en varias sesiones que se llevan a cabo tanto en las aulas de las escuelas colaboradoras y en las salas del Museo.

Keywords: 

Formación de profesorado; Museo; Educación; Feminismo; Arte; Aprendizaje-Servicio.

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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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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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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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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.

Keywords: 

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Institutionalization of service learning in higher education

Bringle, RG; Hatcher, JA

JOURNAL OF HIGHER EDUCATION

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

 

Language Country
English Other

Abstract: 

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

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Service learning in college political science: Queries and commentary

Hepburn, MA; Niemi, RG; Chapman, C

PS-POLITICAL SCIENCE & POLITICS

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

 

Language Country
English Other

Abstract: 

Keywords: 

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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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Integrating service-learning into a college-level nutrition course

Ash, SL

JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR

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

 

Language Country
English Other

Abstract: 

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

Reams, Paula

Education for health (Abingdon, England)

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

 

Language Country
English Other

Abstract: 

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

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Community-based service learning in the engaged university

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

NURSING OUTLOOK

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

 

Language Country
English Other

Abstract: 

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

Keywords: 

CURRICULUM

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

Kaplan, B; Perez Gamboa, T

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

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

 

Language Country
English Other

Abstract: 

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

Jones, SR; Abes, ES

JOURNAL OF COLLEGE STUDENT DEVELOPMENT

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

 

Language Country
English Other

Abstract: 

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

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

Lewis, TL

TEACHING SOCIOLOGY

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

 

Language Country
English Other

Abstract: 

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

Keywords: 

COMMUNITY; UNIVERSITY

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

Annette, J

BRITISH JOURNAL OF EDUCATIONAL STUDIES

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

 

Language Country
English United Kingdom

Abstract: 

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

Keywords: 

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

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

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

JOURNAL OF ADOLESCENCE

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

 

Language Country
English Other

Abstract: 

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

Keywords: 

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

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

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

NURSING OUTLOOK

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

 

Language Country
English Other

Abstract: 

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

Keywords: 

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The limits of service-learning in higher education

Butin, DW

REVIEW OF HIGHER EDUCATION

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

 

Language Country
English Other

Abstract: 

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

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

Parece, Tammy E.; Aspaas, Helen Ruth

JOURNAL OF GEOGRAPHY

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

 

Language Country
English Other

Abstract: 

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

Keywords: 

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

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

Nduna, N. J.

EDUCATION AS CHANGE

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

 

Language Country
English Other

Abstract: 

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

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

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

PUBLIC HEALTH REPORTS

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

 

Language Country
English Other

Abstract: 

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

Keywords: 

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

Bringle, Robert G.; Hatcher, Julie A.

EDUCATION AS CHANGE

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

 

Language Country
English Other

Abstract: 

Keywords: 

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

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

EDUCATION AS CHANGE

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

 

Language Country
English Other

Abstract: 

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

Keywords: 

service-learning; pharmacology; engagement

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

Lazarus, Jo

EDUCATION AS CHANGE

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

 

Language Country
English Other

Abstract: 

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

Keywords: 

Service Learning; Community Engagement; Institutionalisation

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

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

PUBLIC RELATIONS REVIEW

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

 

Language Country
English Other

Abstract: 

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

Keywords: 

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

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

Nelson, Ardis L.; Scott, Jessica L.

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

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

 

Language Country
English Other

Abstract: 

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

Keywords: 

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

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ETHICS, SOLIDARITY AND “SERVICE LEARNING” IN HIGHER EDUCATION

Arratia Figueroa, Alejandrina

Acta bioethica

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

 

Language Country
Spanish Other

Abstract: 

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

Keywords: 

bioethics’ teaching; service learning; social responsibility

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Learning for the Knowledge Society: service learning theory and practice (Učenjem do društva znanja: teorija i praksa društveno korisnog učenja)

Mikelić Preradović, Nives

Volume Issue Pages DOI / ISBN / ISSN
ISBN: 978-953-175-338-8

 

Language Country
Croatian Croatia

Abstract: 

Keywords: 

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

Heiselt, April K.; Wolverton, Robert E.

REFERENCE & USER SERVICES QUARTERLY

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

 

Language Country
English Other

Abstract: 

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

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

Tan, Kenneth Paul

PS-POLITICAL SCIENCE & POLITICS

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

 

Language Country
English Other

Abstract: 

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

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Service-Learning: Findings From a 14-Nation Study

Haski-Leventhal, Debbie; Grönlund, Henrietta; Holmes, Kirsten; Meijs, Lucas C. P. M.; Cnaan, Ram A.; Handy, Femida; Brudney, Jeffrey; Hustinx, Lesley; Kang, Chulhee; Kassam, Meenaz; Pessi, Anne Birgitta; Ranade, Bhagyashree; Smith, Karen A., Yamauchi, Naoto; Zrinscak, Siniša

Journal of Nonprofit & Public Sector Marketing

Volume Issue Pages DOI / ISBN / ISSN
22 3 161-179 ISSN: 1049-5142

 

Language Country
Croatian Croatia

Abstract: 

Service-learning literature has been dominated by studies from North America with little cross-national comparative work. This article reports on a survey of university students conducted across 14 different countries. The study examines the relationships between service-learning programs (both compulsory and optional) at high school and university, along with current volunteering, study subject, and sociodemographic variables. The survey found variation in service-learning across the different countries along with relationships between service-learning participation and gender, family income, and study subject. By contrast to previous research, however, both mandatory and optional service-learning at high school and university led to higher participation in general volunteering.

Keywords: 

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Promotion of knowledge society through service learning.

Mikelić Preradović, Nives; Tudman, Miroslav, Matic, Sanja

The Journal of Quality in Education

Volume Issue Pages DOI / ISBN / ISSN
1 ISSN: 2028-1897

 

Language Country
Croatian Croatia

Abstract: 

The goal of this paper is to discuss the relationship between higher education and private&public sector in Croatia, the issues Croatian students face when they get their university degrees and to explore the possibilities of transforming our university into a place that meets the needs of the new economic reality of changing markets and rapidly developing technology. We introduced new educational methodology into our curriculum that transforms the old teaching style and gives student more place to apply theory they learned, while in the same time they think how to solve world problems. Service learning is a methodology where learning occurs when students apply what they learn to community problems and reflect upon their experience as they seek to achieve real objectives for the community. We integrated that methodology with ICT in order to achieve better learning outcomes and we present the first service learning projects in Croatian university in this paper. Service learning should be a well balanced approach to the knowledge society, not only between theoretical knowledge and social needs, but also between education system and social values.

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Service-learning – The integration of higher education and the community in the process of the education of socially responsible and active citizens

Culum, Bojana; Ledic, Jasminka

REVIJA ZA SOCIJALNU POLITIKU

Volume Issue Pages DOI / ISBN / ISSN
17 1 71-88 DOI: 10.3935/rsp.v17i1.897

 

Language Country
Croatian Croatia

Abstract: 

The paper analyses the connection between the civic mission of the university,, higher education teaching (as one of the basic academic activities) and the education of socially responsible and active citizens. It presents one of the most current models of experiential learning at the university level, originally called service-learning. The model in question relies on the integration of the curriculum and active involvement of the students in the community, with the aims of ensuring their better understanding of the academic discipline, the needs and problems of the community and encouraging their (further) civic involvement. The international academic community is increasingly regarding this model as a mechanism that successfully contributes to the realisation of certain aspects of the civic mission of the university. With the purpose of contributing to the conceptual analysis, the concepts and approaches to the definition and theoretical origins are presented. Opening the area of the discussion about the challenges of the integration of this model into higher education curriculum at our universities, the Croatian equivalent of the term set-vice learning is offered and explained.

Keywords: 

university civic mission; service-learning; higher education teaching; active citizens; social responsibility

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

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

JOURNAL OF HIGHER EDUCATION

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

 

Language Country
English Other

Abstract: 

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

Keywords: 

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

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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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