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.

Keywords: 

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

Lough, Benjamin J.; Toms, Cynthia

GLOBALISATION SOCIETIES AND EDUCATION

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

 

Language Country
English United Kingdom

Abstract: 

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

Keywords: 

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

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

Antonio Miñán-Espigares, Claudia-Amanda Juárez-Romero

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

 

Language Country
English Spain

Abstract: 

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

Keywords: 

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

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

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

Nurse Education Today

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

 

Language Country
English Spain

Abstract: 

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

Keywords: 

Service learning; Partnership; Nursing; Benefits And intervention

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

NIKŠA ALFIREVIĆ; SAŠA PETKOVIĆ MATEA ZLATKOVIĆ RADAKOVIĆ

Rev. soc. polit., god.

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

 

Language Country
English Croatia

Abstract: 

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

Keywords: 

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

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

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

RIVISTA DI PEDAGOGIA CRITICA

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

 

Language Country
English Spain

Abstract: 

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

Keywords: 

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

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La mejora del compromiso académico mediante la mentoría y el aprendizaje-servicio

Hervás-Torres et al

Revista Electrónica Educare

Volume Issue Pages DOI / ISBN / ISSN
26 2 1-19 https://doi.org/10.15359/ree.26-2.30

 

Language Country
Spanish Spain

Abstract: 

Introducción. Las instituciones de educación superior están constantemente enfrentándose a los desafíos de mejorar su productividad, competitividad, función social, así como la calidad de la educación y formación ofrecida al estudiantado. Dos respuestas para mejorar la calidad de la educación y la formación impartida al estudiantado, así como su función social, son el aprendizaje-servicio y la mentoría. El fundamento de ambas intervenciones de enseñanza recae en el hecho de que permiten una mayor conexión eficiente entre el currículo, las necesidades sociales y el mundo profesional. Objetivo. El objetivo de esta investigación fue explorar la eficacia del Programa Huelva Educa (PHE) para mejorar el grado de compromiso académico en el alumnado participante en calidad de personas mentoras. Metodología. La muestra estuvo compuesta por 54 estudiantes de la Universidad de Huelva seleccionados mediante un muestreo no probabilístico de conveniencia. Se adoptó un diseño cuasi-experimental pretest-postest de estudiantado universitario, donde la variable dependiente se midió mediante el “Cuestionario sobre compromiso académico del alumnado universitario” y del cuaderno de trabajo de las personas mentoras PHE. Resultados. Los resultados registrados muestran que el alumnado mejora significativamente comportamientos relacionados con la implicación en clase, análisis reflexivo de experiencias e ideas, razonamiento crítico, realizar tareas en un idioma extranjero, entre otras. Conclusiones. Este trabajo aporta evidencias sobre la eficacia del programa para la mejora de la preparación de sus asignaturas, aumento del logro académico o incremento en su aprendizaje activo y colaborativo, por lo que se recomienda la importancia de adoptar este tipo de programa.

Keywords: 

Educación superior; compromiso académico; aprendizaje-servicio; mentoría.

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

Maria Jesus Marquez García; Analía Leite Mendez; William Kirscha

Teaching and Teacher Education

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

 

Language Country
English Spain

Abstract: 

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

Keywords: 

Teacher educationService-learningMetaphors

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

Daniela Angelina Jelinčić, Danijel Baturina and Sunčana Franić

Institute for Development and International Relations

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

 

Language Country
English Croatia

Abstract: 

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

Keywords: 

service learning, social entrepreneurship, youth employment, Croatia

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

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

Educ. Sci.

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

 

Language Country
English Spain

Abstract: 

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

Keywords: 

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

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Costruire comunità educanti: il ruolo della leadership nel processo di istituzionalizzazione del Service Learning

Ottavia Bielli, Chiara Giunti, Patrizia Lotti, Caterina Mazza, Lorenza Orlandini,

IUL Research | Open Journal of IUL University

Volume Issue Pages DOI / ISBN / ISSN
3 5 122-139 https://doi.org/10.57568/iulres.v3i5.293

 

Language Country
Italian Italy

Abstract: 

With the COVID-19 pandemic, schools had to re-design activities with distance learning and integrated digital teaching. In this context, the survey has been carried out, using the Andrew Furco’s Framework for the self-assessment of the institutionalization level of the Service Learning. It has been adapted to the Italian context and integrated with the dimensions of innovation of the Movement of Educational Avant-garde. This paper presents both the leadership elements of the Framework, with a view to the educational community, where active participation and sharing become levers to organizational and didactic change, and the concrete experience of Institute “C. Caniana”of Bergamo to frame the institutionalization in the scenario of the health emergency.

Keywords: 

Service Learning, educational leadership, institutionalization,
educating community, distance learning, COVID-19

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Efectos de un programa de Aprendizaje-Servicio sobre Ejercicio Físico concurrente con personas adultas-mayores: Pilates y juegos de socialización

Joaquín Ceballos Zúñiga Cano, Teresa Valverde-Esteve, Francisco Tomás González-Fernández, Pedro Jesús Ruiz Monter

Retos

Volume Issue Pages DOI / ISBN / ISSN
45 704-713 https://doi.org/10.47197/retos.v45i0.92693

 

Language Country
Spanish Spain

Abstract: 

El objetivo del trabajo que se presenta fue evaluar el efecto de un programa de intervención de Aprendizaje-Servicio de ejercicio físico concurrente «Pilates y juegos de socialización» sobre la Condición Física (Fuerza y Flexibilidad de los miembros superiores e inferiores, Agilidad y Capacidad Cardiorrespiratoria), Calidad de Vida relacionada con la salud (Función Física, Rol Físico, Dolor Corporal, Salud General, Vitalidad, Función Social, Rol Emocional, Salud Mental) y la felicidad subjetiva (midiendo cuatro ítems) de personas adultas-mayores. La muestra estuvo compuesta por 41
mujeres (Edadmedia=82,03, DT=8,41), 21 de ellas pertenecían al grupo control (no activas) (Edadmedia=80,73; DT=7,96) y las otras 20 adultas-mayores formaban el grupo experimental (Edadmedia=83,30; DT=8,87) o grupo de activas, ya que llevaron a cabo el programa de ejercicio físico durante diez semanas con una frecuencia de 2 sesiones por semana. El estudio fue cuasi experimental. Los resultados reflejan que el programa de Aprendizaje-Servicio sobre ejercicio físico indujo mejoras significativas en el grupo experimental en los componentes de la condición física y en la salud mental. Sin embargo, no se observaron mejoras significativas en las variables que evaluaban la funcionalidad corporal, la felicidad percibida y la salud general. Por esta razón, se sugiere que futuras líneas de investigación podrían tener por objeto analizar qué métodos son los óptimos para favorecer mejoras significativas en las variables estudiadas en este trabajo, en poblaciones similares, debido a que el programa utilizado sobre Pilates y dinámicas de Socialización ha resultado insuficiente en este sentido

Keywords: 

Metodologías activas, Condición física en personas mayores, Calidad de vida relacionada con la salud, Felicidad subjetiva, Programas
de ejercicio físico concurrente en adultos-mayores

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

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

Cogent Engineering

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

 

Language Country
English Spain

Abstract: 

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

Keywords: 

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

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

Christian Compare| Cinzia Albanesi

Journal of Community & Applied Social Psychology

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

 

Language Country
English Italy

Abstract: 

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

Keywords: 

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

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

Pais, S.C.; Dias, T.S.; Benício, D.

Educ. Sci

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

 

Language Country
English Portugal

Abstract: 

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

Keywords: 

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

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

Raphael Gutzweiler, Simone Pfeiffer & Tina In-Albon

Studies in Higher Education,

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

 

Language Country
English Germany

Abstract: 

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

Keywords: 

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

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

Ellen Van Stichel

Uniservitate

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

 

Language Country
English Belgium

Abstract: 

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

Keywords: 

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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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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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Implementing service learning in higher education

Bringle, RG; Hatcher, JA

JOURNAL OF HIGHER EDUCATION

Volume Issue Pages DOI / ISBN / ISSN
67 2 221-239 DOI: 10.2307/2943981

 

Language Country
English Other

Abstract: 

Keywords: 

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Effect of a comprehensive service-learning program on college students’ civic responsibility

Myers-Lipton, SJ

TEACHING SOCIOLOGY

Volume Issue Pages DOI / ISBN / ISSN
26 4 243-258 DOI: 10.2307/1318766

 

Language Country
English Other

Abstract: 

This paper assesses the effect of a comprehensive service-learning program on students’ level of civic responsibility A nonequivalent control group experiment was conducted with students from a large, Western university. The results of the multivariate analysis generally supported the hypothesis that students who are involved in a comprehensive service-learning program will show larger increases in civic responsibility when compared to: ill students involved in community service but who are not formally integrating it with their academic course work, and (2) students who are not involved in any community service

Keywords: 

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Institutionalization of service learning in higher education

Bringle, RG; Hatcher, JA

JOURNAL OF HIGHER EDUCATION

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

 

Language Country
English Other

Abstract: 

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

Keywords: 

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Service learning in college political science: Queries and commentary

Hepburn, MA; Niemi, RG; Chapman, C

PS-POLITICAL SCIENCE & POLITICS

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

 

Language Country
English Other

Abstract: 

Keywords: 

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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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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.

Keywords: 

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Integrating service-learning into a college-level nutrition course

Ash, SL

JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR

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

 

Language Country
English Other

Abstract: 

Keywords: 

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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.

Keywords: 

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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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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.

Keywords: 

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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.

Keywords: 

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