Service learning in the residence halls: A fertile ground for student development

1990 ◽  
Vol 1990 (50) ◽  
pp. 65-75
Author(s):  
Ronald A. Slepitza
Keyword(s):  
Service Learning ◽  
Student Development ◽  
Residence Halls ◽  
Fertile Ground

scholarly journals A Theoretical Framework on Reflection in Service Learning: Deepening Reflection Through Identity Development

2021 ◽  
Vol 5 ◽  
Author(s):  
Toru Kawai
Keyword(s):  
Service Learning ◽  
Identity Development ◽  
Student Development ◽  
Personal Growth ◽  
Time Perspective ◽  
Theoretical Explanation ◽  
Reflective Process ◽  
Academic Knowledge ◽  
Reflection Process ◽  
Concrete Experience

In higher education, well-designed service learning combines service activities and academic knowledge in reflection, generating essential learning outcomes: academic enhancement, personal growth, and civic engagement. As research on reflection in service learning has shown, the process of reflection deepens through description of service experiences, examination of those experiences and articulation of learning. This article provides a theoretical explanation of deepening the reflection process by incorporating reflection theory and identity theory of college student development, professional development, and general identity development. Expanding the theoretical explanation of the reflective process clarifies the conditions of the deepening student reflection process in service learning in the following ways. First, it focuses on concrete experience then-and-there at that moment rather than abstract impressions by paying attention to personal dissonance in the experience. In addition, it finds discrepancies from differences of views, perspectives, and backgrounds between those of students and others. It connects outward exploration of those differences and inward exploration to construct internal voices toward self-authorship. The deep reflection process requires confronting contradictions through dialogical interplays among the I-positions of their own and others. It bridges discontinuities between past, present, and future selves by expanding the time perspective retrospectively and prospectively, and solving contradictions embedding in their prejudice. Furthermore, it activates plurality in social norms and values. The above conditions should be design principles for deepening critical and dialogical reflection in high-impact service learning. Through deepening reflection in service learning, it can be expected to activate mutuality and support generativity toward solidarity against hostility.

Facilitating Age-Conscious Student Development through Lecture-Based Courses on Aging

2021 ◽  
pp. 1-11
Author(s):  
Elizabeth Russell ◽  
Éric R. Thériault ◽  
Amber Colibaba
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Student Development ◽  
Attitude Change ◽  
Aging Process ◽  
Population Aging ◽  
Course Content ◽  
Personal Connection ◽  
Students Attitudes

Abstract Ageism is pervasive and socially normalized, and population aging has created a need to understand how views of aging and of older people, typically considered to be people over the age of 65, can be improved. This study sought to understand how undergraduate students’ attitudes towards older adults and the aging process may be influenced after completing a typical, lecture-based undergraduate course on aging that lacked service-learning components. Two undergraduate student cohorts (n = 40) at two Canadian universities participated in semi-structured focus groups/interviews, describing how the course may have impacted their perceptions of the aging process and of older adults. An iterative collaborative qualitative analysis demonstrated that course content stimulated a deeper understanding of the aging process, prompting a reduction in and increased awareness of ageism, and enhanced personal connection with aging, ultimately facilitating the development of an age-conscious student. Lecture-based courses focused on aging may be sufficient to facilitate positive attitude change among undergraduate students towards older adults and the aging process.

scholarly journals Service-Learning or Internship: A Mixed-Methods Evaluation of Experiential Learning Pedagogies

2020 ◽  
Vol 2020 ◽  
pp. 1-9
Author(s):  
Miriam P. Leary ◽  
Lori A. Sherlock
Keyword(s):  
Mixed Methods ◽  
Service Learning ◽  
Experiential Learning ◽  
Focus Groups ◽  
Student Development ◽  
Self Efficacy ◽  
Exercise Physiology ◽  
Satisfaction Survey ◽  
Learning Group ◽  
Internship Experience

Experiential learning pedagogies, including internship and service-learning experiences, are becoming increasingly popular in higher education. An internship engages students with hands-on experiences that enhance their learning or skills within their fields of study. In contrast, service-learning is a type of experiential education in which students participate in service, typically within the community, and reflect on their involvement to gain further understanding of the discipline as well as its relationship to societal needs. To date, no study has directly compared these teaching modalities. Therefore, the present study systematically evaluated a service-learning experience against an internship experience using a mixed-methods model with the primary outcome being student self-efficacy. Sixteen exercise physiology students (13 females) completed a community-based wellness internship with a subgroup (nine students, 7 females) allocated to a service-learning component of internship designed to improve self-efficacy. At the end of the semester, students completed a 15-item online self-efficacy and satisfaction survey. Three focus groups were conducted in which 3-4 participants responded to a series of nine questions that explored their experience. Overall responses to the self-efficacy and satisfaction survey were favorable for both groups, but the internship group was more likely to agree or strongly agree with statements of self-efficacy. Focus groups found that the internship experience reinforced classroom learning, but the ability to work with different populations and ability levels was mentioned only by the service-learning group. Themes from reflective assignments, such as engaging with community members and professional exploration, were evident only in the service-learning group responses. Therefore, the findings indicate that service-learning reflection assignments successfully connect the service experience to relevant course outcomes promoting student development but may not improve self-reported self-efficacy beyond that of a typical internship experience.

scholarly journals Student Development and Service- Learning: A Three-Phased Model for Course Design

2014 ◽  
Vol 2 (1) ◽  
pp. 44-62
Author(s):  
Carrie Williams Howe ◽  
Kimberly Coleman ◽  
Kelly Hamshaw ◽  
Katherine Westdijk
Keyword(s):  
Service Learning ◽  
Adult Development ◽  
Student Development ◽  
Course Design ◽  
Faculty Members ◽  
Development Theory ◽  
Student Development Theory ◽  
Development Outcomes ◽  
Key Resources ◽  
The Impact

Many key resources in service-learning literature offer tools and advice to faculty members for designing effective service-learning courses; these materials typically focus on integrating service-learning effectively into a syllabus, fostering reciprocal partnerships, and using reflection to analyze experience. In addition, a number of research studies have explored the impact of participation in service-learning on student development outcomes. However, very few resources “flip” this equation—that is, there is less information in the literature on how student development theory can inform the effective design of service-learning courses and curricula. This article utilizes an extensive review of student/adult development and learning theory to propose a three-phased model for service-learning course design. Informed by the authors’ experiences working with faculty members and departments, the article provides examples illustrating the potential impact of this approach for individual courses or sequential curricula.

The Impact of Service-Learning on Student Development

2006 ◽  
Vol 38 (4) ◽  
pp. 79-96 ◽  
Author(s):  
Michelle L. Toews ◽  
Jennifer M. Cerny
Keyword(s):  
Service Learning ◽  
Student Development ◽  
The Impact

scholarly journals Holistic Student Development through Service Learning: An Experimental Study about Loyola College, Chennai, Tamil Nadu

2019 ◽  
Vol 8 (1) ◽  
pp. 16-19
Author(s):  
S. John Kaviarasu
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Student Development ◽  
Urban Poor ◽  
Tamil Nadu ◽  
Academic Learning ◽  
Problem Solving Skills ◽  
Learning And Teaching ◽  
Loyola College ◽  
Chennai City

Service Learning enhances and intensifies classroom learning which paves the way for practical community-based problem solving skills to students. The context of Service Learning at Loyola College, Chennai offers students an opportunity to explore the connections between the theoretical realm of the classroom and the practical needs of the community. In this connection, School of Service Learning at Loyola College is making the students to reflect about the experience in order to maximize the benefit of service in learning experiences. Therefore, this is an important process that links Service and academic learning. At the next level, it really motivates students to be human and also humane. Exposure to urban poor in the informal settlements of Chennai city makes undergraduate students of Loyola College to become aware about the issues faced by urban poor. Post graduate courses students gain exposure on rural interior villages which makes PG students to realize stark naked realities of the rural folk. Cognitive development is assured through formal Learning and teaching in the classroom by their respective teachers. Theoretical and Conceptual teaching could not provide holistic knowledge to students. This requirement is beautifully addressed by the School of Service Learning through its various activities and programmes with the constant guidance of professional social workers and Management.

scholarly journals Preparing students for service-learning and social entrepreneurship experiences

2018 ◽  
Author(s):  
He Len Chung ◽  
Kayla Taylor ◽  
Caitlin Nehila
Keyword(s):  
Service Learning ◽  
Student Development ◽  
Social Entrepreneurship ◽  
Learning Opportunities ◽  
Multiple Relationships ◽  
Critical Feature ◽  
Community Partners ◽  
Triadic Relationships ◽  
Competency Based ◽  
The Impact

A critical feature of contemporary models of civic engagement is mutually-beneficial collaboration between campus and community partners, in which all members contribute skills and experience to co-create knowledge. At any given time, multiple relationships require attention – for example, triadic relationships between students, faculty, and staff of community organizations. This model is relevant for both service-learning (SL) and social entrepreneurship (SE), as both seek to work with community partners or in the community to address challenges facing the community. To date, research involving students has focused on the impact of these learning opportunities on student development (e.g., academics, civic participation). For students to be true partners in SL and SE projects, however, we need to understand the reciprocity of these interactions, particularly how to prepare students can become collaborators in developing campus-community partnerships (i.e., participatory readiness). To promote participatory readiness among students, we argue for a competency-based framework that integrates research and recommendations from the fields of service-learning, social entrepreneurship, and educational leadership. Throughout the article, we discuss similarities and differences in SL and SE practices and draw attention to the implications of the work for community engagement and pedagogy in higher education.

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