Exploring the Relationship Between Service-Learning and Perceptions of Campus Climate

2018 ◽  
pp. 471-486
Author(s):  
Isabel Lopez ◽  
Wei Song ◽  
Anthony Schulzetenberg ◽  
Andrew Furco ◽  
Geoffrey Maruyama
Keyword(s):  
Service Learning ◽  
Campus Climate ◽  
The Relationship

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

scholarly journals Role of Reflection in Moderating the Relationship between Service-learning and Civic Development

2014 ◽  
Vol 6 (3) ◽  
Author(s):  
Iqbal Ahmad ◽  
Hamdan Said ◽  
Syed Shafeq Syed Mansor ◽  
Mahani Mokhtar ◽  
Faizah Abd Ghani
Keyword(s):  
Service Learning ◽  
Civic Development ◽  
The Relationship

scholarly journals The Relationship Between Participation in Out-of-Class Activities and Cognitive and Social Outcomes of Korean College Students

2018 ◽  
Vol 6 (1-2018) ◽  
pp. 80-97
Author(s):  
Sang Hoon Bae ◽  
Sue Bin Jeon ◽  
Song le Han
Keyword(s):  
College Students ◽  
Service Learning ◽  
Learning Community ◽  
Industrial Revolution ◽  
Undergraduate Research ◽  
Hierarchical Linear Model ◽  
Positive Association ◽  
Social Outcomes ◽  
Korean College Students ◽  
The Relationship

In the era of the 4th Industrial Revolution, higher education institutions should change practices of educational programs and services, which are mainly based on traditional classroom-based instructions, to allow students to have more diverse experiences. Since college students spend relatively more time engaged in out-of-class activities than attending regular courses, it is necessary to examine how participating in out-of-class programs is related to cultivation of the competencies that the future demands. This study explores the relationship between out-of-class activity participation and perceived change in cognitive and social outcomes of Korean college students. Five out-of-class activities were examined: learning community, undergraduate research, service learning, internship, and residential college programs. K-NSSE (Korea-National Survey of Student Engagement) data were analyzed using hierarchical linear model analysis. The study findings are consistent with the results of previous research that demonstrated a positive association between participating in out-of-class activities and students’ cognitive and social outcomes.

scholarly journals A way to more effective education

2019 ◽  
Vol 24 (1) ◽  
pp. 121-136
Author(s):  
Koraljka Modić Stanke ◽  
Valentina Ružić ◽  
Aleksandra Mindoljević Drakulić
Keyword(s):  
Service Learning ◽  
Prospective Teachers ◽  
Professional Growth ◽  
Educational Institutions ◽  
Control Group ◽  
Policy Makers ◽  
Voluntary Service ◽  
Educational Efficiency ◽  
And Control ◽  
The Relationship

To become a teacher one must possess a minimum of pedagogical competences, obtained by the completion of pedagogical-psychological-didactic-methodical education. It is assumed that it will be followed by professional growth in the foreseeable future – but that does not necessarily happen. One way to provide a better head start for prospective teachers and their future students is to implement a service-learning (S-L) – a pedagogical approach that combines academic coursework with voluntary service in the community. The aim of this study is to determine the initial interest of students for engaging in service-learning within compulsory courses of pedagogical-psychological-didactic-methodical education and to investigate the relationship between the level of service-learning information and the reported interest in service-learning. Participants were 42 graduate students, divided into two groups – experimental (attended a lecture on service-learning between measurements) and control group (no intervention between two measurements). Results demonstrate high(est) interest for service learning within the course Psychology of Education. Prospective teachers that attended the lecture on service-learning became more interested in it. Most of the students think that engaging in service-learning would lead to higher motivation and better knowledge of the course. These findings should encourage teachers and policy-makers to consider the implementation of S-L in educational institutions in order to improve educational efficiency on all levels of the educational system.

scholarly journals CHALLENGES OF SERVICE LEARNING PRACTICES: STUDENT AND FACULTY PERSPECTIVES FROM MALAYSIA

2020 ◽  
Vol 17 (Number 2) ◽  
pp. 279-309
Author(s):  
Norhafezah Yusof ◽  
Tengku Faekah Tengku Ariffin ◽  
Rosna Awang Hashim ◽  
Hasniza Nordin ◽  
Amrita Kaur
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Face To Face ◽  
Structural Support ◽  
Cognitive Autonomy ◽  
Service Learning Projects ◽  
Group Interviews ◽  
The Relationship ◽  
Ministry Of Higher Education

Purpose – The primary aim of service learning is to produce holistically developed students. Despite the mandate from the Ministry of Higher Education, Malaysia to infuse service learning in the programs of studies since 2015, service learning in the country remains in its infancy. Critical insights concerning contextual compatibility are still missing in the Malaysian context. In this regard, the current paper aims to investigate the perspectives of lecturers and students on the challenges they have encountered while participating in service learning. Methodology – The study employed a qualitative approach and the principles of Scholarship of Teaching and Learning (SoTL) guided the collection of data. Students and lecturers who participated in the study were selected using purposive sampling techniques. The data from the students was collected using focus group interviews, while in-depth face to face interviews were used to collect data from the lecturers. These two sources of data were then analysed using a thematic analysis method. Findings – From the perspectives of the students, the challenges encountered were as follows: 1) there is a gap between theory and practice and 2) the lack of cognitive autonomy, while from the perspectives of the lecturers, the challenge was lack of structural support. There was also a theme seen in the common challenges experienced by the participants which was about the relationship and rapport with the community. Significance –The findings provide insights into the challenges faced by lecturers and students in a public university where service learning is practised. These insights may have implications for academic developers providing training workshops on service learning and for lecturers involved in the design and implementation of service-learning projects.

Examining the Relationship Between Student Engagement and Campus Climate: A Case in Turkey

2019 ◽  
pp. 152102511989457
Author(s):  
Selim Gunuc ◽  
Huseyin Artun ◽  
Emrullah Yigit ◽  
Hafize Keser
Keyword(s):  
Student Engagement ◽  
Campus Climate ◽  
Demographic Variable ◽  
University Campus ◽  
The Past ◽  
Geographical Regions ◽  
Measurement Tools ◽  
The University ◽  
The Relationship ◽  
Turkish Society

Several variables have been examined in relation to student engagement at universities in the past decades. However, the number of studies conducted especially with larger groups of participants to examine certain variables such as gender, accommodation, transportation to campus, and reasons for university choice is limited. In addition, there is almost no such research carried out in the context of the Turkish society. The study aimed to examine the relationship between student engagement and campus climate with a large group of participants from all over Turkey. The study was carried out using the survey research design. The research sample covered all the geographical regions in Turkey. The sample included 7,802 students in total. In the study, the Demographic Variable Form, Student Engagement Scale, and Campus Climate Checklist were used as the measurement tools. Finally, a significant correlation was found between the university campus climate and student engagement.

Civic Minor in Urban Youth and Communities

2017 ◽  
pp. 48-65
Author(s):  
Heather Coffey ◽  
Susan B. Harden ◽  
Katie E. Brown ◽  
Michael Williams
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
Urban Youth ◽  
Interdisciplinary Approach ◽  
Limited Experience ◽  
Diverse Communities ◽  
Service Oriented ◽  
Service Learning Projects ◽  
The Relationship ◽  
Learning Projects

Service-learning is commonly employed in teacher preparation within the bounds of discipline-specific methods courses. This chapter presents an overview of the Civic Minor in Urban Youth and Communities program, which takes an interdisciplinary approach to service-learning as an ethos rather than a limited experience bounded by content area or grade level. In this three-course sequence, students examine the relationship between education and citizenship, design and implement their own service-learning projects, and learn how to implement service-learning in their future classrooms. This immersive experience provides students with a de-centering experience that promotes an asset-based, service-oriented approach to diverse communities.

The Relationship Between Transfer Student Status, Student Engagement, and High-Impact Practice Participation

2018 ◽  
Vol 46 (4) ◽  
pp. 368-387 ◽  
Author(s):  
John Zilvinskis ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
Service Learning ◽  
Transfer Students ◽  
Latent Variable ◽  
High Impact ◽  
Transfer Student ◽  
Variable Model ◽  
Senior Student ◽  
Faculty Interaction ◽  
The Relationship

Objective: Based on the growing number of transfer students in higher education and the concern that transfer students are not as engaged as their peers, specifically in participation in high-impact practices (HIPs), this research asks, “Is there a significant direct or indirect relationship between transfer status, student engagement, and HIP participation?” Method: The current study employed a general latent variable model to explore the relationship between community college transfer student status, student engagement, and participation in HIPs. Using data from the 2014 administration of the National Survey of Student Engagement, 22,994 senior student responses were examined to measure the association between transfer status (students who transferred from a 2-year to 4-year institution compared with nontransfer students), student engagement (collaborative learning, student–faculty interaction, and supportive campus environment), and HIP participation (learning community, service-learning, research with a faculty member, internship, study abroad, and culminating senior experience). Results: Although each of the student engagement indicators significantly mediated HIP participation for transfer students, only the effect for student–faculty interaction was nontrivial. Contributions: The results from this study indicate the importance of faculty in advocating for and supporting transfer students, while presenting questions about the degree to which these students may need additional institutional support to recognize HIPs in a 4-year context. Implications for enhancing student–faculty interaction among transfer students, as a means to increase HIP participation, are discussed.

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