Weaving First Peoples' knowledge into a university course

Abstract First Peoples' knowledge at university lies within a contested knowledge space. The incompatibilities and differences between Western and First Peoples' knowledge systems means attempts to superficially ‘add’ First Peoples' content to university courses are often ineffective and tokenistic. Considering these issues, this paper reflects on the design and implementation of weaving First Peoples' knowledge and perspectives throughout a service-learning course. The course is a nationally awarded work-integrated learning programme delivered to undergraduate and postgraduate students. Drawing on a theoretical framework of Woven Law, the design of the module was led and authored by First Peoples. Throughout the design process, the module was critically examined in terms of the content developed and methods of content inclusion, while also responding to institutional demands of student learning outcomes. Survey results show a positive student reception and early success in enabling students to achieve learning outcomes. While initial results are promising, data are limited due to this being the first assessment of the programme and the fact that students were asked to rate their own experience. Nonetheless, Woven Law and carefully weaving First Peoples' knowledge throughout the curriculum represents a promising methodology and area for future research.

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Service--Learning in Positive Psychology: Effects on Well-Being and Learning Outcomes

PsycEXTRA Dataset ◽

10.1037/e625272009-001 ◽

2009 ◽

Author(s):

Jeana L. Magyar-Moe ◽

Katherine Becker ◽

Lisa Rubow ◽

Jenna Semling ◽

Debra Simmerman

Keyword(s):

Positive Psychology ◽

Service Learning ◽

Learning Outcomes ◽

Well Being

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PENINGKATAN HASIL BELAJAR IPA DENGAN MENGGUNAKAN METODE PEMBERIAN LEMBAR TUGAS SISWA PADA MATERI EKOSISTIM SISWA KELAS VII 2 SMP NEGERI 2 DUMAI

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v5i3.3917 ◽

2017 ◽

Vol 5 (3) ◽

pp. 301

Author(s):

Sajarotunnur '

Keyword(s):

Data Collection ◽

Student Learning ◽

Learning Outcomes ◽

Lesson Plan ◽

Mastery Learning ◽

Student Learning Outcomes ◽

Student Activities ◽

Research Instrument ◽

Survey Results ◽

Improve Student Learning

This study aims to improve student learning outcomes by applying the method VII.2 classassignment sheet giving students conducted in March and April 2016. Subjects were seventhgrade students of SMP Negeri 2 Dumai totaling 26 students. The parameters in this study isthe absorption and mastery learning as well as student activities and teacher activities assupporting data. The research instrument used is the study and data collection instruments.The device consists of a learning syllabus, lesson plan, test, observation of student activitysheets, activity sheets teacher observation. The survey results revealed absorption of studentsin the first cycle is 70% with moderate category and second cycle increased to 78% in thehigh category. Mastery learning of students in the first cycle is 88.46% and 88.50% in thesecond cycle students completed. Activities of students in the first cycle an average of80.76%% (very good) and the second cycle is an increase of 97.5% (excellent). It can beconcluded that the method of administration of the student assignment sheet can improvestudent learning outcomes in the classroom ecosystem VII 2 material SMP Negeri 2 Dumai.

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Model Pembelajaran Teams Games Tournaments (TGT) untuk Meningkatkan Hasil Belajar Siswa

PHILANTHROPY Journal of Psychology ◽

10.26623/philanthropy.v3i2.1622 ◽

2019 ◽

Vol 3 (2) ◽

pp. 110

Author(s):

Suwarno Suwarno

Keyword(s):

Social Capital ◽

Academic Success ◽

Service Learning ◽

Learning Outcomes ◽

School Effectiveness ◽

Social Trust ◽

Building Blocks ◽

Learning Model ◽

Committee Report ◽

The Impact

Abstract. This study aims to determine the effectiveness of the Teams Games Tournament (TGT) learning model to improve student learning outcomes. This research is important because the lecture learning model makes learning meaningless so it impacts on low learning outcomes. This research uses quasi experiment using control class and experimental class. Respondents in this study were students of class X SMK 8 Semarang Academic Year 2017/2018. Sample selection using random sampling, class X1 is used as a control class and X2 is an experimental class. The experimental class was given an intervention by learning Teams Games Tournaments (TGT), while the control class used lecture learning. The effectiveness of the model was measured by the student test analysis method. then analyzed by completeness test and average difference test. The findings of this study are the learning outcomes of experimental class students achieving better learning outcomes than classes using the lecture method.Keywords: Learning Model, Teams Games Tournaments (TGT). Students Daftar Pustaka Bofota, Y. B., & Bofota, Y. B. (2017). The impact of social capital on children educational outcomes : the case of Tanzania The impact of social capital on children educational outcomes : The case of Tanzania.Cahuc, P., Shleifer, A., & Algan, Y. (2014). Teaching Practices and Social Capital. (6052).Catts, R., & Ozga, J. (2015). What is Social Capital and how might it be used in Scotland ’ s Schools ? (36).Flint, N. (2017). Full report Schools , communities and social capital : building blocks in the ’ Big Society ’ Contents.Goddard, R. D. (2016). Relational Networks , Social Trust , and Norms : A Social Capital Perspective on Students ’ Chances of Academic Success. 25(1), 59–74.Eddy Prasongko, 2017. Team Game Tournament. Bandung. Jawa BaratEndang Poerwanti, dkk. 2008. Asesmen Pembelajaran SD. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan NasionalHargreaves, A. (2015). School Social Capital and School Effectiveness. 37, 119–136.Kurnia, Inggridwati. dkk. 2018. Perkembangan belajar peserta didik. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan NasionalPurwanto. M Ngalim. 2015. Psikologi Pendidikan. Bandung: PT Remaja RosdakaryaSiddiq, M. Djauhar. 2018. Pengembangan Bahan Pembelajaran SD. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional.Sugiyono, 2005. Metode Penelitian Kuantitatif, Kualitatif dan Rn D, Bandung AftabetaLash, D., & Belfiore, G. (2017). 5 Essentials in Building Social Capital Report 4 of the MyWays Student Success Series. (October).Mikiewicz, P., Jonasson, J. T., Gudmundsson, G., Blondal, K. S., & Korczewska, D. M. (2011). Comparative research between Poland and Iceland.Schlesselman, L., Borrego, M., Bloom, T. J., Mehta, B., Drobitch, R. K., & Smith, T. (2015). An Assessment Of Service-Learning In 34 US Schools Of Pharmacy Follow Up On The 2001 Professional Affairs Committee Report. American Journal of Pharmaceutical Education, 79(8). https://doi.org/10.5688/ajpe798116

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Community Service Learning with First Peoples

10.1093/oxfordhb/9780190219505.013.3 ◽

2018 ◽

Author(s):

Brydie-Leigh Bartleet ◽

Dawn Bennett ◽

Anne Power ◽

Naomi Sunderland

Keyword(s):

Service Learning ◽

Community Service ◽

Music Educators ◽

Learning Opportunities ◽

Community Music ◽

Culturally Appropriate ◽

Community Service Learning ◽

Intercultural Learning ◽

Music Making ◽

First Peoples

Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field to inform the insights shared.

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A Chinese perspective on the actual and preferred sources of coaching knowledge

International Journal of Sports Science & Coaching ◽

10.1177/17479541211018769 ◽

2021 ◽

pp. 174795412110187

Author(s):

Xiangbo Ji ◽

Jianhua Xu ◽

Liping Cheng ◽

Jianfei Sun ◽

Xiaocheng Zhang

Keyword(s):

Knowledge Acquisition ◽

Future Research ◽

Online Questionnaire ◽

Coach Education ◽

Chinese Perspective ◽

Survey Results ◽

The Common ◽

Mentoring System ◽

Sports Coaches ◽

Coaching Effectiveness

Efforts to improve coaching effectiveness require an understanding of the common sources of coaches’ knowledge acquisition. Sports coaches utilise multiple learning sources, yet limited direct evidence elucidates the manner in which Chinese coaches learn to coach and the evolution of their learning sources throughout their careers’ development. This research examines the actual and preferred sources of coaching knowledge for Chinese coaches and analyses changes in learning sources from Junior to Senior level coaches. One hundred coaches from China, including 60 Junior coaches, 23 Intermediate coaches and 17 Senior coaches, completed an online questionnaire. The survey results indicated that coaches acquire knowledge from formal, informal and non-formal learning situations. However, formal coach education (coach education programmes) is the most important source of knowledge acquisition for all coaches. Furthermore, as coaches develop, the sources to acquire knowledge will gradually change from athletic experience to interaction with other coaches. Based on these findings, we suggest that national sport governing bodies build more comprehensive coach education systems by establishing a scientific mentoring system and organising regular coach-themed clinics, seminars, meetings and so on. Future research is needed to examine how coaches in China’s dominant programmes learn to coach and how this learning is practically applied.

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Seniors and Undergraduates Mutually Benefit From an Interprofessional Service-Learning Health Promotion Program

Innovation in Aging ◽

10.1093/geroni/igaa057.025 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 8-8

Author(s):

Britteny Howell

Keyword(s):

Older Adults ◽

Health Promotion ◽

Service Learning ◽

Learning Outcomes ◽

Low Income ◽

Interprofessional Education ◽

Interdisciplinary Teams ◽

Health Promotion Program ◽

Positive Health ◽

Promotion Program

Abstract Although benefits of service-learning and interprofessional education (IPE) have been separately well documented to be effective for students in gerontology and geriatrics courses, few curricula appear to integrate both aspects into a single course for undergraduate students in public health. This poster discusses the development and implementation of a service-learning health promotion program utilizing IPE embedded within two courses in two different departments at a mid-sized university. Students worked in interdisciplinary teams and acquired interprofessional educational learning outcomes while they engaged in their first experiences working with diverse older adults at a low-income, independent-living housing community. Twenty-five students (N=25) each team-taught 2 sessions on nutrition, physical activity, and stress reduction techniques in a 10-week program. Qualitative and quantitative results are presented which demonstrate significant learning outcomes from the students about the health needs of the aging population and increased comfort in working with older adults. Older participants in the program also reported positive health and psychological outcomes from their participation. Limitations, challenges, and next steps are also presented.

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Impact of a Service-Learning Course on First-Year Pharmacy Students’ Learning Outcomes

American Journal of Pharmaceutical Education ◽

10.5688/ajpe77234 ◽

2013 ◽

Vol 77 (2) ◽

pp. 34 ◽

Cited By ~ 17

Author(s):

Kevin R. Kearney

Keyword(s):

Service Learning ◽

Learning Outcomes ◽

Pharmacy Students ◽

First Year

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Research-based service-learning: outcomes of a social policy course

Social Work Education ◽

10.1080/02615479.2017.1350639 ◽

2017 ◽

Vol 36 (7) ◽

pp. 809-822 ◽

Cited By ~ 4

Author(s):

Younghee Lim ◽

Elaine M. Maccio ◽

Trey Bickham ◽

William F. Dabney

Keyword(s):

Social Policy ◽

Service Learning ◽

Learning Outcomes

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The impacts and success factors of a work-from-home service-learning internship during COVID-19

Journal of Work-Applied Management ◽

10.1108/jwam-01-2021-0003 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

May Mei Ling Wong ◽

Ka Hing Lau ◽

Chad Wing Fung Chan

Keyword(s):

Service Learning ◽

Learning Outcomes ◽

Communication Systems ◽

Work Performance ◽

Success Factors ◽

Management Practice ◽

Community Partner ◽

Content Type ◽

Work From Home ◽

Student Interns

PurposeCOVID-19 has changed the way we teach and learn, including service-learning (S-L). This study examines the impacts of the work-from-home (WFH) mode on the work performance and learning outcomes of student interns on an eight-week S-L internship programme, and the key factors in terms of its success.Design/methodology/approachA qualitative research methodology is adopted by interviewing nine student interns and four supervisors from three community partner organisations (CPOs) to understand their experiences of how the WFH mode has impacted intern work performance and learning outcomes. Thematic analysis is used for the data analysis.FindingsThe interns uncover a number of negative WFH impacts on the S-L internship, including ineffective communication and management practice, low work efficiency and quality, a lack of task variety and learning opportunities and distractions in the home environment. Furthermore, five critical factors for WFH success are also identified, including prior preparation, effective communication systems, personal motivators at work, the nature of the job in relation to it being suited to the WFH mode, and organisational support.Originality/valueThe study examines impacts on student work performance and learning outcomes in an S-L summer internship programme operating under the WFH mode as a result of the COVID-19 pandemic. Key success factors and practical recommendations have been developed for enhancing the future success of S-L internships operating under the WFH mode.

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Implementing a service learning Volunteer Income Tax Assistance program: Recruiting college student participants and understanding the benefits to all stakeholders

Industry and Higher Education ◽

10.1177/09504222211069785 ◽

2021 ◽

pp. 095042222110697

Author(s):

James D Byrd ◽

Douglas L Smith ◽

Marilyn M Helms

Keyword(s):

Service Learning ◽

Income Tax ◽

Business Students ◽

Educational Institutions ◽

Future Research ◽

Second Phase ◽

Exploratory Research ◽

Work Skills ◽

Assistance Program ◽

Student Volunteers

Service learning for business students is an important activity for learning professionalism while adding volunteer and leadership experiences to their resume. The purposeful inclusion of in-field volunteerism in the accounting curriculum by participation in the USA’s Volunteer Income Tax Assistance (VITA) program each spring offers a host of additional benefits for students, as well as their communities and educational institutions. To better understand and identify these stakeholder benefits, the authors surveyed participants and found that students gained both career building work skills and community and social awareness, while community participants increased their personal satisfaction. Given the overall student benefits from participation, the second phase of the exploratory research examined ways to increase student participation for future VITA programs, because the success of any VITA program depends on both the strength and the presence of sufficient student volunteers. Faculty suggestions for recruiting are presented along with areas for future research.

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