The impact of transformative learning in a critical service-learning program on teacher development: building a foundation for inclusive teaching

This study examines the cultural immersion experience of 26 students who participated in either a study abroad program (SAP) or global service learning program (GSL). Specifically, the study investigates the transformative learning before, during, and after cultural immersion and the impact it had on participants’ attitudes toward diverse others. The findings indicate that attitude change during and after the cultural immersion experience is a multi-dimensional and unique process that differs for individuals. Additionally, the results suggest that during cultural immersion, certain program factors and personal factors are essential for transformative learning to occur. These factors include intentionality in pre-immersion preparation, the intensity of cultural immersion, and willingness to engage in reflection during post-immersion.

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Service-Learning Opportunities for Preservice Music Teachers within Community Music Settings

The Oxford Handbook of Preservice Music Teacher Education in the United States ◽

10.1093/oxfordhb/9780190671402.013.31 ◽

2019 ◽

pp. 641-667

Author(s):

Jared R. Rawlings

Keyword(s):

Preservice Teachers ◽

Service Learning ◽

Teacher Development ◽

Learning Opportunities ◽

Music Teacher ◽

Teacher Preparation Program ◽

Community Music ◽

Learning Program ◽

Learning Opportunity ◽

Learning Programs

Authentic teaching opportunities are important for all preservice teachers, and service-learning opportunities within community music settings support preservice music teacher development. The purpose of this chapter is to document a service-learning opportunity within a community music school and showcase the benefits and challenges of a partnership between a music teacher preparation program and this school. After defining service learning and describing how it is utilized in music teacher education, the chapter uncovers the following topics: establishing a community music partnership, designing a service-learning opportunity, and evaluating the outcomes of service-learning programs. The chapter concludes with a discussion of the implications of and recommendations for utilizing a multi-tier service-learning program alongside a preservice music teacher curriculum.

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“Into the Realm of the Politically Incorrect”: Intercultural Encounters in a Service-Learning Program

International Journal of Multicultural Education ◽

10.18251/ijme.v19i2.1239 ◽

2017 ◽

Vol 19 (2) ◽

pp. 163 ◽

Cited By ~ 2

Author(s):

Christelle Palpacuer-Lee ◽

Jessie Hutchison Curtis

Keyword(s):

Service Learning ◽

Social Space ◽

Teacher Education Program ◽

Learning Program ◽

Community Based ◽

Narrative Methods ◽

World Languages ◽

Intercultural Encounters ◽

Intercultural Mediators ◽

The Impact

Now more than ever, teachers of world languages are encouraged to become intercultural mediators in their communities and classrooms. This study describes the impact of an innovative community-based teacher education program for developing participants' interculturality. Building on narrative methods of investigation, we explore the potential of community-based service-learning as a social space in which participants learn to recognize and mediate worldviews. The data come primarily from field observations and pre-service teachers’ journaled reflections. We illustrate our findings through a series of narratives that serve as a frame for locating cultural recognition and learning.

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Deeper Learning through Service: Evaluation of an Interprofessional Community Service-Learning Program for Pharmacy and Medicine Students

Journal of Research in Interprofessional Practice and Education ◽

10.22230/jripe.2015v5n1a175 ◽

2015 ◽

Vol 5 (1) ◽

Cited By ~ 4

Author(s):

Megan Clark ◽

Meredith McKague ◽

Vivian R. Ramsden ◽

Shari McKay

Keyword(s):

Service Learning ◽

Transformative Learning ◽

Community Service ◽

Low Income ◽

Interprofessional Education ◽

Pharmacy Students ◽

First Year ◽

Community Service Learning ◽

Learning Program ◽

New Findings

Abstract Background This Community Service-Learning Project (CSLP) at the University of Saskatchewan is designed to help students develop patient-centred care practices in urban underserved settings. First-year medical and pharmacy students partner interprofessionally to both learn and serve, working with community-based organizations (CBOs) that primarily serve either low-income or newcomer residents of Saskatoon. Since the CSLP’s pilot year in 2005-2006, 98 first-year medical and pharmacy students have participated in the CSLP. Methods and Findings We evaluated the outcomes and processes of the CSLP since the 2006-2007 year, using mixed methods: end-of-project questionnaires; document analysis looking for key and recurrent themes; end-of-project semi-structured interviews with CBO coordinators and clients. We examined students’ experiences, including satisfaction, achievement of learning objectives, learning processes, and perceived outcomes. Students’ main learning outcomes related to client-centered approach, interprofessional attitudes and skills, and personal development. Various learnings related to program processes are reported. Conclusions Our evaluation reinforced findings from the literature on both interprofessional education and community service-learning, as well uncovering some new findings. Students described a transformative learning experience that helped them begin to develop understanding and skills to work more effectively with clients in urban underserved settings.

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Academic Partnerships: Social Determinants of Health Addressed though Service Learning

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2019-0062 ◽

2019 ◽

Vol 16 (1) ◽

Author(s):

Henny Breen ◽

Melissa Robinson

Keyword(s):

Service Learning ◽

Associate Degree ◽

Leadership Skills ◽

Community Organizations ◽

Bachelor's Degree ◽

Community Resources ◽

Learning Program ◽

Academic Partnerships ◽

Returning To School ◽

The Impact

AbstractAim To evaluate the impact of service learning through academic partnerships Background Although there is an abundance of literature regarding service learning as a pedagogical strategy for teaching pre-licensure students, there is a gap in the literature in regarding Associate Degree nurses returning to school to earn a bachelor’s degree. Method A qualitative study which included student assignments and interviews, written feedback and focus groups with staff from community organizations was used to evaluate the Service-Learning Program. Results Five primary themes emerged from the data which included a deeper understanding of vulnerable populations, increased knowledge of challenges in access to care, improved leadership skills, improved awareness of community resources, and impact on nursing practice. Conclusion Community organizations recognized the expertise of the RN to BSN students and benefited from their work and at the same time, students recognized their expertise and leadership in ways they had not done before.

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Pacific Islanders in Higher Education: Exploring Heritage Language, Culture and Constructs within a Hybrid Service Learning Program

Heritage Language Journal ◽

10.46538/hlj.13.3.8 ◽

2016 ◽

pp. 454-473

Author(s):

Denise Uehara ◽

Vidalino Raatior

Keyword(s):

Higher Education ◽

Service Learning ◽

Identity Formation ◽

Heritage Language ◽

English Language ◽

Learning Experience ◽

Learning Program ◽

American University ◽

Language Identity ◽

The Impact

This article describes how service learning experiences reflected multiple purposes within a larger framework where heritage and English languages intersect. We share results of an inquiry-based program evaluation focused on language, identity formation and experiences related to academic, social and professional interactions. Through the UH Hilo service-learning experience, students enhanced their cultural, linguistic and interpersonal skills while also providing needed services to placement organizations. Pacific Islander heritage language speakers attending an American university provide a critical lens into the complexities of language, culture, and identity when navigating higher education in a “foreign” setting. The concept of “other” applied to the increasing numbers of ESL speakers across the nation serves as a reminder for institutions of higher education to offer students helpful and supportive spaces. We share the benefits of a paid internship for both employer and intern; the challenges of heritage language influences in an English language setting; and the impact of service learning.

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Service learning as community development? Local resident perspectives of community-engaged educational travel

Tourism Review International ◽

10.3727/154427220x16059054538764 ◽

2020 ◽

Author(s):

Noel B. Habashy ◽

Carter A. Hunt

Keyword(s):

Service Learning ◽

Community Development ◽

Local Development ◽

Ethnographic Study ◽

Educational Service ◽

Learning Program ◽

Community Members ◽

Local Resident ◽

Theoretical Contribution ◽

The Impact

There is strong body of literature exploring community member and resident perspectiveson tourism that has emerged from numerous locations across the globe. Yet, virtuallynone of this writing explores the role of repeat community-engaged service learning withlocal communities. What theory does exist on the topic indicates that increased rates ofcommunity member participation yield more positive viewpoints on community-programpartnerships. Engagement in this form of tourism development in communities may havean influence on participation in the community institutions that have the most ability toinfluence local development outcomes. This qualitative, ethnographic study fills this gapin the literature by analyzing community members’ emic perspectives of a recurringeducational service learning program to a lesser-developed region of Costa Rica.Surprisingly, community residents do not view educational service learning as a form oftourism, though they do see it as valuable for setting the stage for desired tourismdevelopment in the future. Findings also indicate community members’ involvement inkey institutions makes it more likely that they perceive the impact of students’ in thecommunity positively. As the first paper to analyze educational service-learning travelfrom a community development and resident perspective, this work will provide avaluable theoretical contribution relevant to those engaged in this form of travel acrossthe Global South.

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The Development of Student's Understanding of Self, Inequality, and Service during a Critical International Service Learning Program in the Dominican Republict

Journal of Comparative & International Higher Education ◽

10.32674/jcihe.v11iwinter.1534 ◽

2020 ◽

Vol 11 (Winter) ◽

pp. 110-113

Author(s):

Jeremy Gombin-Sperling

Keyword(s):

Service Learning ◽

Social Issues ◽

Social Identities ◽

Intergroup Dialogue ◽

Learning Program ◽

International Service Learning ◽

International Service ◽

Critical Studies ◽

The Impact ◽

Insight Into

Since January 2018, my colleague and I have co-led a two-week, three-credit critical international service learning course to Santiago de Los Caballeros, Dominican Republic. Our course is designed to question and complicate students’ relationship to service through the use of intergroup dialogue pedagogy and theory. Intergroup dialogue (IGD) encourages students to understand one another across their social identities (e.g., race, gender, sexuality, ability, nationality, ability, etc.) by engaging in conversations around social issues and power that allow us to unpack our relationship to systems of oppression and inequality (Zúñiga 2003). My proposed research is focused on the 2020 iteration of this program and will look more closely at the impact on student learning to see how, if it all, students' ideas around identity, the nature of inequality, and the purpose of service shift throughout their experience abroad. Through analysis of student reflection journals and multiple interviews with participants, I hope to gain insight into this question. This research will add to the growing field of critical studies of international service learning by assessing whether or not our program and its pedagogy is able to undo oppressive ideologies and/or strengthen existing ideologies built on collective solidarity that our students carry regarding identity, inequality and service.

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Stepping out of the shadows: Allied health student and academic perceptions of the impact of a service-learning experience on student's work-readiness and employability.

Journal of Teaching and Learning for Graduate Employability ◽

10.21153/jtlge2015vol6no1art574 ◽

2015 ◽

Vol 6 (1) ◽

pp. 66-87 ◽

Cited By ~ 1

Author(s):

Debra Jones ◽

Lindy McAllister ◽

David Lyle

Keyword(s):

Service Learning ◽

Health Services ◽

Allied Health ◽

Positive Impact ◽

Learning Experience ◽

Work Readiness ◽

Healthcare Outcomes ◽

Learning Program ◽

Academic Perceptions ◽

The Impact

Universities, health services and health students have a vested interest in the development of work-ready graduates to improve employment prospects, standards of practice and healthcare outcomes. Work integrated learning supports the transition of theoretical knowledge into professional practice, thus preparing students for their work following graduation. The positive impact of practice experiences on work-readiness and employability is largely assumed. This paper describes the impact of participation in a rural Australian service-learning program on student and academic perceptions of work-readiness and future employability. Qualitative data was gathered from allied health students who participated in inter-professional focus groups and allied health academics who participated in individual interviews. The findings indicate that students were challenged in transitioning from being observational or highly directed learners, described as [being in the] 'shadows' or 'shadowing', to semi-autonomous healthcare providers. Participants reported enhanced perceptions of future employability through 'real work' experiences and identified broader program implications for universities and students. Based on participant experiences, service-learning, a relatively new educational pedagogy in rural health education in Australia, may provide universities, health services, and students with an alternative to acute hospital placements in the development of work-ready attributes for new graduate allied health practitioners.

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The Impact of Community Service Learning on the Social Skills of Students

Journal of Education and Educational Development ◽

10.22555/joeed.v7i1.2988 ◽

2020 ◽

Vol 7 (1) ◽

pp. 55

Author(s):

Azmina Afzal ◽

Nasreen Hussain

Keyword(s):

Social Skills ◽

Service Learning ◽

Community Service ◽

Positive Impact ◽

Learning Experience ◽

School Curriculum ◽

Community Service Learning ◽

Learning Program ◽

The Social ◽

The Impact

Nowadays many high schools and universities are promoting community service-learning program by making it a part of the admission process; therefore, students participate in community service learning program to get admission in an institution of their choice. However, after completing the community service program, they see themselves as more socially responsible citizens. This qualitative study aimed to explore the impact of community service learning on the social skills of students. The study employed a qualitative method by randomly selecting twenty-five students for the focused group interviews from five different O- level schools situated in middle socio-economic locality. The results revealed that a community service-learning program has a positive impact on the social skills of O-level students. Besides, students had also a positive learning experience. Findings of the study indicated that the awareness to encourage community service in schools is grounded on the acceptance that it does not only give students extra credit points but serving others or one’s community also makes them better citizens. Based on the advantages and positive experiences of students, the study recommends to include a more inclusive model of service-learning to a school curriculum.

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