The practice of professional skills and civic engagement through service learning

2018 ◽  
Vol 8 (4) ◽  
pp. 422-437 ◽  
Author(s):  
Shuhui Sophy Cheng
Keyword(s):  
Service Learning ◽  
Digital Media ◽  
Interpersonal Communication ◽  
Traditional Learning ◽  
Community Service Learning ◽  
Problem Solving Skills ◽  
Content Type ◽  
Course Material ◽  
Service Learning Projects ◽  
Learning Projects

Purpose The purpose of this paper is to explore the community service learning initiative among Taiwanese communication students by examining the link between the value of work-based learning and learning outcomes from the applied classroom projects. Design/methodology/approach This study involves the applied classroom projects. Data are captured in both quantitative (i.e. survey) and qualitative methods (i.e. reflective papers). The survey is designed to measure general attitudes and perceptions of service learning students. The reflective papers focus on the participants’ expectations of the service learning outcome. Findings The findings suggest that work-based and service learning projects are beneficial for the students, faculty, university and community partners. As an extension of experiential learning, students acquire a deeper understanding of the course material, gain practical expertise in the real world, develop interpersonal communication skills and engage in civic responsibility. Practical implications This study supports the notion that service learning engagements help students develop problem-solving skills. It is suggested that since the content of traditional learning in the discipline of communication has changed extensively over the past decades (i.e. from traditional media to new digital media), service learning can be a complimentary tool to not only broaden students’ learning, but to also expand their professional horizons and opportunities. Originality/value The current study expands existing theory and advances our understanding of service learning in the discipline of communication in a Taiwanese context. With practical roots embedded in Western educational initiatives linking service learning to higher education, this paper reveals that service learning does work across cultures as well.

Service-learning

2019 ◽  
Vol 62 (2) ◽  
pp. 129-144
Author(s):  
D. Brian McNatt
Keyword(s):  
Service Learning ◽  
Interpersonal Communication ◽  
Self Efficacy ◽  
Oral Communication ◽  
Future Research ◽  
University Management ◽  
Content Type ◽  
Team Project ◽  
Service Learning Projects ◽  
Learning Projects

Purpose The purpose of this paper is to test whether engaging in course service-learning projects can impact interpersonal oral communication confidence and skill development beyond that of traditional course research projects. Design/methodology/approach Three sections of a university management course were randomly assigned to have a service-learning team project, while the other three retained the traditional research team project. All projects were student-generated. Survey data were collected at the beginning of the semester and at the end four months later. Findings Results indicated that service-learning produces greater oral communication self-efficacy. For female students, service-learning projects also increased their interpersonal communication self-efficacy and interpersonal communication competence (but not for males). Research limitations/implications The sample was limited to students in a management course, service-learning projects were only completed by groups and the study did not examine outcomes beyond four months. Future research could examine outcomes from projects by individuals, and examine what service-learning components create differing results between men and women. Practical implications Oral communication confidence can be bolstered through service-learning. Benefits may depend upon participant characteristics (like gender). Inasmuch as different service-learning projects positively impacted oral communication, students can be given flexibility in the kinds of projects they undertake. Originality/value This study answered the widespread calls for empirical data to support the claims of service-learning as a beneficial pedagogical tool. The experimental and measurement design overcame the limitations of some previous research. In addition, the study examined the crucial skill area of interpersonal oral communication.

Community Service Learning Increases Communication Skills Across the Business Curriculum

1998 ◽  
Vol 61 (2) ◽  
pp. 88-99 ◽  
Author(s):  
Mary L. Tucker ◽  
Anne M. McCarthy ◽  
John A. Hoxmeier ◽  
Margarita M. Lenk
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Elementary Students ◽  
Community Service ◽  
Communication Skills ◽  
Business Students ◽  
Community Service Learning ◽  
Accounting Systems ◽  
Service Learning Projects ◽  
Learning Projects

Community service learning offers a unique and rewarding way for business students to reinforce communication capabilities while developing lifelong career and social skills. This article defines community service learning, dis cusses its importance to business as well as higher education, and describes three community service learning projects. Students in these projects taught elementary students, designed a computer system for a community nonprofit, and developed accounting systems for university divisions. In doing so, they enhanced their understanding of classroom theories and communication skills through service-learning.

scholarly journals An Alternative Delivery Method for Service-Learning Projects in Construction Management

10.29007/2t87 ◽  
2020 ◽  
Author(s):  
Alan Bond
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Personal Development ◽  
Professional Growth ◽  
Learning Experience ◽  
Delivery Method ◽  
Problem Solving Skills ◽  
Service Learning Projects ◽  
Alternative Delivery ◽  
Learning Projects

The benefits of utilizing service-learning projects to facilitate student professional growth and personal development, in addition to supplementing traditional lecture and activity-based classroom education, has created a variety of new pedagogy. Typically, service-learning in Higher Education has been delivered by a capstone, senior project, or elective course providing a formalized structure for faculty to carry out their version of pedagogy. However, not all learning institutions possess the resources or have the support to offer service-learning in their curriculum. For those institutions, there appears to be a void in the available higher education literature suggesting alternative service-learning delivery systems. The purpose of the study was to determine if an all-volunteer campus-based student club managed construction project, utilizing an informal classroom setting, could be an effective alternative delivery method for providing a successful service-learning experience. A post-project student refection’s survey was conducted with an emphasis on the results of the students’ participation goals and perceived development of critical soft skills. The survey findings indicate positive student experiences with data-supported perceptions of enhanced learning and development in teamwork, communications, critical thinking, and problem-solving skills. These results suggest that an informal classroom system is a viable methodology for delivering service-learning experiences.

The service learning projects: stakeholder benefits and potential class topics

2016 ◽  
Vol 58 (4) ◽  
pp. 422-438 ◽  
Author(s):  
Raina M. Rutti ◽  
Joanne LaBonte ◽  
Marilyn Michelle Helms ◽  
Aref Agahei Hervani ◽  
Sy Sarkarat
Keyword(s):  
Service Learning ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Future Research ◽  
Content Type ◽  
Wide Range ◽  
Real World Learning ◽  
Service Learning Projects ◽  
College Classes ◽  
Learning Projects

Purpose – The purpose of this paper is to summarize the benefits of including a service learning project in college classes and focusses on benefits to all stakeholders, including students, community, and faculty. Design/methodology/approach – Using a snowball approach in academic databases as well as a nominal group technique to poll faculty, key topics for service learning across college disciplines are presented. Findings – Findings include a wide range of service learning projects across disciplines. Research limitations/implications – Areas for future research are identified to expand the service learning topic list as well as guide studies on the long-term benefit of service learning for each identified stakeholder. Practical implications – For new faculty or faculty new to service learning, the list of paper ideas is a good first step to identify projects. While not comprehensive, the list serves to stimulate topic ideas and fills a void in the service learning literature. Social implications – Service learning exists to provide real-world learning for students, but the projects provide benefits for community groups, agencies, and organizations. Societal benefits from the student effort are numerous and there are little or no costs to the agencies who participate. Originality/value – The abundance of service learning literature has studied learning across disciplines and has quantitatively and qualitatively presented benefits, but no studies have worked to compile project ideas across major college disciplines. This research addresses this issue and provides the key first step to implement the service learning pedagogy: the topic idea.

Transdisciplinary learning and teaching as answers to urban sustainability challenges

2017 ◽  
Vol 18 (1) ◽  
pp. 63-83 ◽  
Author(s):  
Petra Biberhofer ◽  
Christian Rammel
Keyword(s):  
Service Learning ◽  
Urban Sustainability ◽  
Content Type ◽  
Learning And Teaching ◽  
Science Society ◽  
Service Learning Projects ◽  
Sustainability Challenges ◽  
The City ◽  
Learning Projects

Purpose This paper aims to explain the relevance of science-society interfaces and their potential for higher education institutions to engage stakeholders in supporting sustainable change in cities, via the transdisciplinary learning and teaching approach of the Regional Centre of Expertise on Education for Sustainable Development Vienna. Design/methodology/approach This case study stresses new forms of transdisciplinary learning and teaching as essential drivers of a sustainable urban development. The inter- and transdisciplinary teaching course “Sustainability Challenge”, which has been offered since 2010 as a collaborative project by the four largest universities of Vienna, highlights the value of experienced-based learning approaches and the method of service learning. Special attention is devoted to the opportunities and challenges of the setting provided by the applied science-society interface and the particular method of service learning with its concrete benefits for the city of Vienna. Findings In analyzing the conceptual framework of the teaching course as well as conducted service learning projects, the authors prove potential benefits of transdisciplinary learning and teaching for real answers to urban sustainability challenges. Portraits of the most successful service learning projects are presented, with partners such as the City of Vienna, an organization and one enterprise. Lessons learned from the case study and key elements of the institutionalized umbrella function of science-society interfaces that provide prerequisites for applying transdisciplinary learning and teaching are shown. Originality/value Finally, main requirements, challenges and necessary institutional settings for transdisciplinary learning and teaching are summarized.

scholarly journals The Challenge of Including Customer Satisfaction into the Assessment Criteria of Overseas Service-Learning Projects

2007 ◽  
Vol 2 (2) ◽  
Author(s):  
Camille George ◽  
Ashley Shams
Keyword(s):  
Service Learning ◽  
Engineering Students ◽  
Academic Community ◽  
Assessment Criteria ◽  
Problem Solving Skills ◽  
Student Groups ◽  
International Service Learning ◽  
International Service ◽  
Service Learning Projects ◽  
Learning Projects

There has been a dramatic increase of student groups participating in international service learning projects. For engineering students it is not difficult to identify meaningful educational objectives. The students improve their analytical and problem solving skills. They design and build something that fulfils a list of engineering specifications; they execute a solution to some problem. However, these projects have a human dimension. Service-learning involves changes in peoples’ beliefs, attitudes and values; impacting both the students and the recipient community. It is important for the academic community to develop assessment criteria that includes perspectives from all stakeholders engaged in the experience. It is imperative to assess not only the technical success but also the sustainability of the project and its larger effect. In courses involving service-learning, assessment needs to occur on three levels: the traditional evaluation of the student’s knowledge of the technical content, the assessment of the experiences impact on the students’ broader more humanistic “soft skills”, and the customer’s satisfaction. The paper examines the obstacles and opportunities in assessing project success from multiple international service-learning programs, and compiles insights and reflections that could serve to inform future projects.

Service-Learning and Social Justice for College and University Students

2021 ◽  
pp. 807-833
Author(s):  
Susan Trostle Brand
Keyword(s):  
Service Learning ◽  
Problem Solving Skills ◽  
International Service Learning ◽  
International Service ◽  
College And University ◽  
Rich Diversity ◽  
The Rich ◽  
Service Learning Projects ◽  
Diversity Of Life ◽  
Learning Projects

All students deserve access to the types of learning that enable them to experience firsthand the rich diversity of life to understand the challenges that others face in their everyday living and to learn collaborative and impactful problem-solving skills to help combat inequality at the local, national, and international levels. A perusal of service-learning addressed in this chapter includes an examination of the benefits for both the participant and the recipient. The chapter addresses the need for service-learning for people who are marginalized because of their gender identity or sexual preferences, disabilities, class, race, gender, age, or a combination of factors associated with marginalization. Recommended practices for ensuring successful service-learning projects and various types of service-learning are discussed. Six sequential steps in implementing a service-learning project are delineated. The chapter concludes with examples of local, regional, national, and international service-learning projects and testimonials from recent local and international service-learning providers.

Service-Learning and Social Justice for College and University Students

2020 ◽  
pp. 78-104
Author(s):  
Susan Trostle Brand
Keyword(s):  
Service Learning ◽  
Problem Solving Skills ◽  
International Service Learning ◽  
International Service ◽  
College And University ◽  
Rich Diversity ◽  
The Rich ◽  
Service Learning Projects ◽  
Diversity Of Life ◽  
Learning Projects

All students deserve access to the types of learning that enable them to experience firsthand the rich diversity of life to understand the challenges that others face in their everyday living and to learn collaborative and impactful problem-solving skills to help combat inequality at the local, national, and international levels. A perusal of service-learning addressed in this chapter includes an examination of the benefits for both the participant and the recipient. The chapter addresses the need for service-learning for people who are marginalized because of their gender identity or sexual preferences, disabilities, class, race, gender, age, or a combination of factors associated with marginalization. Recommended practices for ensuring successful service-learning projects and various types of service-learning are discussed. Six sequential steps in implementing a service-learning project are delineated. The chapter concludes with examples of local, regional, national, and international service-learning projects and testimonials from recent local and international service-learning providers.

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