Social informatics and service-learning as models for teaching ethical and social issues in science and engineering

2002 ◽  
Author(s):  
W.J. McIver ◽  
T. Rachell
Keyword(s):  
Service Learning ◽  
Social Issues ◽  
Social Informatics ◽  
Science And Engineering

Bridging Social Issues and Local Community through Service Learning

2019 ◽  
Author(s):  
Janet Casta ◽  
Grace Bangasan ◽  
Felicitas Boleyley
Keyword(s):  
Service Learning ◽  
Local Community ◽  
Social Issues

Diverse Applications of Sociological Imagination: A Qualitative Study of Service-Learning Mentoring

2021 ◽  
pp. 193672442110213
Author(s):  
Laura C. Atkins ◽  
Shelley B. Grant
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Social Issues ◽  
Media Representations ◽  
At Risk Youth ◽  
Reflection Data ◽  
Student Mentors ◽  
Diverse Backgrounds ◽  
Personal Histories ◽  
Media And Crime

This project expands discussions regarding critical ways that students’ diverse backgrounds and experiences intertwine with service-learning and social justice. Educators need to empower the next generation to explore their views, apply their skills, and engage with social issues. The research intersects with complex conversations about students’ perspectives regarding media representations, justice system responses, and views of at-risk youth. The project spanned four semesters of a sociology of media and crime course with service-learning mentoring. Qualitative reflection data drawn from 104 participating student mentors provided insights into how service-learners’ unique personal histories and sociological imaginations inform their views of youth, the mentoring experience, and social justice. The findings focus attention upon diversity within classrooms and expand the conversation about social justice praxis and service-learning pedagogy. Through reflexivity, the researchers consider their own social justice and service-learning practices, and add to the call for greater reflexivity within community-engaged sociology classrooms.

scholarly journals Spaces In-between: Text Poems from Community Practice and Research

2018 ◽  
Vol 3 (1) ◽  
pp. 114-131 ◽  
Author(s):  
Paula Gerstenblatt ◽  
Diane Rhodes ◽  
Lida Holst
Keyword(s):  
Service Learning ◽  
Social Issues ◽  
Lessons Learned ◽  
Community Practice ◽  
Community Members ◽  
University Partnerships ◽  
The Past ◽  
Teacher Researcher ◽  
Fellow Teacher ◽  
Artist Teacher

A commitment on the part of the academy to address social issues has increased over the past three decades, resulting in service learning courses, volunteering opportunities, and community-university partnerships. Faculty, staff, and community practitioners collaborating to lead these efforts often carry enormous responsibility and answer to often competing interests of students, community members, and universities. Using the experience of an scholar/artist/teacher in a university-community partnership founded by the first author in a racially polarized town, this article explores the potential of arts-based methods, specifically poetry and collage, to mitigate the consequence of this work. The format is a dialogue between two engaged teacher/researcher/practitioners and friends to clarify the hidden experience of the researcher with narrative truth to articulate and share not only experiences, but also lessons learned as a contribution to our fellow teacher/researcher/practitioners.

Connecting Pedagogy, Preparation, and Passion

2021 ◽  
pp. 291-307
Author(s):  
Cheresa Greene Simpson ◽  
Gerrelyn Chunn Patterson
Keyword(s):  
Secondary Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Social Issues ◽  
Pedagogical Approach ◽  
Post Secondary ◽  
Pedagogical Strategy ◽  
Diverse Communities ◽  
Education Levels ◽  
The University

This chapter will address an engaging pedagogical strategy to prepare pre-service teachers to work in diverse communities challenged by social issues such as poverty and food instability. The chapter presents a service-learning pedagogical approach that creates a collaborative partnership between faculty, students, the university, and the greater community. It demonstrates how stakeholders can work and learn together within a common service-learning project that positively impacts change in diverse communities. The chapter will benefit faculty at the secondary and post-secondary education levels who are interested in enhancing teaching and learning through service learning, collaboration and community engagement.

Enhancing Community-Based Learning in Social Work Education Through a Social Marketing Approach

2020 ◽  
pp. 306-321
Author(s):  
Carlo Mari
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Marketing ◽  
Social Issues ◽  
Social Work Students ◽  
Local Communities ◽  
Graduate Course ◽  
Novel Approach ◽  
Professional Degree ◽  
Work Education

How do universities engage with local communities? How is a pedagogy of engagement introduced into a graduate professional degree? Are there any new approaches for linking campuses with communities? Is social marketing a useful approach when considering community engagement? The chapter aims to answer these questions by proposing a novel approach based on applying social marketing to the scholarship of teaching. Specifically, it draws on an example of a university graduate course in social marketing within a master's program in social work at an Italian university. The experience shows how a social marketing perspective helps social work students address social issues that face local communities through service-learning.

Measuring Students' Attitudes toward College Education's Role in Addressing Social Issues

2008 ◽  
Vol 102 (3) ◽  
pp. 791-796 ◽  
Author(s):  
James E. Weber ◽  
Paula S. Weber ◽  
Barney L. Craven
Keyword(s):  
Service Learning ◽  
Business Education ◽  
Normative Data ◽  
Social Issues ◽  
Business Students ◽  
Learning Experience ◽  
Students Attitudes ◽  
Service Learning Projects ◽  
Learning Projects ◽  
Standard Techniques

As service-learning projects have spread throughout academia, efforts to assess the service-learning experience have assumed a greater importance. The BERSI scale (Business Education's Role in addressing Social Issues) was developed as a measure of business students' attitudes toward social issues being addressed as part of a business education. As such, it was intended to be useful in assessing attitudinal outcomes of service learning. In order for the BERSI to be useful for nonbusiness students, the scale would need to be reconceptualized and revalidated. This study modified the BERSI items with a focus on college students in general rather than business students, making the resulting scale, College Education's Role in addressing Social Issues (CERSI), potentially helpful to service-learning researchers in a broader setting. The CERSI scale was then validated using standard techniques and normative data were reported.

scholarly journals Leadership, Service Learning, and Executive Management in Engineering: The Rowan University Hurricane Katrina Recovery Team

1969 ◽  
Vol 2 (2) ◽  
Author(s):  
DeMond S. Miller
Keyword(s):  
Service Learning ◽  
Hurricane Katrina ◽  
Social Issues ◽  
Gulf Coast ◽  
Learning Experience ◽  
Executive Management ◽  
Organizational Skills ◽  
Rowan University ◽  
Team Project ◽  
User Friendly

Rowan University Hurricane Katrina Recovery Team Project is a service learning endeavor undertaken by students and faculty in various disciplines at Rowan University. The objectives of this service learning endeavor are threefold. The main objective is to help distressed communities in the Gulf Coast Region. Second, this project seeks to not only address broader social issues but to also leave a tangible contribution or impact in the area while asking the following questions: what do we as professional engineers have as a responsibility to the communities we serve, and what do we leave in the community to make it a better, more equitable place to live? The last objective is the management team’s successful assessment of the experience, including several logistical challenges. To this end, this article seeks to help other student-led projects by relaying our service learning experience in a coherent, user-friendly manner that serves as a model experience. By offering peer-to-peer advice in service learning, we wish to break down apprehension about service-learning opportunities and serve as a catalyst for other such endeavors. First, this paper will cover the importance of such endeavors as well as the methods and organizational skills used to design a project. Next, it will illustrate the type of work that was completed in an effort to help rebuild the New Orleans area. Finally, it will offer advice and recommendations for other students organizing similar projects by evaluating a multi-team project approach.

Engaging Students and Communities Through Service Learning and Community-Academia Partnerships

2019 ◽  
pp. 84-116
Author(s):  
Marco Bardus ◽  
Christine T. Domegan ◽  
L. Suzanne Suggs ◽  
Bent Egberg Mikkelsen
Keyword(s):  
Intellectual Disability ◽  
Service Learning ◽  
Food Consumption ◽  
Water Consumption ◽  
Critical Reflection ◽  
Social Issues ◽  
Waste Reduction ◽  
Marketing Education ◽  
Learning Principles

In this chapter, the authors present cases from four teaching marketing education experiences, based on community engagement and service learning principles. The cases address environmental and social issues (i.e., waste minimization [Lebanon], food consumption [Denmark], intellectual disability [Ireland], water consumption, and plastic waste reduction [Switzerland]). This chapter stems from discussions generated during a thematic workshop the authors organized at the 3rd European Social Marketing Conference, held in Espoo, Finland, on September 22, 2016. Through these cases, the authors aim to stimulate critical reflection on the role of service learning in the broader marketing education and on the intersection between education and profession.

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