Hosting a Tent City: Student Engagement and Homelessness

2017 ◽  
Vol 45 (3) ◽  
pp. 252-259 ◽  
Author(s):  
Jennifer McKinney ◽  
Karen A. Snedker
Keyword(s):  
Service Learning ◽  
Social Distance ◽  
Applied Research ◽  
Sociological Research ◽  
University Campus ◽  
Course Work ◽  
Poverty And Inequality ◽  
Seattle Pacific University ◽  
Research Students ◽  
Student Reflections

In response to increasing homelessness in our city, Seattle Pacific University invited a homeless encampment (Tent City) to reside on our university campus for three months. This provided an opportunity to engage students on issues of poverty and inequality. Building from a service-learning model, we devised course work around homelessness and applied research. Students took a two-quarter course sequence to become knowledgeable about homelessness and sociological research methods in order to collect field observations and conduct interviews with Tent City residents. Based on student reflections, stereotypes about homelessness were challenged and social distance between students and people who were homeless was reduced. Student exposure to homelessness through faculty-guided research is an effective tool in developing a sociological imagination and an important step in fostering agents of social change.

Study Abroad and Service-Learning in a Catholic Social Teaching Context

2016 ◽  
pp. 1349-1366
Author(s):  
Ana-Lisa Gonzalez ◽  
J. Ulyses Balderas
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Study Abroad ◽  
Education Program ◽  
Catholic Church ◽  
Teacher Education Program ◽  
University Campus ◽  
Teaching Context ◽  
Social Teachings ◽  
Successful Education

Authentic, practical and realistic experiences for pre-service teachers are essential to any effective teacher education program. If combined with two high-impact educational practices: service learning and study abroad, can result in an inclusive and successful education program. Study abroad with a carefully crafted service-learning component would help pre-service teachers to not only, immerse themselves in a foreign culture, but also to refine their craft in that same context. On a Catholic university campus there exists the unique opportunity to include faith in all coursework and experiences that students may have. The application of Catholic Social Teachings, especially the tenets of social justice, should be a major part of what drives pre-service teachers in the classroom. Coursework that has a social justice bend and experiences that reflect the ideals of social justice according to the Catholic Church can prove to be highly impactful if well-designed.

Behavioral Ethics in Practice: Integrating Service Learning Into a Graduate Business Ethics Course

2017 ◽  
Vol 41 (4) ◽  
pp. 599-616 ◽  
Author(s):  
Kevin O’Brien ◽  
Dennis Wittmer ◽  
Bahman Paul Ebrahimi
Keyword(s):  
Service Learning ◽  
Business Ethics ◽  
Learning Experience ◽  
Assessment Process ◽  
Behavioral Ethics ◽  
Broad Definition ◽  
Descriptive Ethics ◽  
Ethics Course ◽  
Student Reflections

Adopting a broad definition that distinguishes behavioral ethics as science and behavioral ethics in practice, we describe how service learning can be a meaningful component of a four-credit, one-quarter graduate business ethics course by blending both normative/prescriptive and behavioral/descriptive ethics. We provide a conceptual and theoretical grounding for our integration of service learning and describe how service learning is used in the course. We explain how we frame the service-learning project, the challenges we have faced, and final student reflections on the experience. Finally, we describe the assessment process used in the course. Based on the assessment of 215 students’ service-learning reflection papers, the results indicated that over 90% of students were able to make direct connections between major themes of the course and their service-learning experience. This is an indication of the efficacy of the use of service learning in teaching behavioral ethics.

scholarly journals Community Psychology at a Regional University: On Engaging Undergraduate Students in Applied Research

2020 ◽  
Author(s):  
Amie R McKibban ◽  
Crystal Nicole Steltenpohl
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Low Income ◽  
Community Psychology ◽  
Applied Research ◽  
Community Partners ◽  
Case Examples ◽  
Regional University ◽  
Challenges And Opportunities ◽  
Service Learning Projects

Engaging students in service learning projects grounded in community psychology values and practices when working in a rural, conservative area provides several challenges and opportunities for faculty members. The authors share processes and outcomes from three case examples taking place between 2010 and 2013: (1) running focus groups and survey development with a local YMCA branch that predominantly serves people of color in low income housing, (2) the development of a strategic plan for the implementation of an art crawl in the local downtown community, and (3) the development and execution of an asset map evaluating supportive resources and spaces available to the local LGBTQA community. The authors reflect on feedback from students and community partners. These case examples highlight the complexity of balancing students’ skillsets, work and other life obligations, and desire to use classroom knowledge in community settings. It also highlights the importance of preparing community partners for working on applied research. We provide recommendations based on each project’s challenges and successes for universities and communities of similar demographics. Working in rural, conservative settings provide their own challenges and opportunities, but are well worth it if implemented in an intentional way, and more research is needed to strengthen our understanding of how best to engage students from a variety of social and political backgrounds.

scholarly journals Empirical models of the structure of personal qualities of leaders: traditional type of social action M. Weber (results of applied research)

2021 ◽  
Vol 27 (3) ◽  
pp. 209-235
Author(s):  
A. A. Oseev
Keyword(s):  
Social Action ◽  
Empirical Model ◽  
Applied Research ◽  
Radical Change ◽  
Sociological Research ◽  
Conceptual Approach ◽  
Public Servants ◽  
Organization Management ◽  
The Third ◽  
Personal Qualities

The article is devoted to the methodological foundations of the study of personal qualities of managers. In contrast to previous works devoted to the study of personal qualities of leaders, including public servants in the works of Plato, Aristotle, and M. Weber, which was shown to the empirical model of the structure of the personal qualities of leaders celebrationing, value-rational and affective types of social action (by M. Weber), this paper presents an empirical model of the structure of the personal qualities of the leaders of the traditional type of social action (by M. Weber), so the concept of Weber’s social action gets another approach to verification in practice. As well as the possibility of applying a conceptual approach to the study of traditional behavior to solve applied problems in the Keld of organization management. The following areas of sociological research of traditional behavior are distinguished. In the first part the focus in the structure of personal qualities focuses on conventional component, fidelity to “follow the habit” (by M. Weber), a conservative traits are dominant in nature, compared to those who are attuned to the radical, radical change and breaking the established order and traditions. In the second direction, the main focus in the structure of personal qualities is the following of traditions, which is equally combined with a radical attitude and a willingness to innovate. In the third direction, in the structure of personal qualities, radicalist traits dominate over conservative ones; distrust of authority, a tendency to break habits, a willingness to innovate, and a radical attitude to change are clearly manifested.

European student reflections and perspectives on service learning

2019 ◽  
pp. 196-209
Author(s):  
Aidan Harte ◽  
Arnaud Persyn ◽  
João Louro ◽  
Loes de Smet ◽  
Katherine Harvey ◽  
...  
Keyword(s):  
Service Learning ◽  
European Student ◽  
Student Reflections

Social Work Students Confront Poverty's Impact in the Community: A Service Learning Project

2013 ◽  
Vol 18 (1) ◽  
pp. 217-232
Author(s):  
Judith Gray ◽  
Marissa O'Neill
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Action ◽  
Community Involvement ◽  
Student Outcomes ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Explorative Study ◽  
Student Reflections

This article describes a unique community involvement project that was used to teach BSW students in a Social Work Practice With Groups course about poverty and a qualitative explorative study of student outcomes. The project included a poverty simulation in combination with 25 hours of service learning with people currently experiencing poverty. Very little research has been done on poverty simulations, and none has included a service learning component. Twenty-one college students participated. Student reflections were analyzed, and themes that emerged reflect achievement of course objectives. A content analysis was also completed identifying empathy and social action engagement. All 21 student reflections discussed an increase in empathy surrounding people in poverty. Sixty-seven percent of student reflections indicated social action engagement.

Student and Community Perceptions of the “Value Added” for Service-Learners

2005 ◽  
Vol 28 (2) ◽  
pp. 164-188 ◽  
Author(s):  
Lori Simons ◽  
Beverly Cleary
Keyword(s):  
Service Learning ◽  
Personal Development ◽  
Local Politics ◽  
Value Added ◽  
Social Institutions ◽  
Academic Learning ◽  
Community Perceptions ◽  
Mixed Methods Design ◽  
Explanatory Mixed Methods ◽  
Student Reflections

An explanatory mixed-methods design was used to evaluate a service-learning model on academic learning, personal and interpersonal development, and community-engagement for 59 service-learning students. A repeated-method ANOVA demonstrates that students improve their academic learning and participation in service but reduce their interests in social institutions, local politics, and communication with community recipients from the beginning to the end of the semester. In addition, a 2 (placement site) × 3 (placement activity) MANOVA indicates that community recipients evaluate tutors' attitudes and skills more favorably than social-recreational leaders. Content analyses of student reflections explain the mixed quantitative findings and show how the “value added” from participating in service-learning leads to students' interpersonal and personal development.

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