An Evaluation of a Service-Learning Model for Criminal Justice Undergraduate Students

2009 ◽  
Vol 32 (1) ◽  
pp. 61-78 ◽  
Author(s):  
Nancy Beth Hirschinger-Blank ◽  
Lori Simons ◽  
Alexandra Kenyon
Keyword(s):  
Criminal Justice ◽  
Service Learning ◽  
Undergraduate Students ◽  
Intellectual Development ◽  
Mixed Methods Design ◽  
Political Awareness ◽  
Problem Solving Skills ◽  
Service Projects ◽  
Students Attitudes

A triangulation mixed-methods design was used to measure differences in service-learning outcomes for 32 students enrolled in criminal justice courses during the academic years 2003 (n = 16) and 2005 (n = 16). Results show that service-learners increase their political awareness and course value but experience a decrease in problem-solving skills and preference for short-term and long-term participation in service projects over the course of the semester. Results further indicate that service-learning impacts the majority of students' attitudes regarding diversity, as well as their interpersonal, personal, and intellectual development.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

Lessons Learned From 15 Years of Service-Learning

2018 ◽  
pp. 17-40
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

Lessons Learned From 15 Years of Service-Learning

2021 ◽  
pp. 903-925
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

The Music and Memory Project: Understanding Music and Dementia through Applied Ethnomusicology and Experiential Filmmaking

2018 ◽  
Vol 50 ◽  
pp. 15-40 ◽  
Author(s):  
Jennie Gubner
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Health Priorities ◽  
Indiana University ◽  
Term Care ◽  
Age Related ◽  
Short Films ◽  
Applied Ethnomusicology ◽  
Better Than

“Music lifts my spirits, I'm not the same guy leaving as when I come to begin with. It's kind of a floating feeling, I feel good, I feel drunk with fun!”- Daryl, participant of the Music and Memory Project“Music is like medicine… No, music is better than medicine!”- Martha, participant of the Music and Memory ProjectIn Spring 2017, I designed and taught a filmmaking and service-learning course in the Indiana University (IU) Bloomington Department of Folklore and Ethnomusicology called “Music and Memory: Studying Music & Alzheimer's Through Film.” This ongoing project is set in nursing homes, long-term care facilities, and adult day programmes for individuals with age-related neurocognitive disorder, commonly referred to as dementia. In the course, undergraduate students learn to make personalized iPod music playlists for older adults living with Alzheimer's and other related dementias, and to document their experiences through short films intended for online public circulation; At a time when dementia has been flagged as one of the fastest growing global health priorities, applied ethnomusicology courses about music and aging provide dynamic interdisciplinary spaces where college students can gain knowledge, experience, and skills to creatively address these challenges in their families, communities, and careers.

An Evaluation of a Service-Learning Model for Criminal Justice Undergraduate Students

2009 ◽  
Vol 32 (1) ◽  
pp. 61-78 ◽  
Author(s):  
Nancy Beth Hirschinger-Blank ◽  
Lori Simons ◽  
Alexandra Kenyon
Keyword(s):  
Criminal Justice ◽  
Service Learning ◽  
Undergraduate Students ◽  
Learning Model

Undergraduate Students’ Attitudes Toward Individuals With Disabilities

2018 ◽  
Vol 45 (2) ◽  
pp. 189-192 ◽  
Author(s):  
Wendy Carlson ◽  
Hannah Witschey
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
People With Disabilities ◽  
Disabled Persons ◽  
Comfort Level ◽  
Direct Experience ◽  
Employment Services ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Psychology Course

This study examined whether combining classroom curriculum with direct experience with people with disabilities (PWDs) can influence change in undergraduate students’ attitudes toward PWDs. Undergraduate students ( N = 68) enrolled in a psychology course completed the Interaction with Disabled Persons Scale at the beginning and end of the semester. During the semester, students learned about various disabilities and participated in a 10-hr service-learning project that required direct, supervised interaction with PWDs at a local, nonprofit organization that provides employment services to adults with disabilities. Students reported more positive attitudes toward PWDs at the end of the semester. Having an increased comfort level in interacting with PWDs can give students pursuing careers that involve working with PWDs an advantage.

Facilitating Age-Conscious Student Development through Lecture-Based Courses on Aging

2021 ◽  
pp. 1-11
Author(s):  
Elizabeth Russell ◽  
Éric R. Thériault ◽  
Amber Colibaba
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Student Development ◽  
Attitude Change ◽  
Aging Process ◽  
Population Aging ◽  
Course Content ◽  
Personal Connection ◽  
Students Attitudes

Abstract Ageism is pervasive and socially normalized, and population aging has created a need to understand how views of aging and of older people, typically considered to be people over the age of 65, can be improved. This study sought to understand how undergraduate students’ attitudes towards older adults and the aging process may be influenced after completing a typical, lecture-based undergraduate course on aging that lacked service-learning components. Two undergraduate student cohorts (n = 40) at two Canadian universities participated in semi-structured focus groups/interviews, describing how the course may have impacted their perceptions of the aging process and of older adults. An iterative collaborative qualitative analysis demonstrated that course content stimulated a deeper understanding of the aging process, prompting a reduction in and increased awareness of ageism, and enhanced personal connection with aging, ultimately facilitating the development of an age-conscious student. Lecture-based courses focused on aging may be sufficient to facilitate positive attitude change among undergraduate students towards older adults and the aging process.

scholarly journals Service Learning in Early Childhood Education: In the Class of Curriculum Design and Practice

2018 ◽  
Vol 8 (1) ◽  
pp. 65
Author(s):  
Mei-Ling Chuang
Keyword(s):  
Early Childhood ◽  
Service Learning ◽  
Undergraduate Students ◽  
Curriculum Design ◽  
Learning Experience ◽  
Care Center ◽  
Problem Solving Skills ◽  
Academic Knowledge ◽  
Childhood Care ◽  
The Impact

Qualitative and quantitative research was conducted with undergraduate students majoring in early childhood care and education to explore the impact of service-learning on personal and professional development, as well as to assess satisfaction with the service-learning project. The data were gathered at a baby care center, where these students arranged games, through a questionnaire given to the students (N=37), a questionnaire given to parents who came with their children to the center (N=34), as well as reflection paper and report by the students on how they felt about the activity. The qualitative data were analyzed from five different aspects: (1). Enhancing students’ academic knowledge and skills, (2). Learning public service from the activity, (3). Cooperation and teamwork, (4) Benefits for children, (5) Suggestions of students afterwards. The findings of this research demonstrated that this service learning experience was beneficial for children, parents and the students, enhancing students’ academic knowledge, problem solving skills, as well as interpersonal development.

scholarly journals Holistic Student Development through Service Learning: An Experimental Study about Loyola College, Chennai, Tamil Nadu

2019 ◽  
Vol 8 (1) ◽  
pp. 16-19
Author(s):  
S. John Kaviarasu
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Student Development ◽  
Urban Poor ◽  
Tamil Nadu ◽  
Academic Learning ◽  
Problem Solving Skills ◽  
Learning And Teaching ◽  
Loyola College ◽  
Chennai City

Service Learning enhances and intensifies classroom learning which paves the way for practical community-based problem solving skills to students. The context of Service Learning at Loyola College, Chennai offers students an opportunity to explore the connections between the theoretical realm of the classroom and the practical needs of the community. In this connection, School of Service Learning at Loyola College is making the students to reflect about the experience in order to maximize the benefit of service in learning experiences. Therefore, this is an important process that links Service and academic learning. At the next level, it really motivates students to be human and also humane. Exposure to urban poor in the informal settlements of Chennai city makes undergraduate students of Loyola College to become aware about the issues faced by urban poor. Post graduate courses students gain exposure on rural interior villages which makes PG students to realize stark naked realities of the rural folk. Cognitive development is assured through formal Learning and teaching in the classroom by their respective teachers. Theoretical and Conceptual teaching could not provide holistic knowledge to students. This requirement is beautifully addressed by the School of Service Learning through its various activities and programmes with the constant guidance of professional social workers and Management.

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