Finding the Right Fit: Helping Students Apply Theory to Service-Learning Contexts

2018 ◽  
Vol 41 (1) ◽  
pp. 8-22 ◽  
Author(s):  
Audrey Ricke
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Learning Experiences ◽  
Central Component ◽  
Pedagogical Model ◽  
The Social ◽  
Theory Application ◽  
Service Learning Projects ◽  
The Right ◽  
Match Theory

Background: Although past studies of service-learning focus on assessing student growth, few studies address how to support students in applying theory to their service-learning experiences. Yet, the task of applying theory is a central component of critical reflections within the social sciences in higher education and often causes anxiety among undergraduate students. Purpose: This article identifies a pedagogical model that helps students navigate the selection and application of theory to their service-learning experiences. Methodology/Approach: The pedagogical model is based on a case study of an upper-division anthropology service-learning course, which included survey and interview data to assess the model’s effectiveness. Findings/Conclusions: The findings indicate that a familiar framing analogy, combined with a specific set of scaffolded in-class activities that takes into consideration Perry’s scheme of learning, is useful for bridging the gap between understanding theory and selecting and applying a particular theory to service-learning projects. Such an approach helped relieve student anxiety and confusion surrounding theory application and service-learning. Implications: To grow as scholars, students must be able to match theory to real-world situations on their own. By combining a framing analogy with scaffolded activities, instructors can help students transition from memorizing theories to applying them to their service-learning.

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

scholarly journals Service Learning: Experiences and Perceptions Towards Students in UTM, Malaysia

2017 ◽  
Vol 9 (1-3) ◽  
Author(s):  
Mohd Syafiq Md Salleh ◽  
Mahani Mokhtar
Keyword(s):  
Service Learning ◽  
Phenomenological Study ◽  
Soft Skills ◽  
Learning Experiences ◽  
Qualitative Approach ◽  
Perceptions Of Students ◽  
Pedagogical Aspect ◽  
Service Learning Projects ◽  
Career Benefits ◽  
Learning Projects

The purpose of this phenomenological study was to explore the experiences and perceptions of students who successfully completed their service learning projects in UTM. The qualitative approach was using and four main themes are emerged from the students interview, such as pedagogical aspect, personal benefits, challenges and problems. The findings showed that service learning has great implication and beneficial for students and community and develop soft skills for their career benefits.

scholarly journals Impact of international humanitarian service-learning on emerging adult social competence: A mixed-methods evaluation

2016 ◽  
Vol 9 (1) ◽  
Author(s):  
Paul Schvaneveldt ◽  
Todd Spencer
Keyword(s):  
Mixed Methods ◽  
Service Learning ◽  
Social Competence ◽  
Emerging Adults ◽  
Learning Experiences ◽  
Emerging Adult ◽  
Social Competencies ◽  
Qualitative And Quantitative ◽  
The Social ◽  
Post Test

This article presents the results from a study into international humanitarian service-learning experiences on young adult volunteers. Specifically, the service-learning experiences of emerging adults who had served in orphanages in Latin America were assessed, in a pre- and post-test design, for their development in areas of social competency such as identity, self-efficacy, self-esteem and ethnocentric attitudes. A mixed-methods design using both qualitative and quantitative measures was used. Both qualitative and quantitative results identified significant and important impacts on the development of the social competencies of these emerging adults. In addition, several qualitative themes illustrated that longer term international service-learning experiences have a profound impact on the social competence of emerging adults.Keywords: International humanitarian service, service-learning, emerging adult competency

scholarly journals Attracting the Right Crowd under Asymmetric Information: A Game Theory Application to Rewards-Based Crowdfunding

Mathematics ◽  
2021 ◽  
Vol 9 (21) ◽  
pp. 2757
Author(s):  
Francisca Jiménez-Jiménez ◽  
M. Virtudes Alba-Fernández ◽  
Cristina Martínez-Gómez
Keyword(s):  
Game Theory ◽  
Asymmetric Information ◽  
Process Analysis ◽  
Market Size ◽  
Positive Effects ◽  
The Social ◽  
Theory Application ◽  
The Right ◽  
Conditional Process Analysis ◽  
The Relationship

In this paper, we investigate rewards-based crowdfunding as an innovative financing form for startups and firms. Based on game-theory models under asymmetric information, we test research hypotheses about the positive effects of two main campaign features: funding target and number of rewards. Furthermore, we examine how and when these characteristics are effective in attracting crowdfunders, by signaling high-quality projects (target) and by pricing according to backers’ preferences (rewards). Conditional process analysis is applied to a dataset of 1613 projects launched on the Spanish platform Verkami from 2015 to 2018. As expected, our study shows that market size is positively influenced by the target and the number of rewards, separately. Further analysis gives some interesting findings. Firstly, we find significant and positive mediating roles of social networks (in the relationship between target and market size) and of backers’ preferences (between rewards and market size). Secondly, the main orientation of a campaign, commercial or social, is relevant to explain previous relationships. While high funding targets are more effective in commercial projects, a high number of rewards is more effective in the social projects. This research provides new insights into the design of optimal crowdfunding, with theoretical and empirical implications.

scholarly journals Ujamaa and Universal Design: Developing Sustainable Tactile Curricular Materials in Rural Tanzania

2018 ◽  
Vol 1 (2) ◽  
pp. 128-136
Author(s):  
Alisha M. B. Braun ◽  
Betty Okwako-Riekkola
Keyword(s):  
Service Learning ◽  
Student Teachers ◽  
International Development ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Diverse Range ◽  
Plastic Bags ◽  
Service Learning Projects ◽  
Curricular Materials

Purpose: This article illustrates the power of collaboration in the spirit of Ujamaa to build curricular materials that can engage and support the learning of a diverse group of students in under-resourced environments. The authors reflect on their personal experience overseeing collaborative service learning projects with Tanzanian partners through a study abroad programme.Method: The service learning project took place in a rural primary school in northern Tanzania, characterised by large class sizes and the unavailability of teaching and learning materials.Tactile curricular materials were collaboratively developed by Tanzanian student teachers, practising teachers, and American undergraduate students. Locally available and recyclable materials were used, such as plastic water bottles, tubing, plastic bags and cardboard boxes.Results: Examples of curricular materials that were developed are presented, and lessons learned through the experience are shared.Conclusion: The use of locally available, recyclable materials enhanced sustainability. Having sustainable curricular materials that are accessible to a diverse range of students in under-resourced educational settings has the potential to foster learning for all. The underlying cultural concept of interconnectedness or Ujamaa strengthened the collaborative relationship between participating teachers and students, and can be drawn upon to enhance future service learning and international development efforts in education.

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 Integrating Service Learning Projects into Civil Engineering Courses

2007 ◽  
Vol 2 (1) ◽  
Author(s):  
Xiaoqi (Jackie) Zhang ◽  
Nathan Gartner ◽  
Oguz Gunes ◽  
John M. Ting
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Traffic Signal Control ◽  
Program Outcomes ◽  
Heritage Foundation ◽  
Course Structure ◽  
Course Objectives ◽  
Service Learning Projects ◽  
The City ◽  
Learning Projects

Three service-learning projects of various content, workload, and community partnering were identified and implemented in two core and one elective undergraduate courses in the Department of Civil and Environmental Engineering at the University of Massachusetts Lowell in 2005. This paper presents how these service learning projects were seamlessly integrated into existing courses without removing pertinent course materials and without a significant increase in time commitment. Details on the course contents, course structure, projects implemented, and how each project was used to address certain course objectives were presented as well. The selected projects were as follows: (1) Davidson Street Parking Lot Redesign for the City of Lowell; (2) Intersection Analysis – Traffic Signal Control for the City of Lowell; and (3) Preliminary Building Structural Evaluation for the Architectural Heritage Foundation in Lowell, MA. Over 80 undergraduate students ranging from freshmen to seniors participated in these community-based projects. Course objectives and ABET program outcomes were evaluated by a course-specific survey questionnaire. Students’ experience on the S-L project was assessed by a newly developed survey instrument. The survey demonstrated that service learning had several positive impacts on the students.

Exploring Students’ Perceptions and Understanding of Life-Altering Suffering: An Interview Project

2015 ◽  
Vol 19 (1) ◽  
pp. 49-56
Author(s):  
Barbara J. Braband, ◽  
Rebecca Gaudino, ◽  
Anissa Rogers,
Keyword(s):  
Undergraduate Students ◽  
Learning Experiences ◽  
Descriptive Statistics ◽  
Self Awareness ◽  
Pedagogical Model ◽  
Significant Challenge

Learning how to respond to others’ suffering is a significant challenge for undergraduate students in caregiving professions. An interprofessional-directed interview project related to suffering was implemented. Students (N = 247) completed a post project survey. Descriptive statistics indicated that students rated their interview-based learning experiences highly. Narrative theme analyses generated 4 main themes: a) developing self-awareness, b) expanding views of suffering, c) grasping spiritual aspects of suffering, and d) learning compassionate and supportive presence. From these preliminary findings has emerged a potential pedagogical model of suffering to prepare students to compassionately support those who suffer.

scholarly journals Fostering Empathy, Implicit Bias Mitigation, and Compassionate Behavior in a Medical Humanities Course

2020 ◽  
Vol 17 (7) ◽  
pp. 2169
Author(s):  
Brian D. Schwartz ◽  
Alexis Horst ◽  
Jenifer A. Fisher ◽  
Nicole Michels ◽  
Lon J. Van Winkle
Keyword(s):  
Service Learning ◽  
Medical Humanities ◽  
Implicit Bias ◽  
Learning Experiences ◽  
Unconscious Bias ◽  
The People ◽  
Reflective Capacity ◽  
Service Learning Projects ◽  
Study Teams ◽  
Learning Projects

Increases in compassionate behavior improve patient outcomes and reduce burnout among healthcare professionals. We predicted that selecting and performing service-learning projects by teams of prospective medical students in a Medical Humanities course would foster students’ compassion by raising their reflective capacity, empathy, and unconscious bias mitigation. In class, we discussed difficulties in communication and implicit bias. In this observational study, teams wrote individual and team critical reflections on these class discussions and their service-learning experiences, and we analyzed these reflections for dissonance, self-examination, bias mitigation, dissonance reconciliation, and compassionate behavior. Thirty-two students (53% female) completed the Reflective Practice Questionnaire and the Jefferson Scale of Empathy before the course in August 2019 and after it in December 2019. In December, students were surveyed concerning their attitudes toward team service-learning projects and unconscious bias. The students reported changes in their behavior to mitigate biases and become more compassionate, and their reflective capacity and empathy grew in association with discussions and team service-learning experiences in the course. Virtually all students agreed with the statement “Unconscious bias might affect some of my clinical decisions or behaviors as a healthcare professional,” and they worked to control such biases in interactions with the people they were serving.

Sign in / Sign up

Export Citation Format

Share Document