scholarly journals Deployment of service-learning as a pedagogy for social transformation

2022 ◽  
pp. 91-103
Author(s):  
Y.J. Dzinekou ◽  
G. Mureithi ◽  
P. Sergon
Keyword(s):  
Service Learning ◽  
Civic Education ◽  
Transformational Learning ◽  
Social Transformation ◽  
Transformative Education ◽  
University Graduates ◽  
Traditional Role ◽  
Slum Dwellers ◽  
Study Results ◽  
Education And Development

Teaching is not only a traditional role of universities, but it remains one of the most critical missions of them. The pedagogy used in teaching determines if learning will be transformational or just transactional. Transactional learning has continually increased university graduates who become a problem to the community instead of being a source of solutions to the community problems. This study introduces service-learning as a transformational learning pedagogy that empowers students to identify problems in their community and enables them to work with the community as co-creators to solve the myriad challenges that the communities battle with daily. The study provides empirical evidence of how the service-learning model is used as an education pedagogy in the informal settlements of Nairobi to train slum dwellers in civic education and development. The study adopted a qualitative approach. The study's findings demonstrate that service-learning enables students to acquire knowledge and skills to deploy in their communities. It provides evidence on how service-learning can be modelled for transformative education. The study results reveal how service-learning as a teaching pedagogy can contribute to students' personal transformation and the social transformation of the community.

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.

Knowledge Transfer in Information Security Capacity Building for Community-Based Organizations

2015 ◽  
Vol 11 (4) ◽  
pp. 52-69 ◽  
Author(s):  
Janine L. Spears ◽  
Tonia San Nicolas-Rocca
Keyword(s):  
Service Learning ◽  
Information Security ◽  
Knowledge Transfer ◽  
Initial Study ◽  
Security Risk ◽  
Security Risks ◽  
Community Based ◽  
Services Sector ◽  
Community Based Organizations ◽  
Study Results

Community-based organizations (CBOs) in the health and human services sector handle very sensitive client information, such as psychiatric, HIV testing, criminal justice, and financial records. With annual revenue often in the range of $1 to $10 million, these organizations typically lack the financial, labor, and technical resources to identify and manage information security risks within their environment. Therefore, information security risk assessments were conducted at CBOs as part of a university service learning course intended to ultimately improve security within participating CBOs. Knowledge transfer between trainees and trainers is essential in order for security improvements to be realized. Therefore, this paper constructs a theoretical model of knowledge transfer that is used as a lens through which to examine initial study results of the CBO interventions as part of an exploratory study.

scholarly journals Role of Emotional Entropy and Ethnocentric Paradigms in International Service-Learning

2020 ◽  
Vol 12 (Winter) ◽  
pp. 13-46
Author(s):  
Christine Cress ◽  
Thomas Van Cleave
Keyword(s):  
Service Learning ◽  
Cognitive Dissonance ◽  
Transformational Learning ◽  
Culture Shock ◽  
American Student ◽  
Pedagogical Model ◽  
International Service Learning ◽  
International Service ◽  
Global Agency

Transformational learning in international service-learning experiences can by stymied by cultural ignorance and culture shock. Cognitive dissonance and emotional entropy are especially salient in American student encounters in India. Based upon three program years of data a pedagogical model for dismantling ethnocentric paradigms supports students’ development of culturally-contextualized global agency development.

scholarly journals University graduate satisfaction profile as an education quality criterion

2021 ◽  
Vol 122 ◽  
pp. 04006
Author(s):  
Marina Viktorovna Pereverzeva ◽  
Natalia Ivanovna Anufrieva ◽  
Marina Gennadievna Kruglova ◽  
Stanislav Nikolaevich Mikhaylov ◽  
Yana Mamontova
Keyword(s):  
Quality Management ◽  
Research Work ◽  
Educational Programs ◽  
Educational Process ◽  
University Education ◽  
Education Quality ◽  
Educational Services ◽  
University Graduates ◽  
Study Results

Research background: Despite a fairly long tradition of measuring students’ assessment of the quality of obtained university education, there are still many unresolved issues in this area. The aim of the study: to theoretically substantiate the concept of a profile of graduates’ satisfaction with university educational programs including several parameters. The satisfaction profile serves as a criterion of the quality of education, at the same time reflecting students’ subjective assessment of the learning outcomes received at the university that they correlate with their expectations at the stage of admission. The concept is proposed in association with the monitoring of university graduates’ satisfaction with educational programs developed and tested as part of the research work at the Russian State Social University. Methods: graduate satisfaction is assessed using quantitative (questionnaires, the results of which are processed in SPSS) and qualitative (interviews) research methods. The proposed and tested method for the assessment of university graduates’ satisfaction with educational programs can serve as a basis for the development of university systems for monitoring graduates’ satisfaction with educational programs and education quality management and the satisfaction profile can become a universal criterion of education quality assessment not only in Russian but also in foreign universities. Results and novelty: The novelty and significance of the study results lie in the fact that the rating of educational process factors significant for graduates’ satisfaction provides information that can be used for successfully placing the direction of training in the market of educational services. Moreover, two ratings of the importance of the identified factors are constructed. The first one reflects the respondents’ direct assessment that can be used in advertising and information campaigns in the market of educational services. The second rating shows indirect assessment providing a more adequate image of the real impact of various factors on graduates’ satisfaction with educational programs; the results of this rating can be used in the intra-university quality management.

Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes

2018 ◽  
pp. 1542-1560
Author(s):  
Patricia A Talbot ◽  
Jennifer Jones
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Transformational Learning ◽  
Field Work ◽  
Community Members ◽  
Related Field ◽  
Transformational Learning Theory ◽  
Classroom Study ◽  
Theoretical Foundations

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes

2016 ◽  
pp. 112-130
Author(s):  
Patricia A Talbot ◽  
Jennifer Jones
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Transformational Learning ◽  
Field Work ◽  
Community Members ◽  
Related Field ◽  
Transformational Learning Theory ◽  
Classroom Study ◽  
Theoretical Foundations

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes

2016 ◽  
pp. 1438-1456
Author(s):  
Patricia A. Talbot ◽  
Jennifer Jones
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Transformational Learning ◽  
Field Work ◽  
Community Members ◽  
Related Field ◽  
Transformational Learning Theory ◽  
Classroom Study ◽  
Theoretical Foundations

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

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