Indigenous Methods and Pedagogy: Revisiting Ethics in Community Service-Learning

2018 ◽  
Vol 4 (1) ◽  
pp. 143-160
Author(s):  
Swapna Padmanabha
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Community Service ◽  
Ways Of Knowing ◽  
Relationship Building ◽  
Learning Goals ◽  
Community Service Learning ◽  
Teaching Module ◽  
Indigenous Methods

This paper looks at the development of a teaching module intended to enhance students’ understanding of ethics in a community service-learning (CSL) class. This module, created to meet academic (western) learning outcomes for CSL, is based upon Indigenous pedagogy and methods, and offers a non-western framing of specific community service goals, particularly reciprocity and transformative dissonance. The paper proposes that moving toward Indigenous or other ways of knowing offers students and instructors an entry point into decolonizing practices and into alternate ways of experiencing service, transformative learning, and power dynamics. The paper also includes a discussion of the theory behind the teaching module and focuses on the intertwining of ethical research protocols (from Tri-Council policy, OCAP® principles, and elsewhere), service-learning goals, and Indigenous methods within the context of settler colonial practices and policies. Alongside other traditional service-learning outcomes, the primary goal of the module is to encourage students to become critical thinkers reflecting on the mechanics of power and social inequity as they experience social justice founded upon the ideals of relationship building.

scholarly journals Enhancing students’ preparation for the professional field: A quasi-experimental study on a new community service learning module for first year pedagogical sciences students

2020 ◽  
Author(s):  
Leonie Vreeke ◽  
Jorg Huijding ◽  
Susan Branje ◽  
Belinda Hibbel ◽  
Jaap Van der Ham ◽  
...  
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Real Life ◽  
Professional Organization ◽  
First Year ◽  
Academic Education ◽  
Community Service Learning ◽  
Teaching Module ◽  
Professional Field ◽  
Project Partner

In this paper, we describe the implementation of a new teaching module in the first year of a Pedagogical Sciences programme based on Problem Based Learning, Community Service Learning and co-creation principles. In this module, first year students answered a real-life pedagogical question for a project partner from a professional organization. Students ‘co-created’ solutions for the pedagogical-themed question by working together with a university expert and a project partner from a professional organization. Results indicated that students involved in this new teaching module scored significantly higher on a range of self-reported outcomes: feelings of being challenged, being able to link science to practice, feeling prepared for the professional field in general, and intrinsic motivation. Significant positive results occurred specifically when levels of co-creation were relatively high. This study underscores the importance of involving societal partners and challenging students to work on real-life problems very early on in academic education, that is, already in their first year at university.

scholarly journals Deeper Learning through Service: Evaluation of an Interprofessional Community Service-Learning Program for Pharmacy and Medicine Students

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Megan Clark ◽  
Meredith McKague ◽  
Vivian R. Ramsden ◽  
Shari McKay
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Community Service ◽  
Low Income ◽  
Interprofessional Education ◽  
Pharmacy Students ◽  
First Year ◽  
Community Service Learning ◽  
Learning Program ◽  
New Findings

Abstract   Background  This Community Service-Learning Project (CSLP) at the University of Saskatchewan is designed to help students develop patient-centred care practices in urban underserved settings.  First-year medical and pharmacy students partner interprofessionally to both learn and serve, working with community-based organizations (CBOs) that primarily serve either low-income or newcomer residents of Saskatoon. Since the CSLP’s pilot year in 2005-2006, 98 first-year medical and pharmacy students have participated in the CSLP.       Methods and Findings  We evaluated the outcomes and processes of the CSLP since the 2006-2007 year, using mixed methods: end-of-project questionnaires; document analysis looking for key and recurrent themes; end-of-project semi-structured interviews with CBO coordinators and clients. We examined students’ experiences, including satisfaction, achievement of learning objectives, learning processes, and perceived outcomes. Students’ main learning outcomes related to client-centered approach, interprofessional attitudes and skills, and personal development. Various learnings related to program processes are reported.   Conclusions  Our evaluation reinforced findings from the literature on both interprofessional education and community service-learning, as well uncovering some new findings.   Students described a transformative learning experience that helped them begin to develop understanding and skills to work more effectively with clients in urban underserved settings.

scholarly journals Community Service-Learning in Graduate Planning Education

2018 ◽  
Vol 40 (1) ◽  
pp. 92-103 ◽  
Author(s):  
Charles Z. Levkoe ◽  
Abigail Friendly ◽  
Amrita Daniere
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Community Service ◽  
Engaged Learning ◽  
Community Service Learning ◽  
Planning Education ◽  
The Past ◽  
The University ◽  
Professional Disciplines ◽  
Pedagogical Approaches

Community service-learning (CSL) has gained popularity over the past decades in universities across North America. Although planning programs tend to involve more graduate-level community-engaged learning than other professional disciplines, learning outcomes have not been sufficiently examined. Based on a review of existing literature and analysis from four years of a CSL course at the University of Toronto’s Department of Geography and Planning, this article describes the implications of CSL for graduate planning education. We argue that CSL in graduate planning programs has a series of unique characteristics and thus requires distinctive pedagogical approaches.

scholarly journals Current Literature Summary

2011 ◽  
Vol 6 (3) ◽  
pp. 169-171
Author(s):  
Jennifer Doherty-Restrepo
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Athletic Training ◽  
Community Service ◽  
Professional Practice ◽  
Current Literature ◽  
Community Service Learning ◽  
Knowledge And Skills ◽  
Board Of Certification ◽  
Specific Learning

The Board of Certification, Inc. (BOC©) Standards of Professional Practice identifies professional responsibility (Code 5) of the AT as using his/her knowledge and skills to positively impact the community. Service learning incorporates community service into a curriculum with specific learning outcomes, preparation, and reflection. A broad range of learning outcomes may be achieved through service learning for the student and instructor alike. We will provide brief synopses of current research on service learning and discuss possible applications to athletic training.

Community Service Learning with First Peoples

2018 ◽  
Author(s):  
Brydie-Leigh Bartleet ◽  
Dawn Bennett ◽  
Anne Power ◽  
Naomi Sunderland
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Music Educators ◽  
Learning Opportunities ◽  
Community Music ◽  
Culturally Appropriate ◽  
Community Service Learning ◽  
Intercultural Learning ◽  
Music Making ◽  
First Peoples

Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field to inform the insights shared.

The integration of a community service learning water project in a post-secondary chemistry lab

2021 ◽  
Author(s):  
Karen Ho ◽  
Boris S. Svidinskiy ◽  
Sahara R. Smith ◽  
Christopher C. Lovallo ◽  
Douglas B. Clark
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Secondary Students ◽  
Community Service ◽  
Positive Impact ◽  
Methodological Approach ◽  
Community Service Learning ◽  
Secondary Chemistry ◽  
Post Secondary ◽  
K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

scholarly journals Service Learning: Mengintegrasikan Tujuan Akademik Dan Pendidikan Karakter Peserta Didik Melalui Pengabdian Kepada Masyarakat

Bakti Budaya ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 143
Author(s):  
Endah Setyowati ◽  
Alviani Permata
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Community Service ◽  
Teaching Strategies ◽  
Social Problems ◽  
Teaching Approach ◽  
Vulnerable Groups ◽  
Academic Goals ◽  
State Discrimination ◽  
Sustainable Peace

Service learning is a teaching approach that combines academic goals and the character educationthrough community service activities. Teaching strategies through knowledge, experiences, andreflections applied in an interdiciplinary course provide opportunities for students to relate knowledgedirectly from the classroom to community problems with their participation as volunteers in a specifedcommunity. Te community which is chosen as a target group was ftted to the lecture materialswhich emphasized on issues of state discrimination against vulnerable groups and impacts of decreasingenvironmental quality on sustainable peace. Te learning outcomes which is set at level of students'awareness of social problems are measured by changes in perceptions of issues faced by target groupsbefore and after students doing a community service through periodic journal reports.

scholarly journals Community Service-Learning: Why Can’t Canada Be More Like Mexico?

2018 ◽  
Vol 4 (1) ◽  
pp. 39-59
Author(s):  
Victoria Calvert ◽  
Halia Valladares Montemayor
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Undergraduate Students ◽  
National Level ◽  
Community Service Learning ◽  
Community Partners ◽  
Canadian Universities ◽  
Post Secondary ◽  
Volunteer Programs ◽  
The Government

  In Mexico, the community service strategy and requirements for undergraduate students are both longstanding and mandated by the Mexican Constitution. Students undertake a minimum of 480 hours of service during their undergraduate degrees, which are coordinated through their universities’ Social Service (SS) departments. Many Canadian universities and colleges offer community service through courses and volunteer programs; however, the practice and adoption levels vary widely. Student involvement with community partners, as represented through community service-learning (CSL) and volunteerism in Canada, are sponsored by many post-secondary institutions but are not driven by a national agenda. While, in Mexico, community service is documented at a departmental and institutional level for reporting to stakeholders and the government, in Canada, documentation of community service varies with the institutional mandate and is often sporadic or non-existent; the imperative for systematic student engagement and citizenship development has not been recognized at the national level. This research paper provides an overview of the community engagement practices in both countries, with the national patterns represented through a summative review of selected Canadian and Mexican universities. Suggestions for processes and practices for Canada are proposed based upon the Mexican model.

scholarly journals Community Service-Learning in a Large Introductory Sociology Course: Reflections on the Instructional Experience

2018 ◽  
Vol 4 (1) ◽  
pp. 61-78
Author(s):  
Jana Grekul ◽  
Wendy Aujla ◽  
Greg Eklics ◽  
Terra Manca ◽  
Ashley Elaine York ◽  
...  
Keyword(s):  
Graduate Students ◽  
Service Learning ◽  
Community Service ◽  
Graduate Student ◽  
Undergraduate Students ◽  
Teaching Experience ◽  
Pilot Project ◽  
Theory And Practice ◽  
Community Service Learning ◽  
Introductory Sociology

This paper reports on a pilot project that involved the incorporation of Community Service-Learning (CSL) into a large Introductory Sociology class by drawing on the critical reflections of the six graduate student instructors and the primary instructor who taught the course. Graduate student instructors individually facilitated weekly seminars for about 30 undergraduate students, half of which participated in CSL, completing 20 hours of volunteer work with a local non-profit community organization. We discuss the benefits of incorporating CSL into a large Introductory Sociology class and speculate on the value of our particular course format for the professional development of graduate student instructors. A main finding was the critical importance to graduate students of formal and informal training and collaboration prior to and during the delivery of the course. Graduate students found useful exposure to CSL as pedagogical theory and practice, and appreciated the hands-on teaching experience. Challenges with this course structure include the difficulty of seamlessly incorporating CSL student experiences into the class, dealing with the “CSL”/ “non CSL” student division, and the nature of some of the CSL placements. We conclude by discussing possible methods for dealing with these challenges.  

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