scholarly journals Remote Community Engagement in the Time of COVID-19, a Surging Racial Justice Movement, Wildfires, and an Election Year (Journal Pre-Proof)

2021 ◽  
Vol 11 (0) ◽  
Author(s):  
Merith Weisman
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
State University ◽  
Racial Justice ◽  
Community Partner ◽  
Remote Community ◽  
Civic Learning ◽  
Real Community ◽  
Service Learning Projects ◽  
Learning Projects

Due to wildfires in fall of 2019 and the COVID-19 pandemic in spring of 2020, Sonoma State University lost 50 service-learning courses, and as a result, almost 900 fewer students completed a service-learning course than the previous year. During the summer of 2020, the Center for Community Engagement began developing service-learning projects that were designed to be done remotely and address either COVID-19 or engage students with involvement in the fall 2020 election. Later, opportunities to address racial injustice and the wildfires were integrated. The opportunities described require active participation but remotely within the community; however, it is possible that students find it challenging to connect their remote experiences to real community need and academic and civic learning. The flexibility and creativity developed for remote service learning are essential in the ongoing adjustment to the changing needs of our students and community partner.

scholarly journals Improving the Long-Term Sustainability of Service-Learning Projects: Six Lessons Learned from Early MIT IDEAS Competition Winners

2011 ◽  
Vol 6 (2) ◽  
pp. 19-29
Author(s):  
Diana Jue
Keyword(s):  
Service Learning ◽  
Lessons Learned ◽  
Community Partner ◽  
Target Populations ◽  
Student Teams ◽  
History Of ◽  
Service Learning Projects ◽  
Learning Projects ◽  
Ongoing Concern

An ongoing concern of service-learning projects is whether they can benefit target populations in the long-term. Too often, service-learning projects end before a real deliverable is presented to the community. At MIT, a short history of service-learning projects can be documented through the IDEAS Competition, an annual competition that awards small monetary prizes to student teams that have designed and implemented innovative projects to positively impact underserved communities. This article analyzes how winning projects of the first five IDEAS Competitions evolved or dissolved. From the experiences and wisdom of these early winners, this article offers six pieces of advice to students and academic institutions seeking to implement service-learning projects: 1) Seriously consider implementation from the beginning, 2) Be concrete and realistic in the short term, 3) Be flexible in the long-term, 4) Build a multidisciplinary team, 5) Collaborate with a solid community partner, and 6) Prepare for continuity.

Service Learning in Undergraduate Audiology Education

2015 ◽  
Vol 24 (4) ◽  
pp. 508-519 ◽  
Author(s):  
Lata A. Krishnan ◽  
K. Andrew R. Richards ◽  
Mary Bajek
Keyword(s):  
Service Learning ◽  
Learning Community ◽  
Community Service ◽  
Qualitative Data ◽  
Civic Learning ◽  
Band Students ◽  
Hearing Assessment ◽  
Service Learning Projects ◽  
Assessment Procedures ◽  
Learning Projects

Purpose The purpose of this study was to incorporate a service learning project in an undergraduate audiology course and evaluate how it affected student learning in the class. Method The study involved partnering with a group of students enrolled in a band learning community. Students in the audiology course learned about hearing assessment procedures in class and practiced the procedures on each other in labs. Toward the end of the semester, they assessed the hearing of the band students and provided counseling regarding the importance of hearing protection. Qualitative data were obtained in the form of preflections and final reflection papers completed by the students in the audiology course at the start and conclusion of the semester. Quantitative data included completion of the Community Service Attitudes Scale (CSAS; Shiarella, McCarthy, & Tucker, 2000) prior to and at the conclusion of the course. Results Results revealed overwhelmingly positive comments from the students in their final reflections, although there were no significant changes in the pre- and post-administration of the CSAS. Conclusion Incorporating service learning projects into undergraduate curricula in speech and hearing has the potential to enhance academic and civic learning while also benefitting the community.

scholarly journals Collaborative Service-Learning Partnerships between Government, Community and University for Implementing Social Change

2019 ◽  
Vol 1 (1) ◽  
pp. 307-315
Author(s):  
Jacqueline Scheepers
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Systems Approach ◽  
Academic Staff ◽  
Participatory Action ◽  
Learning Partnerships ◽  
Community Stakeholders ◽  
Service Learning Projects ◽  
The Government ◽  
Learning Projects

AbstractCommunity Engagement, the third pillar of Higher Education, requires South African universities to engage in projects that benefit society. Service-Learning, a form of community engagement, is a powerful pedagogical tool that lends itself to the enrichment of diversity and conceptualisation of innovative curriculum activities towards the positive transformation of students, academic staff and the broader society. Meaningful government and community partnerships are assets for universities who strive for relevant engagement with communities. In Service-Learning triad partnerships, the government, university and community stakeholders collaboratively conceptualise Service-Learning projects. These partnerships are composed of representatives from diverse institutional cultures and individual backgrounds. Through Participatory Action Research (PAR), the systems approach is applied to understand and critically examine the interconnectedness between the aims and objectives of government, community and the university. Service-Learning partnerships can be viewed as a powerful tool for actualizing community development strategies; moving these from policy to implementation in communities. This paper encourages universities to build meaningful partnerships with external stakeholders through service-learning projects. By engaging actively with their partners, universities could strengthen their Service-Learning initiatives and partnerships.

Developing Dispositions

2021 ◽  
pp. 42-61
Author(s):  
Brook R. Dickison ◽  
Twyla J. Tasker
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Student Development ◽  
Graduate Program ◽  
Educational Theory ◽  
Evidence Based ◽  
Industry Standards ◽  
Service Learning Projects ◽  
Education Courses ◽  
Learning Projects

This chapter addresses the definition, development, implementation, and assessment of student dispositions promoted through service-learning projects and community engagement in an online graduate program. A brief description of constructivist educational theory which provides the framework for service learning and community engagement is introduced. Specific evidence-based examples of how dispositions are defined, developed, implemented, and assessed for service-learning projects through community engagement within graduate education courses are shared. The challenges of addressing dispositions, particularly as they relate to industry standards, are also discussed. Potential solutions to the challenges of student development of dispositions conclude the chapter.

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.

Service-Learning Projects: Meeting Community Needs

2006 ◽  
Vol 18 (4) ◽  
pp. 315-322 ◽  
Author(s):  
Beverly A. Peterson ◽  
Jean Yockey ◽  
Peggy Larsen ◽  
Diana Twidwell ◽  
Kathy Jorgensen
Keyword(s):  
Service Learning ◽  
Community Needs ◽  
Service Learning Projects ◽  
Learning Projects

scholarly journals Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School

2018 ◽  
Vol 8 (3) ◽  
pp. 148 ◽  
Author(s):  
P. Andrews ◽  
Susan Leonard
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Critical Consciousness ◽  
Professional Development School ◽  
Engaged Scholarship ◽  
Traditional Service ◽  
Community Engaged Scholarship ◽  
Service Learning Projects ◽  
Learning Projects

Universities engage students in traditional service-learning projects that often yield “good feelings”, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars’ work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators—rather than for them—supported participants’ critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators’ research interests, work, and future directions.

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