scholarly journals IMPLEMENTATION OF A SERVICE LEARNING METHODOLOGY TO INCREASE MOTIVATION AND REDUCE SCHOOL DROPOUT IN HIGH SCHOOL STUDENTS

2018 ◽  
Author(s):  
Sergio Blanco ◽  
María Belén Muñoz ◽  
Marcos Alberti ◽  
Alejandro Enfedaque ◽  
Manuel Romana ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Service Learning ◽  
School Dropout ◽  
School Students

Service Learning Partnership Between University And School Students: Experiential Learning Inspired Through Community Research

2010 ◽  
Vol 7 (7) ◽  
Author(s):  
Monica Nandan
Keyword(s):  
High School ◽  
High School Students ◽  
Service Learning ◽  
Experiential Learning ◽  
Corporate Philanthropy ◽  
Community Research ◽  
School Students ◽  
Community Based ◽  
Research Project ◽  
Community Based Research

This article describes a service learning project implemented jointly by undergraduate and high school students during summer.  The service learning project was designed through a Summer Research Institute hosted at a Midwestern University; the institute encouraged faculty to recruit undergraduate students who would partner with area high school students to conduct a community-based research project in their field of interest.  The article describes the partnership between students, as well as the experiential learning that occurred during: research topic identification, literature analysis, planning and implementing a mixed-methodology community-based research project, and during the qualitative and quantitative data analysis, by students.  Using a mosaic theory, the students inferred relationships between three apparently unrelated spheres of their research: challenges faced by youth in the community, financial health of social services for youth, and corporate philanthropy for youth services.  Recommendations for designing creative academic, experiential and service learning projects are offered for all educators. 

scholarly journals Utilizing Service Learning in Master of Higher Education Programs

10.28945/3989 ◽  
2018 ◽  
Vol 3 ◽  
pp. 025-040
Author(s):  
MaryBeth Walpole ◽  
Felicia Crockett
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
Graduate Students ◽  
Service Learning ◽  
Learning Experience ◽  
Additional Research ◽  
Education Students ◽  
School Students ◽  
College Application

Aim/Purpose: Service Learning is not used in graduate education to the extent it is in un-dergraduate education. This paper utilizes a developmental evaluation methodological approach and a strategic partnership conceptual framework in examining a service learning course in which higher education master students gain valuable experience they can use in their careers while assisting high school students as they apply to college. Background: Little research has been done on service learning at the graduate level. Moreover, although service learning is growing on campuses, master of higher education students may not have experience with it. Additionally, gaps in college access by socioeconomic status and race continue to exist, yet little research has been done on how service recipients experience service learning. This paper evaluates a service learning course and addresses the service recipients who were high school students at the time and the experiences of graduate students who were enrolled in the course. The research questions are the following. To what extent do high school recipients report an increase in college application behaviors from the beginning to the end of the service learning experience? How do high school recipients describe their experiences with the graduate students? How do Master of Higher Education students describe their knowledge of the college admission process as a result of their experiences with service learning? How do they describe their experiences with service learning? What skills, if any, do they report improved as a result of the service learning experience? Methodology: The paper uses developmental program evaluation methodological ap-proach, and data collection strategies include survey responses and inter-views with former high school students as well as document analysis of former graduate students’ reflective essays and interviews with them. Contribution: Little is documented regarding graduate student experiences with service learning, particularly Higher Education master programs. Additionally, little research exists on service recipients experiences. Findings: The service learning course was helpful to the high school students’ college application process, and students reported increases in college application behaviors as a result of the service learning project. The course also strengthened the higher education master students’ communication skills, interpersonal skills, and awareness of diversity and equity issues. Recommendations for Practitioners: Service learning experiences can be utilized to strengthen higher education master students’ skills, and detailed information regarding the process of creating a service learning course are provided in the paper. Recommendation for Researchers: The paper recommends additional research on service learning in graduate programs and additional research on the experiences of service recipients and community partners. Impact on Society: This paper impacts master students who plan to work on college campuses and strengthen their skills in several areas that should positively affect the future students with whom they work. Additionally, the course resulted in high school students reporting increased college application behaviors, such as taking admission tests, seeking letters of recommendation, and writing essays, and may increase the number of students from underrepresented backgrounds who successfully enroll in college. Future Research: Additional research on service learning in graduate programs and additional research on the experiences of service learning recipients should follow this study.

An Architecture of Participation

2011 ◽  
pp. 1-14
Author(s):  
Rachael Wendler ◽  
Aria Altuna ◽  
Timothy Crain ◽  
Oksana Perez ◽  
Savannah Sanchez ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Service Learning ◽  
Web 2.0 ◽  
Community Partnerships ◽  
Participatory Action ◽  
School Students ◽  
College English ◽  
University Researcher

This case study, collaboratively authored by a university researcher and five high school students, presents a model for assessing community partnerships that employs Web 2.0 technologies to facilitate participatory evaluations. A research team of high school students undertook an evaluation of a service-learning partnership titled Wildcat Writers that sponsors online writing exchanges between high school and college English courses. The evaluation project used a participatory action research (PAR) approach, which involves (1) including community members as equal co-researchers, (2) respecting experiential knowledge, and (3) working toward mutually-conceived positive change. This case study demonstrates how Web 2.0 tools that allow participants to collaboratively create documents provide an architecture of participation that supports a PAR approach to assessing and improving community partnerships.

A Service-Learning Initiative to Teach Hands-Only CPR to High School Students: PumpStart

2018 ◽  
Vol 198 (3) ◽  
pp. 240-246
Author(s):  
Nikita S. Kalluri ◽  
Anita Knopov ◽  
Ricky Kue
Keyword(s):  
High School ◽  
Cardiac Arrest ◽  
High School Students ◽  
Medical Students ◽  
Service Learning ◽  
Survival Rates ◽  
Hospital Setting ◽  
First Year ◽  
School Students ◽  
Implementation Phase

Out-of-hospital cardiac arrest (OHCA) survival rates have been shown to be lower than cardiac arrest survival rates occurring in the hospital setting. Bystander cardiopulmonary resuscitation (CPR) can significantly improve survival. PumpStart, a community service-learning program developed by medical students, was formed to increase education on compression-only CPR to local high school students and foster leadership and mentorship skills in participating medical students. 1-hr sessions were administered at local high schools throughout the metro—Boston area. A single semester “pilot” phase and “first-year” implementation phase were reviewed. Anonymous pre-/postassessment surveys were completed by participants. Medical students also completed surveys assessing their comfort in teaching CPR. Surveys over both pilot semester and first year phases were reviewed. Participants reported significant improvements in CPR technique and confidence in acquired skills for both the pilot semester (31% vs. 82%, p < .05) and first year implementation (33% vs. 86%, p < .05). Medical students reported significantly higher confidence levels regarding abilities to answer questions about CPR, serving as mentors, and facilitating training sessions for new medical students after participating in PumpStart ( p < .05). PumpStart was successful in providing CPR awareness to high school students, as well as the opportunity to learn about teaching and mentoring for medical students. Such a program can be easily reproduced by other health care organizations with the goal to increase opportunities for bystander CPR and improving OHCA survival rates nationally.

Project K.I.D.S. C.A.N.: Service-Learning in the Classroom and Community

2002 ◽  
Vol 21 (2) ◽  
pp. 29-33
Author(s):  
Richael A. Barger-Anderson
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Service Learning ◽  
General Education ◽  
Rural Community ◽  
Emotional Support ◽  
Evaluation Methods ◽  
Community Members ◽  
School Students

Project K.I.D.S. C.A.N. (Keep Involving Dassa Students in Community and Nature) offered the opportunity for many to serve the needs of each other through restoring an outdoor nature trail and beautification projects on school and community properties. The sites of the project were Dassa McKinney Elementary School, the community nature trail, and the Veteran's Memorial in the local town of West Sunbury, Pennsylvania. Students in the learning and emotional support classrooms at Dassa McKinney Elementary school were the primary participants. General education peers, along with high school students, teachers, administrators, parents, and community members were partners. In this article, sustainability and evaluation methods are discussed. Definitions of service-learning and evidence of support are offered. Through the use of service-learning, this article demonstrates how Project K.I.D.S. C.A.N. strengthened ties in a rural community along with meeting curricular objectives.

scholarly journals Mental health groups in high school students and later school dropout: a latent class and register-based follow-up analysis of the Danish National Youth Study

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Susan Andersen ◽  
Michael Davidsen ◽  
Line Nielsen ◽  
Janne S. Tolstrup
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Latent Class ◽  
Mental Health Problems ◽  
School Dropout ◽  
Public Health Issue ◽  
First Year ◽  
School Students ◽  
Youth Study

Abstract Background Mental health represents an important public health issue, and mental health problems have been linked to school dropout. This study aimed to identify mental health groups of high school students using both positive and negative aspects of mental health and to examine whether these mental health groups longitudinally predict school dropout. Methods We conducted latent class analysis using the Danish National Youth Study 2014 (n = 60,526; mean 17.9 years) to identify clustering of mental health (11 items covering positive and negative aspects of emotional wellbeing and functioning in daily life), separately by sex. The relationship with subsequent school dropout was examined using logistic regression models, adjusted for age, ethnicity and socioeconomic status. Information on dropout status was obtained through educational registers. Results School dropout rates was highest among first-year students. Four mental health groups were identified: Flourishing (females: 38%, males: 55%), moderate mental health (females: 15%, males: 20%), emotionally challenged (females: 28%, males: 15%) and languishing (females: 19%, males: 10%). Compared to the flourishing group, adjusted odds ratio (AOR) for dropout were 3.43 (95% CI: 2.98, 3.95), 1.73 (95% CI: 1.45, 2.06) and 1.76 (95% CI: 1.52, 2.04) in the languishing, moderate mentally healthy and emotional challenged females. Results in males were comparable. Conclusions Mental health in high school students cluster together in four categories among both males and females. Students who are languishing, emotionally challenged or moderate mentally healthy have about 1.5-fold to threefold higher risk of dropping out of high school compared with flourishing students. Universal mental health interventions may be a promising strategy, particularly in the first year of high school where most students drop out of school.

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