Home Away from Home or Foreign Territory?: How Social Class Mediates Service-Learning Experiences

NASPA Journal ◽  
2005 ◽  
Vol 42 (3) ◽  
Author(s):  
Jenny J. Lee
Keyword(s):  
Social Change ◽  
Social Class ◽  
Service Learning ◽  
Qualitative Study ◽  
Learning Experience ◽  
Learning Experiences ◽  
Social Classes ◽  
Civic Responsibility ◽  
Multiple Perspectives ◽  
Interactive Classroom

This qualitative study explored the intersection between social class and college outreach. The service-learning experience was perceived differently by students of different social classes. The benefit was that the interactive classroom forum allowed diverse students to exchange views. Regardless of their personal backgrounds, students shared a heightened sense of civic responsibility. These findings have implications in designing service-learning courses that value multiple perspectives and aim to facilitate social change.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Communities, Cartography and GIS

2011 ◽  
Vol 2 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Timothy L. Hawthorne
Keyword(s):  
Social Change ◽  
Service Learning ◽  
Real World ◽  
Learning Experience ◽  
Local Communities ◽  
Community Members ◽  
University Partnerships ◽  
Real World Setting ◽  
Geographic Knowledge ◽  
Community Residents

This paper discusses an introductory cartography and GIS service learning course. The service learning experience, highlighted by a final mapping project and community presentation, resulted in 3,000 student-designed maps being distributed to community residents, a website of downloadable student maps, multiple student speaking engagements, and a sustained community-university collaboration. The course demonstrates the importance of applied geography in local communities and highlights the benefits of community-university partnerships for addressing social change. Such an applied geography experience offers an important twist on the conventional, introductory cartography course where students engage in pre-packaged lectures and labs, and are then asked to complete a final mapping project. Unlike the conventional approach, this service learning class experience allows students to use their creativity to demonstrate knowledge learned in the course and allows students to apply and present their geographic knowledge in a real-world setting to community members.

Rural Wealth and Prosperity Across Social Class in India

Social Change ◽  
2019 ◽  
Vol 49 (4) ◽  
pp. 673-677
Author(s):  
Surajit Deb
Keyword(s):  
Social Change ◽  
Social Class ◽  
Income Tax ◽  
Credit Card ◽  
State Level ◽  
Social Classes ◽  
Short Term ◽  
Agricultural Enterprises ◽  
Level Data ◽  
The Social

The sixth part of the Social Change Indicators series presents state-level data on rural wealth and prosperity, that is, the percentage of rural households with semi-medium and medium operational land holding, owning more dwelling rooms with pucca walls and roof, with registered non-agricultural enterprises, have access to short-term credit (Kisan Credit Card) and households with salaried jobs or paying income tax, all disaggregated across social classes.

Identity and the learning experience of non-traditional students undertaking the specialist practitioner qualification

2021 ◽  
Vol 26 (8) ◽  
pp. 378-383
Author(s):  
Sarah Thirtle
Keyword(s):  
Qualitative Study ◽  
Narrative Inquiry ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Students ◽  
Inquiry Approach ◽  
Non Traditional Students ◽  
The Impact

This small qualitative study is an exploration of the concept of identity and its relationship to the learning experience of non-traditional students undertaking the Specialist Practitioner Qualification in District Nursing. Using a narrative inquiry approach, three participants were asked to recall their experiences 1 year after completing the SPQDN programme. Individual narratives were analysed, and central themes were extracted using NVivo coding. The findings indicated that feelings of academic self-doubt, the impact of past learning experiences and the connotations of being labelled as a student all had an influence on the participants' learning experience.

Communities, Cartography and GIS

2013 ◽  
pp. 1848-1863
Author(s):  
Timothy L. Hawthorne
Keyword(s):  
Social Change ◽  
Service Learning ◽  
Real World ◽  
Learning Experience ◽  
Local Communities ◽  
Community Members ◽  
University Partnerships ◽  
Real World Setting ◽  
Geographic Knowledge ◽  
Community Residents

This paper discusses an introductory cartography and GIS service learning course. The service learning experience, highlighted by a final mapping project and community presentation, resulted in 3,000 student-designed maps being distributed to community residents, a website of downloadable student maps, multiple student speaking engagements, and a sustained community-university collaboration. The course demonstrates the importance of applied geography in local communities and highlights the benefits of community-university partnerships for addressing social change. Such an applied geography experience offers an important twist on the conventional, introductory cartography course where students engage in pre-packaged lectures and labs, and are then asked to complete a final mapping project. Unlike the conventional approach, this service learning class experience allows students to use their creativity to demonstrate knowledge learned in the course and allows students to apply and present their geographic knowledge in a real-world setting to community members.

Communities, Cartography and GIS

2012 ◽  
pp. 222-238
Author(s):  
Timothy L. Hawthorne
Keyword(s):  
Social Change ◽  
Service Learning ◽  
Real World ◽  
Learning Experience ◽  
Local Communities ◽  
Community Members ◽  
University Partnerships ◽  
Real World Setting ◽  
Geographic Knowledge ◽  
Community Residents

This paper discusses an introductory cartography and GIS service learning course. The service learning experience, highlighted by a final mapping project and community presentation, resulted in 3,000 student-designed maps being distributed to community residents, a website of downloadable student maps, multiple student speaking engagements, and a sustained community-university collaboration. The course demonstrates the importance of applied geography in local communities and highlights the benefits of community-university partnerships for addressing social change. Such an applied geography experience offers an important twist on the conventional, introductory cartography course where students engage in pre-packaged lectures and labs, and are then asked to complete a final mapping project. Unlike the conventional approach, this service learning class experience allows students to use their creativity to demonstrate knowledge learned in the course and allows students to apply and present their geographic knowledge in a real-world setting to community members.

Linking Social Work and Service-Learning

2000 ◽  
Vol 5 (2) ◽  
pp. 167-178 ◽  
Author(s):  
Emma T. Lucas
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Service Learning ◽  
Learning Experiences ◽  
Daily Basis ◽  
Civic Responsibility ◽  
Institutions Of Higher Education ◽  
Active Engagement ◽  
Societal Issues ◽  
Social Concerns

When provided the opportunity, many students emphasize the desire to obtain a degree, but not in a vacuum isolated from social concerns. In some way, societal concerns touch their lives on a daily basis. Students' acceptance of civic responsibility is highlighted through active engagement in activities that provide wider learning experiences while further understanding and carrying out civic responsibility. Colleges and universities have civic missions that must be emphasized, and service-learning experiences support these missions. Social work departments are natural units that can help institutions of higher education connect to the community and address societal issues and concerns. This article describes a service-learning course that was structured with major components emphasizing basic foundations and values of social work. It also summarizes the reflective and learning experiences of the students who completed placements for the course in a literacy program. Linkages between social work and its core values and service-learning are discussed.

scholarly journals Belongingness: Student ODPs’ learning experiences in clinical placements

2018 ◽  
Vol 29 (1-2) ◽  
pp. 17-23
Author(s):  
Valerie McAvoy ◽  
Marion Waite
Keyword(s):  
Qualitative Study ◽  
Qualitative Data ◽  
Learning Experience ◽  
Learning Experiences ◽  
Student Nurses ◽  
Clinical Placement ◽  
Structured Interviews ◽  
Clinical Placements ◽  
Nurses And Midwives

The aim of this qualitative study is to explore student operating department practitioners’ (ODPs’) experiences of belongingness in clinical placements. Belongingness has been shown to be significant for learning in clinical placements for student nurses and midwives. This study was designed to look specifically at student ODPs’ experiences. Semi-structured interviews were conducted with eight student ODPs. The interviews were transcribed and coded. All student ODPs could describe clinical placement experiences where they felt they belonged and those where they felt they did not belong. Both had a significant impact on students’ learning experience. Students also described their own sense of responsibility for belonging while in placement. This study provides qualitative data to help understand how belongingness can positively or negatively affect the learning experiences of student ODPs in clinical placements.

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