The Impact of Community Service Learning on the Social Skills of Students

2020 ◽  
Vol 7 (1) ◽  
pp. 55
Author(s):  
Azmina Afzal ◽  
Nasreen Hussain
Keyword(s):  
Social Skills ◽  
Service Learning ◽  
Community Service ◽  
Positive Impact ◽  
Learning Experience ◽  
School Curriculum ◽  
Community Service Learning ◽  
Learning Program ◽  
The Social ◽  
The Impact

<p><em>Nowadays many high schools and universities are promoting community service-learning program by making it a part of the admission process; therefore, students participate in community service learning program to get admission in an institution of their choice. However, after completing the community service program, they see themselves as more socially responsible citizens. This qualitative study aimed to explore the impact of community service learning on the social skills of students. The study employed a qualitative method by randomly selecting twenty-five students for the focused group interviews from five different O- level schools situated in middle socio-economic locality. The results revealed that a community service-learning program has a positive impact on the social skills of O-level students.  Besides, students had also a positive learning experience. Findings of the study indicated that </em><em>the awareness to encourage community service in schools is grounded on the acceptance that it does not only give students extra credit points but serving others or one’s community also makes them better citizens. Based</em><em> on the advantages and positive experiences of students, the study recommends to include a more inclusive model of service-learning to a school curriculum.  </em></p>

scholarly journals Enhancing Undergraduate Student Self-efficacy and Learning with a Community Service learning (CSL) Nutrition Workshop Assignment

2019 ◽  
Vol 12 ◽  
pp. 61-70 ◽  
Author(s):  
Giulia Coletta ◽  
Rakhshan Kamran ◽  
Ayesha Khan ◽  
Kim Dej ◽  
Janet M Pritchard
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Self Efficacy ◽  
Science Communication ◽  
Learning Experience ◽  
Community Service Learning ◽  
Teaching Community ◽  
Premier Cycle ◽  
Groupes De Discussion ◽  
The Impact

Community service learning (CSL) activities in undergraduate programs are associated with improvements in self-efficacy (confidence related to performing a specific task) and academic achievement. This study aimed to understand the impact of a CSL assignment on self-efficacy related to teaching community members about evidence-based nutrition and on the overall learning experience. Students were invited to participate in this mixed-methods study (surveys and focus groups), and the results indicate that the CSL activity not only increased students’ self-efficacy related to nutrition science communication, but also gave students a greater feeling of connection to their community and an opportunity to practice skills needed for future careers.   Les activités d’apprentissage par l’engagement communautaire dans les programmes de premier cycle sont liées à une amélioration de l’autoefficacité (la confiance en sa propre capacité d’accomplir une tâche particulière) et du rendement universitaire. La présente étude vise à comprendre l’incidence d’un devoir d’apprentissage par l’engagement communautaire sur l’expérience d’apprentissage dans son ensemble et sur l’autoefficacité au sujet de la nutrition s’appuyant sur des données probantes – par rapport aux membres du corps enseignant. Les étudiants étaient invités à participer à une étude employant des méthodes mixtes (des sondages et des groupes de discussion). Les résultats indiquent que les activités d’apprentissage par l’engagement communautaire augmentent l’autoefficacité en matière de communication de la science de la nutrition. Qui plus est, ces activités donnent aux étudiants un sentiment accru d’appartenance à leur communauté ainsi qu’une occasion de mettre en pratique les compétences requises dans leur future carrière.

scholarly journals Stepping out of the shadows: Allied health student and academic perceptions of the impact of a service-learning experience on student's work-readiness and employability.

2015 ◽  
Vol 6 (1) ◽  
pp. 66-87 ◽  
Author(s):  
Debra Jones ◽  
Lindy McAllister ◽  
David Lyle
Keyword(s):  
Service Learning ◽  
Health Services ◽  
Allied Health ◽  
Positive Impact ◽  
Learning Experience ◽  
Work Readiness ◽  
Healthcare Outcomes ◽  
Learning Program ◽  
Academic Perceptions ◽  
The Impact

Universities, health services and health students have a vested interest in the development of work-ready graduates to improve employment prospects, standards of practice and healthcare outcomes. Work integrated learning supports the transition of theoretical knowledge into professional practice, thus preparing students for their work following graduation. The positive impact of practice experiences on work-readiness and employability is largely assumed. This paper describes the impact of participation in a rural Australian service-learning program on student and academic perceptions of work-readiness and future employability. Qualitative data was gathered from allied health students who participated in inter-professional focus groups and allied health academics who participated in individual interviews. The findings indicate that students were challenged in transitioning from being observational or highly directed learners, described as [being in the] 'shadows' or 'shadowing', to semi-autonomous healthcare providers. Participants reported enhanced perceptions of future employability through 'real work' experiences and identified broader program implications for universities and students. Based on participant experiences, service-learning, a relatively new educational pedagogy in rural health education in Australia, may provide universities, health services, and students with an alternative to acute hospital placements in the development of work-ready attributes for new graduate allied health practitioners.

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.

Enriching the Student Learning Experience through Community Service Learning

1996 ◽  
Vol 1 (1) ◽  
pp. 28-29
Author(s):  
Cecil D. Bradfield ◽  
R. Ann Myers
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Student Learning ◽  
Community Service ◽  
Learning Experience ◽  
Academic Learning ◽  
Learning Needs ◽  
Community Service Learning

Cecil D. Bradfield and R. Ann Myers are professors of sociology and social work at fames Madison University in Harrisonburg, Virginia, where they cofounded the JMU Center for Service-Learning. The Center is noteworthy in its dedication to (and success in) serving equally the academic learning needs of students and the needs of the community. Here Bradfield and Myers describe the Center and at the same time examine what makes service learning different from community service.

scholarly journals Factors Affecting Students’ Evaluation in a Community Service-Learning Program

2006 ◽  
Vol 12 (4) ◽  
pp. 475-490 ◽  
Author(s):  
Kai-Kuen Leung ◽  
Wen-Jing Liu ◽  
Wei-Dan Wang ◽  
Ching-Yu Chen
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Community Service Learning ◽  
Learning Program ◽  
Factors Affecting

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.

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