scholarly journals Competences of Adult Learning Facilitators in Community Service Learning: A Review of Literatures

2021 ◽  
Vol 9 (2) ◽  
pp. 121-132
Author(s):  
Ciptro Handrianto ◽  
Ahmet Serhat Uçar ◽  
Eko Saputra ◽  
Yanti Karmila Nengsih ◽  
Ary Kiswanto Kenedi ◽  
...  
Keyword(s):  
Knowledge Management ◽  
Adult Learning ◽  
Service Learning ◽  
Community Service ◽  
Community Services ◽  
Community Service Learning ◽  
Management Communication ◽  
Communication Assessment ◽  
Learning Programs

Community Service Learning (CSL) is designed to help communities in solving their social problems. The role of adult learning facilitators is important to ensure that all the programs of CSL are running well. This study aims to investigate the competences of adult learning facilitators in community service learning programs. The methodology used in this study is literature review. A total of 85 journal papers were identified by the search machine. However, only 15 articles selected to be reviewed in this study. The result shows that there are five main competences that should be mastered by learning facilitators in community services, such as: Knowledge, Management, Communication, Assessment, and Motivation (KoMCAMo). It can be concluded that the competences of adult learning facilitators play significant role to implement the CSL among community`s members. For recommendation, the future projects related to CSL need to require competent facilitators to enhance participation of community for joining the programs. The regular trainings are encouraged to adult learning facilitators to create an effective CLS`s program.

scholarly journals Early exposure to community service learning in the medical curriculum: A model for orientation week introduction

2019 ◽  
Vol 16 (1) ◽  
pp. 19-25
Author(s):  
Kaitlin Endres
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Medical Curriculum ◽  
First Year ◽  
Early Exposure ◽  
Community Service Learning ◽  
Learning Programs ◽  
Excellent Method ◽  
New Community ◽  
Orientation Week

Community service learning programs in pre-clerkship medical education are increasingly recognized as important in creating physicians who recognize the effects of one’s environment on their health and further strive to advocate for these patients to receive access to social programs that can improve their outcomes. The University of Ottawa Aesculapian Society recognized that an excellent method for providing early exposure to service opportunities in one’s new community is through Orientation Weeks. Prior to this year, no Orientation Week across Ontario had a philanthropy focus. Philanthropy in most students’ eyes refers to monetary donation. Understandably, Orientation Week directors continuously make the decision that asking medical students to donate money during the first week of one of many financially demanding yeas is unrealistic. Ottawa decided to incorporate philanthropy into our Orientation Week in the more inclusive form of community service, allowing students to donate their time, rather than donating their money. In addition to ensuring that philanthropy still has the opportunity to be a fundamental component of bonding during Medical School Orientation Weeks, as it does at the Undergraduate degree level, our initiative also served to facilitate early exposure to the various organizations students could complete their community service learning placements with later in their first year. Here we present our model, uO-Serves (“uOttawa-Serves”) of an Orientation Week philanthropy initiative of time-based community service in hopes that other Medical Schools will consider implementing a similar initiative within their Orientation Weeks

scholarly journals A Cry for Help: Suicide Attempts by an Iraqi Refugee and the Role of Community Service Learning

2018 ◽  
Vol 8 (1) ◽  
pp. 72-74
Author(s):  
Jennifer T DCruz
Keyword(s):  
Medical Students ◽  
Service Learning ◽  
Community Service ◽  
Suicide Attempts ◽  
Training Method ◽  
Community Service Learning ◽  
Cry For Help ◽  
Cultural Taboos ◽  
Iraqi Refugee

Community Service Learning (CSL) is a method of teaching where students learn through active participation in thoughtfully organized community service. CSL has emerged as a promising training method to address the changing needs of medical students and to improve their social accountability (1,2). Medical schools are beginning to incorporate community service learning into their curriculums as a way to introduce students to the complicated world of delivering care to vulnerable populations. Mr. A, a refugee from Iraq, immigrated to Canada in June 2015 with his family. Five months later, during a CSL medical intake interview with two medical students and an Arabic interpreter, he revealed to have ongoing suicidal ideation and multiple suicide attempts. Due to significant cultural taboos and stigma around mental illness, Mr. A was initially very hesitant to seek medical help. However, with the help of the CSL program he was able to get much needed medical care.

Book Review: Promoting Community Renewal through Civic Literacy and Service Learning

NASPA Journal ◽  
1997 ◽  
Vol 34 (3) ◽  
Author(s):  
Michael H. Persons ◽  
David Lisman
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Social Problems ◽  
Community Renewal ◽  
Academic Instruction ◽  
The Family ◽  
The Government ◽  
Civic Literacy

This is an optimistic, and useful, book written at a pessimistic time. In an era when the nation faces many social problems - including alienation from the government and work, the fragmentation of the family, and an expanding materialism - this book promoting civic literacy approaches to service learning and seeks to help educators in their efforts to redefine the role of civics in contemporary society. The civic literacy approach to service learning is defined as pedagogy that combines community service and academic instruction and that focuses on critical, reflective thinking and civic responsiblity. The editors challenge community colleges to act as catalysts for a national movement of community renewal, suggesting that they may be our best hope for finding ways to solve our social problems.

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.

Reducing Academic Achievement Gaps: The Role of Community Service and Service-Learning

2006 ◽  
Vol 29 (1) ◽  
pp. 38-60 ◽  
Author(s):  
Peter C. Scales ◽  
Eugene C. Roehlkepartain ◽  
Marybeth Neal ◽  
James C. Kielsmeier ◽  
Peter L. Benson
Keyword(s):  
Academic Achievement ◽  
Service Learning ◽  
Community Service ◽  
Achievement Gaps

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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