scholarly journals Direct and Indirect Benefits of an International Service-Learning Design Project: Educational Effects on Project Members and Their Peers

2009 ◽  
Vol 4 (1) ◽  
pp. 15-30
Author(s):  
Peter E. Johnson
Keyword(s):  
Service Learning ◽  
Cultural Awareness ◽  
Learning Design ◽  
Educational Benefits ◽  
International Service Learning ◽  
International Service ◽  
Design Project ◽  
Senior Design ◽  
Design Projects ◽  
Direct And Indirect Benefits

It has been well documented that international service-learning design projects in engineering provide many educational benefits to the students involved in these projects. This article addresses the question of whether or not the benefits gained from international service-learning design projects extend to those students who are not directly involved with these projects but are peers of those who are. To answer this question, graduates of the senior design projects course at Valparaiso University from 2003 to 2008 were surveyed on the course learning objectives, their desire to participate in service-related activities, and their social and cultural awareness. The responses from this survey show that peers of students who experienced an international service-learning design project developed a stronger desire to participate in service-related activities than those alumni who experienced the course when an international service-learning design project was not offered. The responses also show that these same peers felt they were more aware of societal issues and other cultures as well. This article discusses the senior design course, the international service-learning design project, the survey, the results of this survey, and suggested improvements that will extend the benefits of an international service-learning design project beyond those students with direct involvement to their peers.

scholarly journals Using Campinha-Bacote's Framework to Examine Cultural Competence from an Interdisciplinary International Service Learning Program

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Elizabeth DeVane Wall-Bassett ◽  
Archana V. Hedge ◽  
Katelyn Craft ◽  
Amber Oberlin
Keyword(s):  
Service Learning ◽  
Cultural Competency ◽  
Cultural Awareness ◽  
Educational Tool ◽  
Learning Program ◽  
International Service Learning ◽  
International Service ◽  
Reflective Journals ◽  
Interdisciplinary Programs ◽  
Nutrition Science

The purpose of this study was to investigate an interdisciplinary international service learning program and its impact on student sense of cultural awareness and competence using the Campinha-Bacote’s (2002) framework of cultural competency model. Seven undergraduate and one graduate student from Human Development and Nutrition Science disciplines participated in the program. Reflections from a synthesis paper post-travel were analyzed using an inductive approach. Six themes emerged from the reflective journals and were applied to Campinha-Bacote’s cultural competency constructs. Participating and learning together while reflecting helped deepen and progress this process for ISL students. Overall, the experience proved to be an effective educational tool for sensitizing students towards cultural competency within interdisciplinary programs.

Preparing Globally Competent Educators Through Critically Engaging in Service-Learning

2021 ◽  
pp. 940-962
Author(s):  
Tonya Huber ◽  
Elizabeth R. Sanmiguel ◽  
Lorena P. Cestou ◽  
Mayra L. Hernandez
Keyword(s):  
Service Learning ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Self Reflection ◽  
International Service Learning ◽  
International Service ◽  
Theoretical Inquiry

As teacher-preparation programs educate and evaluate candidates to become globally competent instructional leaders, special attention should be given to international service-learning. Immersing teacher candidates in real-world experiences beyond their comfort zone is a cornerstone of this theoretical inquiry, including self-reflection strategies grounded on Paulo Freire's liberatory pedagogy for social justice. The research team reviews self- and cultural-awareness experiences, dispositions, and profiles of university teacher candidates, during a semester of curriculum studies affording opportunities to engage in local, local to global, and/or global/international service-learning. The discoveries will inform teacher educators as they develop and strengthen critical inquiry and service-learning components of their own courses.

Preparing Globally Competent Educators Through Critically Engaging in Service-Learning

2018 ◽  
pp. 480-502 ◽  
Author(s):  
Tonya Huber ◽  
Elizabeth R. Sanmiguel ◽  
Lorena P. Cestou ◽  
Mayra L. Hernandez
Keyword(s):  
Service Learning ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Self Reflection ◽  
International Service Learning ◽  
International Service ◽  
Theoretical Inquiry

As teacher-preparation programs educate and evaluate candidates to become globally competent instructional leaders, special attention should be given to international service-learning. Immersing teacher candidates in real-world experiences beyond their comfort zone is a cornerstone of this theoretical inquiry, including self-reflection strategies grounded on Paulo Freire's liberatory pedagogy for social justice. The research team reviews self- and cultural-awareness experiences, dispositions, and profiles of university teacher candidates, during a semester of curriculum studies affording opportunities to engage in local, local to global, and/or global/international service-learning. The discoveries will inform teacher educators as they develop and strengthen critical inquiry and service-learning components of their own courses.

scholarly journals Achieving and Assessing Service in Computing Service Learning: Lessons from Computing for Good

2014 ◽  
pp. 424-438
Author(s):  
Ellen W Zegura
Keyword(s):  
Service Learning ◽  
Student Learning Outcomes ◽  
Related Concept ◽  
Course Structure ◽  
International Service Learning ◽  
International Service ◽  
Senior Design ◽  
Learning Content ◽  
Multiple Levels ◽  
Specific Learning

In the last 10 years, computing departments have introduced service learning in the curriculum at multiple levels, from introductory computing to senior design/capstone. Service learning combines discipline-specific learning content with real-world service in a form of experiential learning. Yet as Connolly observes in his SIGCSE 2012 paper “Is There Service in Computing Service Learning?” the presence of “true service” in these offerings is under examined in comparison to the focus on student learning outcomes. As far back as 2007, George and Shams highlighted in their IJSLE paper the challenge of assessing the closely related concept of “customer satisfaction” in international service learning. We aim to fill this examination gap by drawing on our experiences over the last five years teaching a senior-level Computing for Good class. We identify categories of risk to achieving service and key challenges within each category. We describe our course structure and the mechanisms we use to overcome challenges in achieving true service. We then turn to assessment of service and assemble evidence that many of our course projects have external value against several metrics. We provide guidance to others interested in creating or adapting engineering and computing service learning courses so that learning and service occur in roughly equal measure.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

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