scholarly journals Volunteer Motivations, Satisfaction, and Future Intent: A Comparative Analysis Between Student-Athletes and Service-Learning Students

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Tiesha Martin ◽  
Mark Slavich ◽  
Jennifer Gellock
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Service ◽  
Intercollegiate Athletics ◽  
Student Athletes ◽  
The United States ◽  
Socially Responsible ◽  
Volunteer Experiences ◽  
Motivations To Volunteer ◽  
Future Intent

Developing socially responsible and civically engaged citizens has been a priority of higher education in the United States since its conception. As an extension of higher education, intercollegiate athletics has been tasked with the same objective. One method to accomplish this objective is student-athletes’ engagement in community service. With the growing amount of attention placed on community service, it is becoming increasingly important to understand student-athletes’ volunteer experiences, in order to help administrators better coordinate impactful service opportunities for student-athletes. Using functionalist theory as a framework, the purpose of this study was to assess student-athletes’ motivations to volunteer, satisfaction with their experiences, and future intent to volunteer. Further, the current study also compared student-athletes’ volunteer experiences with those of university service-learning students. The results highlight the factors that student-athletes deem as most important for their decision to volunteer and provide insight into the extent to which student-athletes are satisfied with their current volunteer experiences and future intent to volunteer. Practical implications for university athletic administrators are discussed.

scholarly journals THE ROLE OF SERVICE LEARNING IN THE US STUDENTS’ CITIZENSHIP FORMATION

2020 ◽  
pp. 223-227
Author(s):  
Yuliia SHARANOVA ◽  
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Service ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Rapid Change ◽  
The United States ◽  
Educational Process ◽  
The Us ◽  
The Usa

Introductain. The article highlights the ed-ucational potential of service learning in the US higher education in the process of forming students' citizenship. Teaching community service as a highly effective peda-gogical practice in American higher education institutions ensures the development of students' readiness for a meaningful and responsible life in an interdependent world characterized by uncertainty, rapid change and destabilizing inequality, and serves as a basis for forming students’ citizenship.The definition of community service learning by the American educators, who see it as a form of learning, as well as a teaching strategy that combines sociallysignifi-cant activities with an educational process based on reflection with the view to enriching students' learning experience, building civic responsibility and strengthening communities, is considered. The basic requirements of conformity of service learning in universities and colleges of the USA to the status of educational discipline are characterized.It is noted that teaching service learning in higher ed-ucation institutions in the United States promotes, through dialogue and cooperation, the social and cognitive devel-opment of students who, coming from the comfort zone to the contact zone, learn to interact effectively with each other and other people as well

Community Service Learning Increases Communication Skills Across the Business Curriculum

1998 ◽  
Vol 61 (2) ◽  
pp. 88-99 ◽  
Author(s):  
Mary L. Tucker ◽  
Anne M. McCarthy ◽  
John A. Hoxmeier ◽  
Margarita M. Lenk
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Elementary Students ◽  
Community Service ◽  
Communication Skills ◽  
Business Students ◽  
Community Service Learning ◽  
Accounting Systems ◽  
Service Learning Projects ◽  
Learning Projects

Community service learning offers a unique and rewarding way for business students to reinforce communication capabilities while developing lifelong career and social skills. This article defines community service learning, dis cusses its importance to business as well as higher education, and describes three community service learning projects. Students in these projects taught elementary students, designed a computer system for a community nonprofit, and developed accounting systems for university divisions. In doing so, they enhanced their understanding of classroom theories and communication skills through service-learning.

Applied Anthropology and Community Service-Learning

2010 ◽  
Vol 32 (2) ◽  
pp. 21-25
Author(s):  
T. Barone ◽  
Beth Ritter
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Experiential Learning ◽  
Community Service ◽  
Applied Anthropology ◽  
Community Service Learning ◽  
Pedagogical Approach ◽  
Community Partners

Community Service-Learning (CSL) in higher education is a pedagogical approach embraced by many disciplines as a form of experiential learning that is rewarding for students, faculty and community partners. Although applied anthropology and CSL seem natural partners, applied anthropologists have published very little on CSL experiences. In this presentation of our experience, we argue that applied anthropologists should consider participating and publishing on CSL. We believe with a little preparation applied anthropologists are ready to jump into CSL, and that this will benefit their communities, their students, their careers and the discipline.

scholarly journals Challenges Faced by Collegiate Athletic Trainers, Part II: Treating Concussed Student-Athletes

2020 ◽  
Vol 55 (3) ◽  
pp. 312-318 ◽  
Author(s):  
Thomas G. Bowman ◽  
Stephanie Mazerolle Singe ◽  
Alicia M. Pike Lacy ◽  
Johna K. Register-Mihalik
Keyword(s):  
Intercollegiate Athletics ◽  
Student Athletes ◽  
Athletic Trainers ◽  
Collegiate Athletes ◽  
The United States ◽  
Online Questionnaire ◽  
Questionnaire Response ◽  
Reasonable Accommodations ◽  
Return To Learn ◽  
Collegiate Athletic Trainers

Context Conflict between athletic trainers (ATs) and other stakeholders can occur because of competing interests over medical decisions regarding concussion. However, we are unaware of any studies specifically exploring these situations across various collegiate athletic affiliations. Objective To investigate the challenges faced by ATs when treating concussed student-athletes. Design Qualitative study. Setting Online questionnaire. Patients or Other Participants A total of 434 ATs (267 women, 166 men, 1 missing data; age = 27.73 ± 3.24 years, experience = 5.17 ± 2.67 years) completed the questionnaire (response rate = 14.47%). Our participants represented multiple employment settings within intercollegiate athletics. Data Collection and Analysis We sent an online questionnaire to 3000 ATs working in the collegiate and university setting across the United States. A survey expert verified face, content, and construct validity of the questionnaire in 2 rounds of review, and 3 ATs completed a content-validity tool before we finalized the survey. We analyzed the qualitative data using a general inductive approach and ensured trustworthiness through multiple-analyst triangulation and peer review. Results When we examined the responses from our participants regarding their work with student-athletes who had sustained concussions, we found 2 major themes, each with subthemes. First, educational efforts appeared to be only modestly effective because of a lack of honesty, noncompliant actions, and coach interference. Second, return to learn was challenging because of a lack of communication among stakeholders, athletes being anxious about needing accommodations, and difficulty convincing faculty to provide reasonable accommodations. Conclusions Based on our findings, we recommend continued efforts to improve the culture surrounding concussion in collegiate athletes. Athletic trainers should include key stakeholders such as coaches, student-athletes, parents, faculty, and other educational administrators in their educational efforts to improve the policies and culture surrounding concussion treatment.

Service Learning for Success – Three Cases at The University of Akron

2015 ◽  
Vol 3 (5) ◽  
pp. 1-5
Author(s):  
Baomei Zhao ◽  
Mrs Naomi White
Keyword(s):  
United States ◽  
Service Learning ◽  
Student Success ◽  
Community Service ◽  
Real World ◽  
The United States ◽  
Academic Disciplines ◽  
Community Members ◽  
Service Projects ◽  
The University

Service Learning is a form of education where students are assigned to participate in a variety of activities that combines what was learned in the classroom with community service projects. It requires knowledge, skills and passion from the faculty, students and community members that all work together in the real world. In recent years, service learning has been included in many academic disciplines throughout the United States. This paper examines three case studies to explain how service learning was designed for student success at The University of Akron.

Creating Campus Communities for Latin@s through Service Learning: Heritage Learners’ Broadcast University Spanish-Language Radio

2016 ◽  
pp. 382-404
Author(s):  
Carmen King de Ramírez
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Language Education ◽  
The United States ◽  
Academic Community ◽  
Spanish Language ◽  
Responsive Teaching ◽  
Radio Programs

The historical exclusion of Latin@ students on university campuses is noted through the lack of diversity in higher education curricula, services, and organizations. The absence of appropriate support systems for Latin@ students is one of the main contributors to high attrition rates among this group as students often feel that they must choose between their cultural community and university community (Arellano & Padilla, 1996; Gloria & Pope-Davis, 1997). In order to remedy disparities between Latin@ students’ heritage culture and the European-based curricular structure of higher education in the United States, it has been suggested that educators build an academic community that is representative of diversity found in our community as a whole (Gloria, 1997; Pedraza & Rivera, 2006). To this end, educators must be engaged in culturally responsive teaching (Boykin, 1994; Gay, 2010) that acknowledges Latin@ students’ cultural background and reinforces their place in university settings (Diner, 1989; Pappamihiel & Moreno, 2011). Service-learning (SL) is an increasingly popular approach to second language education that can lead to culturally responsive teaching as it invites instructors to facilitate a democratic teaching process that allows students to use their past experiences and future goals to help design course curriculum (Abbott & Lear, 2010). However, most approaches to language-based SL focus on outsourcing L2 students to the same minority-language communities in which many HLs are reared (Barreneche & Ramos-Flores, 2013) and thus lose appeal for HL students. The current study provides an alternative to traditional language-based SL programs as it was designed to acquaint HLs with the academic communities from which they have been historically excluded. The SL project was part of an advanced Spanish for the Professions course that required students to create and broadcast campus radio programs. This initiative drew upon HLs’ familiarity with popular nationally-broadcasted Spanish radio programs and used said programs as a model to create/broadcast local Spanish-language radio programs for their campus community. Preliminary findings suggest that the HLs involved in the creation of the Spanish-language radio program experienced a greater sense of belonging in their academic community. The program became a platform from which Latin@ students could establish a presence on campus, voice immediate concerns, and learn skills that prepare them for a career in mass-media. Through this experience, HLs also began to understand their role in creating and maintaining spaces for underrepresented university members. Latin@ radio listeners expressed feelings of validation as topics related to their lives and experiences were broadcast in a university setting.

scholarly journals Impacts of Sustained Institutional Participation in Service-Learning: Perspectives from faculty, staff and administrators

2011 ◽  
Vol 4 ◽  
pp. 186-202 ◽  
Author(s):  
Amanda L. Vogel ◽  
Sarena D. Seifer
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
Teaching Method ◽  
The United States ◽  
Faculty Members ◽  
Academic Institutions ◽  
Demonstration Program ◽  
University Partnerships ◽  
Institutional Participation

The movement for greater civic engagement in higher education in the United States has taken hold across the core academic missions of teaching, research and service. One manifestation of this movement has been growing participation in service-learning, a teaching method grounded in community-university partnerships in which students provide services that simultaneously address community-identified concerns and meet key learning objectives. In order to assess the benefits of long-term sustained institutional involvement in service-learning, in 2007–2008 we interviewed 23 faculty members, staff and administrators from 16 academic institutions that had participated in a national demonstration program for service-learning, which ended in 1998. We found that 15 of these institutions had sustained service-learning to some degree and 12 had integrated service-learning into the curriculum, with varying degrees of institutional support. Interview participants described five main impacts of their institutions’ sustained participation in service-learning: 1) increased community engagement and community-engaged scholarship, and increased valuation of both, among participating faculty members; 2) greater capacity for community-university partnerships among academic and community partners; 3) improved community-university relations; 4) diffusion of service-learning and/or principles of community-university partnerships to other departments and schools; and 5) recruitment of students seeking community engagement opportunities. This study provides evidence that sustained institutional participation in service-learning can foster an understanding of the scholarly value of community-engaged teaching and research among participating faculty, and increase community-engaged activities at participating academic institutions. These findings suggest that funding agencies, faculty members and academic administrators can use service-learning as a strategy to foster a culture of community engagement in higher education institutions. Keywords Community-university partnerships, service-learning, community engagement, sustainability, impact, higher education

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