scholarly journals Service-Learning as Part of the L2 Spanish Classroom in Canada

2020 ◽  
pp. 303-319
Author(s):  
Ewelina Barski ◽  
◽  
Camelia Nuñez ◽  
Keyword(s):  
Service Learning ◽  
Foreign Language ◽  
Community Service ◽  
Positive Influence ◽  
Community Service Learning ◽  
Community Partners ◽  
Language Programs ◽  
Hispanic Studies ◽  
Language Classrooms ◽  
Spanish Classroom

Service-learning in foreign language classrooms is an effective resource for developing language motivation. Unfortunately, Canadian language programs have been off to a slow start in adopting integrative teaching such as service-learning in their foreign language curricula (Hale, 1999). This work reports on a Community Service Learning (CSL) initiative introduced at a Canadian university in the Hispanic Studies program. A total of fifty second and third year Spanish language students volunteered with various community partners on a weekly basis for a total of sixteen weeks. End-of-term questionnaire indicates that overall students had a favorable experience at their placement and CSL had a positive influence in continuing their studies in Spanish.

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.

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 “I had a big revelation”: Student Experiences in Community- First Community-Campus Engagement

2019 ◽  
Vol 4 (2) ◽  
pp. 21-41
Author(s):  
Anna Przednowek ◽  
Magdalene Goemans ◽  
Amanda Wilson
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Community Service ◽  
Student Experiences ◽  
Promising Practices ◽  
Community Service Learning ◽  
Community Partners ◽  
Campus Engagement ◽  
General Evaluation ◽  
Research Assistants

While there is a wealth of literature on community-campus engagement (CCE) that incorporates student perspectives from course-based community service learning settings, the stories of students involved in longer-term CCE projects remain underexplored. This paper addresses this gap by examining the experiences of students working as research assistants (RAs) within a multi-year Canadian CCE project, “Community First: Impacts of Community Engagement” (CFICE). Drawing on interviews with RAs, student insights from a general evaluation of the CFICE project, and the authors’ own reflections, we consider the ways in which meaningful, long-standing engagements with community partners as part of community-first CCE projects provide students with both enhanced opportunities and challenges as they navigate the complexities of intersecting academic and community worlds. Further, this paper identifies promising practices to improve student experiences and the overall impact of longer-term community-campus partnerships and program management structures.

scholarly journals The development of socially responsible life-sciences teachers through community service learning.

2012 ◽  
Vol 31 (1) ◽  
Author(s):  
J.J. Rian De Villiers
Keyword(s):  
Service Learning ◽  
South African ◽  
Community Service ◽  
Life Sciences ◽  
Animal Behaviour ◽  
Community Service Learning ◽  
Socially Responsible ◽  
Community Partners ◽  
Educational Value ◽  
Tertiary Institutions

In South Africa, polices in higher education are urging tertiary institutions to produce graduates who are socially responsible citizens. One method of achieving this is through service-learning initiatives. Zoos as community partners can provide exciting educational opportunities for students to do animal behaviour studies and to develop their social responsibility. A sample of 58 preservice life-sciences teachers from a South African university completed a questionnaire on their animal behaviour studies. This study sought to determine how animal behaviour studies could successfully be incorporated as a community service-learning project in a zoo setting, what the educational value of these studies was and what the benefits were of incorporating this community service-learning component in the life-sciences course. The incorporation of the service-learning component into the zoology course led to the students’ personal and professional development, knowledge about themselves, sensitivity to cultural diversity, civic responsibility and insights into the ways in which communities operate. For a successful service-learning project, lectures, students and community partners should all have a sense of engagement. A number of suggestions are made to improve the incorporation of this service-learning component into the existing zoology course.

scholarly journals Challenges and Opportunities of Community Service-Learning Perspectives from Community Partners Phaedra Hitchings, Chantelle Johnson, and Stan Tu’Inukuafe

2018 ◽  
Vol 4 (1) ◽  
pp. 271-281
Author(s):  
Phaedra Hitchings ◽  
Chantelle Johnson ◽  
Stan Tu’Inukuafe
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Special Issue ◽  
Community Service Learning ◽  
Community Based ◽  
Community Partners ◽  
Challenges And Opportunities

Sarah Buhler and Nancy Van Styvendale, two of the co-editors of this special issue, talk to Phaedra Hitchings, Chantelle Johnson, and Stan Tu’Inukuafe, who are three community-based educators and partners of university CSL projects in Saskatoon. The participants introduce and situate their connections to community service-learning and discuss the challenges and opportunities of community service-learning and partnering with universities from their perspectives.

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.

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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