scholarly journals Occupation-Focused Learning and Personal Development through Service-Learning

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Sarah Quinn ◽  
Katie Cremin
Keyword(s):  
Service Learning ◽  
Personal Development

scholarly journals An Alternative Delivery Method for Service-Learning Projects in Construction Management

10.29007/2t87 ◽  
2020 ◽  
Author(s):  
Alan Bond
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Personal Development ◽  
Professional Growth ◽  
Learning Experience ◽  
Delivery Method ◽  
Problem Solving Skills ◽  
Service Learning Projects ◽  
Alternative Delivery ◽  
Learning Projects

The benefits of utilizing service-learning projects to facilitate student professional growth and personal development, in addition to supplementing traditional lecture and activity-based classroom education, has created a variety of new pedagogy. Typically, service-learning in Higher Education has been delivered by a capstone, senior project, or elective course providing a formalized structure for faculty to carry out their version of pedagogy. However, not all learning institutions possess the resources or have the support to offer service-learning in their curriculum. For those institutions, there appears to be a void in the available higher education literature suggesting alternative service-learning delivery systems. The purpose of the study was to determine if an all-volunteer campus-based student club managed construction project, utilizing an informal classroom setting, could be an effective alternative delivery method for providing a successful service-learning experience. A post-project student refection’s survey was conducted with an emphasis on the results of the students’ participation goals and perceived development of critical soft skills. The survey findings indicate positive student experiences with data-supported perceptions of enhanced learning and development in teamwork, communications, critical thinking, and problem-solving skills. These results suggest that an informal classroom system is a viable methodology for delivering service-learning experiences.

scholarly journals Program Service Learning Untuk Peningkatan Kompetensi Mahasiswa Program Studi Pendidikan Bahasa Inggris: Manfaat dan Tantangan

2018 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Siti Asmiyah
Keyword(s):  
Service Learning ◽  
Learning Community ◽  
Personal Development ◽  
Primary Schools ◽  
English Education ◽  
Real Life ◽  
Geographical Location ◽  
Developed Countries ◽  
Community Services ◽  
Teaching Learning

Despite its popularity in universities in developed countries, service learning as a program that integrates teaching-learning and community services is not yet popular in Indonesia. This qualitative research aims to explore the benefits and challenges faced by students of English Education Department at UINSA doing service learning.  The data were collected using self-reported measures from 46 students’ reflective papers about their taking parts in 12 Islamic primary schools in the suburban areas in Surabaya. These schools have some limitations in terms of number of teachers and teaching-learning facilities. Some benefits reflected by the students include the development of their pedagogical and personal development. The challenges relate to issues of time and geographical location of the school, differences between the classroom concepts and real life context and dual position of the students at school as a learning community. Considering students’ positive reflection on the program, service learning should be integrated in every course to better develop students’ competencies.

Student and Community Perceptions of the “Value Added” for Service-Learners

2005 ◽  
Vol 28 (2) ◽  
pp. 164-188 ◽  
Author(s):  
Lori Simons ◽  
Beverly Cleary
Keyword(s):  
Service Learning ◽  
Personal Development ◽  
Local Politics ◽  
Value Added ◽  
Social Institutions ◽  
Academic Learning ◽  
Community Perceptions ◽  
Mixed Methods Design ◽  
Explanatory Mixed Methods ◽  
Student Reflections

An explanatory mixed-methods design was used to evaluate a service-learning model on academic learning, personal and interpersonal development, and community-engagement for 59 service-learning students. A repeated-method ANOVA demonstrates that students improve their academic learning and participation in service but reduce their interests in social institutions, local politics, and communication with community recipients from the beginning to the end of the semester. In addition, a 2 (placement site) × 3 (placement activity) MANOVA indicates that community recipients evaluate tutors' attitudes and skills more favorably than social-recreational leaders. Content analyses of student reflections explain the mixed quantitative findings and show how the “value added” from participating in service-learning leads to students' interpersonal and personal development.

scholarly journals Can Philanthropy Be Taught?

2016 ◽  
Vol 46 (2) ◽  
pp. 330-351 ◽  
Author(s):  
Lindsey McDougle ◽  
Danielle McDonald ◽  
Huafang Li ◽  
Whitney McIntyre Miller ◽  
Chengxin Xu
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Nonprofit Organizations ◽  
Community Engagement ◽  
Personal Development ◽  
Social Issues ◽  
Academic Learning ◽  
Learning Approach ◽  
Learning And Development ◽  
Development Outcomes

In recent years, colleges and universities have begun investing significant resources into an innovative pedagogy known as experiential philanthropy. The pedagogy is considered to be a form of service-learning. It is defined as a learning approach that provides students with opportunities to study social problems and nonprofit organizations and then make decisions about investing funds in them. Experiential philanthropy is intended to integrate academic learning with community engagement by teaching students not only about the practice of philanthropy but also how to evaluate philanthropic responses to social issues. Despite this intent, there has been scant evidence demonstrating that this type of pedagogic instruction has quantifiable impacts on students’ learning or their personal development. Therefore, this study explores learning and development outcomes associated with experiential philanthropy and examines the efficacy of experiential philanthropy as a pedagogic strategy within higher education. Essentially, we seek to answer the question, Can philanthropy be taught?

scholarly journals Limitaciones del aprendizaje-servicio en la formación inicial en actividad físico-deportiva (Limitations of service-learning in initial training in physical activity and sports)

Retos ◽  
2019 ◽  
pp. 509-517
Author(s):  
María Luisa Santos Pastor ◽  
Laura Cañadas ◽  
Luis Fernando Martínez Muñoz
Keyword(s):  
Physical Activity ◽  
Service Learning ◽  
Personal Development ◽  
Learning Experience ◽  
Initial Training ◽  
Sports Science ◽  
Teachers And Students ◽  
High Workload ◽  
Service Learning Projects ◽  
Study Context

El Aprendizaje-Servicio constituye un enfoque innovador que fomenta la participación solidaria del alumnado. Ha mostrado tener beneficios tanto para el aprendizaje como para su desarrollo personal. Aunque no se duda de la potencialidad formativa de los proyectos de Aprendizaje-Servicio, su aplicación presenta limitaciones (dificultades e inconvenientes) que requieren una revisión profunda, con el fin de poder obtener criterios claros para el desarrollo de experiencias de éxito. Por ello, el objetivo de esta investigación es analizar las limitaciones de la implementación de una experiencia de Aprendizaje-Servicio en actividad físico-deportiva en formación inicial. Participaron tres docentes de la asignatura Actividades Físico-Deportivas en el Medio Natural del grado de Ciencias de la Actividad Física y el Deporte de la Universidad Autónoma de Madrid y 30 alumnos de segundo curso con participación voluntaria y 61 receptores del servicio. La información se recogió a través de un portafolio del alumnado y entrevistas al alumnado y el diario del docente. Entre las dificultades detectadas en la experiencia destacan: (1) la falta de formación y experiencia del alumnado universitario en lo referente al diseño, intervención y evaluación de proyectos de actividad físico-deportiva; (2) la elevada carga de trabajo tanto para profesorado como para alumnado; y (3) la dificultad para desarrollar acciones coordinadas, tanto entre programas, como entre profesorado y alumnado, como entre el propio alumnado. La limitación de la investigación viene dada por el contexto de estudio y la aplicación de un programa específico de actividad física. Abstract. Service-Learning is an innovative approach that encourages solidarity participation of students, which has shown benefits for students’ learning and their personal development. Although there is no doubt about the formative potential of Service-Learning projects, its application has limitations (difficulties and inconveniences) that require a deep review, in order to draw clear criteria for the development of successful experiences. Therefore, the aim of this research is to analyze the limitations of the implementation of a Service-Learning experience in physical activity and sport in initial training. Three teachers of the subject in Physical Activities and Sports in the Natural Environment of the Physical Activity and Sports Science degree at the Autonomous University of Madrid took part in the study, along with 30 second-year students who voluntarily offered to participate, and 61 service recipients. The information was collected through portfolios and interviews with the students, and with teachers’ logs. Among the difficulties detected in the experience we found: (1) university students’ lack of training and experience with the design, intervention, and assessment of physical activity and sports projects; (2) high workload for both teachers and students; and (3) difficulty to develop coordinated actions among programs, between teachers and students, and among the students themselves. Limitations of this research are represented by the study context and the application of specific programs of physical activity.

Older Lifelong Learners’ Motivations for Participating in Formal Volunteer Activities in Urban Communities

2017 ◽  
Vol 67 (2) ◽  
pp. 118-135 ◽  
Author(s):  
Takashi Yamashita ◽  
Erick B. López ◽  
Marta Soligo ◽  
Jennifer R. Keene
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Lifelong Learning ◽  
Personal Development ◽  
Binary Logistic Regression ◽  
Well Being ◽  
The United States ◽  
Lifelong Learners ◽  
Logistic Regression Models ◽  
Learning Programs

In recent years, volunteering has received increasing attention as a unique form of learning, one which may complement lifelong learning programs for older adults. This study examined the underlying volunteer motivations as well as formal volunteer behaviors among older adult lifelong learners. Data from 277 members of the Osher Lifelong Learning Institute in an urban community in the western part of the United States were analyzed using exploratory factor analysis and binary logistic regression models. Results showed that generativity (i.e., a desire to help next generations or communities), personal development, and well-being are salient underlying volunteer motivators. However, only generativity was associated with actual volunteering among older lifelong learners (odds ratio = 1.55; standard error = .17; p < .05). These findings suggested that existing lifelong learning programs might consider incorporating volunteer-based service learning components into their curricula in order to further promote the benefits of lifelong learning among older adults.

scholarly journals The Effects of Service Learning and Volunteerism Activities on University Students in Turkey

2017 ◽  
Vol 5 (6) ◽  
pp. 146 ◽  
Author(s):  
Nese Boru
Keyword(s):  
Service Learning ◽  
Personal Development ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
General Purpose ◽  
Analysis Method ◽  
Undergraduate Level ◽  
The Third ◽  
Fourth Theme

The general purpose of this study is to determine the awareness and acquisitions obtained with service activities by the students studying on undergraduate level in Eskişehir Anadolu University in 2016-2017 education year and involve in service learning and volunteerism activities. The study was designed according to qualitative research method and the case study was used. The data of the study was collected with semi-structured interview technique. Descriptive analysis method was used in analysing the data. Consequently, in this study, 4 main themes, 9 sub-themes and 3 categories were found in accordance with the purpose of the study. Being the first purpose of the study, “the reasons of students’ participation into service learning and volunteerism activities” was determined as the first theme of the study. The second purpose, “the effects of service learning and volunteerism activities on students’ occupational developments” was determined as the second theme of the study. The third purpose of the study “the effects of service learning and volunteerism activities on students’ personal development” was determined as the third theme. The fourth purpose “the effects of service learning and volunteerism activities on students’ view about disadvantageous people of the society” was determined as the fourth theme. Sub-themes and categories were classified according to the themes determined.

scholarly journals Exposition of process-based learning for first year university students

2018 ◽  
Vol 11 ◽  
Author(s):  
Bettina Callary ◽  
Patrick Maher ◽  
Emily Root ◽  
Jennifer Ryan
Keyword(s):  
Service Learning ◽  
Personal Development ◽  
First Year ◽  
Community Studies ◽  
Self Directed Learning ◽  
Community Based ◽  
Personal Learning ◽  
Cape Breton ◽  
Directed Learning ◽  
First Year University

In this expository essay, four faculty members co-reflect on the pedagogy used within one first-year course, Introduction to Community Studies (COMS 1100) at Cape Breton University (CBU).  We discuss the responsibility of facilitating five process-based pedagogical approaches. These complex and interrelated processes include: i) self -directed learning, ii) reflexive intra-personal learning, iii) group/inter-personal development, iv) experiential learning, and v) community-based and/or service learning. We describe and give examples of how these approaches help students learn how to learn, function, and grow respectfully with one another and with community.

scholarly journals Desarrollo rural comunitario: experiencia de la Escuela Argentina de Negocios en Zárate, Buenos Aires.

2019 ◽  
Author(s):  
Graciela Gallo
Keyword(s):  
Service Learning ◽  
Social Responsibility ◽  
Rural Areas ◽  
Personal Development ◽  
Buenos Aires ◽  
Learning Experience ◽  
Qualitative And Quantitative ◽  
Community Tourism ◽  
Educational Spaces ◽  
The Relationship

This paper describes the implementation and results analysis of a service learning experience in the rural areas of Zár ate, in the province of Buenos Aires, understanding the proposal as transversal to the university’s main missions: teaching, research and outreach. Grounded on a social responsibility perspective, the project combined service learning criteria and theoreti cal foundations with the key issue of developing community tourism, thus responding to the specific needs of the participating families. Students, teachers and local agents valued the experience in particular, evidencing personal development, a positive ch ange in the relationship with their peers and with others, and a qualitative and quantitative improvement in their personal and group projects. For Escuela Argentina de Negocios (EAN), the experience led to better working links with other institutions, all owing the school to demonstrate a necessary and innovative opening in its relationship with society and with its educational spaces, and reaching the goal of enabling its young students to develop professional competences such as cooperation, self

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