Optimizing Service-Learning for Self-Efficacy and Learner Empowerment

This study examined student outcomes of participating in a semester-long, intergenerational service-learning course compared to a traditional pedagogy course. At the beginning and end of the semester, students ( N = 161) voluntarily completed a series of measures assessing six outcomes across four domains: personal, social, citizenship, and academic. Results from mixed analysis of variance and multivariate analysis of variance tests suggest service-learning students only outperformed the traditional pedagogy group on self-efficacy for community service (i.e., a personal outcome). Service-learning students maintained a high level of self-efficacy across the semester, while the self-efficacy of those in traditional pedagogy courses declined. There were no significant group differences over time in social, citizenship, or academic outcomes. These results suggest more tempered support for service-learning than many previous studies. Factors potentially affecting the results include the service-learning dosage, broader educational context, and methodological rigor. Future studies may further illuminate possible effects of the educational context.

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Interpreting Service: Educating Child Language Brokers through Service-Learning

Heritage Language Journal ◽

10.46538/hlj.13.3.7 ◽

2016 ◽

pp. 434-453

Author(s):

Julia Sandler

Keyword(s):

Service Learning ◽

Self Efficacy ◽

Child Language ◽

Language Brokering ◽

Negative Effects ◽

Heritage Speakers ◽

Academic Benefits ◽

Local Schools ◽

Language Brokers ◽

Professional Interpreting

How might a service-learning course help child language brokers (Tse, 1996) minimize negative effects and maximize the cognitive and academic benefits of language brokering? This question is answered with data from an ethnographic case study of a high school service-learning course in translation and interpreting. Heritage speakers of Spanish and less commonly taught languages serve as volunteer interpreters at local schools while learning the skills, habits and ethics of professional interpreting in this course. The theoretical lens of self-efficacy (Bandura, 1977; 2006) is used to analyze how this curriculum affects students. This article also contributes to evolving definitions of service-learning for heritage language speakers, arguing that language brokering that students do for their families and communities should be seen as a pre-existing “service” that can be utilized in the prepare-act-reflect cycle of service-learning. Analysis of the data shows that this cycle is key to supporting students in building the confidence and skills to pursue careers in professional interpreting and helping them manage their family interpreting experiences. Students demonstrated increased self-efficacy perceptions in terms of interpreting, academic achievement and general life events, although the role that service-learning played in the latter two outcomes is still unclear.

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Increased millennial engagement through service-learning: the causal impact of community service self-efficacy

International Journal of Innovation and Learning ◽

10.1504/ijil.2017.10008281 ◽

2017 ◽

Vol 22 (4) ◽

pp. 424

Author(s):

Curtis F. Matherne III ◽

Patricia A. Lanier ◽

Keith Credo

Keyword(s):

Service Learning ◽

Community Service ◽

Self Efficacy ◽

Causal Impact

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Analyzing Reflections in Service Learning to Promote Personal Growth and Community Self-Efficacy

Journal of Experiential Education ◽

10.1177/1053825915608872 ◽

2015 ◽

Vol 39 (1) ◽

pp. 73-88 ◽

Cited By ~ 13

Author(s):

Martha J. Sanders ◽

Tracy Van Oss ◽

Signian McGeary

Keyword(s):

Service Learning ◽

Personal Growth ◽

Self Efficacy

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Effects of learning design patterns in service learning courses

Active Learning in Higher Education ◽

10.1177/1469787417721420 ◽

2017 ◽

Vol 19 (1) ◽

pp. 47-59 ◽

Cited By ~ 12

Author(s):

Karl-Heinz Gerholz ◽

Verena Liszt ◽

Katrin B Klingsieck

Keyword(s):

Service Learning ◽

Self Efficacy ◽

Design Patterns ◽

Empirical Studies ◽

Self Concept ◽

Learning Design ◽

Community Practice ◽

Charitable Organizations ◽

Curricular Content ◽

Service Project

Students participate during service learning courses in a service project, which fits to a community need and has a link to curricular content. Students have a chance while engaged in the service project to apply curricular content in community practice, where they gain insights into civic engagement activities. Empirical studies revealed the effects of service learning, such as its influence on the self-concept, self-efficacy or attitudes to be engaged. However, a lack of research regarding the link between learning design patterns and the effectiveness of service learning can be found. Learning design patterns are teaching or methodical interventions to support the learning and service process of the students. This article presents a study on the experiences of students and charitable organizations in a service learning course concerning the learning design patterns. A mixed-methods design including questionnaires and interviews has been used. Significant effects regarding students’ development of their self-efficacy, self-concept and attitude to being engaged were found. The qualitative results provide a deeper understanding of these changes, including the different perspectives from students and from charitable organizations. The results show differences in the learning design patterns perceived and its support for the service and learning process.

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Cultural Competence and Self-Efficacy After Study Abroad Experiences

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-19-00101 ◽

2020 ◽

Vol 29 (4) ◽

pp. 1896-1909

Author(s):

Beatriz de Diego-Lázaro ◽

Kevin Winn ◽

María Adelaida Restrepo

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Study Abroad ◽

Self Efficacy ◽

Cultural Awareness ◽

Clinical Skills ◽

Speech Language Pathology ◽

Mixed Methods Approach ◽

Language Pathology ◽

Journal Entries

Purpose Cultural competence is crucial for the successful provision of speech, language, and hearing services. The purpose of this study was to assess and describe gains in cultural awareness, cultural competence, and self-efficacy after service-learning study abroad experiences and to examine whether gains in these areas are related to higher clinical skills ratings in speech-language pathology and audiology students. Method Sixteen speech-language pathology and audiology students participated in two international study abroad experiences (Nicaragua and Malawi). Students completed a survey on cultural awareness, competence, and self-efficacy beliefs and journal entries before, during, and after their trips. In addition, the supervisors assessed the clinical skills of the students by the end of the trip. The researchers applied a mixed-methods approach to analyze data from the survey, clinical ratings, and journals. Results Students showed significant increases in cultural awareness, competence, and self-efficacy. Gains in self-efficacy and cultural awareness were highly correlated with students' clinical ratings in cultural competence as judged by their supervisors. Two main themes were identified from the journal entries: continuing community involvement and growth in cultural self-efficacy. Conclusion Service-learning study abroad experiences help students develop cultural awareness and competence skills and increase their self-efficacy beliefs. Using a mixed-methods approach can help identify strengths and weaknesses in the training of speech-language pathology and audiology students with regard to cultural competence. Supplemental Material https://doi.org/10.23641/asha.12642647

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