First-Generation Students in Service-Learning Programs

2021 ◽  
pp. 133-152
Author(s):  
Matt Newlin ◽  
Andrew Brown
Keyword(s):  
Service Learning ◽  
First Generation ◽  
The United States ◽  
First Generation Students ◽  
Learning Program ◽  
Practical Applications ◽  
Improved Outcomes ◽  
Institutional Service ◽  
Learning Programs ◽  
Retention And Graduation Rates

First-generation students count for roughly one-third of the students enrolled in higher education in the United States. However, the retention and graduation rates for first-generation students are much lower than their continuing-generation peers. In this chapter, the authors employ a strengths-based approach to explore institutional service-learning models that lead to improved outcomes for first-generation students. By connecting extant research to practical applications at the institutional level, the authors provide readers with multiple models from which to develop a service-learning program based on first-generation students' assets and strengths rather than their perceived deficits.

Service-Learning Opportunities for Preservice Music Teachers within Community Music Settings

2019 ◽  
pp. 641-667
Author(s):  
Jared R. Rawlings
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Teacher Development ◽  
Learning Opportunities ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
Community Music ◽  
Learning Program ◽  
Learning Opportunity ◽  
Learning Programs

Authentic teaching opportunities are important for all preservice teachers, and service-learning opportunities within community music settings support preservice music teacher development. The purpose of this chapter is to document a service-learning opportunity within a community music school and showcase the benefits and challenges of a partnership between a music teacher preparation program and this school. After defining service learning and describing how it is utilized in music teacher education, the chapter uncovers the following topics: establishing a community music partnership, designing a service-learning opportunity, and evaluating the outcomes of service-learning programs. The chapter concludes with a discussion of the implications of and recommendations for utilizing a multi-tier service-learning program alongside a preservice music teacher curriculum.

scholarly journals Teaching civic engagement: Evaluating an integrative service-learning program

2012 ◽  
Vol 5 ◽  
Author(s):  
Jed Metzger
Keyword(s):  
Service Learning ◽  
Community Intervention ◽  
Academic Discipline ◽  
The United States ◽  
Lessons Learned ◽  
Integrative Approach ◽  
Community Practice ◽  
Integrative Learning ◽  
Learning Program ◽  
Community Environments

The demands on successfully teaching intervention skills in macro (community) environments are numerous and extend beyond the confines of any one academic discipline. In particular, when considering community, the compounding of the multiple factors of social economics, diversity, social policy, history and political agendas requires an integrative approach. This mixed-methods retrospective article analyses the use of service-learning in an advanced Master of Social Work community practice course. Special attention is given to the construction of academic and community experience that facilitates learning integration and understanding of the ways in which factors compound on community wellbeing. Specifically this project involved students in efforts constructed to address violence directed by and against inner-city youth in a mid-sized northeastern city in the United States that is beset with gang violence and has led its state in per capita murders for four of the past five years. Recommendations and lessons learned presented in this article are directed at exploring a construction of service-learning that could address integrative learning in community intervention courses. Keywords: Service-learning, teaching, macro practice, violence

International Service-Learning in Practice

2018 ◽  
pp. 462-479
Author(s):  
Noel B. Habashy
Keyword(s):  
Service Learning ◽  
Domestic Service ◽  
Power Dynamics ◽  
Learning Program ◽  
Theoretical Frameworks ◽  
Theoretical Concepts ◽  
International Service Learning ◽  
International Service ◽  
Learning Partnerships ◽  
Learning Programs

This chapter explores key theoretical concepts relevant to the planning and implementation of international (and domestic) service-learning programs. This chapter explores the power dynamics of international service-learning through four key theoretical concepts: the politics of power, local knowledge, framing, and problem definition. While these ideas are particularly appropriate for international service-learning program, they are also relevant for domestic service-learning partnerships in nearby communities. In addition to providing theoretical frameworks, this chapter identifies recommendations for practice in order to address each of the four challenges identified. Universities must consider these factors if they wish to develop stronger programs with reciprocal benefits to communities and students. With stronger partnerships, better development will occur for both students and community members.

scholarly journals Predictors of Success on the Credentialing Examination in Radiography for First- and Non-First-Generation Students

2021 ◽  
Author(s):  
Michael Iorio ◽  
William Edmunds ◽  
Benjamin Becerra
Keyword(s):  
First Generation ◽  
The United States ◽  
First Generation Students ◽  
Predictors Of Success ◽  
Background Characteristics ◽  
Radiologic Technology ◽  
Student Background ◽  
Radiologic Technologists ◽  
Technology Programs ◽  
Credentialing Examination

Background: Identifying predictors of student success is fundamental across higher education in the United States, particularly for historically underserved first-generation students. In radiologic technology programs, the literature suggests that variables prior to and during matriculation in these programs affects scores on the American Registry of Radiologic Technologists (ARRT) credentialing examination in Radiography. However, the evidence in this area has not considered the educational patterns for first-generation students. Purpose: This study sought to improve our understanding about how select student background characteristics and experiences prior to and during the years enrolled in radiologic technology programs accredited by the Joint Review Committee on Education in Radiologic Technology (JRCERT) affect scores on the ARRT credentialing examination in radiography, especially for first-generation students. Method: The researchers surveyed graduates from radiologic technology programs in 2018 and 2019 who attempted the radiography credentialing examination in these two years. Results: A total of 286 cases were included in the analysis, which revealed different patterns and effects of predictor variables on credentialing examination scores for first- and non-first-generation students. Whereas 10 variables prior to and during matriculation affected examination scores for first-generation students, only 8 did for their non-first-generation peers. Conclusion: Identifying predictors of success in radiologic technology programs helps professionals in these programs design environments that provide opportunities for students to enhance their chances to be successful on the Radiography exam, especially first-generation students.

scholarly journals Assessing Participants’ Experiences in a Service-Learning Program: A Psychometric Evaluation

2019 ◽  
Vol 9 (2) ◽  
pp. 32-49
Author(s):  
Laura T. Colman ◽  
Robyn K. Sobelson ◽  
Corinne J. Wigington ◽  
Andrea C. Young
Keyword(s):  
Service Learning ◽  
Factor Structure ◽  
Internal Consistency ◽  
Psychometric Evaluation ◽  
Validity And Reliability ◽  
Learning Program ◽  
Critical Gap ◽  
Learning Programs ◽  
Control And Prevention ◽  
Health Related

There is currently a gap in the literature regarding the creation of psychometrically sound measurement tools assessing service-learning programs in health-related fields. Without comprehension of a survey's psychometric properties, evaluators cannot ensure that survey instruments are reliable or valid. This study describes the psychometric evaluation of the Public Health Associate Program (PHAP) Service-Learning Scale (PSLS). PSLS assesses participant experience in PHAP, a Centers for Disease Control and Prevention program. This paper explains survey development, scale validity and reliability, and the internal factor structure of the PSLS. The final scale consisted of 22 items with a high internal consistency (Cronbach’s α=.90). Exploratory Factor Analysis (EFA) was used to determine the scale’s factor structure; five factors comprising of all 22 items were retained. The factors, or subscales, were Learning Outcomes, Mentoring, Experiential Assignment, Self-Efficacy in Program Competency Domains, and Program Satisfaction. All were also found to have adequate internal consistency (Cronbach’s α .70). Service-learning is vital in developing the next generation of the workforce. These study findings suggest the PSLS fills a critical gap in the literature by providing a valid and reliable instrument to evaluate experiences and satisfaction in service-learning programs and other fellowships.

scholarly journals Les étudiants de première génération dans les universités : l’accès et la persévérance aux études au Canada

1969 ◽  
Vol 40 (3) ◽  
pp. 1-24
Author(s):  
Pierre Canisius Kamanzi ◽  
Pierre Doray ◽  
Sylvie Bonin ◽  
Amélie Groleau ◽  
Jake Murdoch
Keyword(s):  
United States ◽  
Longitudinal Data ◽  
First Generation ◽  
American Studies ◽  
College Graduates ◽  
College Experience ◽  
Academic Persistence ◽  
The United States ◽  
First Generation Students ◽  
Bachelor Degree

Research in the United States shows that American first generation students (FGS) are less likely to attend university than students whose parents are college graduates (NFGS). Furthermore, those among American FGS who undertake a bachelor degree would have to overcome, throughout their college experience, obstacles related to their family’s background. Are the Canadian FGS experiencing the same educational disadvantages than their American counterparts? Using longitudinal data from Youth in Transition Survey (YITS), conducted from 2000 to 2005, this paper shows that, as seen in the American studies, Canadian FGS are less likely to attend university than NFGS. However, there is no difference in regards to academic persistence. FGS and NFGS have the same probability of obtaining a bachelor degree.

Challenged by Respect

2018 ◽  
pp. 20-42
Author(s):  
Andrew Watts
Keyword(s):  
Native American ◽  
Service Learning ◽  
Cross Cultural ◽  
Learning Theories ◽  
Cultural Learning ◽  
Pedagogical Issues ◽  
Learning Program ◽  
Community Partners ◽  
Learning Programs ◽  
Cultural Service

This chapter explores how service-learning programs offered by U.S. colleges and universities might partner with Native American communities on reservations. It reviews relevant scholarship on approaches to cross-cultural learning, such as the Authentic and Culturally Engaging (ACE). It provides background for the participating partners in a current service-learning program. It examines issues affecting cross-cultural service-learning on reservations in light of ongoing historical, social and cultural trauma. It addresses pedagogical issues unique to Humanities (Religion) service-learning programs. It provides a description of various strategies used in the program that implement service-learning and learning theories. Throughout the chapter Native American voices and scholars serving as community partners for this specific program offer critical perspectives on pedagogy and partnerships.

scholarly journals The Partnership Model For Service-Learning Programs: A Step-By-Step Approach

2013 ◽  
Vol 4 (2) ◽  
pp. 67-78
Author(s):  
Brooke A. Flinders ◽  
Louis Nicholson ◽  
Allison Carlascio ◽  
Katelyn Gilb
Keyword(s):  
Service Learning ◽  
Academic Expectations ◽  
Learning Program ◽  
Case Examples ◽  
Community Needs ◽  
Partnership Model ◽  
Preparedness For Practice ◽  
Learning Programs ◽  
Education Today ◽  
Perceived Impacts

Service-Learning is a hot topic in higher education today, but the importance of streamlining processes for community service will never go out of style. Generally, universities, faculty, communities, and students value the concept of civic engagement. However, it is challenging for educators to provide meaningful service, which offers valuable learning opportunities, while trying to meet academic expectations of rigor and research. The Partnership Model for Service- Learning provides a visual framework for organizing sustainable programs and leads to collective impact. It is a model that “ties it all together”, seamlessly connecting teaching, scholarship, and service. In addition to a step-by-step framework for constructing a service-learning program, this article presents case examples to illustrate the differences between “project-based” and “program-based” pedagogical approaches. Finally, student-perceived impacts of service-learning are quantified, via Likert scale, in the associated areas (Callister and Hobbins-Garbett, 2000), of personal satisfaction, impact on professional development, critical thinking, awareness of unmet community needs, and feelings of preparedness for practice, for both the project-based and program-based case examples. 

scholarly journals Do Course-Based Service Learning Programs Offer More Benefits to Students than Non-Course-Based Programs? The Research Says “Yes”

2018 ◽  
Vol 7 (6) ◽  
pp. 197
Author(s):  
William Walker ◽  
Cynthia Walker
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Secondary Level ◽  
Learning Program ◽  
Post Secondary ◽  
Qualitative And Quantitative ◽  
Cognitive Component ◽  
Service Programs ◽  
Learning Programs

This article examines the qualitative and quantitative differences between course-based service learning programs and non-course-based service programs at the post-secondary level. A review of the research to date reveals greater benefits for students who participate in course-based community service compared to participation in non-course-based service. The course-based model’s cognitive component of organized reflection appears to be the key contributing factor that produces benefits superior to the non course-based approach, both in number and quality. Based on these findings, post-secondary institutions using non-course-based service learning program should consider changing to the course-based model.

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