scholarly journals Conceptual Framework for Assessing Process Variables Salient for Service-Learning Experience

2020 ◽  
Author(s):  
Ka Hing Lau ◽  
Robin Snell
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Course Design ◽  
Learning Experience ◽  
Community Partner ◽  
Positive Role ◽  
Data Set ◽  
The Past ◽  
Multi Stakeholder ◽  
Effective Integration

Service-learning is an established pedagogy which integrates experiential learning with community service. It has been widely adopted in higher education around the world including in Hong Kong, yet the key ingredients that determine its successful impacts for its stakeholders have not been fully assessed. This study reviewed the past literature, which indicates the key ingredients that may be found in successful service-learning programmes. We identify six key ingredients: students provide meaningful service; the community partner representative plays a positive role; effective preparation and support for students; effective reflection by students; effective integration of service-learning within the course design; and stakeholder synergy in terms of collaboration, communication and co-ownership. In order to obtain an inter-subjectively fair and trustworthy data set, reflecting the extent to which those key ingredients are perceived to have been achieved, we propose a multi-stakeholder approach for data collection, involving students, instructors and community partner representatives.

scholarly journals OnTask

2020 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Steve Leichtweis
Keyword(s):  
Learning Analytics ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Course Design ◽  
Learning Experience ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Laptop Computer ◽  
Data Set ◽  
Hands On

Universities are increasingly being expected to ensure student success while at the same time delivering larger courses.  Within this environment, the provision of effective and timely feedback to students and creating opportunities for genuine engagement between teachers and students is increasingly difficult if not impossible for many instructors, despite the known value and importance of feedback (Timperley & Hattie, 2007) and instructor presence (Garrison, Anderson & Archer, 2010).  Similar to other tertiary institutions, the University of Auckland has adopted various technology-enhanced learning approaches and technologies, including learning analytics in an attempt to support teaching and learning at scale.  The increased use of educational technology to support learning provides a variety of data sources for teachers to provide personalised feedback and improve the overall learning experience for students.  This workshop is targeted to teachers interested in the use of learning data to provide personalized support to learners.  Participants will have a hands-on opportunity to use the open-source tool OnTask (Pardo, et al. 2018) within some common teaching scenarios with a synthetically generated data set.  The facilitators will also share and discuss how OnTask is currently being used in universities to support student experience, teaching practice and course design.  As this is a hands-on workshop, participants must bring a laptop computer to work with the online tool and the prepared scenarios.  References   Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Pardo, A., Bartimote-Aufflick, K., Shum, S. B., Dawson, S., Gao, J., Gaševic, D., Leichtweis, S., Liu, D., Martínez-Maldonado, R., Mirriahi, N. and Moskal, A. C. M. (2018). OnTask: Delivering Data-Informed, Personalized Learning Support Actions. Journal of Learning Analytics, 5(3), 235-249.

Writing Partners

2018 ◽  
pp. 202-222
Author(s):  
Sarah Blomeley ◽  
Amy Hodges Hamilton
Keyword(s):  
Service Learning ◽  
Learning Experience ◽  
College Level ◽  
Community Partner ◽  
Community Members ◽  
International Service Learning ◽  
International Service ◽  
Learning Contexts ◽  
Political Implications ◽  
Writing Assignment

This chapter describes and analyzes a writing assignment, an oral history project, developed for a college-level service-learning composition class. In bridging the writer with a single community partner and inviting the pair to jointly compose a memoir, this assignment can create a successful service-learning experience by engaging students and community members in projects that are beneficial and hold important personal, social, and political implications. The chapter also considers how the project, up to this point used successfully in local service communities, might fare in international service learning contexts.

scholarly journals Construction Management Service Learning: A “How To” Process for Success

2014 ◽  
Vol 9 (2) ◽  
pp. 85-92
Author(s):  
R. Casey Cline ◽  
Ken Robson ◽  
Michael Kroth
Keyword(s):  
Service Learning ◽  
Construction Management ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Practical Experience ◽  
Theory And Practice ◽  
Management Service ◽  
Community Partner ◽  
Daunting Task ◽  
Practical Standpoint

To ensure that students are prepared for positions in the construction industry, construction management education programs expose students to industry relevant construction management (CM) theory and practice. Traditional transmission teaching methodologies, while arguably effective for teaching management theory and practice, are not as effective for the transfer of practical leadership skills and knowledge of construction specific processes. As an alternative teaching strategy, many CM programs incorporate service-learning (S-L) into curricula; providing students practical experience, focusing on the acquisition of knowledge through goal setting, thinking, planning, experimentation, observation, and reflection.        However, from a practical standpoint, the development of a service-learning project can be a daunting task for the educator. Beyond determining a suitable project, a great deal of work must be undertaken to ensure a successful learning experience for the learner, as well as a successful project for the project owner or community partner. Processes must be put in place to ensure that the project is well developed, the student is practicing relevant CM skills, the project is completed in a timely manner to the satisfaction of the owner, and that the student learns through active reflection.        Thus, this paper is presented not as a project specific case study, but an attempt to simplify for CM educators the development of CM S-L projects and to provide a step-by-step process to facilitate a successful learning experience. 

Enriching the Student Learning Experience through Community Service Learning

1996 ◽  
Vol 1 (1) ◽  
pp. 28-29
Author(s):  
Cecil D. Bradfield ◽  
R. Ann Myers
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Student Learning ◽  
Community Service ◽  
Learning Experience ◽  
Academic Learning ◽  
Learning Needs ◽  
Community Service Learning

Cecil D. Bradfield and R. Ann Myers are professors of sociology and social work at fames Madison University in Harrisonburg, Virginia, where they cofounded the JMU Center for Service-Learning. The Center is noteworthy in its dedication to (and success in) serving equally the academic learning needs of students and the needs of the community. Here Bradfield and Myers describe the Center and at the same time examine what makes service learning different from community service.

scholarly journals Students Mentoring Students in a Service-Learning Clinical Supervision Experience: An Educational Case Report

2011 ◽  
Vol 91 (10) ◽  
pp. 1513-1524 ◽  
Author(s):  
Jill Black Lattanzi ◽  
Sandra L. Campbell ◽  
Robin L. Dole ◽  
Kerstin M. Palombaro
Keyword(s):  
Case Report ◽  
Physical Therapy ◽  
Service Learning ◽  
Social Responsibility ◽  
Community Service ◽  
Clinical Supervision ◽  
First Year ◽  
Academic Skill ◽  
Community Partner ◽  
Peer Mentorship

Background and Purpose Service-learning projects present the opportunity to combine academic skill practice and peer mentorship with meaningful community service. Implicit learning outcomes include an enhanced understanding of social responsibility and professional development—concepts difficult to teach in the classroom. The purpose of this educational case report is to describe the development, application, and outcomes of a service-learning project designed to facilitate peer mentorship and the development of social responsibility. Development of the Process Widener University mandated that all programs offer student community service opportunities on Martin Luther King Day. In response, the physical therapy program developed a plan to clean and screen assistive and mobility devices and provide blood pressure screening at designated community sites. Application of the Process All faculty and all members of the first-year and third-year Doctor of Physical Therapy (DPT) classes participated. The students and a faculty member traveled to designated community sites in teams. First-year students were able to practice newly acquired skills under the supervision and peer mentorship of third-year students. Outcomes Outcomes of the service-learning project were assessed through a tally of services rendered, measurement of curricular goal achievement, a survey of the community partners' satisfaction with the event, and consideration of both first-year and third-year DPT student reflection papers. Discussion The service-learning project was effective in meeting a community need, enhancing community partner relationships, fostering student understandings of social responsibility, and creating a valuable peer mentorship experience.

Service Learning 201: Beyond the Basics

2008 ◽  
Vol 11 (1) ◽  
pp. 36-40 ◽  
Author(s):  
Lisa Schoenbrodt
Keyword(s):  
Service Learning ◽  
Communication Disorders ◽  
Undergraduate Curriculum ◽  
Speech Pathology ◽  
Community Agency ◽  
Community Partner ◽  
Graduate Courses ◽  
The Past ◽  
Introductory Class ◽  
University Training

Abstract Service learning is not a new concept in the field of education or communication disorders, involving a partnership that is formed between a community agency and a university training program. For service learning to effective, equal “buy in” is needed from all parties involved. Service learning is a natural fit in the area of communication disorders because the types of agencies involved and the types of experiences dovetail with the range of disorders in the population. In one department of Speech Pathology, we offered a variety of service-learning courses to students in training throughout their undergraduate curriculum, with different commitments in terms of time to service. In the past, our introductory level coursework involved brief experiences that were woven into the coursework, but was not the intensity of time or commitment that is required in graduate courses. In addition, with this introductory class, I had to consider the level of the student with little to no background with individuals with disabilities. These factors led us to design a service-learning course that incorporated time directly spent with the community partner agency on site and time spent indirectly planning an activity for clients at the community center.

The Value of Community Service‐Learning as an Alternative Learning Strategy: A Reflection on Experiential Education and Self‐Discovery in the Department of Volunteer Services at Kingston General Hospital

2017 ◽  
Author(s):  
Matthew P. Ponsford
Keyword(s):  
Service Learning ◽  
General Hospital ◽  
Community Service ◽  
Learning Strategy ◽  
Learning Experience ◽  
Community Service Learning ◽  
Voluntary Service ◽  
Alternative Learning ◽  
Kingston General Hospital ◽  
The Individual

Community Service‐Learning (CSL) is a strategy that enables teaching and learning through valuable community service, by teaching civic responsibility and enforcing the importance of reflection. CSL allows for student participation in community service that directly relates to specific learning outcomes. This ensures a mutual benefit for both the organization receiving voluntary service and the individual participating in CSL. For the individual, benefits include developing self‐awareness, critical thinking, and a commitment to volunteerism and public service. In my current CSL placement at Kingston General Hospital (KGH), a number of institutional, community and personal benefits resulted from a full academic year placement in the Department of Volunteer Services. In thinking carefully about my experience— reflecting on what I had seen, heard and experienced—it became obvious that the issues arising from the reflection process could serve as an alternative learning experience for students. Specifically, the CSL approach to learning provides a tangible learning opportunity that enables students to develop a deeper understanding of their experiences. In this presentation, I will provide an argument as to why a hands‐on, practical form of learning is better than concentrating on academic in‐class instruction alone. Thus I will establish reasons why CSL supplements the regular learning process and results in a well‐rounded educational experience.  

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