scholarly journals Peer actions for a service learning project to prevent drug-facilitated sexual assaults

2020 ◽  
Author(s):  
Gemma Montalvo ◽  
Gloria Quintanilla ◽  
Fernando E. Ortega-Ojeda ◽  
Carmen García-Ruiz ◽  
Pablo Prego-Meleiro ◽  
...  
Keyword(s):  
Active Learning ◽  
Service Learning ◽  
Community Service ◽  
Cognitive Abilities ◽  
Learning Experience ◽  
Learning Processes ◽  
Sexual Assaults ◽  
Vertical Coordination ◽  
Working Together ◽  
Different Levels

The service-learning methodology combines active learning processes and community service. This service-learning experience was performed using an interdisciplinary and cross plan. The teachers made a horizontal coordination in the courses, and a vertical coordination in subjects of the Degrees involved. This allowed working together in the students’ curricular training process. It also permitted covering various specific skills, as corresponds to the different subjects, whilst optimizing the students’ workload. The service addressed the problem of drug-facilitated sexual assaults (DFSA) in the youth leisure nightlife. DFSA is the temporary disability of a person caused by a decrease in her/his volitional and cognitive abilities due to the voluntary or involuntary consumption of a psychoactive substance. An active learning about the problem was encouraged in the classroom, focused on recognizing myths, attitudes, and risk situations. The service-learning actions to the community was based on an anonymous survey conducted among the students, which dealt with the problem. The Service Learning was stimulated through the design, planning and development of activities aimed at gaining social awareness of the existing problem while favouring peer learning processes. The students undertook awareness actions at different levels, spreading their message by means of social networks, high school workshops, and information stands on the street.

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.

International Service-Learning

2016 ◽  
pp. 420-445 ◽  
Author(s):  
Joellen E. Coryell ◽  
Trae Stewart ◽  
Zane C. Wubbena ◽  
Tereza Cristina Valverde-Poenie ◽  
B. J. Spencer
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Learning Experience ◽  
Comparative Case Study ◽  
Future Research ◽  
International Service Learning ◽  
International Service ◽  
Working Together ◽  
Cultural Dialogue ◽  
The University

International Service-Learning (ISL) is a structured service-learning experience in another country where students learn from interaction, cross-cultural dialogue, and reflection. This humanistic pedagogy was utilized at the University of Canterbury after earthquakes rocked Christchurch, New Zealand (NZ) in 2010 and 2011. The present comparative-case study examined United States (US), European Union (EU), and Kiwi students' transformative learning through working together in a university-based ISL course designed around re-building Christchurch. Data were analyzed through the Kiely's (2005) Transformative Service-Learning Model. The findings of this study contribute new elements to the dimension of the model and argue that the concept of global citizenship may better explain a mixed cohort of international students' service-learning experiences in a post-disaster setting. Implications to the study's findings and recommendations for future research are briefly discussed.

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.

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.  

scholarly journals Enhancing Undergraduate Student Self-efficacy and Learning with a Community Service learning (CSL) Nutrition Workshop Assignment

2019 ◽  
Vol 12 ◽  
pp. 61-70 ◽  
Author(s):  
Giulia Coletta ◽  
Rakhshan Kamran ◽  
Ayesha Khan ◽  
Kim Dej ◽  
Janet M Pritchard
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Self Efficacy ◽  
Science Communication ◽  
Learning Experience ◽  
Community Service Learning ◽  
Teaching Community ◽  
Premier Cycle ◽  
Groupes De Discussion ◽  
The Impact

Community service learning (CSL) activities in undergraduate programs are associated with improvements in self-efficacy (confidence related to performing a specific task) and academic achievement. This study aimed to understand the impact of a CSL assignment on self-efficacy related to teaching community members about evidence-based nutrition and on the overall learning experience. Students were invited to participate in this mixed-methods study (surveys and focus groups), and the results indicate that the CSL activity not only increased students’ self-efficacy related to nutrition science communication, but also gave students a greater feeling of connection to their community and an opportunity to practice skills needed for future careers.   Les activités d’apprentissage par l’engagement communautaire dans les programmes de premier cycle sont liées à une amélioration de l’autoefficacité (la confiance en sa propre capacité d’accomplir une tâche particulière) et du rendement universitaire. La présente étude vise à comprendre l’incidence d’un devoir d’apprentissage par l’engagement communautaire sur l’expérience d’apprentissage dans son ensemble et sur l’autoefficacité au sujet de la nutrition s’appuyant sur des données probantes – par rapport aux membres du corps enseignant. Les étudiants étaient invités à participer à une étude employant des méthodes mixtes (des sondages et des groupes de discussion). Les résultats indiquent que les activités d’apprentissage par l’engagement communautaire augmentent l’autoefficacité en matière de communication de la science de la nutrition. Qui plus est, ces activités donnent aux étudiants un sentiment accru d’appartenance à leur communauté ainsi qu’une occasion de mettre en pratique les compétences requises dans leur future carrière.

scholarly journals THE ROLE OF SERVICE LEARNING IN THE US STUDENTS’ CITIZENSHIP FORMATION

2020 ◽  
pp. 223-227
Author(s):  
Yuliia SHARANOVA ◽  
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Service ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Rapid Change ◽  
The United States ◽  
Educational Process ◽  
The Us ◽  
The Usa

Introductain. The article highlights the ed-ucational potential of service learning in the US higher education in the process of forming students' citizenship. Teaching community service as a highly effective peda-gogical practice in American higher education institutions ensures the development of students' readiness for a meaningful and responsible life in an interdependent world characterized by uncertainty, rapid change and destabilizing inequality, and serves as a basis for forming students’ citizenship.The definition of community service learning by the American educators, who see it as a form of learning, as well as a teaching strategy that combines sociallysignifi-cant activities with an educational process based on reflection with the view to enriching students' learning experience, building civic responsibility and strengthening communities, is considered. The basic requirements of conformity of service learning in universities and colleges of the USA to the status of educational discipline are characterized.It is noted that teaching service learning in higher ed-ucation institutions in the United States promotes, through dialogue and cooperation, the social and cognitive devel-opment of students who, coming from the comfort zone to the contact zone, learn to interact effectively with each other and other people as well

Student Teachers' Reflections of a Community Service Learning Experience

2010 ◽  
Vol 20 (3) ◽  
pp. 453-459
Author(s):  
Özge Hacifazlioǧlu ◽  
Nesrin Özdemir ◽  
Hüseyin Uzunboylu
Keyword(s):  
Service Learning ◽  
Student Teachers ◽  
Community Service ◽  
Learning Experience ◽  
Community Service Learning
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