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

scholarly journals Spaces In-between: Text Poems from Community Practice and Research

2018 ◽  
Vol 3 (1) ◽  
pp. 114-131 ◽  
Author(s):  
Paula Gerstenblatt ◽  
Diane Rhodes ◽  
Lida Holst
Keyword(s):  
Service Learning ◽  
Social Issues ◽  
Lessons Learned ◽  
Community Practice ◽  
Community Members ◽  
University Partnerships ◽  
The Past ◽  
Teacher Researcher ◽  
Fellow Teacher ◽  
Artist Teacher

A commitment on the part of the academy to address social issues has increased over the past three decades, resulting in service learning courses, volunteering opportunities, and community-university partnerships. Faculty, staff, and community practitioners collaborating to lead these efforts often carry enormous responsibility and answer to often competing interests of students, community members, and universities. Using the experience of an scholar/artist/teacher in a university-community partnership founded by the first author in a racially polarized town, this article explores the potential of arts-based methods, specifically poetry and collage, to mitigate the consequence of this work. The format is a dialogue between two engaged teacher/researcher/practitioners and friends to clarify the hidden experience of the researcher with narrative truth to articulate and share not only experiences, but also lessons learned as a contribution to our fellow teacher/researcher/practitioners.

Lessons Learned From 15 Years of Service-Learning

2018 ◽  
pp. 17-40
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

Lessons Learned From 15 Years of Service-Learning

2021 ◽  
pp. 903-925
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

Problem-Based Learning and Authentic Assessment as an Implementation of Outcomes-Based Education in the Computer Engineering Program of Ateneo de Davao University

2017 ◽  
Vol 6 (2) ◽  
pp. 22-36
Author(s):  
Eufemia Faller ◽  
Edicio Faller
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Problem Based Learning ◽  
Authentic Assessment ◽  
Integrative Approach ◽  
Computer Engineering ◽  
Learning Program ◽  
Engineering Program ◽  
Concrete Solution ◽  
Outcomes Based Education

The 21st century education challenges educators to expose students to a wide variety of circumstances and problem situations where they are required to apply the skills they have learned. In engineering education, these are mostly limited to simulated scenarios which are devoid of real and actual interactions with the problems in the community. This article aims to describe how problem-based learning pedagogy and authentic assessment are used in the Computer Engineering program of Ateneo de Davao University as an implementation of the outcomes-based education. This is a descriptive & qualitative research that utilizes focus group discussions as a methodology for achieving its objective. This study uses the frame of experiential learning that is problem-driven, community-based, multi-disciplinary, integrative & collaborative. The computer engineering program uses a multi-disciplinary and integrative approach to problem-based learning through the service-learning program of the institution. This provides the students with an opportunity to interact with a community, identify its problems, analyze and create a concrete solution applying their acquired skills. Since the students are engaged with the community's actual and real problems, they will be assessed using authentic assessment mechanisms. Experiential learning, problem-based pedagogy with authentic assessment open doors of opportunities for a more meaningful and relevant computer engineering program.

Community Change Programs for Children and Youth At-Risk: A Review of Lessons Learned

2020 ◽  
pp. 152483802091562
Author(s):  
Daphna Gross-Manos ◽  
Ayala Cohen ◽  
Jill E. Korbin
Keyword(s):  
At Risk ◽  
Community Intervention ◽  
Nonprofit Sector ◽  
The United States ◽  
Community Change ◽  
Lessons Learned ◽  
Children And Youth ◽  
At Risk Children ◽  
Youth At Risk ◽  
Program Characteristics

The significant role of the community in the lives of children and youth at-risk has become increasingly clear to social work academics and professionals over the last three decades. Alongside the more traditional individual and family responses, community interventions have been designed to catalyze change in the environment of children and youth at-risk and supply holistic and sustainable responses to their needs. Ten such community intervention programs were identified from the United States, Australia, Canada, and Israel. Most employed the community development model, focused on developing leadership and social capital (improving community networking) and advancing coordination between the organizations and sectors in the field of risk among children and youth. The diverse programs reviewed focused both on at-risk children and youth in general or specifically on child abuse and neglect. The programs originated from different health, education, and welfare disciplines and sponsoring authorities. The majority were funded originally by private foundations; however, government involvement was significant, particularly in the adoption and support of initiatives after their development. The current analysis of the programs refers to core issues that arose from the review: professional orientation, main target unit, main initiator, and research and evaluation. Analysis of program characteristics enables identifying relevant aspects of these programs for use by policy, governmental, and nonprofit sector stakeholders seeking to develop similar programs. Conclusions and recommendations to advance the field are suggested considering the current context of government cuts in welfare funds.

scholarly journals Lessons learned about ageing and gerontological nursing in South Africa

Curationis ◽  
2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Staja Q. Booker
Keyword(s):  
South Africa ◽  
Older Adults ◽  
Nursing Education ◽  
Service Learning ◽  
Learning Experience ◽  
The United States ◽  
Lessons Learned ◽  
Innovative Teaching ◽  
Gerontological Nursing ◽  
The Usa

Background: The unprecedented global growth in older adults merits high-quality gerontological nursing care. As gerontological nursing grows in visibility in developed and developing countries, nurses must possess a broader worldview of ageing with knowledge of physiological, psychosocial, and cultural issues.Purpose: The purpose of this article is to: (1) highlight lessons learned on differences and similarities in ageing and care of older adults in the United States of America (USA) and South Africa (SA); and (2) provide recommendations on how to advance gerontological nursingeducation in SA.Methods: A two-week international service-learning project was undertaken by visiting SA and learning about their nursing system and care of older adults. Service-learning is an innovative teaching-learning-service method that provided reflective and hands-on experience of gerontological nursing. This article provides a personal reflection of lessons learned about ageing and gerontological nursing during the service-learning project.Findings: Care of older adults in SA is in many ways different from and similar to that in the USA. Consequently global nurses should recognise those differences and provide culturally appropriate care. This service-learning experience also demonstrated the need for gerontological nursing education in SA. Based on this, recommendations on how to infuse and advance gerontological nursing education in SA are provided.Conclusion: Caring for older adults in a global context requires knowledge and understanding of cultures and their values and practices. With a growing population of diverse older adults, there is a need for incorporation

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.

scholarly journals Formal Service Learning Opportunities: Engineering Internships in Social Entrepreneurship Organizations

2012 ◽  
Vol 7 (1) ◽  
pp. 40-52
Author(s):  
Camilla M. Saviz ◽  
Abel A. Fernandez ◽  
Elizabeth A. Basha
Keyword(s):  
Service Learning ◽  
Social Entrepreneurship ◽  
The United States ◽  
Learning Opportunities ◽  
Lessons Learned ◽  
Strategic Partnerships ◽  
Problem Solving Skills ◽  
Formal Service ◽  
Entrepreneurial Organization ◽  
The University

Over the past three years, a collaboration between the School of Engineering  and the ABC Center for DEF at the University of the XYZ has provided students with internship opportunities at five different social entrepreneurship organizations distributed among six countries.  The summer internship program administered by the ABC Center seeks to provide an enriching experience for participants, to raise awareness of the broad application of social entrepreneurship across different disciplines, and provide qualified student assistance to organizations seeking specific help.  Working with the socially entrepreneurial organization, students were required to apply problem-solving skills in environments where language, culture, technical support, and supervision were very different from levels experienced during their more ‘traditional’ internships in the United States. These internships in social entrepreneurship allowed students to learn first-hand that successfully implementing projects in other countries requires strong technical skills and a fundamental understanding of local cultural, political, and contextual factors.  At the institutional level, lessons learned included the importance of forming strategic partnerships to increase opportunities and capitalize on limited resources, and the need to use existing frameworks to facilitate student involvement in such service-learning opportunities.

scholarly journals Supporting Independent Living Through Interdisciplinary Service Learning

2021 ◽  
Vol 21 (1) ◽  
pp. 59-76
Author(s):  
Nicole Janich ◽  
Natasha Mendoza ◽  
Cynthia Mackey ◽  
Nidia Hernandez ◽  
Abigail Henderson ◽  
...  
Keyword(s):  
Service Learning ◽  
Independent Living ◽  
Service Use ◽  
Effective Means ◽  
Physical Space ◽  
Lessons Learned ◽  
Learning Program ◽  
University Partnerships ◽  
Clinical Supervisors ◽  
School Of Social Work

Service learning within independent living facilities may be a highly effective means to address the service gaps that challenge older adults and people who are disabled. We present a new approach to service learning by leveraging opportunities for community–university partnerships. The Community Collaborative Model (CCM) represents synergy between organized independent living and higher education at Arizona State University and led by the School of Social Work. The CCM is a unique collaborative service learning program aligned with current thinking about independent living, supportive services, and community-based service learning. We share lessons learned from the challenges of establishing this program, which included institutional hurdles, maintaining adequate physical space, student-focused planning, varying levels of preparedness, and stigma related to service use. In conclusion, we recommend means to (1) build interprofessional teams, (2) seek support and commitment of faculty partners, (3) ensure sustainability via community liaisons and clinical supervisors, and (4) create space for reflective practice.

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