EVALUATING THE IMPACT OF AN MBA SERVICE-LEARNING COURSE ON COMMUNITY SERVICE ATTITUDES & BEHAVIORS.

2008 ◽  
Vol 2008 (1) ◽  
pp. 1-6
Author(s):  
LYNN HARLAND ◽  
ANNE HERMAN ◽  
DAVID AMBROSE
Keyword(s):  
Service Learning ◽  
Community Service ◽  
The Impact

Partners, Neighbors, and Friends: The Practice of a Place-Based Education

2001 ◽  
Vol 23 (2) ◽  
pp. 19-23 ◽  
Author(s):  
Talmage Stanley ◽  
Stephen Fisher
Keyword(s):  
Public Policy ◽  
Social Justice ◽  
Social Change ◽  
Service Learning ◽  
Community Service ◽  
Systematic Study ◽  
Agents Of Change ◽  
Public Ethics ◽  
Place Based Education ◽  
The Impact

At Emory and Henry College, our vision for a place-based education integrating service with learning led in 1996, to the approval of the creation of a new major in Public Policy and Community Service. A rigorous and interdisciplinary service learning major, all of its courses are designed to help students better understand the impact of local, regional, national, and global structures and institutions on social change. As the curriculum evolves, we are institutionalizing in it a systematic study of several primary conceptual themes: citizenship, service, religion, public ethics, cultural diversity, public policy, place-based politics, social justice, and social change. The program aims to empower students by enabling them 110t only to understand critically the necessity and processes of social change but also to become agents of change in Southwest Virginia, Appalachia, and beyond, while they are students.

Building the Field: The Case for Community Service Learning

2017 ◽  
Vol 41 (4) ◽  
pp. 308-320
Author(s):  
Janelle E. Lawson ◽  
Allison R. Firestone
Keyword(s):  
Special Education ◽  
Service Learning ◽  
Community Service ◽  
Undergraduate Students ◽  
Local Community ◽  
Service Providers ◽  
Community Service Learning ◽  
Persons With Disabilities ◽  
Related Service ◽  
The Impact

In this study, the authors examine the impact of a community service learning course on undergraduate students’ decisions to pursue careers as special education teachers or related service providers. Participants ( N = 134) completed a course involving volunteer service with persons with disabilities in the local community and were surveyed as to whether they were interested in pursuing a career in special education upon graduation. Findings indicated that contact with a person with a disability through community service learning was a factor in influencing participants’ willingness to enter the field of special education.

scholarly journals Evaluating Service-Learning with Older Adults on Undergraduate College Students During the COVID-19 Pandemic

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 943-944
Author(s):  
Sharon Merkin
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Community Service ◽  
Student Attitudes ◽  
Well Being ◽  
Before And After ◽  
Students Attitudes ◽  
Mean Differences ◽  
Novel Coronavirus ◽  
The Impact

Abstract Introduction: Students in the Frontiers in Human Aging course at UCLA participate in service-learning (SL) with older adults. In 2020, completion of SL coincided with the outbreak of the novel coronavirus disease (COVID-19) pandemic. We evaluated the impact of SL on student attitudes on aging and community service in the context of the pandemic. Methods: Students were assigned to senior residential and daycare programs for 18-20 hours of SL. A retrospective pretest-posttest survey asked about attitudes and interests before and after SL and how the COVID-19 pandemic affected these perceptions; 73 (of 103) students responded. Mean differences before and after SL were tested and differences were assessed within groups reporting COVID-19 effects. Results: SL improved students’ attitudes and ability to engage with older adults, knowledge about aging concepts, interest in future work with older adults, attitudes on community service, social well-being and feelings of usefulness (p<0.001). There was no significant change in overall anxiety about aging (p=0.1), however, students showed increased anxiety about losing independence and finances when older (p<0.05). At least 50% of students reported that the COVID-19 pandemic increased their awareness of needs of older adults (81.9%) and decreased connection to their peers (50.7%); the impact of SL remained unchanged by these effects. Conclusion: Despite the overall benefits of SL, increased anxiety about aspects of aging suggests the need to address these concerns. While the COVID-19 pandemic did not seem to affect the impact of SL, this event did seem to influence perceptions about aging and social integration.

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 Serving Other People: An Empirical Study of the Impact of Service Learning on the Moral Character of Students in Japanese Higher Education-A Pilot Test

2020 ◽  
Vol 5 (3) ◽  
pp. 32-38
Author(s):  
Kazunobu Horiuchi
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Common Good ◽  
Helping Behavior ◽  
Attitude Scale ◽  
The Common Good ◽  
Japanese Higher Education ◽  
The Common ◽  
The Impact ◽  
Student’S Attitude

This empirical research exercise attempted to measure the impact of service learning on the students’ sense of community service, virtue of responsibility, and the Common Good. Assessing the impact of community service on student’s attitude involved utilizing the Community Service Attitude Scale questions developed by S. H. Schwartz to measure such items as Awareness, Connectedness, Normative Helping Behavior, Seriousness, and Intentions towards community service. The impact of service learning on students’ awareness and on how it engendered in them a positive attitude towards the common good was also assessed.

The Impact of Community Service Learning on the Social Skills of Students

2020 ◽  
Vol 7 (1) ◽  
pp. 55
Author(s):  
Azmina Afzal ◽  
Nasreen Hussain
Keyword(s):  
Social Skills ◽  
Service Learning ◽  
Community Service ◽  
Positive Impact ◽  
Learning Experience ◽  
School Curriculum ◽  
Community Service Learning ◽  
Learning Program ◽  
The Social ◽  
The Impact

<p><em>Nowadays many high schools and universities are promoting community service-learning program by making it a part of the admission process; therefore, students participate in community service learning program to get admission in an institution of their choice. However, after completing the community service program, they see themselves as more socially responsible citizens. This qualitative study aimed to explore the impact of community service learning on the social skills of students. The study employed a qualitative method by randomly selecting twenty-five students for the focused group interviews from five different O- level schools situated in middle socio-economic locality. The results revealed that a community service-learning program has a positive impact on the social skills of O-level students.  Besides, students had also a positive learning experience. Findings of the study indicated that </em><em>the awareness to encourage community service in schools is grounded on the acceptance that it does not only give students extra credit points but serving others or one’s community also makes them better citizens. Based</em><em> on the advantages and positive experiences of students, the study recommends to include a more inclusive model of service-learning to a school curriculum.  </em></p>

“When It’s Outside of You”

2021 ◽  
Vol 21 (1) ◽  
pp. 27-54
Author(s):  
Stephanie White
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Academic Writing ◽  
Community Organizations ◽  
Classroom Observations ◽  
First Year ◽  
Transformative Experiences ◽  
First Year Composition ◽  
Composition Course ◽  
The Impact

Through classroom observations and semi-structured, text-based interviews, this study analyzes the impact of a service-learning first-year composition course on students’ rhetorical knowledge. Students’ own words are used to describe their transformative experiences related to academic writing and community service. As a result of what these students called their “investment” in community organizations, they began to see writing itself as advocacy. This article explains how this commitment to writing as advocacy motivated students to develop transferrable writing knowledge.

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