Service-Learning and the Socially Responsible Ethics Class

1997 ◽  
Vol 20 (3) ◽  
pp. 251-267 ◽  
Author(s):  
Patrick Fitzgerald ◽  
Keyword(s):  
Service Learning ◽  
Socially Responsible ◽  
Responsible Ethics

scholarly journals MicroMundo@UPorto: an experimental microbiology project fostering student's antimicrobial resistance awareness and personal and social development

2021 ◽  
Author(s):  
Patrícia Antunes ◽  
Carla Novais ◽  
Ângela Novais ◽  
Filipa Grosso ◽  
Teresa G Ribeiro ◽  
...  
Keyword(s):  
Antimicrobial Resistance ◽  
Service Learning ◽  
University Students ◽  
School Students ◽  
Socially Responsible ◽  
Soil Microbial Diversity ◽  
Soil Microbial ◽  
Societal Challenge ◽  
The One ◽  
Scientific Skills

Abstract Antimicrobial resistance (AMR) is a global societal challenge requiring the contribution of professionals along with general community citizens for their containment. Portugal is one of the European countries where a lack of knowledge on the correct use of antimicrobials and AMR problematic is preeminent. Moreover, youth demotivation to pursue science careers is emerging. To address these problems an innovative experimental service-learning pedagogical strategy, MicroMundo@UPorto, was implemented in Portugal during 2018 through University of Porto as a partner of the global Citizen Science project ‘Tiny Earth’ responding to the AMR crisis. In this first edition of MicroMundo@UPorto, university students (n = 41; Pharmaceutical Sciences and Nutrition Sciences) organized in eight teams tutored by university professors/researchers (n = 13) on Microbiology and AMR theoretical and practical aspects as well on communication skills to enable their guidance of younger school students (n = 140/3 schools) in experiments to discover antimicrobial-producing microorganisms while exploring the soil microbial diversity. Post-survey-based evaluation revealed that this project allowed university students to acquire diverse personal, social and scientific skills while increasing AMR awareness, in the One-Health perspective, and interest for science in school students. This University to Society approach can be successfully extended across Portugal and for education in Microbiology in general, with benefits for the future generations contributing to socially responsible and scientifically-literate citizens.

scholarly journals The development of socially responsible life-sciences teachers through community service learning.

2012 ◽  
Vol 31 (1) ◽  
Author(s):  
J.J. Rian De Villiers
Keyword(s):  
Service Learning ◽  
South African ◽  
Community Service ◽  
Life Sciences ◽  
Animal Behaviour ◽  
Community Service Learning ◽  
Socially Responsible ◽  
Community Partners ◽  
Educational Value ◽  
Tertiary Institutions

In South Africa, polices in higher education are urging tertiary institutions to produce graduates who are socially responsible citizens. One method of achieving this is through service-learning initiatives. Zoos as community partners can provide exciting educational opportunities for students to do animal behaviour studies and to develop their social responsibility. A sample of 58 preservice life-sciences teachers from a South African university completed a questionnaire on their animal behaviour studies. This study sought to determine how animal behaviour studies could successfully be incorporated as a community service-learning project in a zoo setting, what the educational value of these studies was and what the benefits were of incorporating this community service-learning component in the life-sciences course. The incorporation of the service-learning component into the zoology course led to the students’ personal and professional development, knowledge about themselves, sensitivity to cultural diversity, civic responsibility and insights into the ways in which communities operate. For a successful service-learning project, lectures, students and community partners should all have a sense of engagement. A number of suggestions are made to improve the incorporation of this service-learning component into the existing zoology course.

scholarly journals The Role of Service-Learning in Information Systems Education

10.28945/4797 ◽  
2021 ◽  
Vol 18 ◽  
pp. 103-119
Author(s):  
Tana Feyt ◽  
Gwamaka Mwalemba
Keyword(s):  
Information Systems ◽  
Service Learning ◽  
South African ◽  
Course Evaluations ◽  
Future Research ◽  
Socially Responsible ◽  
Civic Mindedness ◽  
Insight Into

Aim/Purpose: The aim of this study is to explore the role of service-learning in Information Systems (IS) education. Background: While the use of modern technologies presents many operational benefits, such as the lowering of the costs, it may also aggravate social-economic is-sues. IS professionals should account for these issues as well as exhibit the skills demanded by modern-day employers. Hence, why there is a need for IS educators to adopt a new pedagogy that supports the development of more holistic and socially responsible IS graduates. Methodology: In this qualitative exploratory case study, two IS service-learning courses at a South African university were studied. Interviews, course evaluations, and reflection essays were analyzed to gain insight into the implications that service-learning may have for students. Contribution: This study contributes to IS education research by advancing discussions on the role of service-learning in providing learning outcomes such as the development of important skills in IS, civic-mindedness, and active participation in society. Findings: The findings showed that the courses had different implications for students developing skills that are important in IS and becoming civic-minded due to the variation in their design and implementation. Recommendations for Practitioners: It is recommended that IS educators present their courses in the form of service-learning with a careful selection of readings, projects, and reflection activities. Recommendations for Researchers: IS education researchers are advised to conduct longitudinal studies to gain more insight into the long-term implications that service-learning may have for IS students. Impact on Society: This paper provides insight into how IS students may gain social agency and a better understanding of their role in society. Future Research: It is recommended that future research focus on mediating factors and the implications that service-learning may have for IS students in the long-term.

scholarly journals Service-Learning and Project TALIS. Pedagogy and Teaching Destined to Mutual Understanding

Pedagogika ◽  
2017 ◽  
Vol 126 (2) ◽  
pp. 228-247
Author(s):  
María Alcantud Díaz ◽  
María Jesús Martínez-Usarralde ◽  
Carmen Lloret-Catalá
Keyword(s):  
Service Learning ◽  
Intervention Program ◽  
Intercultural Education ◽  
Social Intervention ◽  
Mutual Understanding ◽  
Socially Responsible ◽  
The Relationship ◽  
Educational Field

This article makes explicit the importance of the relationship between multilingual, literary and intercultural education, Education for Development and Service-Learning. It is focused on the case of the project TALIS in Spain and its efforts to implement Task Based Learning and cooperative methodologies. As a result, we can bring forward that it should definitely be given a new pedagogical sense to “be destined to perpetual understanding among professionals related to the educational field” to emerge intercultural competences. The aim was to implement a social intervention program in order to foster intercultural ethos building to become socially responsible citizens.

scholarly journals The Role of Service-Learning in Information Systems Education

10.28945/4747 ◽  
2021 ◽  
Author(s):  
Tana Feyt ◽  
Gwamaka Mwalemba
Keyword(s):  
Information Systems ◽  
Service Learning ◽  
South African ◽  
Course Evaluations ◽  
Future Research ◽  
Socially Responsible ◽  
Civic Mindedness ◽  
Insight Into

Aim/Purpose: The aim of this study is to explore the role of service-learning in Information Systems (IS) education. Background: While the use of modern technologies presents many operational benefits, such as the lowering of the costs, it may also aggravate social-economic is-sues. IS professionals should account for these issues as well as exhibit the skills demanded by modern-day employers. Hence, why there is a need for IS educators to adopt a new pedagogy that supports the development of more holistic and socially responsible IS graduates. Methodology: In this qualitative exploratory case study, two IS service-learning courses at a South African university were studied. Interviews, course evaluations, and reflection essays were analyzed to gain insight into the implications that service-learning may have for students. Contribution: This study contributes to IS education research by advancing discussions on the role of service-learning in providing learning outcomes such as the development of important skills in IS, civic-mindedness, and active participation in society. Findings: The findings showed that the courses had different implications for students developing skills that are important in IS and becoming civic-minded due to the variation in their design and implementation. Recommendations for Practitioners: It is recommended that IS educators present their courses in the form of service-learning with a careful selection of readings, projects, and reflection activities. Recommendations for Researchers: IS education researchers are advised to conduct longitudinal studies to gain more insight into the long-term implications that service-learning may have for IS students. Impact on Society: This paper provides insight into how IS students may gain social agency and a better understanding of their role in society. Future Research: It is recommended that future research focus on mediating factors and the implications that service-learning may have for IS students in the long-term. NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 103-119. Click DOWNLOAD PDF to download the published paper.

scholarly journals Volunteer Motivations, Satisfaction, and Future Intent: A Comparative Analysis Between Student-Athletes and Service-Learning Students

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Tiesha Martin ◽  
Mark Slavich ◽  
Jennifer Gellock
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Service ◽  
Intercollegiate Athletics ◽  
Student Athletes ◽  
The United States ◽  
Socially Responsible ◽  
Volunteer Experiences ◽  
Motivations To Volunteer ◽  
Future Intent

Developing socially responsible and civically engaged citizens has been a priority of higher education in the United States since its conception. As an extension of higher education, intercollegiate athletics has been tasked with the same objective. One method to accomplish this objective is student-athletes’ engagement in community service. With the growing amount of attention placed on community service, it is becoming increasingly important to understand student-athletes’ volunteer experiences, in order to help administrators better coordinate impactful service opportunities for student-athletes. Using functionalist theory as a framework, the purpose of this study was to assess student-athletes’ motivations to volunteer, satisfaction with their experiences, and future intent to volunteer. Further, the current study also compared student-athletes’ volunteer experiences with those of university service-learning students. The results highlight the factors that student-athletes deem as most important for their decision to volunteer and provide insight into the extent to which student-athletes are satisfied with their current volunteer experiences and future intent to volunteer. Practical implications for university athletic administrators are discussed.

scholarly journals Interdisciplinary, Collaborative International Service Learning: Developing Engineering Students as Global Citizens

2014 ◽  
Vol 9 (2) ◽  
pp. 157-170 ◽  
Author(s):  
Anthony D. Songer ◽  
Karen R. Breitkreuz
Keyword(s):  
Service Learning ◽  
Engineering Education ◽  
Engineering Students ◽  
Learning Experience ◽  
Socially Responsible ◽  
Formal Approach ◽  
Global Citizens ◽  
International Service Learning ◽  
International Service ◽  
The Village

Recent calls to reform engineering education place emphasis on applied math and science within the broader context of globalization, economics, the environment, and society. This broad and complex challenge necessitates the investigation of new interdisciplinary education approaches for engineering education. This paper presents a formal approach for developing engineering students as global citizens. The 360 Degree Model for Educating Socially Responsible Global Citizens (360 Global Ed model) presented herein includes a framework for foundational theory, educational environment, academic coursework, and outcomes. At the core of the emerging model is an international service learning experience called the Village Network. The Village Network provides an interdisciplinary educational program that combines classroom learning with authentic international field experiences. The program responds to the demands for integrating technical and social domains in a multi-disciplined, globally sensitive paradigm. The multi-disciplined team approached addresses both internal outcomes of self mastery and motivation that propel individuals to engage as socially responsible global citizens and external outcomes of technical and social knowledge and skills to include sustainability, teaming, and leadership. This paper establishes the need for a global imperative for engineering education and provides a background on globalization, social responsibility and service learning. It describes the 360 degree model for educating socially responsible global citizens and provides pilot assessment results through a mixed methods approach.

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