scholarly journals Adaptación de la asignatura de Responsabilidad Social del grado de Periodismo a la docencia en línea, en tiempos de COVID-19

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Carmen De la Calle Maldonado ◽  
Susana Miró López ◽  
Teresa De Dios Alija ◽  
Daniel De la Rosa Ruiz
Keyword(s):  
Service Learning ◽  
Social Responsibility ◽  
Common Good ◽  
University Student ◽  
Social Commitment ◽  
Nuevas Tecnologías ◽  
The Subject ◽  
Journalism Students ◽  
The University ◽  
University Training

La COVID-19 ha sido una oportunidad de mejora en la docencia de la asignatura de Responsabilidad Social en la UFV. La urgente necesidad de que los medios de comunicación informen con veracidad ha adquirido mayor relevancia durante la pandemia y eso es algo que ha de aprenderse ya desde la Universidad. La formación en valores como la ética y la justicia social de los estudiantes de periodismo también puede hacerse a través del aprendizaje-servicio en línea. Se procede a hacer un descriptivo de la asignatura, así como su adaptación curricular por el confinamiento utilizando nuevos recursos. Realizamos un análisis cualitativo, mediante Atlas.ti sobre el material producido por los estudiantes, para mostrar cómo estos se han convertido en agentes de cambio social. La principal consecuencia es el aumento significativo del grado de responsabilidad social del universitario durante la pandemia mediante formas de comunicación diferentes a las habituales. La pandemia ha supuesto una oportunidad para replantear la asignatura y ha enriquecido la experiencia del universitario en la búsqueda de soluciones colaborativas y de ayuda, reforzando su compromiso social con el bien común a través de las nuevas tecnologías. COVID-19 has been an opportunity to improve the teaching of Social Responsibility at the UFV. The pandemic has increased the urgency of trustworthy mass media and that is something to be taught at University. Training in values such as ethics and social justice for journalism students can also be done through online service-learning. We proceed to make a description of the subject, as well as its curricular adaptation using new resources due to confinement. We carry out a qualitative analysis, applying Atlas.ti on the material produced by the students, to show how they have become agents of social change. The main consequence is the significant increase in the degree of social responsibility of the university student during the pandemic through different forms of communication from the usual ones. The pandemic has provided an opportunity to rethink the subject and has enriched the experience of the university student in the search for collaborative solutions and help, reinforcing their social commitment to the common good through on line learning.

Mandatory service learning at university: Do less-inclined students learn from it?

2017 ◽  
Vol 20 (3) ◽  
pp. 189-202 ◽  
Author(s):  
Stephen CF Chan ◽  
Grace Ngai ◽  
Kam-por Kwan
Keyword(s):  
Service Learning ◽  
Social Responsibility ◽  
Learning Experience ◽  
Learning Goals ◽  
Learning And Development ◽  
Survey Results ◽  
The Subject ◽  
Mandatory Service ◽  
Experience Survey ◽  
The University

At many universities, there is a growing realization that the university owes a social responsibility to the community. Society invests in its citizens through the university, and the university empowers its students to realize their potential, both as competent professionals and as responsible citizens. This requires the cultivation of attributes such as social awareness, ethical leadership, and social responsibility, which are generally recognized as being difficult to teach in a classroom setting. Service learning is a form of active learning that integrates meaningful service to the community with academic study and reflective learning. In service learning, the learning goals of the students are as important as the benefits of the service that is rendered to the community; in addition, the two are interlinked and mutually reinforcing. Research has shown that service learning contributes positively to the attainment of many of the aforementioned desired graduate attributes for university students. However, there is much controversy about whether service learning should be mandated. There is a need to examine whether and to what extent students’ learning and development from completing a mandatory service learning subject are influenced by their initial inclination. Data described in this article were collected from 756 students via an online post-experience survey. Results show that students’ total learning experience from service learning had a much stronger impact on their learning and development than their initial inclination or even interest in the subject.

scholarly journals Responsabilidad social y desarrollo personal: el valor de la práctica temprana

2014 ◽  
pp. 135
Author(s):  
María José Labra Navarro
Keyword(s):  
Social Responsibility ◽  
Social Action ◽  
Common Good ◽  
Personal Development ◽  
Qualitative Approach ◽  
Institutional Identity ◽  
Palabras Clave ◽  
The Common ◽  
The University ◽  
Study Plan

RESUMEN El presente artículo presenta los resultados de una investigación desarrollada en el marco del proceso de sistematización de los proyectos sociales elaborados y ejecutados por los estudiantes de la asignatura de Desarrollo Personal perteneciente al Plan Común de la Universidad Católica Silva Henríquez. Esta experiencia formativa busca profundizar y poner en práctica el sello identitario, basado en el respeto, la solidaridad y la búsqueda del bien común, declarado por la Universidad, incentivando el ejercicio de la competencia de responsabilidad social. De este modo, mediante un enfoque cualitativo y un análisis de contenidos se buscó categorizar y describir los principales aprendizajes relevados por los estudiantes participantes de este proceso, con la finalidad de recoger elementos que permitan la validación y utilización de esta metodología como una herramienta viable de apropiación inicial en los estudiantes de dicha competencia. Palabras Clave: Responsabilidad social – Competencias – Formación - Desarrollo personal - Acción social. Responsabilidade social e desenvolvimento pessoal: o valor da prática temprana RESUMO O presente artigo apresenta os resultados de uma investigação que se desenvolve no marco do processo de sistematização dos projetos sociais elaborados e executados pelos estudantes da aula de Desenvolvimento Pessoal que pertence ao Plano Comum da Faculdade Católica Silva Henríquez. Esta experiência formativa procura aprofundar e colocar em prática o selo identitário, baseando-se no respeito, na solidariedade e procura do bem comum declarado pela Faculdade, incentivando o exercício da competência de responsabilidade social. Deste modo, mediante um enfoque cualitativo e uma análise de conteúdos se procurou categorizar e descrever as principais aprendizagens relevadas pelos estudantes participantes deste processo, com a finalidade de recolher elementos que permitam a validação e utilização desta metodologia como uma ferramenta viável de apropriação inicial nos estudantes de dita competência. Palavras Chave: Responsabilidade social – Competências – Formação – Desenvolvimento Pessoal - Ação social. Social responsibility and personal development: the value of early practicum ABSTRACT This article presents the results of a study carried out in the framework of the systematization of social projects developed and implemented by the students of the course: Personal Development pertaining to study plan of Universidad Católica Silva Henríquez. This educational experience seeks to strengthen the institutional identity seal, based on respect, solidarity and the common good, declared by the University, encouraging the exercise of the ability of social responsibility. Thus, by using a qualitative approach and content analysis, the study aims to categorize and describe the main learning dimensions learned by the students of this course with a view to collecting information required for the validation and use of this methodology as a didactic tool to help students to develop such competency. Keywords: Social Responsibility - Competencies - Education - Personal Development - Social Action.

Service Learning

2019 ◽  
pp. 84-104
Author(s):  
Ana Martins ◽  
Orlando Petiz Pereira ◽  
Isabel Martins
Keyword(s):  
Service Learning ◽  
Social Responsibility ◽  
Cognitive Skills ◽  
Social Innovation ◽  
Teaching Model ◽  
Community Collaboration ◽  
Social Emotional ◽  
Social Commitment ◽  
The Social ◽  
Education Model

The chapter highlights the endogenous strengths that humans have of exposing society to sustainable change. At birth, humans bring with them a triptych code including, the social, emotional and spiritual, that needs to be further developed. Those non-cognitive skills that schooling should instill are possible via service learning education. Through education, individual citizens are enthused with harmonious cognitive and non-cognitive skills which are positive, inclusive, humane, in harmony with life and circumstances. In the current complex and uncertain economy, this education model is directed at social responsibility, social innovation, citizenship, personal and social commitment. Being holistic, multi-focused and dynamic, it brings together learning, service and the economy. This learning- teaching model aligns with an intellectual and humanized society; entails two simultaneous objectives, pedagogical and community collaboration; focuses on real circumstances, deals with community-identified needs, solidarity, cooperation, harmony and commitment.

Intergenerational service-learning, sustainability, and university social responsibility: A pilot study

2021 ◽  
Vol 16 (1) ◽  
pp. 73-85
Author(s):  
Asier Arcos - Alonso ◽  
Ángel Elías - Ortega ◽  
Ander Arcos - Alonso
Keyword(s):  
Social Justice ◽  
Pilot Study ◽  
Service Learning ◽  
Social Responsibility ◽  
Basque Country ◽  
Community Services ◽  
Teaching Methodology ◽  
The Social ◽  
Social Entity ◽  
The University

This paper presents a study of university social responsibility (USR), carried out through an innovative educational action. The students of the studied classrooms in the University of the Basque Country (UPV/EHU) collaborated with a social entity Emmaus Social Foundation dedicated to environmental sustainability, social justice and the social and solidarity economy to provide community services through a service-learning methodology. Using a mixed method approach, we combined the practical experience of the social entity with an active student-centred teaching methodology in order to foster the acquisition of general and specific competencies related to sustainability and social justice. The aim was to create learning connections between members of the university community and links with the environmental and social reality of the Basque Country. This pilot study was carried out in the first term of the 2018–2019 academic year. This work allowed (a) critical knowledge to be generated by incorporating and hybridising discussion elements of social justice, such as sustainability; (b) intergenerational participation processes to be generated between elders, university students and social organisations in order to acquire general and specific learning competencies and (c) social and environmental needs to be addressed through community services.   Keywords: Higher education, intergenerational learning, service-learning, teaching innovation, university social responsibility.

scholarly journals Educación Histórica y competencias educativas en la formación universitaria

CEM ◽  
2020 ◽  
pp. 181-192
Author(s):  
Maria Pilar Molina-Torres
Keyword(s):  
Teaching Staff ◽  
Learning And Teaching ◽  
Secondary Teaching ◽  
Post Test ◽  
The Subject ◽  
Teaching Learning ◽  
The University ◽  
University Training ◽  
Geographical Space ◽  
Ways Of Life

The aim of this work is to promote the proximity of the students of the Master’s Degree in Secondary teaching staff of the University of Córdoba with respect to the concept of heritage and the implementation of didactic itineraries in their university training. For our proposal, an interactive teaching-learning is established that gives the possibility to the students to work in an investigative way the exits of the classroom. The study sample is made up of 107 students of the subject Learning and teaching the corresponding subjects in Social Sciences: Geography and History. According to the results of the pre-test and the post-test, the understanding of the geographical space, its historical formation process, and the ways of life developed in it, have been very useful to link the students of the MAES with their immediate environment and also contribute to the understanding of the historical dynamics that shape it.

scholarly journals The Service-Learning methodology applied to Operations Management: From the Operations Plan to business start up.

2017 ◽  
Vol 8 ◽  
pp. 171
Author(s):  
Constantino García-Ramos ◽  
Almudena Martínez-Campillo
Keyword(s):  
Academic Success ◽  
Service Learning ◽  
Operations Management ◽  
Rural Areas ◽  
Financial Education ◽  
Training Experience ◽  
Female Entrepreneurs ◽  
Teaching Innovation ◽  
Social Commitment ◽  
The University

<p class="Abstract">A teaching innovation methodology characterized for being a link between the students´ learning process and the University Social Responsibility is the "Service-Learning" (SL). Recently, it is been emphasized that teachers in the field of Business Management should use teaching methods that promote civic values and social commitment. In this line, the SL complements the economic-financial education that students receive, allowing them to develop important professional and personal skills as well as to receive training according to socially responsible principles, since they learn by working in community service initiatives.</p><p class="Abstract">Our SL experience consisted in combining the teaching innovation in five subjects taught at the University of León (Spain) –where one of them is from the field of Operations Management– with the provision of a free support service for rural women's entrepreneurship. In the current unemployment situation, a possible alternative is the creation of an own company. However, female entrepreneurs have to develop their business idea and to demonstrate its viability, which poses them serious difficulties due to lack of training, experience or even advice on the matter. After detecting this social need, our experience consisted in organizing multidisciplinary groups of students to guide female entrepreneurs in rural areas during the whole entrepreneurship process.</p><p class="Abstract">After developing this activity of teaching innovation, we can conclude that the SL is a good methodology to improve the academic, personal and social development of students, suggesting that it is possible to join their academic success with the social commitment of the University.</p><strong></strong>

scholarly journals Intergenerational service-learning, Sustainability and University social responsibility

2020 ◽  
Vol 15 (6) ◽  
pp. 1629-1641
Author(s):  
Asier Arcos Alonso ◽  
Ángel Elías - Ortega ◽  
Ander Arcos - Alonso
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Social Responsibility ◽  
Environmental Sustainability ◽  
Basque Country ◽  
Community Services ◽  
Teaching Methodology ◽  
The Social ◽  
Social Entity ◽  
The University

This paper presents a study of university social responsibility (USR), carried out through an innovative educational action. The students of the studied classrooms in the University of the Basque Country (UPV/EHU) collaborated with a social entity Emmaus Social Foundation dedicated to environmental sustainability, social justice and the social and solidarity economy to provide community services through a service-learning methodology. Using a mixed method approach, we combined the practical experience of the social entity with an active student-centred teaching methodology in order to foster the acquisition of general and specific competencies related to sustainability and social justice. The aim was to create learning connections between members of the university community and links with the environmental and social reality of the Basque Country. This pilot study was carried out in the first term of the 2018–2019 academic year. This work allowed (a) critical knowledge to be generated by incorporating and hybridising discussion elements of social justice, such as sustainability; (b) intergenerational participation processes to be generated between elders, university students and social organisations in order to acquire general and specific learning competencies and (c) social and environmental needs to be addressed through community services.   Keywords: Higher education, intergenerational learning, service-learning, teaching innovation, university social responsibility.

scholarly journals Social Responsibility and University Teacher Training: Keys to Commitment and Social Justice into Schools

2020 ◽  
Vol 12 (15) ◽  
pp. 6179
Author(s):  
Estefanía Martínez-Valdivia ◽  
Mª del Carmen Pegalajar-Palomino ◽  
Antonio Burgos-García
Keyword(s):  
Social Justice ◽  
Social Responsibility ◽  
Quantitative Methodology ◽  
Future Teachers ◽  
International Crisis ◽  
Social Commitment ◽  
University Environment ◽  
Spanish Universities ◽  
High Doses ◽  
The University

(1) Background: International crisis situations (social, economic, health and education) need solutions. These situations need high doses of social responsibility among the population. In the educational field, different studies express that training future teachers in “Social Responsibility”, from ethics and social commitment; provides social justice and welfare in citizens. (2) Methods: This study developed a quantitative methodology; non-experimental and descriptive type. The research sample was university students registered in the Education Sciences degrees of different Spanish universities. The statistical analysis has been carried out with the SPSS software version 25 for Windows. (3) Results: The results express that the competence for social responsibility should be established in the university environment through training (university studies) contributing to the increase in the degree of social responsibility of the university student to face the changes of society (socially committed professional). (4) Conclusion: Social responsibility and university training should be key in the theoretical-practical and professional exercise of future teachers, since the quality and improvement of education will be determined by the real promotion of social responsibility as a basic competence in the curriculum of future teachers.

scholarly journals 2013 3M Student Fellows Feature Article - Exploring the role of the university student as an experiential learner: Thoughts and reflections from the 2013 cohort of 3M National Student Fellows

2014 ◽  
Vol 7 (2) ◽  
pp. 83
Author(s):  
Anita Acai ◽  
Victoria Cowan ◽  
Stephanie Doherty ◽  
Gaurav Sharma ◽  
Naythrah Thevathasan
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Learning Opportunities ◽  
Student Leaders ◽  
University Student ◽  
Post Secondary Education ◽  
Feature Article ◽  
Post Secondary ◽  
The University

In recent years, there has been a dynamic shift in the role of the university student through the creation and promotion of experiential learning opportunities on campuses across the country. Many post-secondary programs now include co-op placements, practicums, or internships where students can apply theoretical knowledge to real-world settings. However, in this article, we have chosen to focus on more “altruistic” forms of experiential learning – volunteerism, development work, and service-learning – which have gained increased focus in recent years but are often used, we feel, without appropriately reflecting on their meaning. In this article, we draw upon our experiences as student leaders to define each of these roles, outline what we see as the benefits of experiential learning for students, and provide recommendations for how these learning opportunities can continue to be improved. Moreover, we identify privilege, ethics, and responsibility as complexities related to experiential learning and discuss each of these topics in more detail. We end our discussion by addressing the role of experiential learning in helping to define the value of a post-secondary education.

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