scholarly journals Development and Application of Housing and Interior Design Courses Work for the Promotion of Service-Learning in Home Economics Education

2021 ◽  
Vol 59 (1) ◽  
pp. 99-112
Author(s):  
Sueun Ju ◽  
Ji Sun Yang
Keyword(s):  
Service Learning ◽  
Learning Strategies ◽  
Interior Design ◽  
Local Community ◽  
Personal Responsibility ◽  
Home Economics ◽  
Course Content ◽  
Community Needs ◽  
Socially Disadvantaged ◽  
Project Model

This study develops and applies a service learning course that integrates university curriculum with the local community in housing and interior design. The results of the study are as follows.<br/>First, the service learning course of the housing and interior design was developed as a six-week lecture based on the project model with the theme of housing for the socially disadvantaged. Second, this course was implemented with faculty, students, interior designers, and service recipients to engage in activities to improve the educational environment of local child centers. Next, students engaged in the service learning course and continuously conducted reflection activities to enhance the effectiveness of learning. In reflection activities, students assessed that self-directed capabilities increased as has employing the coordination and applicability to meet identified community needs. Finally, faculty, students, and experts (including institutional experts and supervising departments) evaluated course practice and educational outcomes. Experts assessed that the course clarified course objectives, utilized various learning strategies, and showed that the structural reflection mode of learners and professors was overwhelmingly positive.<br/>The results indicated that service-learning courses enable students to integrate academic study with social work to better understand course content through direct engagements in experience learning. Furthermore, students are empowered by participation in public services that benefit service clients and consultants as students take more personal responsibility for learning.

scholarly journals Establishing a pharmacotherapy induced ototoxicity programme within a service-learning approach

2015 ◽  
Vol 62 (1) ◽  
Author(s):  
Natalie Schellack ◽  
Anna M. Wium ◽  
Katerina Ehlert ◽  
Yolande Van Aswegen ◽  
Andries Gous
Keyword(s):  
Hearing Loss ◽  
Service Learning ◽  
Best Practice ◽  
Local Community ◽  
Interdisciplinary Collaboration ◽  
Learning Approach ◽  
Course Content ◽  
Learning Module ◽  
A Site ◽  
Effective Service

Pharmacotherapy-induced ototoxicity is growing, especially in developing countries such as South Africa. This highlights the importance of ototoxicity monitoring and management of hearing loss. This article focuses on the establishment of an ototoxicity clinic as a site for the implementation of a service-learning module in the Audiology programme. The clinic offers a unique opportunity of collaboration between pharmacists and an audiologist where pharmacotherapy-induced ototoxicity is uniquely monitored. The Sefako Makgatho Health Sciences University (SMU) provides training to both the disciplines audiology and pharmacy. The main aim of this article is to describe how ototoxicity monitoring is implemented in the curriculum within such an academic service-learning approach. Through service learning students develop a deeper understanding of course content, acquire new knowledge and engage in civic activity. It simultaneously provides a unique opportunity for interdisciplinary collaboration between the disciplines of audiology and pharmacy. The objectives for this programme are therefore to facilitate learning and to provide a service to the local community by identifying, preventing and monitoring medicine-induced hearing loss in in-hospital and out-patients; as well as to establish inter-disciplinary collaboration between the disciplines and stakeholders for more effective service delivery. The constant interdisciplinary teamwork between the audiologist, pharmacist, physician and nursing staff in the wards results in best practice and management of patients with ototoxic damage.

Exploration on Service Learning by InformationTechnology

2011 ◽  
Vol 58-60 ◽  
pp. 469-473
Author(s):  
Yun Xiang Li ◽  
Hui Hui Jia ◽  
Rui Qing Ge ◽  
Yu Zhu Bian
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Course Content ◽  
Community Needs ◽  
Academic Instruction ◽  
Innovation Ability ◽  
Practical Feasibility

Service Learning is a teaching and learning strategy that integrates community service with academic instruction and reflection to enrich students further understanding of course content, meet genuine community needs, develop career-related skills, and become responsible citizens. This study focuses on a case study of service Learning through Information technology in college of China to improve students’comprehensive ability and inspire innovation ability. The study takes the qualitative research to probe into the practical feasibility and effectiveness of service learning by IT

Service-Learning in the Clinical Experience of Alternative Certification Teacher Candidates

2018 ◽  
pp. 203-221
Author(s):  
Deborah V. Mink ◽  
Susan Ramp Ridout ◽  
Gloria J. Murray ◽  
Faye Marsha G. Camahalan ◽  
Callie Petty
Keyword(s):  
English Language Learners ◽  
Teacher Preparation ◽  
Service Learning ◽  
Teacher Candidates ◽  
English Language ◽  
Large Population ◽  
Teacher Preparation Program ◽  
Learning Program ◽  
Course Content ◽  
Community Needs

The purpose of this chapter is to describe a service-learning program in a public school setting for possible replication by other educators. Service-learning in teacher preparation continues to expand as a pedagogy to help future educators gain knowledge and strategies for working with diverse students. Using this model, teacher candidates address community needs and learn course content because service-learning is linked to the curriculum. Indeed, well-integrated service-learning is a powerful experience when it is designed as a partnership where both parties learn and grow. This chapter addresses how service-learning is integrated into the clinical experiences of an alternative teacher preparation program while meeting the social and academic needs of elementary school (K-5) students in a community with a large population of English language learners (ELLs).

Reciprocal Empowerment Through Remote Service Learning

2021 ◽  
pp. 65-85
Author(s):  
Birgit Phillips
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Local Community ◽  
Practical Experience ◽  
Academic Learning ◽  
Self Awareness ◽  
Social Commitment ◽  
Course Content ◽  
Educational Processes ◽  
Tools And Methods

This chapter presents a novel pedagogical approach of “remote service learning” (RSL), which was applied in an undergraduate health degree program at an Austrian university. Remote service learning is a form of active blended learning that combines academic learning with practical experience and social commitment, using a range of tools and methods from online didactics. Drawing on emancipatory pedagogies such as transformative learning, an RSL-focused course pursues the ambitious goal of promoting reciprocal empowerment, that is, the promotion of mutual educational processes. “Reciprocal” refers to all stakeholders involved in the course, directly or indirectly: university students, the local community, the Austrian NGO, and the educator. Survey and qualitative data results have shown that the fundamental triad of learning, acting, and reflecting in remote service learning not only leads to a deeper understanding of the course content and discipline but also increased self-awareness, empathy, and a heightened sense of the highly complex social realities in different parts of the world.

Service-Learning and Interior Design: A Case Study

2007 ◽  
Vol 29 (3) ◽  
pp. 331-343 ◽  
Author(s):  
Mary Sterling
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Interior Design ◽  
Time Management ◽  
Course Content ◽  
Study Approach ◽  
Consulting Services ◽  
Reflection Time ◽  
Interior Design Students

The case study approach was used to analyze experiential learning through its three components: knowledge, action, and reflection. Two interior design courses were integrated through a university service-learning project. The restoration/adaptive reuse of a 95-year-old library building was to serve as a prototype for future off-campus discipline-based service-learning activities. In two experiential learning courses, interior design students provided their consulting services throughout the last seven weeks of the semester and reflected upon their experiences using course content as the basis of analysis. Experiential learning can take students out of their academic shelter to help them begin to develop a sense of place. Challenges noted in making discipline-based service-learning education standard practice included: balancing knowledge, action, and reflection, time management issues, fortitude to risk not knowing and testing ideas, disorganization, diverse team performances, favoring emotion over logic, and lack of experience in observation, reflection, and verbal communication.

scholarly journals MIGC 2019 SYMPOSIUM: STRENGTH IN CREATING DIVERSIFIED SPACES IN EDUCATION AND RESEARCH ON AGING

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S360-S361
Author(s):  
Adrienne T Aiken Morgan ◽  
Candace Brown ◽  
Gregory R Samanez-Larkin
Keyword(s):  
Graduate Students ◽  
Service Learning ◽  
Undergraduate Students ◽  
Local Community ◽  
Pedagogical Approach ◽  
Theoretical Concepts ◽  
Community Needs ◽  
Real World Learning ◽  
Approach To Teaching ◽  
Minority Aging

Abstract Populations of minority older adults will continue to increase at an accelerated pace in the coming decades. As such, it is increasingly important to disseminate minority aging education and research topics in spaces that will prepare gerontology scholars to address the needs of diverse elders. This symposium will highlight efforts to diversify academic spaces by scholars engaged in minority aging education and research. The first presentation describes a service-learning pedagogical approach to teaching minority aging topics to graduate students. It will discuss how a gerontological social work course seeks to offer real-world learning experiences through community partnership. The second presentation discusses an experiential learning pedagogical approach to teaching social determinants of health to graduate students at a historically Black university and highlights how to apply theoretical concepts to creating community needs assessments and health promotion programming for the local community. The third presentation discusses efforts to teach undergraduate students about older LGBT individuals, who represent a growing group of minority elders. This presentation advocates for the use of various strategies for integrating both research and pedagogical approaches to increase knowledge and awareness of LGBT aging topics. The last presentation focuses on the promotion and dissemination of scholarship produced at minority-serving institutions (MSI) through the creation of a new open-source journal. This presentation describes publication challenges for tenure-track MSI faculty and developed opportunities for inclusiveness of such scholarship. The symposium discussant will summarize these challenges, opportunities, and implications to promote minority-focused gerontological topics in academia.

Experiencing Dialogue: Conversation as Transformation

2010 ◽  
Vol 32 (3) ◽  
pp. 49-53
Author(s):  
Susan Sutton
Keyword(s):  
Service Learning ◽  
Training Programs ◽  
Applied Anthropology ◽  
Civic Responsibility ◽  
Educational Strategies ◽  
Indiana University ◽  
Course Content ◽  
Community Needs ◽  
Service Activity ◽  
The University

This article focuses on the importance of non-programmed, daily conversation in experiential learning, particularly when such learning takes the form of working with communities and organizations. Such educational strategies, often referred to as service learning, have been a long-standing component of applied anthropology training programs and are now an increasingly common pedagogy for students in all majors. With a core philosophy that includes engagement beyond the university, service learning is defined at Indiana University-Purdue University (where I teach) as: Credit-bearing educational experience in which students (1) participate in an organized service activity that meets identified community needs, (2) reflect on the service activity in such a way as to gain further understanding of course content and broader appreciation of the discipline, and (3) gain an enhanced sense of personal values and civic responsibility (Bringle, Hatcher, and Holland 2007).

Service Learning for the Community College Student

2017 ◽  
pp. 174-195
Author(s):  
Roch Turner
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Service Learning ◽  
Local Community ◽  
Community College Student ◽  
Learning Opportunities ◽  
College Campuses ◽  
Traditional Student ◽  
Community Needs ◽  
The Many

This chapter outlines the many reasons behind a consistent and relevant implementation of service learning opportunities on community college campuses. Community colleges typically serve non-traditional students. As part of a broad and interconnected curricula, community colleges should develop quality service learning opportunities tailored to the non-traditional student and their local community. This chapter offers a roadmap for creating service learning opportunities ranging from an initial community needs analysis to volunteer recruitment and management. The author of this chapter spends a considerable amount of time on reflection activities, which is vital to the success of service learning.

The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Longitudinal Design ◽  
Study Strategies ◽  
High Achievers ◽  
Course Content ◽  
And Mathematics ◽  
Set Up ◽  
Approach Goals ◽  
Goal Endorsement

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.

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