JOURNAL REVIEW: Students learning through service learning
Hebert A and Hauf P: “Students learning through service learning” Effects on academic development, civic responsibility, interpersonal skills and practical skills. Active Learning in Higher Education Vol.16, 2015, 37-49
Service learning has become widely used in education from K-12 through undergraduate programs. There are different types of service learning interventions that can be used, such as required service learning courses or optional additional credit courses. Research shows that service learning is most effective when it is a required part of a course, as this ensures student participation and opportunities for reflection. When service learning is required, studies have found benefits such as increased civic engagement, empathy, and academic achievement for students of all ages. Undergraduate programs may be an ideal time for service learning, as it can encourage civic engagement in young adults and help support career exploration and development of personal views. However, more research is needed to understand how the goals and types of service learning projects impact
This document summarizes a public relations practicum course at the University of North Carolina at Charlotte that combined classroom learning with real-world experience and service learning. The course involved students developing communication materials and tactics to address improper disposal of fats, oils, and grease by target audiences, as part of a larger project with the North Carolina Urban Water Consortium. The document discusses experiential learning and service learning pedagogies and reviews literature supporting the benefits of such approaches. It then describes the structure of the practicum course and evaluates its effectiveness based on student and client feedback, finding that it met academic and professional development expectations while producing useful materials for the client organization.
This document discusses service learning in higher education. It defines service learning as experiential education where students engage in community service activities designed to promote student learning and development through structured reflection. Research shows positive impacts on student academic and developmental outcomes. The document outlines the history of service learning, tracing its roots to John Dewey's philosophy of experiential learning and its rise in the late 20th century as a way to make college curriculum more relevant and engage faculty in teaching. Service learning programs in Utah higher education institutions are also mentioned.
Service-learning Provides The Environment In Which Students Will Apply Ideas ...noblex1
Service-learning, the newest name for a teaching strategy that has been used successfully for many years, integrates community service into a traditional academic curriculum. Courses that have a service component can help students connect material learned in class and experiences acquired in their placements.
Source: https://ebookschoice.com/service-learning-provides-the-environment-in-which-students-will-apply-ideas-from-the-class-or-the-readings/
This article summarizes a study on collaboration in university programs that involve students participating in real-world experiences. Interviews were conducted with students, partner organizations, and instructors involved in a learning through participation (LTP) program. The study initially aimed to explore online technologies used to support collaboration. However, emerging themes from the data shifted the focus to the nature of collaboration in LTP. Key findings include that LTP involves new collaborative roles for all parties that are not always explicitly addressed. Challenges to collaboration include time constraints and communication issues. While online tools were used, face-to-face interaction was still seen as important to collaboration in LTP.
The document discusses research on the relationship between student engagement and academic achievement in online courses at Texas community colleges. It aims to examine if time spent and interaction in online courses impact student performance. The literature review found that greater time spent and more frequent interaction were linked to higher achievement. However, studies did not prove causality and lacked data on reasons for low student participation. The author concludes the research supports the importance of engagement through time and interaction for student success in online community college courses.
Keywords: Experiential learning, practicum, service learning
Robin Rothberg, The University of North Carolina at Charlotte
Sayde J. Brais, The University of North Carolina at Charlotte
Alan R. Freitag, The University of North Carolina at Charlotte
Journal of Public Relations Education - JPRE Vol 2 Issue 2 2016
This document discusses service learning as a teaching and learning strategy that integrates community service, instruction, and reflection. It defines service learning, outlines its theoretical basis and key components, and describes its impacts on students, educators, communities, and educational institutions. Service learning enhances learning through real-world application, teaches civic responsibility, and strengthens communities through mutually beneficial partnerships.
Service learning has become widely used in education from K-12 through undergraduate programs. There are different types of service learning interventions that can be used, such as required service learning courses or optional additional credit courses. Research shows that service learning is most effective when it is a required part of a course, as this ensures student participation and opportunities for reflection. When service learning is required, studies have found benefits such as increased civic engagement, empathy, and academic achievement for students of all ages. Undergraduate programs may be an ideal time for service learning, as it can encourage civic engagement in young adults and help support career exploration and development of personal views. However, more research is needed to understand how the goals and types of service learning projects impact
This document summarizes a public relations practicum course at the University of North Carolina at Charlotte that combined classroom learning with real-world experience and service learning. The course involved students developing communication materials and tactics to address improper disposal of fats, oils, and grease by target audiences, as part of a larger project with the North Carolina Urban Water Consortium. The document discusses experiential learning and service learning pedagogies and reviews literature supporting the benefits of such approaches. It then describes the structure of the practicum course and evaluates its effectiveness based on student and client feedback, finding that it met academic and professional development expectations while producing useful materials for the client organization.
This document discusses service learning in higher education. It defines service learning as experiential education where students engage in community service activities designed to promote student learning and development through structured reflection. Research shows positive impacts on student academic and developmental outcomes. The document outlines the history of service learning, tracing its roots to John Dewey's philosophy of experiential learning and its rise in the late 20th century as a way to make college curriculum more relevant and engage faculty in teaching. Service learning programs in Utah higher education institutions are also mentioned.
Service-learning Provides The Environment In Which Students Will Apply Ideas ...noblex1
Service-learning, the newest name for a teaching strategy that has been used successfully for many years, integrates community service into a traditional academic curriculum. Courses that have a service component can help students connect material learned in class and experiences acquired in their placements.
Source: https://ebookschoice.com/service-learning-provides-the-environment-in-which-students-will-apply-ideas-from-the-class-or-the-readings/
This article summarizes a study on collaboration in university programs that involve students participating in real-world experiences. Interviews were conducted with students, partner organizations, and instructors involved in a learning through participation (LTP) program. The study initially aimed to explore online technologies used to support collaboration. However, emerging themes from the data shifted the focus to the nature of collaboration in LTP. Key findings include that LTP involves new collaborative roles for all parties that are not always explicitly addressed. Challenges to collaboration include time constraints and communication issues. While online tools were used, face-to-face interaction was still seen as important to collaboration in LTP.
The document discusses research on the relationship between student engagement and academic achievement in online courses at Texas community colleges. It aims to examine if time spent and interaction in online courses impact student performance. The literature review found that greater time spent and more frequent interaction were linked to higher achievement. However, studies did not prove causality and lacked data on reasons for low student participation. The author concludes the research supports the importance of engagement through time and interaction for student success in online community college courses.
Keywords: Experiential learning, practicum, service learning
Robin Rothberg, The University of North Carolina at Charlotte
Sayde J. Brais, The University of North Carolina at Charlotte
Alan R. Freitag, The University of North Carolina at Charlotte
Journal of Public Relations Education - JPRE Vol 2 Issue 2 2016
This document discusses service learning as a teaching and learning strategy that integrates community service, instruction, and reflection. It defines service learning, outlines its theoretical basis and key components, and describes its impacts on students, educators, communities, and educational institutions. Service learning enhances learning through real-world application, teaches civic responsibility, and strengthens communities through mutually beneficial partnerships.
We Must Have Even Higher Expectations For Teachersnoblex1
The document discusses the need to raise expectations for teachers in order to improve student outcomes. It argues that traditional teacher certification programs are inadequate and deter talented candidates. States are exploring alternative approaches to attract, prepare, and compensate teachers. These include reshaping teacher education, expanding alternative certification programs, increasing accountability based on student results, and giving schools more flexibility over staffing and compensation. The document calls for federal policy to support state-led education reform through funding tied to performance targets rather than process requirements.
Linked in thomas v. millington resume_2021.docxTom Millington
Thomas Millington has over 10 years of experience in international education, including advising students on study abroad programs, developing new international programs, and managing international offices. He is currently the Executive Director of Abroadia, where he promotes connections between universities in Latin America and the US and develops study abroad training programs. Prior to this role, he held several director positions at universities where he increased participation in study abroad, developed new programs and partnerships, and managed office operations and budgets.
This document outlines a social media policy assignment given to public relations students. The goal is for students to develop a social media policy for a client organization. Students are instructed to research the organization's social media use, identify risks, and apply their knowledge of ethics and law to create a comprehensive written policy. The policy should guide appropriate social media use, address legal issues, and include resources for compliance. Developing a real-world policy provides valuable experience for students' careers and portfolios. It also allows organizations to adopt the developed policies. The assignment aims to help students think strategically and work with clients to manage social media professionally and ethically.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
Entering the Game_Vicker_AJEMC15_final copyLauren Vicker
This paper reports on a large-scale follow-up study that examined how mass communication programs engage students, especially transfers, in internships and co-curricular activities. A survey of over 600 students at 53 schools found that the majority of students, both native and transfer, had done or planned to do an internship for credit. However, fewer students were willing to do internships without credit. For those not interning, time constraints were the most common reason. The study provides suggestions for improving engagement of transfer students based on these results.
This research proposal aims to investigate accountability in schools by developing better student discipline and management. It will examine the role of teachers and administrators in implementing accountability measures and their impact on student behavior and academic performance. The proposal will analyze accountability guidelines in light of the No Child Left Behind Act's emphasis on teacher quality. It will assess how accountability interventions can generate attention to teaching/learning, motivate educators to improve strategies, develop skills to interpret information appropriately, and allocate resources effectively. The literature review discusses research showing teachers have the largest impact on student learning and the expectations of NCLB in raising standards, assessments, accountability, and parental choice. Charter schools often give principals more flexibility over hiring and pay which allows recruiting more qualified teachers.
ARE WE EFFECTIVELY TEACHING TODAY’S COLLEGE STUDENT?ijejournal
Evidence suggests that twenty first century college students have less aptitude and less interest in academic
learning than their predecessors. This poses a challenge to faculty who are charged with passing
knowledge to the next generation of teachers, scientists, managers and others whose field necessitates a
degree from a college or university. The authors examine this assertion by taking a closer look at how
faculty provide intellectual stimuli to their students, how technology helps or hinders learning, and the
complex relationship between faculty and students. Three broad themes are explored: helping students
understand the higher education experience, keeping students engaged in and out of class, and
continuously assessing for improvement in students’ relationships with those charged with educating them.
Specific recommendations, grounded in research, are made for each area explored. The authors conclude
that making changes in how faculty approach the experiences students have, will significantly improve the
quality of those experiences.
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
This document provides an overview of a research proposal examining the successful implementation of a blended learning environment. The proposal discusses:
1) The shift to more flexible learning environments that integrate online and face-to-face learning through a learning management system.
2) Research questions that will examine the benefits of blended learning, elements of a thriving blended classroom, pedagogical considerations, and ensuring successful implementation of a new LMS.
3) A review of literature on topics like partnerships between home, school and community; the effectiveness of online versus blended learning; implementing constructivist pedagogy with technology; and critical factors for computer-mediated collaboration and LMS implementation.
This document describes a new approach to teaching public relations campaigns that aims to address problems with the traditional "divide and conquer" method. The traditional approach has students divide into static teams that each work independently on separate sections of a campaign. This often results in unequal work distribution and a lack of collaboration. The new approach requires students to serve on rotating research, campaign book, and strategy teams throughout the semester. Each team is responsible for developing a specific section, with all students providing input. This encourages collaboration, ensures all students understand the entire campaign, and solves issues around work distribution and quality associated with the traditional method.
During the Fall 2013 semester, 221 Walsh University students completed over 4,000 hours of service work with 37 community partners across 14 service-learning courses. These courses covered various disciplines from Business to Theology. Student surveys found that over 90% of students agreed the experience helped them apply course concepts to real world issues and gain insight into community needs, and most students would recommend service-learning courses. The Office of Service Learning facilitates these experiences to support mutual benefit between Walsh and the local community.
The document provides an introduction for an interview being conducted by an enumerator on behalf of UNICEF as part of a study to measure national efforts to prevent and respond to violence in schools. The enumerator explains that the interview is confidential and participation is voluntary. The enumerator asks if the respondent has any questions and if they can commence the interview, which is expected to take approximately one hour. The interview will involve asking questions about whether certain standards, policies or practices exist related to preventing violence in schools.
Effective learning-teaching process is ensured when students interact and actively participate in the learning process. Though most instructors stressed the value of active participation in classrooms of universities and colleges, achieving success in eliciting it appears more difficult. There is high tendency of instructors in higher institutions to cover the tasks and responsibilities of their students. The main aim of this study was to assess the knowledge of and to identify strategies for improving active participation in classroom among nursing and midwifery students. Institution based cross-sectional survey was conducted in Jimma University onrandomlyselected 126 students (81 nursing and 45 midwifery). The collected data were coded, checked and cleaned and entered into SPSS version 23 for analysis. Simple descriptive statistics was used to see the frequency distribution whereas cross-tabulation and Pearson Chi-square test were used to see the association between variables. Majority, 106 (84.1%) of the students had good knowledge about the benefits of active participation in classroom and they suggested strategies to be used by regular classroom teachers to improve students’ participation. Students’ academic year has shown statistically significant association with their knowledge about active participation. The authors of this study strongly recommend instructors to use active learning methods and department heads need to follow teaching methods implemented by their respective faculty.
This document provides an overview of a teacher counselor training program at Ateneo de Naga University. The training aims to empower classroom teachers with counseling skills to better support students' holistic development. It consists of 5 parts: understanding oneself as a teacher-counselor, understanding students and their developmental stages, learning basic counseling techniques, practicing skills through role-playing, and learning about the school's crisis intervention services. The goal is to help teachers build empathy with students and address their personal, social, emotional, and academic needs through individualized support. Completing this training can assist teachers in their role as mentors according to the university's Ignatian philosophy of education.
IRJET- Role of Professional Learning Community for School ImprovementIRJET Journal
1. Professional learning communities (PLCs) in schools encourage collective learning among teachers to improve teaching skills and student academic performance.
2. In PLCs, teachers meet regularly to examine student work, analyze classroom and school-wide performance data, and apply research-based teaching methods.
3. Effective PLCs require support from school administrators, clear goals, and trust among participating teachers. Challenges include lack of support, differing views among teachers, and lack of focus. Suggestions are made to overcome such challenges through cooperation.
The document describes a model for co-constructing a curriculum with students at the University of Portsmouth. It involved developing an education strategy in 2014-2015 through student consultation. This led to launching the Curriculum 2019 project in 2017-2018 to revise courses based on "Hallmarks" and improve assessment and feedback. Key aspects included student representation, ensuring courses develop skills outlined in the Hallmarks, and using tools like learning agreements and portfolios to assess the Hallmarks inside and outside the curriculum. The goal is to empower students as partners through collaborative curriculum design.
The document discusses the impact of the Education and Economic Development Act (EEDA) legislation on schools and students in South Carolina. EEDA aims to enhance student success, graduation rates, and career preparation. It requires schools to implement career clusters and pathways, increase career counseling, and involve parents in students' career plans. Since EEDA was established, dual enrollment has increased 100% at one high school and their graduation rate has risen 10%. EEDA also supports character education and bullying prevention to improve school climate.
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
Giving Back: Exploring Service-Learning in an Online EnvironmentRochell McWhorter
This is the last author's copy. To read the published copy:
http://www.ncolr.org/issues/jiol/v14/n2/3
Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education.
We Must Have Even Higher Expectations For Teachersnoblex1
The document discusses the need to raise expectations for teachers in order to improve student outcomes. It argues that traditional teacher certification programs are inadequate and deter talented candidates. States are exploring alternative approaches to attract, prepare, and compensate teachers. These include reshaping teacher education, expanding alternative certification programs, increasing accountability based on student results, and giving schools more flexibility over staffing and compensation. The document calls for federal policy to support state-led education reform through funding tied to performance targets rather than process requirements.
Linked in thomas v. millington resume_2021.docxTom Millington
Thomas Millington has over 10 years of experience in international education, including advising students on study abroad programs, developing new international programs, and managing international offices. He is currently the Executive Director of Abroadia, where he promotes connections between universities in Latin America and the US and develops study abroad training programs. Prior to this role, he held several director positions at universities where he increased participation in study abroad, developed new programs and partnerships, and managed office operations and budgets.
This document outlines a social media policy assignment given to public relations students. The goal is for students to develop a social media policy for a client organization. Students are instructed to research the organization's social media use, identify risks, and apply their knowledge of ethics and law to create a comprehensive written policy. The policy should guide appropriate social media use, address legal issues, and include resources for compliance. Developing a real-world policy provides valuable experience for students' careers and portfolios. It also allows organizations to adopt the developed policies. The assignment aims to help students think strategically and work with clients to manage social media professionally and ethically.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
Entering the Game_Vicker_AJEMC15_final copyLauren Vicker
This paper reports on a large-scale follow-up study that examined how mass communication programs engage students, especially transfers, in internships and co-curricular activities. A survey of over 600 students at 53 schools found that the majority of students, both native and transfer, had done or planned to do an internship for credit. However, fewer students were willing to do internships without credit. For those not interning, time constraints were the most common reason. The study provides suggestions for improving engagement of transfer students based on these results.
This research proposal aims to investigate accountability in schools by developing better student discipline and management. It will examine the role of teachers and administrators in implementing accountability measures and their impact on student behavior and academic performance. The proposal will analyze accountability guidelines in light of the No Child Left Behind Act's emphasis on teacher quality. It will assess how accountability interventions can generate attention to teaching/learning, motivate educators to improve strategies, develop skills to interpret information appropriately, and allocate resources effectively. The literature review discusses research showing teachers have the largest impact on student learning and the expectations of NCLB in raising standards, assessments, accountability, and parental choice. Charter schools often give principals more flexibility over hiring and pay which allows recruiting more qualified teachers.
ARE WE EFFECTIVELY TEACHING TODAY’S COLLEGE STUDENT?ijejournal
Evidence suggests that twenty first century college students have less aptitude and less interest in academic
learning than their predecessors. This poses a challenge to faculty who are charged with passing
knowledge to the next generation of teachers, scientists, managers and others whose field necessitates a
degree from a college or university. The authors examine this assertion by taking a closer look at how
faculty provide intellectual stimuli to their students, how technology helps or hinders learning, and the
complex relationship between faculty and students. Three broad themes are explored: helping students
understand the higher education experience, keeping students engaged in and out of class, and
continuously assessing for improvement in students’ relationships with those charged with educating them.
Specific recommendations, grounded in research, are made for each area explored. The authors conclude
that making changes in how faculty approach the experiences students have, will significantly improve the
quality of those experiences.
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
This document provides an overview of a research proposal examining the successful implementation of a blended learning environment. The proposal discusses:
1) The shift to more flexible learning environments that integrate online and face-to-face learning through a learning management system.
2) Research questions that will examine the benefits of blended learning, elements of a thriving blended classroom, pedagogical considerations, and ensuring successful implementation of a new LMS.
3) A review of literature on topics like partnerships between home, school and community; the effectiveness of online versus blended learning; implementing constructivist pedagogy with technology; and critical factors for computer-mediated collaboration and LMS implementation.
This document describes a new approach to teaching public relations campaigns that aims to address problems with the traditional "divide and conquer" method. The traditional approach has students divide into static teams that each work independently on separate sections of a campaign. This often results in unequal work distribution and a lack of collaboration. The new approach requires students to serve on rotating research, campaign book, and strategy teams throughout the semester. Each team is responsible for developing a specific section, with all students providing input. This encourages collaboration, ensures all students understand the entire campaign, and solves issues around work distribution and quality associated with the traditional method.
During the Fall 2013 semester, 221 Walsh University students completed over 4,000 hours of service work with 37 community partners across 14 service-learning courses. These courses covered various disciplines from Business to Theology. Student surveys found that over 90% of students agreed the experience helped them apply course concepts to real world issues and gain insight into community needs, and most students would recommend service-learning courses. The Office of Service Learning facilitates these experiences to support mutual benefit between Walsh and the local community.
The document provides an introduction for an interview being conducted by an enumerator on behalf of UNICEF as part of a study to measure national efforts to prevent and respond to violence in schools. The enumerator explains that the interview is confidential and participation is voluntary. The enumerator asks if the respondent has any questions and if they can commence the interview, which is expected to take approximately one hour. The interview will involve asking questions about whether certain standards, policies or practices exist related to preventing violence in schools.
Effective learning-teaching process is ensured when students interact and actively participate in the learning process. Though most instructors stressed the value of active participation in classrooms of universities and colleges, achieving success in eliciting it appears more difficult. There is high tendency of instructors in higher institutions to cover the tasks and responsibilities of their students. The main aim of this study was to assess the knowledge of and to identify strategies for improving active participation in classroom among nursing and midwifery students. Institution based cross-sectional survey was conducted in Jimma University onrandomlyselected 126 students (81 nursing and 45 midwifery). The collected data were coded, checked and cleaned and entered into SPSS version 23 for analysis. Simple descriptive statistics was used to see the frequency distribution whereas cross-tabulation and Pearson Chi-square test were used to see the association between variables. Majority, 106 (84.1%) of the students had good knowledge about the benefits of active participation in classroom and they suggested strategies to be used by regular classroom teachers to improve students’ participation. Students’ academic year has shown statistically significant association with their knowledge about active participation. The authors of this study strongly recommend instructors to use active learning methods and department heads need to follow teaching methods implemented by their respective faculty.
This document provides an overview of a teacher counselor training program at Ateneo de Naga University. The training aims to empower classroom teachers with counseling skills to better support students' holistic development. It consists of 5 parts: understanding oneself as a teacher-counselor, understanding students and their developmental stages, learning basic counseling techniques, practicing skills through role-playing, and learning about the school's crisis intervention services. The goal is to help teachers build empathy with students and address their personal, social, emotional, and academic needs through individualized support. Completing this training can assist teachers in their role as mentors according to the university's Ignatian philosophy of education.
IRJET- Role of Professional Learning Community for School ImprovementIRJET Journal
1. Professional learning communities (PLCs) in schools encourage collective learning among teachers to improve teaching skills and student academic performance.
2. In PLCs, teachers meet regularly to examine student work, analyze classroom and school-wide performance data, and apply research-based teaching methods.
3. Effective PLCs require support from school administrators, clear goals, and trust among participating teachers. Challenges include lack of support, differing views among teachers, and lack of focus. Suggestions are made to overcome such challenges through cooperation.
The document describes a model for co-constructing a curriculum with students at the University of Portsmouth. It involved developing an education strategy in 2014-2015 through student consultation. This led to launching the Curriculum 2019 project in 2017-2018 to revise courses based on "Hallmarks" and improve assessment and feedback. Key aspects included student representation, ensuring courses develop skills outlined in the Hallmarks, and using tools like learning agreements and portfolios to assess the Hallmarks inside and outside the curriculum. The goal is to empower students as partners through collaborative curriculum design.
The document discusses the impact of the Education and Economic Development Act (EEDA) legislation on schools and students in South Carolina. EEDA aims to enhance student success, graduation rates, and career preparation. It requires schools to implement career clusters and pathways, increase career counseling, and involve parents in students' career plans. Since EEDA was established, dual enrollment has increased 100% at one high school and their graduation rate has risen 10%. EEDA also supports character education and bullying prevention to improve school climate.
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
Giving Back: Exploring Service-Learning in an Online EnvironmentRochell McWhorter
This is the last author's copy. To read the published copy:
http://www.ncolr.org/issues/jiol/v14/n2/3
Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education.
Ecology of Education and Service-Learning: Perspectives on teaching & learningOhio Campus Compact
This document discusses service-learning and civic engagement in higher education. It provides context on the growth of service-learning and engagement over the past few decades. It also discusses key principles of service-learning, including collaboration with the community, reflection, and making learning relevant to people's lives. The document emphasizes that education is broader than just schooling and occurs within communities through various institutions.
Augmenting Higher Education Students Work Experiences Preferred Purposes An...Tony Lisko
This document summarizes a study that examined higher education students' preferred purposes and processes for augmenting their work experiences. A survey of healthcare students found they prefer processes that help gauge and develop their occupational capacities and readiness for employment. They prefer interventions led by teachers or experts over student-led ones. However, students placed low value on peer assistance and feedback, contrary to recent literature indicating peers are highly valued. The study aims to identify effective ways to utilize work experiences and resources invested in them.
Service-learning is defined as experiential education where students engage in activities to address human and community needs while also focusing on student learning and development. It benefits both the student and recipient of service. Some key aspects of service-learning include reflection, reciprocity, and ensuring equal focus on both the service provided and learning that occurs. Students involved in service-learning gain hands-on, insightful experience outside the classroom that can help prepare them for future careers and leadership roles in building their communities.
This document discusses research on developing employability, positive values, diversity awareness, and civic engagement among university graduates in order to equip them to create positive change. It reviews literature showing that employability requires more than academic skills, including work experience relevant to graduates' fields. Developing positive values in university is important but challenges remain in ensuring graduates maintain these values after graduating. Promoting diversity awareness meets growing societal needs and supports skills like creativity. University experiences like community engagement make graduates more likely to be engaged citizens who can influence positive change.
52 Journal of College Science TeachingThe partnership betw.docxblondellchancy
This document discusses the importance of developing university and community partnerships for successful service learning projects. It begins by providing an example of a nutrition class where students volunteered at a soup kitchen without clear connections to course objectives. The authors note that successful service learning requires distinguishing volunteerism from service learning, identifying clear course objectives, and developing community partnerships.
The document then discusses defining the community, developing a partnership framework with 3 steps: identifying course objectives/outcomes, selecting community partners, and defining the project roles/responsibilities. Two examples of successful service learning projects in environmental interpretation and elementary science classes are provided that benefited students, community partners, instructors, and the university. The conclusion emphasizes the importance of a strategic approach to developing community
52 Journal of College Science TeachingThe partnership betw.docxfredharris32
52 Journal of College Science Teaching
The partnership between science and the environment in service-learning
projects helps students to make greater connections to the world around
them. Service learning provides many benefits to students, faculty, and
communities within the context of a college course. However, to prevent
frustration, it is important for faculty members to make a clear distinction
between service learning and volunteerism by connecting their course
objectives to the service being provided. They also must develop a framework
for planning, assessment, and reflection. Finally, a successful partnership
must be developed. Clearly defining the community setting to be used for the
service-learning project will ensure a more positive outcome. Developing the
partnership framework through purposeful communication with all partners
is the key to successful service-learning projects. A sequential series of steps
are provided for the framework development. Actual examples of classroom
projects are described, along with benefits to students, agencies, and
community participants.
Developing University and
Community Partnerships: A Critical
Piece of Successful Service Learning
By James McDonald and Lynn A. Dominguez
S
cience instructors may often
ask themselves how they can
make the material in their
classes relevant to their stu-
dents. This is particularly important
now as the world faces a variety of
issues that are related to science such
as energy, climate, and environmen-
tal challenges of a global nature. To
comprehend the complexity of these
global issues, students must gain a
deeper understanding about science
and the environment. However, at
the same time, students must realize
their connectedness to a much larger
global community existing outside
of the physical university boundar-
ies. One teaching method that con-
nects students with the community
through the science content in their
classes is service learning. Many
people confuse community service
with service learning. At its core,
service learning provides a benefit
to both the student (related to their
classwork) and to the community
partner. The use of service learning
in service-learning experiences “stu-
dents are actively participating in the
process of understanding, integrating,
and applying knowledge” from the
subject area they are studying as they
work to improve their communities.
Making a clear distinction between a
volunteer activity and service learning
is critical to the success of any service-
learning project. At a number of
service-learning workshops, we have
assisted science faculty with problem
solving related to the implementa-
tion of service learning in a science
classroom. For example, a nutrition
department faculty member had her
students volunteer each semester
serving food at a local soup kitchen.
Students were required to donate 5
hours of their time, which they docu-
mented by having .
"Competition and Public Relations Campaigns: Assessing the Impact of Competition on Quality of Projects, Partners, and Students" by McCollough in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
ABSTRACT:
Scholars in public relations pedagogy have provided a strong
body of research on the impact of service learning, community
partnerships (Daugherty, 2003), and applied learning on
campaigns, writing, and production courses common to the public
relations curriculum (Wandel, 2005). Rarely explored, however,
is the impact of competition among student groups within a
public relations course on the quality of campaigns, student
experience, client satisfaction, and achievement of learning
outcomes (Rentner, 2012). This study presents a comparative
analysis of campaign courses that employed competitive and noncompetitive
campaign course models to demonstrate the impact
of incorporating competition within public relations courses.
Thomasena Shaw, Journal of Public Relations Education, Vol. 3, Issue 2, 59-77
Abstract
"Internships have significant early career advantages for undergraduates including less time finding a first employment position, increased monetary compensation and greater overall job satisfaction. Considerable professional and scholarly evidence highlights the important role of undergraduate internships, as well as gaps that exist between students and supervisors regarding the relative importance of specific job skills and professional characteristics. While previous studies have explored the underlying feelings and expectations of the two groups in professional and academic contexts, this exploratory case study uses coorientation as the theoretical framework to examine the levels of agreement, congruency and accuracy that exist between them in relation to key jobs skills and professional characteristics linked with career success; it also provides insight into the extent to which respondents perceive that the internship improved students’ college-learning outcomes. The key findings of this study indicate that the majority of respondents believed that the experience improved performance in relation to college learning outcomes. The study also found that students and supervisors are accurately cooriented with one another in relation to job skills items, but less so when it comes to professional characteristics. This could be particularly problematic for student interns as misperceptions and misunderstanding can potentially lead to missed opportunities for collaboration and integration, and/or a self-fulfilling prophecy where supervisors’ lack of coorientation damages the possibility of a cooperative relationship with current and future student interns, and the academic programs that bring them together."
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
Improving Education In School And Pursuing The New Educational Standardsnoblex1
There are many current stimulators of educational improvement and represent multi-year efforts to define new standards, not just for subject matter content but also for teaching, assessment, and programs. Using a large-scale consensus process, new documents are reviewed extensively by constituent groups and acquired substantial "ownership" as a result.
These documents and influential predecessors have much in common. They call for substantive education for all students (not just the academically elite), delineate the major content themes for the curriculum, and set new expectations for assessment, teaching, and student learning.
Careful review of these documents and case studies of schools in which the ideas are being put into action establish that the desired reforms are complex, multi-faceted, and extend into the most basic aspects of the teaching and learning process. Taken seriously, they demand sweeping and fundamental change.
Another pervasive impression from the case studies is the large effort required to make these changes. Time is a major dilemma for teachers, and it is reflected in the difficulties teachers face in finding the time for initiating change and engaging in the related professional development. The education advocated in these standards reflects values and beliefs that often differ from those commonly held by school personnel.
A related matter is that most educational personnel do not recognize either the full extent of the changes called for in the new standards. Grasping the reality of the situation is essential for initiating and sustaining significant professional development.
The purpose of professional development activities is to foster teachers' growth into the most effective teachers possible. The teacher learning is essential for significant educational improvement, and this learning, in turn, provides a foundation for the changes in student roles and work that are the "bottom line" of educational improvement. Teacher learning requires attention to educational practices at a fundamental level, a level at which the teacher addresses the very values and beliefs that underlie his or her current practices. Without addressing the matters at this level, major changes in classroom practice are unlikely to occur, and the promise of the new standards will not be realized.
The professional development is not a simple process. The total picture of the development of a professional is never simple, nor is it appropriately portrayed in a simple linear fashion.
While there are variety of ways in which this complex picture could be described, this paper will explore three dimensions of professional development: the technical dimension, the political dimension, and the cultural dimension.
Source: https://ebookschoice.com/improving-education-in-school-and-pursuing-the-new-educational-standards/
The Journal of Research in Business Education 1BENEFITS OF.docxjmindy
The Journal of Research in Business Education 1
BENEFITS OF PARTICIPATING IN SERVICE-
LEARNING, BUSINESS-RELATED CLASSES:
ASSESSING THE IMPACT ON THE COMMUNITY
PARTNERS
Nancy Vizenor
Tasha J. Souza
Joshua Jordan Ertmer
Abstract
Problem: Many universities offer service-learning classes that provide opportunities
for students and community partners to work together on semester-long projects.
Researchers have been especially interested in the benefits students receive in service-
learning classes, and those benefits have been well recognized (Eyler, Giles, Stenson,
& Gray, 2001). However, the benefits to community partners have been assumed but
seldom explored empirically (Bringle & Steinberg, 2010; Cruz & Giles, 2000; Dorado &
Giles, 2004). Research Questions: How beneficial were the service-learning projects to
the community partners? What were the community partners’ experiences working with
the students? Research Methods: A cross-sectional descriptive design was used to
investigate the uses and benefits of 30 community partners from five different business-
related, project-based, cooperative, service-learning university classes. Results: The
results indicated that community partners used and benefited from working with students
in such classes. More than 95% of the community partners implemented at least some of
what the students created or recommended, and 39% of the community partners said that
what the students provided was completely new information, insights, or strategies that
they had not yet considered or done. Another key finding was that 80% of the community
partners stated that the projects made a “pretty big” to an “extremely large” impact on
their organization. These results suggest that working with the business-related, project-
based, cooperative, service-learning university classes had an overall positive impact on
the community partners.
Keywords: service-learning, community partners, business classes
Nancy Vizenor ([email protected]) is an assistant professor of Management at Humboldt
State University, Arcata, CA.
Tasha J. Souza ([email protected]) is the associate director of the Center for Teaching and
Learning and professor of Communication at Boise State University, Boise, ID.
Joshua Jordan Ertmer ([email protected]) is currently an accounting associate at USDM
Life Sciences in Santa Barbara, CA.
Introduction
University classrooms have changed over the last century with more instructors
implementing high-impact educational practices (Kuh, 2008). Teaching and
learning practices such as service-learning, undergraduate research, and
collaborative projects, have consistently shown benefits for university students.
The use of such high-impact practices, especially when combined, can increase
rates of student engagement and retention (Kuh, 2008).
2 Volume 58, No. 1, 2017
BENEFITS OF PARTICIPATING IN SERVICE-LEARNING
ASSESSING THE IMPACT ON THE COMMUNITY PARTNERS
Service-learning is define.
INVOLVEMENT AND IMPLEMENTATION LEVEL ON REHABILITATION PROGRAM AMONG PERSONS DEPRIVED OF LIBERTY IN THE BUREAU OF JAIL MANAGEMENT AND PENOLOGY, ALTA VISTA, ORMOC CITY: A BASIS FOR PROGRAM REVIEW AND ENHANCEMENT
QUESTION 1Students engage in community service activities w.docxmakdul
QUESTION 1
“Students engage in community service activities with international academic and learning goals and opportunities for reflection that connect to their academic disciplines” describes which principle?
Service-Learning
Community Service
Community-Based Learning
Volunteerism
5 points
QUESTION 2
“Students engage in activities to meet actual community needs as an integrated aspect of the curriculum” describes which principle?
Service-Learning
Community Service
Community-Based Learning
Volunteerism
5 points
QUESTION 3
How is direct service different than project-based learning?
Project-based learning allow students to gain more and diverse experiences than direct service.
Direct service requires students to fill out more forms them project-based learning.
Direct service involves one on one work with those persons served, project-based looks at the end product.
Project-based learning allows you to connect your academic learning with community challenges, whereas direct service lacks this benefit.
5 points
QUESTION 4
In service learning, students
help needy people were unable to do anything to help themselves
alone bring their assets, means an interest to the service learning environment
as well as those served, the faculty and the community partners all bring their capacities
must realize that faculty lack a strong stake in the community partnerships
5 points
QUESTION 5
For in our Service-Learning project, Julian volunteer at children’s museum reading books to preschoolers. On Julian’s first Tuesday things go well. The following Tuesday, he is late due to traffic. He tells the contact person he is unavailable the following Tuesday due to an unexpected appointment. Julian insures the contact person that you will be available for the remaining Tuesdays. Which of the following statements is the best option.
Julian has no intention of carrying out his commitment to the children’s museum.
The contact person should view Julian as flakey.
Julian created impacts sending a message opposite of his intentions
This glitch harms the collaboration and nothing can be learned
5 points
QUESTION 6
How do students benefit from engaging in community based learning?
Service-Learning guarantee students will have greater career opportunities
Students learn lessons from traditional lecture style setting
Students gain communication skills, leadership skills, and project management skills.
Students gain a sense of social change due to a free labor they provide.
5 points
QUESTION 7
When all of the contributors of the service learning receive mutual benefits from an exchange it is called
Collaboration
Leadership
Congruence
Reciprocity
5 points
QUESTION 8
In the Remen article, which of the modes of interaction does the author value?
Helping
Serving
Fixing
Testing
5 points
QUESTION 9
An agent of change is
One who creates change by working in an active collabora ...
The document provides an overview of key findings from student engagement surveys conducted as part of the Learning Frontiers initiative in Australia. Some key findings include:
- Around 15% of students report often feeling bored at school and not liking school.
- 38% say they don't often think about lessons once they are over or care about school anymore.
- Engagement appears to decrease with age, as older students are less likely to be engaged.
- A factor analysis showed students generally fall into two groups - those with positive or negative experiences and feelings toward school.
This thesis examines the working conditions of public elementary school teachers in Zamboanga City, Philippines amidst the COVID-19 pandemic and how these conditions affected their work performance. A survey was conducted of 83 teachers across 6 schools to understand the extent of their working conditions in terms of professional development, communication, recognition, collaboration, and expectations. The survey also assessed teachers' work performance. The study found that teachers reported their working conditions as satisfactory and their work performance as very satisfactory. A moderate positive relationship was found between working conditions and work performance. Certain demographic variables like age and length of service were found to influence working conditions and performance. The results can inform policymaking and teacher professional development programs.
Service Learning NSTP reporting Report NSTP.pptxsweetiejhez24
This chapter discusses service-learning and its benefits. It defines service-learning as experiential education where students apply what they learn in class to address real community problems through service, while reflecting on their experience. The chapter outlines learning objectives, examples of service projects, and characteristics of effective service-learning. It also discusses the benefits of service-learning for students, faculty, and community partners, as well as legal bases and theories that support integrating service into education.
Community Relation Practices of School Administrators in Public SchoolsMartin Nobis
Abstract: School administrators interact with all members of the school community, including
administrative staff, teachers, students, parents and local government officials. This study
aimed to know the profile of the respondents; the community relations practices and the
significant relationship between the profile of the school administrators and community
relations practices and the significant difference among the assessment of the three groups of
respondents on the community relations practices of public-school administrators.
Descriptive-correlational survey methods and a questionnaire were utilized to gather the data.
Findings revealed that the community relations practices were high as perceived by the
respondents. Moreover, the relationship between the profile and the differences in the
assessment of community relations practices were all found not significant.
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1. Faculty of Education and Distance Learning
Department of Education
Module Name: Learning, Teaching and Assessment
Module Code: D8-LTA-10
Student ID: 1716447
Email:tsholofelozig@gmail.com
By Tsholofelo Zigwa
JOURNAL REVIEW
Hebert A and Hauf P: “Students learning through service learning” Effects on academic
development, civic responsibility, interpersonal skills and practical skills. Active Learning
in Higher Education Vol.16, 2015, 37-49
2. 1. Summary
The integration of community service to enrich learning has since proved to have its
shortcomings and breakthroughs in the cycle of students learning. Research has been
carried out by different professors to find out how service learning affect academics,
practice, social and personal development skills of students. Despite all the explorations
gathered, supplementary and Hebert and Gauf (2015) states that profound testing is a
necessity to decide its effective point of reference to participants. The study has used test
and retest methodology to deal with the complications of course marks, self report
improvement, and assignments that directly test understanding on the course. The findings
outline that they was no difference in academic marks between students who participated
and those who did not participate in service learning however it has shown improvement in
academic development, civic responsibility, and interpersonal skills respectively. For
example service learning improve academic development, aid more skills to the learners,
improve their thinking abilities, personal skills, writing skills and Billing et al (2005) and
Mpofu (2007) cited in Hebert and Hauf (2015) states that it has been found that students
who participate in Service learning is more likely to have a positive effect on creative
academics, it improve student`s grades especially with case studies and essays rather than
objective academic task such as multiple choice. The goal of the research was to examine
the benefits of service learning on academic development which found out that though
there is no difference in academic marks there is at least improvement in academic
development in that sense. In addition there is difference between what teachers view as
academic development and the type of academic development the students wish to pursue
through service learning. Therefore, there is still a need for further research on the topic
since it’s not yet clear on how benefits of service learning are educed.
2. Did you find this journal article interesting? If so state your reasons.
Yes, I found the journal article interesting and worth reading. What I found interesting in
this journal is that though service learning has not made much difference on academic
marks of students who participated it has proved to have positive effect on civic
responsibilities such as helping students develop interest on community involvement, desire
to make a difference in the life of those around them, their future plans to participate in
service and so forth. It has also proved to have higher levels of improvement in
interpersonal skills such a verbal communication, leadership skills and teamwork. After
graduation it’s a goal and wish for every student to find a job and to apply what they have
learnt during their years of study in the industry and to develop their career. It is also the
goal of a teacher to produce skilful graduates who are ready to work after the University.
Also, in any employment leadership skills, communication skills and other interpersonal
3. skills are major requirements for most jobs. The issue that captivated me most is that
service learning has the ability to help students apply course concepts in novel situations
which in that sense makes service learning unique. Service learning also develops a student
socially and personally as well as enhances understanding on the course concepts, which I
feel is fair and objective benefit to the overall performance of a student. In addition, the
combination of learning goals and community service gives student an added advantage on
deeper understand of the course. According to Fredericksen (2000) cited in Hebert and Huaf
(2015) found that even though students who participated in service learning did not shown
improvement with grade on first examination, they performed better on the second
examination than those who did not participate in service learning which stresses
improvement.
3. Significance of the article
Students should see service learning as “class away from classroom”. The significance of the
article to is scrutinizing how far service learning can impact on academics development, so
the findings are very crucial since they outline the benefits and limitations of the research.
Service learning is vital in the education system of the 21st century. When student apply
knowledge and skills in learning within the context of global community it deepens their
understanding and increases their thinking skills, leadership skills and interpersonal
communication skills of which is a necessity to the life at the end of their colleges or
university life. Service learning requires students to mingle with the outside community
within the area of their field of study hence an opportunity to address issues that overlap
with the ones they were taught in the classroom. Service-learning asks students to use their
skills to create sustainable change in the community they live in which enhances their
learning capabilities and deepens their skills and expertise of the course. Quality education
is one that interlaces individual achievement outcomes with educating for the common
good which improve the education system in today’s world.
5. My Argument
The aim of service learning is for participants to achieve specific learning goals as per
related to the course. This article failed to pinpoint the actual type of service that the
learners were engaged in per the results. In particular, this study highlights the need to
consider the possible impact of self-selection, and control when possible. This need is especially
great when the study will examine measures that the current results suggest vary among
students engaging or not engaging in service-learning. Though challenges exist with random
assignment within the service-learning literature, the most important finding of the current
study is that students who self-select into service-learning are mostly comparable to their peers
who do not. Limitations such as lack of control, comparison groups and absence of
unsystematic tasks make it hard to scrutinise the process that researchers used to reach
quantitative results. These particular limitations leave researchers unable to infer a causal
relationship between the measured outcome and participation in service-learning. Without
4. random assignments to conditions service-learning or any number of unmeasured variables
could account for improved outcomes. Service learning should reflect back the learning
outcome of the course to the type of community service that the students will undertake
and they should be able to overlap. Despite all the differences, complications and limitations
that the research suffered the important is that service learning has proved above all to
have a higher level of improvement on academics, civic responsibility, and interpersonal
skills. Students need to have an insight or broader picture of the course and it is through
service learning that they develop themselves academically in all; in academics, in social
factors and personal development. All these are what make a complete competent graduate
(with a insight combination of theory and practice). According to Madsen and Turnbul
(2006); Frederisksen (2006); Astin et al (2000); Gallini and Moely (2003); Miller (1994) cited
in Hebert and Hauf (2015)agrees that service learning results improved learning, improve
academic performance and increase their understanding the course concepts.
In addition, service learning has proved to have a positive effect on civic responsibility and
interpersonal skills; these are the skills that are vital to the development of a student.
According to Bandy (2017) benefits of service should be analyze of the basis of four
categories which are; Personal outcomes, social outcomes, career development and
relationship with the institution. Personal and social outcomes points out that service
learning help students to have greater sense of personal efficacy, personal identity, spiritual
growth, and moral development. They gain greater interpersonal development, particularly
the ability to work well with others, and build leadership and communication skills. Similarly
majority of the researchers, (Astin et al, 2000; Gallini and Moely, 2003; Markus et al, 1993;
Prentice and Robinson, 2010; Simon and Cleary, 2005) cited in Hebert and Hauf (2015)
confirmed that service learning impart students with others skill relevant to education such
improved social responsibility, greater involvement in community service, leadership skills,
verbal communication skills, appreciation of diversity, awareness on societal issues.
Furthermore Bandy (20917) emphasises that service learning will benefit student in career
development and relationship with the institution. Career wise Astin et al, (2000) cited in
Hebert and Hauf (2015) agrees that the student have an opportunity to meet and connect
with industry ambassadors, employers, recruiter, and community members who will impart
in them greater academic learning, leadership skills and team work. The relationship with
the institution will also be stiffened. Stronger relationships with the college, the university
the faculty will be improved and this might give even the school exposure, student retention
and good public relations.
Moreover, the author stresses the need to examine benefits of service learning on academic
development. The goal is to close the gap in the literature and determine how academic
benefits are occurring and whether they are being confounded. My argument is that what is
the author`s own definition of ‘academic development’. Hebert and Hauf (2015) emphasise
academic development in measures of grades or marks, objective academic tasks such as
multiple choice test and case studies and essays. But what constitute academic
5. development? Likewise Fayetteville State University (2017) emphasise that the course
learning objectives of service learning are linked to meaningful human, safety, educational,
and environmental needs that are co-determined with community partners and service
recipients. Course materials such as lectures, readings, discussions, and reflection activities
supplement the student service. As a result, the service experienced during service learning
is brought back to the classroom to enhance the academic dialogue and student
comprehension. Giles and Eyler (1999) cited in Hauf and Hebert (2015) emphasises that the
type of learning that service learning should be able to improve is greater understanding of
the course and the ability to apply course concepts in novel situations. Students work on
real problems that make academic learning relevant while simultaneously enhancing their
social skills, analytical ability, civic and ethical responsibility, self-efficacy, and career
development. To emphasise more on what constitutes ‘academic development’ students
who participated in service learning were able to improve on tasks such as case studies and
essays and gave more detailed examples which proved understanding of the course
concepts was instilled.
Moreover, this article has pinpointed on an important limitation factor to the study which
highlights that the less number of participants and the majority of them being females
which made the finding difficult to generalise. As a result it calls for researchers to further
scrutinizing service learning outcomes using factors of demographic, psychographic and
behavioural characteristics of participants and see how each segment may affect the results
of service learning. For example, there is need to group students into groups of gender, sex,
preferences, behaviour towards studies, lifestyle and cultural backgrounds to mention a
few. The method of self selection imitated the study. Steinberg et al, (2010) emphasises
that the issue of self selection is bias, perhaps, the most pervasive methodological issue in
the service learning literature. If service learning is not compulsory some student may opt
out of the service or do it for fun and excitement as stated by Hebert and Hauf (2015).
Consequently, students enrolled in service learning courses may be different in many ways
from students who are not enrolled in service learning courses. Interestingly students who
have participated in service learning may be different in many ways compared those who
didn’t respectively. The differences may be due to diverse segmentations that need to be
demographic factors, geographic factors, psychographics factors, behavioural patterns or
variables such as goal orientated, preferences, level of competency and others of which the
article failed to identify. Gallini and Moely (2003) found differences between services may
have had pre existing differences on measured and unmeasured variables could account for
improved outcomes, and researchers cannot be confident that it was the service learning
experience itself that resulted in change in improvement of academic development, civil
responsibility, practical skills and interpersonal skills or the character of participants
themselves towards the programme.
6. 6. Significance of this article to you
I wish service learning would have been mandatory and not voluntary even if it’s by
volunteering it could be mandatory for all students to participate especially in higher
institution at their final semester. Instead of grading students who participated in a different
way I believe institutions should put service learning among the list of modules or subjects
mandatory. Service learning is meant to help students achieve specific learning goal related
to their course of study. All participants in service learning should benefit, learn and grow
from the experience. As event management lecturer I believe service learning would
provide my student with opportunities to demonstrate the theory into practice. This gives
students experiential opportunities to learn in real world contexts and develop skills of
community engagement, while affording community partners opportunities to address
significant needs. For example event management student are taught to organise events of
all types and standard. They plan, organize and implement event for charity as a way of
giving back to the community. Hence doing that they cultivate the practice of doing the
actually event, experiencing the challenges that are often faced by event managers when
organising events of which most of those they have only learnt during lectures in a
classroom or on books. Event Management course itself is a practical course, it the practice
of applying project management in development of large and small events such as social,
corporate, sport, leisure, personal cultural, charity and political events. Service learning can
be a very good programme for students to go and volunteer in planning and organizing
events that will raise funds to support the underprivileged and vulnerable in the community
and some local NGOs. By volunteering they will be exposed to different stakeholders from
the community, government departments and other support structures of event
management. They will develop skills of writing winning proposals, budgeting, logistics,
acquiring sponsorships, building creating public relations measures and other related course
concepts. This article is very important as it guide on benefits that comes along with service
planning as a package. At the other hand it highlights the limitations that it carries which
may hinder progress of the result which need to be further evaluated and looked at.
Furthermore, the article has indicated that service-learning is associated to a number of
social, academic, citizenship and personal outcomes that are beneficial to students Conway,
Amel, & Gerwien, 2009 and Eyler & Giles, 1999). For example, students engaged in service-
learning show increased civic engagement, cognitive development, leadership skills, and
work better in groups (Bringle, 2005; Wells & Grabert, 2004; Hollander & Meeropol, 2006).
Compared to students enrolled in traditional courses, students who took part in service-
learning classes showed increased grade point averages, gains in knowledge, and degree
aspirations (Conway et al., 2009). Perhaps most impressive, a common argument in the
literature is that the positive effects of service-learning are two way process; they flow from
the student to the community and back to the student (Kraft, 1997). Hence said, the
argument maybe that, what are the roles of a teacher in making sure that the learning
outcomes are achieved through service learning. I believe when a teacher is fully involved in
7. guiding, checking progress, supervising and controlling the arrangement of service learning
students would value its significance. Holz and and Pinnow (2015) stress that when there is
no control it would be impossible to honestly infer that the benefits reflected to the learning
outcomes of the course are accurate. In addition, I believe the article has a role to play in
terms of determining the learning outcomes of service learning. It should be made clear on
what are the intentions of service learning and this should be communicated to students,
professors and the community at large. The results of services learning had shown that most
students who participated stated that the programme was fun and exciting, so the idea of
service learning is not to have a break from classroom books and lectures.
7. Conclusion
In a nutshell, service learning is ‘class away from classroom’ and it should be controlled and
be compulsory for all students especially in higher institutions where we have students who
are ready to hit the industry. Further research should be carried out to come up will
objective and feasible results of service learning. In particular, this study highlights the
need to consider the possible impact of self-selection, and to control for it when possible.
This need is especially great when the study will examine measures that the current results
suggest vary among students engaging and those that are not engaging in service-learning.
Holz and Pinnow (2015) pinpoint that though challenges exist with random assignment
within the service-learning literature, the most important finding of the current study is that
students who self-select into service-learning are mostly similar to their peers who do not.
In particular, this study highlights the need to consider the possible impact of self-selection,
and for it to be controlled when possible. This need is especially great when the study will
examine measures that the current results suggest vary among students engaging and the
ones not engaging in service-learning. However, attitudes of students towards learning are
different. Learners are different and they experience learning in different way. It is
important for learners to engage with what they have learnt as a proof of understanding.
Some learners need motivation to engage and some bring experience into the learning
process. Therefore further research needs to be done to identify the attitudes of students
who participate in service learning and those who don’t. If negative attitudes are not
identified, the findings and outcome of the results of service learning may change or differ.
8. 8. Reference List
Astin, A.W., Vogelgesang, L.J., Ikeda, E.K., Yee, J.A. (2000). How Service Learning Affects
Students. Higher Education Research Institute: University of California, Los Angeles.
Available Online <from http://epic.cuir.uwm.edu/ISL/pdfs/asthow.pdf>[Accessed 16
September 2017]
Bandy, J (2017) what is Service Learning or Community Engagement? Center for Teaching,
Available Online https://cft.vanderbilt.edu/guides-sub-pages/teaching-through-community-
engagement/#ways [Accessed 23 August 2017]
Fayetteville State University (2017) Office of Civic Engagement & Service Learning Available
Online http://www.uncfsu.edu/civic-engagement/service-learning/definition-of-service-
learning [Accessed 13 September 2017]
Hebert A and Hauf P (2015) “Students learning through service learning” Effects on
academic development, civic responsibility, interpersonal skills and practical skills. Active
Learning in Higher Education Vol.16, 2015, 37-49
Holz and and Pinnow (2015) Self-Selection Effects in Service-Learning-Indiana University
<Available Online https Wisconsin Superior,://josotl.indiana.edu/article/view/18912/26701
Journal of the Scholarship of Teaching and Learning, Vol. 15, No. 6, December 2015, pp.39-
47.doi: 10.14434/josotl.v15i6.189121University of Indiana[Accessed 12 September2018]