Community Service-learning Program Research Articles

Training and Mentoring in the Development of Test Instruments for Measuring Learning Outcomes of Muhammadiyah School

This community service learning program is collaboration between the Curriculum and Educational Technology Department of the Faculty of Education Sciences. A key issue facing most SMA and SMK Muhammadiyah school teachers is their lack of knowledge and understanding on how to develop valid and reliable test instruments. This research aims to enhance the knowledge of SMA and SMK Muhammadiyah teachers in developing learning assessment instruments. The Blended Learning method was applied for 32 hours of lessons that involved lectures, Q&A discussions, assignments, practical work, and tests. A total of 12 teachers from SMA and SMK Muhammadiyah schools took part in the program. The research method used was the One-Group Pretest-Posttest Design, which is a type of pre-experimental research design. Data drawn from the pretest and posttest results were analyzed using the t-test. Following the smooth implementation of training and mentoring, a key conclusion is that the community service learning program has successfully met its expected outcome of enhancing the teachers’ ability to develop test instruments. This is evidenced by a significant increase in posttest scores compared to pretest results at Sig. (2-tailed) = 0.001 < 0.05.

Empowering Islamic Education

The village of Jaharun B was selected as the site for the Community Service Learning program by students from STAI As-Sunnah due to the presence of Al-Barokah Islamic Elementary School (Madrasah Diniyah Takmiliyah Awaliyah, MDTA), which serves as the primary educational center for children in the village. Despite MDTA Al-Barokah's crucial role, most children in Jaharun B Village still require a deeper understanding of Islamic teachings and the ability to recite the Quran according to Tajwid rules. The student's participation in the Community Service Learning program is expected to significantly reinforce the role of MDTA Al-Barokah as an educational institution advancing the children of Jaharun B Village in Galang. The method applied in this initiative is asset-based community development, which comprises three main stages: planning, action, and evaluation. The outcomes of this community service project demonstrate notable and positive changes. Children at MDTA Al-Barokah have shown an increased understanding of the fundamentals of Islamic teachings, improved Quranic recitation with better adherence to Tajwid rules, and enthusiasm in the learning process, particularly in comprehending the taught concept of Mahfuzhat. This community service brings renewed hope to the people of Jaharun B Village, fostering positive changes in the religious education of children and strengthening the role of MDTA Al-Barokah as a center for enhanced knowledge and understanding of Islamic teachings for future generations.

Knowledge, attitude, and adherence to coronavirus preventive measures among residents of the Kingdom of Saudi Arabia.

Since the SARS-CoV-2 virus, the virus that causes COVID-19, has been spreading globally, variants have emerged and been identified in many countries around the world. This descriptive cross-sectional study aimed to explore the level of knowledge, attitude, and adherence to coronavirus variant preventive measures among residents of the Kingdom of Saudi Arabia. This is a cross-sectional online survey that was conducted between April and November 2020 and involved the residents of the Kingdom of Saudi Arabia. An electronic invitation for participation was sent to prospective participants, including the link to the research instrument, using social media websites. A total of 780 participants responded to a 4-part online survey developed by the investigators. The findings revealed that 72.9% of the participants (95% CI: 69.6%-75.9%) had a high level of knowledge about COVID-19; 78.2% said they supported all precautionary measures put in place by health authorities; only 29% wore face masks; and 93% wash their hands at least 5 times a day. Furthermore, 69% of the residents were always covering their mouth and nose when coughing or sneezing with a piece of tissue paper, while 71% were observing physical distancing. Participants showed a positive attitude towards supporting all the precautionary measures being put in place by the health authorities and the efforts made by healthcare workers in the kingdom. Residents in Saudi Arabia showed a high level of knowledge of COVID-19 variants. Higher levels of education, being employed, and higher income were factors that influenced participants' knowledge positively (P < .05). Females and younger age were predictors of a better attitude towards COVID-19 (P < .01).The majority of the residents were afraid of the spread and mutation of the coronavirus. This study highlights the value of continuing community service learning programs for raising knowledge retention and adherence to coronavirus variant prevention strategies.

Drug Prevention Outreach: Enhancing Youth Knowledge and Awareness in Ureng Country, Maluku Tengah, Indonesia

The dangers and detrimental effects of drugs on the lives and health of addicts and their families have become increasingly concerning. This study aimed to address the lack of understanding about narcotics among the youth in Ureng Country, which consists mostly of vulnerable individuals susceptible to drug contamination. The research was conducted through a community engagement initiative called the "Kuliah Kerja Nyata" (KKN) or Community Service Learning program, in collaboration with the National Narcotics Agency of Maluku Province. The drug prevention outreach involved a socialization program targeting 30 young people in Ureng Country. The implementation of the program consisted of several stages, including obtaining permission, preparation, conducting the socialization event, engaging in a question-and-answer session, and concluding with closing remarks and prayers. The results demonstrated that the drug prevention outreach successfully increased the youth's knowledge and awareness regarding the detrimental effects of drugs and drug abuse. The implications of this study highlight the importance of community-based initiatives in tackling drug-related issues, particularly among the younger generation, and call for further research and interventions to combat drug abuse globally.Highlight:&#x0D; &#x0D; Dual nature of drugs: Drugs can provide benefits but also pose health risks, including addiction.&#x0D; Negative impacts: Drugs affect individuals, families, and communities, leading to deviant behavior and future generation damage.&#x0D; Importance of drug prevention: Knowledge counseling and socialization programs help increase youth awareness and prevent drug abuse.&#x0D; &#x0D; Keyword:Drugs, Narcotics, Drug Prevention, Youth, Knowledge

Drug Prevention Outreach: Enhancing Youth Knowledge and Awareness in Ureng Country, Maluku Tengah, Indonesia

The dangers and detrimental effects of drugs on the lives and health of addicts and their families have become increasingly concerning. This study aimed to address the lack of understanding about narcotics among the youth in Ureng Country, which consists mostly of vulnerable individuals susceptible to drug contamination. The research was conducted through a community engagement initiative called the "Kuliah Kerja Nyata" (KKN) or Community Service Learning program, in collaboration with the National Narcotics Agency of Maluku Province. The drug prevention outreach involved a socialization program targeting 30 young people in Ureng Country. The implementation of the program consisted of several stages, including obtaining permission, preparation, conducting the socialization event, engaging in a question-and-answer session, and concluding with closing remarks and prayers. The results demonstrated that the drug prevention outreach successfully increased the youth's knowledge and awareness regarding the detrimental effects of drugs and drug abuse. The implications of this study highlight the importance of community-based initiatives in tackling drug-related issues, particularly among the younger generation, and call for further research and interventions to combat drug abuse globally.Highlight:&#x0D; &#x0D; Dual nature of drugs: Drugs can provide benefits but also pose health risks, including addiction.&#x0D; Negative impacts: Drugs affect individuals, families, and communities, leading to deviant behavior and future generation damage.&#x0D; Importance of drug prevention: Knowledge counseling and socialization programs help increase youth awareness and prevent drug abuse.&#x0D; &#x0D; Keyword:Drugs, Narcotics, Drug Prevention, Youth, Knowledge

The impacts of community-service learning on career adaptability and on ethics and social responsibility of university students: an experimental study

ABSTRACT The aim of this study was to determine the impacts of community service-learning (CSL) on the career adaptability, ethics, and social responsibility of Chinese undergraduate students studying business in Hong Kong. The CSL program was a credit-bearing program lasting two to three months (not less than 80 service hours). In a pre-test-post-test experimental design, students who enrolled in the class were the experimental group (n = 147; 67 male, 80 female) and students who did not enrol in the class were the control group (n = 104; 47 male, 57 female). The students completed the Career Adapt-Abilities Scale (CAAS) China Form and the Perceived Role of Ethics and Social Responsibility Scale (PRESOR) before and after the CSL program. At pre-test there were no significant differences between the two groups in CAAS or PRESOR scores. However, at post-test, mixed Group x Time ANOVAs showed that students in the experimental group had greater increases in career adaptability (including concern, control, curiosity, and confidence) and perceived role of ethics and social responsibility (including stockholder and stakeholder view), than those in the control group. The results show that CSL has positive impacts on students’ career adaptability, ethics, and social responsibility.

Disability Awareness Program for Young Children: A Community Service-Learning Program at Preschool and Elementary School

Individuals with disabilities account for 26% of Americans and 14% of public education students. This minority group may not only deal with physical and/or mental impairments but also negative societal misunderstandings and attitudes that may lead to decreased friendships and increased social exclusion. Awareness and knowledge about disabilities can play a role in changing people’s attitudes towards disabilities and aid in creating a more positive and inclusive environment. Researchers have found that disability awareness programs in schools can positively teach young children to build positive attitudes about disabilities. In our program, a group of doctoral students helped young children in a local preschool and an elementary school to learn about disabilities through age-appropriate activities. This program collaborated with community partners to design, modify, and decide on activities for each age group. This program was delivered to 80 young children between the ages of two to Seven. Feedback from both schools showed that students gained a better understanding of disability and how to appropriately interact with people with disabilities.

Competences of Adult Learning Facilitators in Community Service Learning: A Review of Literatures

Community Service Learning (CSL) is designed to help communities in solving their social problems. The role of adult learning facilitators is important to ensure that all the programs of CSL are running well. This study aims to investigate the competences of adult learning facilitators in community service learning programs. The methodology used in this study is literature review. A total of 85 journal papers were identified by the search machine. However, only 15 articles selected to be reviewed in this study. The result shows that there are five main competences that should be mastered by learning facilitators in community services, such as: Knowledge, Management, Communication, Assessment, and Motivation (KoMCAMo). It can be concluded that the competences of adult learning facilitators play significant role to implement the CSL among community`s members. For recommendation, the future projects related to CSL need to require competent facilitators to enhance participation of community for joining the programs. The regular trainings are encouraged to adult learning facilitators to create an effective CLS`s program.

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

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

Assessing community organization needs for medical school Community Service-Learning

Objective While literature exists on student feedback to community service-learning (CSL), community organizations have played a small role in re-shaping CSL within medical curricula. The objective of this study was to analyze feedback from community supervisors involved in a CSL course at University of Toronto’s Faculty of Medicine. Methods Semi-structured one-to-one qualitative interviews were conducted with community supervisors (n = 9) between October 2018 and January 2019. Interviews were transcribed and thematic analysis was completed using Dedoose software. Researchers independently coded transcripts and developed an initial codebook. Once inter-rater reliability (Cohen's κ coefficient) > 0.80 was achieved, the remaining transcripts were coded deductively, and additional codes were developed inductively when existing code were unable to describe new data. Themes from the analysis were identified. Results Four overarching themes were identified. Perceived benefits to students by supervisors focused on their contributions to the development of future physicians through understanding community needs and exposure to organizations that may be resourceful to physicians. Among organizational benefits of CSL, extra hands, work-specific benefits, and medical student’s unique expertise were subthemes highlighted. CSL benefits were not without challenges. Scheduling difficulties, motivating students to understand their work’s value, and curriculum gaps identified were challenges supervisors faced. Three subthemes emerged under areas for improvement. Supervisors emphasized increasing flexibility to make experiences more meaningful for students. They also wanted more dialogue between organizations to gain insight from one another and a clearer understanding of CSL and its role in the curriculum. Conclusions Community supervisors viewed academic institutions to be in a unique position having established many partnerships with community organizations. Developing networking opportunities between organizations should be encouraged across CSL programs in medical education. As well, clearer understanding of CSL as part of the medical curriculum was important for supervisors to better understand their roles and responsibilities.

Heritage language learners and Spanish for specific purposes: Bridging the gap through community service learning

The growth in the number of Spanish heritage language learners in languages for specific purposes classes has been accompanied by an increase in the number and types of community service learning programs in which these students can participate to better prepare them for future employment opportunities. In spite of the increase in the number of Spanish heritage language learners in the languages for specific purposes classroom, few studies have looked at these students in this setting and even fewer have looked at the role that community service learning can play in developing these learners’ domain-specific abilities. Through an analysis of research in the areas of heritage language learners, Spanish for specific purposes, and community service learning, this article discusses strategies to effectively teach Spanish heritage language learners in language for specific purposes classes and to develop their language and cultural knowledge through community service learning. In addition, we address many of the challenges that arise when connecting Spanish heritage language learners with community partners as well as the obstacles to the integration of community service learning into the Spanish for specific purposes curriculum. The article concludes providing suggestions on how community service can be used to help Spanish heritage language learners not only see the benefits of language for specific purposes courses but also transfer their skills to other fields of study.

Building on the inherent strengths of green space environments: Promoting trust, democracy, and resilience among ethnically diverse groups

This quasi-experimental study examines the psychosocial and ecological impact of community service activities that utilize green space environments (i.e., community gardens, labyrinths, and urban forestry programs) on individual perceptions of the value and relevance of community service learning programs and the democratic processes that are typically associated with the development and maintenance of green space environments. Sixteen (16) volunteers participated in the current study and subjectively reported their experiences (i.e., perceptions in appreciating living things, experiencing a greater kinship with plants and animals; and a sense of belonging to nature) as they experienced a variety of different green space environments (i.e., community gardens, labyrinths, and parks). Participants were interviewed regarding how these experiences shaped their views regarding the importance of nature and green space environments within urban settings and how exposure to green space environments influenced their own personal perceptions of belongingness and connectedness to both their communities and nature itself. Suggestions for future research are offered.

Early exposure to community service learning in the medical curriculum: A model for orientation week introduction

Community service learning programs in pre-clerkship medical education are increasingly recognized as important in creating physicians who recognize the effects of one’s environment on their health and further strive to advocate for these patients to receive access to social programs that can improve their outcomes. The University of Ottawa Aesculapian Society recognized that an excellent method for providing early exposure to service opportunities in one’s new community is through Orientation Weeks. Prior to this year, no Orientation Week across Ontario had a philanthropy focus. Philanthropy in most students’ eyes refers to monetary donation. Understandably, Orientation Week directors continuously make the decision that asking medical students to donate money during the first week of one of many financially demanding yeas is unrealistic. Ottawa decided to incorporate philanthropy into our Orientation Week in the more inclusive form of community service, allowing students to donate their time, rather than donating their money. In addition to ensuring that philanthropy still has the opportunity to be a fundamental component of bonding during Medical School Orientation Weeks, as it does at the Undergraduate degree level, our initiative also served to facilitate early exposure to the various organizations students could complete their community service learning placements with later in their first year. Here we present our model, uO-Serves (“uOttawa-Serves”) of an Orientation Week philanthropy initiative of time-based community service in hopes that other Medical Schools will consider implementing a similar initiative within their Orientation Weeks

Integrating community service learning into a master’s program

Purpose In order to address the complex problems of society, the innovation research process should incorporate technical, social, economic and ethical factors, but also actively involve a diverse group of non-scientific actors. One way to prepare students for this type of research is to create “Citizen Scholars,” students who want to work for the betterment of society. Arvanitakis and Hornsby (2016) argue that we need to change how we teach and train students in specific proficiencies. The purpose of this paper is to assess how the pedagogical approach applied within the program contributes to building the proficiencies and attributes as described by Arvanitakis and Hornsby (2016). Design/methodology/approach The authors conducted a total of 12 interviews with alumni who started their program in 2014, one focus group discussion with lecturers and 132 questionnaires with alumni to discuss to what extend the proficiencies are trained in the program and whether these are used in their current jobs. The authors also included data of an earlier study conducted in 2014. These data contain 26 interviews with students during the first year of the program. These students graduated in 2017 and are thus from the same cohort as the alumni. Findings The results show that the pedagogical approach in the management policy analysis program trains all the attributes. Important elements in the program are: the inquiry-based approach intertwined with community service learning (CSL) throughout the program; gradually increased complexity of the real-world problems addressed; students working in teams; and gradually reducing support of the lecturer. Research limitations/implications The authors conclude that our pedagogical approach applied in the program contributes to learning the proficiencies. The authors argue that for the training of inter- and transdisciplinary, the proficiency knowledge integration should be added. Practical implications The result show that more inquiry-based approaches and CSL programs can stimulate the four clusters of proficiencies, which should hold a central place in universities if we want to create citizen scholars. Social implications With the approach, students contribute to research issues of local communities. Originality/value Despite the increasing interest of higher education to involve civic activities in the curricula, few pedagogical approaches are described. The research shows that theoretical insights in the adaption of a model to realize a citizen scholar.

Assessing Dental Hygiene Students' and Community Caregivers' Knowledge of Strategies for Caries Prevention.

With dental caries being a common chronic disease in children and adults, oral health literacy is needed to improve oral health and prevent caries. If oral health providers themselves are confused about preventive strategies, they cannot effectively educate the public or other health care providers. The aim of this study was to assess University of Maryland dental hygiene students' understanding of and ability to communicate caries preventive strategies to low-income populations during a community service-learning program in 2013 and 2014. Fifty baccalaureate degree dental hygiene students were asked to complete surveys before and after receiving a presentation on caries preventive strategies and after an outreach event, and 77 low-income caregivers were asked to complete surveys before and after receiving oral health education from the students. The key knowledge question on all surveys asked respondents to select the "single best way to prevent tooth decay" (i.e., provide caries prevention) from a list that included the following items: limit sweets, going to the dentist, brushing teeth, using fluoride toothpaste, flossing, drinking fluoridated water, fluoride varnish, and sealants. Of the 50 students, 41 completed all three surveys, for a response rate of 82%; all 77 caregivers (100%) completed the survey before the counseling session, and 37 (48%) completed the survey afterwards. While the results showed a significant knowledge increase for the students that drinking fluoridated water is the best caries prevention strategy, only 44% of them correctly ranked that option first even on the final survey, and only 8% of the caregivers ranked that option first even after counseling. These results suggested that neither the students nor the caregivers understood the benefits of community water fluoridation (CWF), even after the interventions. In spite of their low knowledge scores, it was encouraging that 86-92% of the caregivers reported that the students demonstrated respect for them and spent an appropriate amount of time with them and that they understood the information the students communicated. In discussions after the surveys, the students reported that they had received inconsistent messages from faculty members regarding the benefits of CWF, which resulted in their confusion. These results led the authors to revise their program's instruction to increase the students' knowledge of caries prevention strategies.

A Service-Learning Initiative to Teach Hands-Only CPR to High School Students: PumpStart

Out-of-hospital cardiac arrest (OHCA) survival rates have been shown to be lower than cardiac arrest survival rates occurring in the hospital setting. Bystander cardiopulmonary resuscitation (CPR) can significantly improve survival. PumpStart, a community service-learning program developed by medical students, was formed to increase education on compression-only CPR to local high school students and foster leadership and mentorship skills in participating medical students. 1-hr sessions were administered at local high schools throughout the metro—Boston area. A single semester “pilot” phase and “first-year” implementation phase were reviewed. Anonymous pre-/postassessment surveys were completed by participants. Medical students also completed surveys assessing their comfort in teaching CPR. Surveys over both pilot semester and first year phases were reviewed. Participants reported significant improvements in CPR technique and confidence in acquired skills for both the pilot semester (31% vs. 82%, p &lt; .05) and first year implementation (33% vs. 86%, p &lt; .05). Medical students reported significantly higher confidence levels regarding abilities to answer questions about CPR, serving as mentors, and facilitating training sessions for new medical students after participating in PumpStart ( p &lt; .05). PumpStart was successful in providing CPR awareness to high school students, as well as the opportunity to learn about teaching and mentoring for medical students. Such a program can be easily reproduced by other health care organizations with the goal to increase opportunities for bystander CPR and improving OHCA survival rates nationally.

Community Service-Learning in Canada: One Size Does Not Fit All

Community service-learning (CSL) is increasingly seen as an educational approach that can enhance student engagement and serve community needs. However, CSL programs are highly variable in their structures and goals, leading to variability in the outcomes sought and attained. In this paper, we map out the structures and priorities of CSL programs in Canada following a major influx of funding from the McConnell Family Foundation grant competition in 2004. We also contrast key features of these programs, including their institutional location, unit organization, and educational delivery approach, in order to demonstrate the potential implications of different program models. Our aim is to offer new and developing programs some guidance on the program structures that have been employed as well as their implications.

A Cry for Help: Suicide Attempts by an Iraqi Refugee and the Role of Community Service Learning

&#x0D; &#x0D; &#x0D; Community Service Learning (CSL) is a method of teaching where students learn through active participation in thoughtfully organized community service. CSL has emerged as a promising training method to address the changing needs of medical students and to improve their social accountability (1,2). Medical schools are beginning to incorporate community service learning into their curriculums as a way to introduce students to the complicated world of delivering care to vulnerable populations.&#x0D; Mr. A, a refugee from Iraq, immigrated to Canada in June 2015 with his family. Five months later, during a CSL medical intake interview with two medical students and an Arabic interpreter, he revealed to have ongoing suicidal ideation and multiple suicide attempts. Due to significant cultural taboos and stigma around mental illness, Mr. A was initially very hesitant to seek medical help. However, with the help of the CSL program he was able to get much needed medical care.&#x0D; &#x0D; &#x0D;

Latino Youth’s Out-of-School Math and Science Experiences: Impact on Teacher Candidates

This qualitative study examines the learning and interaction processes between Latino/a teacher candidates (TCs) and youth during a community service-learning program involving science and math. Knowing and affirming nondominant youth‟s strengths are essential from funds of knowledge and Third Space perspectives. Participants were 11 TCs and their tutees, 30 youth in first through tenth grades. The study took place in a Texas border colonia, or unincorporated settlement lacking basic services. Data sources were participant observations, youth‟s interviews and TCs‟ pre- and final reflections, rapport- building analyses, a focus group, and lesson plans. We found TCs incorporated the youth‟s funds to develop and implement authentic math and science lessons with them. Implications relate to how community service-learning projects can help TCs‟ future math and science teaching and can create a Third Space to explore math and science in culturally-relevant ways.

Know your medicine: A novel student-led community service learning program

IntroductionThe objective of this article is to describe the efforts of the student pharmacist organization called Know Your Medicine (KYM) as they conduct medication therapy management (MTM) for older adults and underserved communities. MethodsPatients brought medications, immunization records, and health concerns to KYM events during academic years 2012–2013 and 2013–2014. Student pharmacists performed health screenings, created personalized medication records (PMR), made recommendations, created personal action plans (PAP), and conducted follow-up phone calls. ResultsStudent pharmacists provided MTM services for a total of 107 patients. The mean duration of a KYM appointment was 62±21min, and student pharmacists provided a mean of 3.5±2.1 recommendations per patient. Patients had a mean age of 78±11 years, 4.5±3.2 disease states, 6.9±4.6 prescriptions, 1.9±1.9 OTC medications, and 2.8±2.6 vitamins or herbals. At the time of the follow-up phone call, a mean of 2.6±1.9 recommendations per patient had been followed. Discussion and conclusionsStudent pharmacists successfully implemented a new MTM program for older adults and underserved communities. This program can serve as an example of how other pharmacy colleges and schools might implement MTM training and real-world MTM experience for their student pharmacists.