Effectiveness Of Service Learning Research Articles

The Effect of Service-Learning on Intrapersonal Intelligence in Higher Education

이 연구의 목적은 대학교육에서 교수-학습방법인 서비스-러닝이 대학생들의 자기성찰 지능에 미치는 영향을 탐색하는 것이다. 자기성찰 지능은 다중지능 중 하나로 다른 일반 지능들의 기초이자 활성화의 동인이 되기 때문에, 학습과 자아성취에 필수적이다. 연구문제는 1) 서비스-러닝의 참여는 자기성찰 지능에 어떤 영향을 미치는가? 2) 서비스-러닝의 참여동기는 자기성찰 지능에 어떤 영향을 미치는가? 이다. A대학교에서 서비스-러닝에 참여한 학생 303명을 대상으로 사전-사후설문을 실시한 결과, 서비스-러닝에 참여함으로써 학생들은 자기성찰 지능이 유의미하게 향상되었으며, 1학년 학생들이 가장 큰 변화를 보였고, 4학년 학생들이 가장 적은 변화를 나타냈다. 참여동기 유형 중 봉사에 대한 내적 참여동기가 높은 학생이 자기성찰 지능에 가장 큰 향상을 보여주었다. 이 연구는 대학교육에서 ‘성찰’을 중심으로 한 서비스-러닝의 교육적 가능성을 검증하고, 서비스-러닝으로 계발된 자기성찰 지능을 바탕으로 다양한 지능과 역량들을 키울 수 있는 근거를 마련했다는 데에 의의가 있다.

국제협력기반 글로벌 서비스러닝의 효과성 연구 : 정성 데이터를 중심으로

국제협력기반 글로벌 서비스러닝의 효과성 연구 : 정성 데이터를 중심으로

ASSESSING THE PERCEIVED EFFECTIVENESS OF A MARKETING RESEARCH SERVICE LEARNING PROJECT: THE MR-SL SCALE

Studies of service learning suggest that students and instructors believe it benefits students. Nevertheless, the literature is still lacking in methods for assessing the effectiveness of service learning. This research helps fill this gap by developing, validating, and evaluating a service learning survey for a marketing research course (the MR-SL scale). The survey captures four important dimensions for assessing perceived student learning and satisfaction, and assesses student learning more comprehensively than other service learning scales. The results demonstrate that students describe learning about marketing research, developing critical thinking skills, gaining value in working with others, and contributing to the community.

Improving Eco-literacy through Service Learning: A Natural History Service Project Case Study

Eco-literacy (knowledge of natural history, and direct observation of the natural world and the organisms it contains) is critical to a holistic understanding of biology. Many undergraduate biology students lack this knowledge and experience, often because of a lack of engagement with the environmental science curriculum. The effectiveness of service learning is well established, but few examples of service-learning projects in the context of natural history education have been published. We describe how we used best practices for the development of a field-based service-learning project in a college-level natural history course. The project was built around established learning goals and was conducted through a partnership with a local state park. Students worked in groups to conduct bird biodiversity surveys and prepared a printed bird-watching guide, which was presented to park staff. The project was linked to a series of assignments intended to maximize academic and personal growth, including a project plan, progress report, and reflection paper. Students reported increased engagement in the course curriculum and an increased sense of the relevance of the course content.

Learning Sustainability Entrepreneurship by Doing: Providing a Lecturer-Oriented Service Learning Framework

Due to its growing practical relevance, sustainability entrepreneurship receives a high degree of academic attention. However, literature on how to educate sustainability entrepreneurs remains scarce. A promising didactical approach in this context is service learning. We ask if service learning is an effective way to educate sustainability entrepreneurs, and which framework conditions impact those educators. First, we draw on an established sustainable entrepreneurship capability framework and provide direct evidence from entrepreneurship educators about the effectiveness of service learning. Second, based on grounded theory, qualitative interviews with those educators reveal a framework composed of personal and institutional factors that they have to navigate when provide service learning. Our findings contribute to the interface of service learning and sustainability entrepreneurship by highlighting its effectiveness and the framework conditions for educators.

Effect of Service-Learning on the Multicultural Competence of Teacher Candidates: From a Doing With Community Framework

This article details the findings of a study investigating the effect of service-learning with a Doing With Community framework on teacher candidates’ multicultural attitudes and competence. Fifty-one teacher candidates participated in the research: 27 in an experimental condition and 24 in a comparison classroom. In order to transform the conventional service-learning experience into one incorporating the Doing With framework, a Dialogue with Diverse Families component was included in the experimental condition. A mixed-methods design was employed; specifically, a quasi-experimental design was utilized to obtain quantitative data from measures on multicultural attitudes and competence, and a phenomenological method was used to collect qualitative data from the students’ reflections on project experiences. The service-learning project with the Dialogue With Diverse Families component had a significant effect on teacher candidates’ multicultural competence but not on their multicultural attitudes. This article argues that the Doing With framework of service-learning contributes to teacher candidates’ multicultural competence and civic responsibility.

The delivery of recreation programs: Students gain entry level management skills through service learning

Service learning is a well-established pedagogy within higher education. Specifically, service learning allows students to engage in 'real world' activitites to practice skills and reflect upon their own competence. To enhance the effectiveness of service learning, instructors need to consider a multitude of learning influences. This study adhered to the tenants of the Social Cognitive Theory (Bandura, 1986; Schunk, 2004) to engage students in service learning activities related to entry level administrative competencies. Data analysis included a content analysis of reflection papers to determine how many times competencies expected of entry level recreation professionals were mentioned. Students percieved the acquisition of competencies consistent with entry level competencies identified within the recreation industry. Results contribute to the development of effective assignments to facilitate the acquisition of desired professional competencies.

The Effect of Service Learning on Community College Students

This study discusses the implementation of a service learning component in community college communication 101 level courses. Through the execution of a service learning component in communication classes at a community college, students’ communicative competency and attitude toward community service is assessed. Using two different delivery approaches, a quantitative study assessed the pretest and posttest of the standardized tool Communicative Adaptability Scale (CAS). Eight sections of communication 101 courses were distributed into two groups: (a) an experimental group and (b) a control group. The experimental group (n = 69) was required to finish a service learning project consisting of 15 hours by the end of the semester. The control group (n = 64) students did not participate in a community service project. Quantitative research methods were applied through data collection of the CAS taken by participants preimplementation and postimplementation of the service learning component, which was a community service project. The CAS results support that the implementation of service learning significantly increases students’ communication adaptability and competence.

Factors Influencing Service-Learning Utilization in Social Work: Results from an Online Survey of Faculty

The current study (N = 209) explored service-learning utilization in social work education by examining the influence of personal and institutional characteristics, perceived barriers, and beliefs about service-learning outcomes. Results of an online survey of social work educators showed that neither personal nor institutional characteristics influenced service-learning use. Rather, the use of service learning was driven primarily by social work educators’ beliefs about the effect of service learning on student outcomes and perceived barriers to implementation. Additionally, questions regarding service-learning implementation (such as hours required) suggest that not all social work educators using service learning correctly distinguish it from field practica.

Community Engagement and Improved Language Proficiency: The Case of Service-Learning in Higher Education in Oman

<p><em>It can be argued that as an effective teaching approach, service learning can contribute significantly to improvement of the proficiency of learners of English as a foreign Language. This paper reports on the findings of a quasi- experimental study on the effect of service learning on EFL student-teachers English language proficiency in pre-service teacher education program at Sultan Qaboos University. The findings of the study reveal that the student teachers in the experimental group outperformed those in the contrast group in all language components tested by the TOEFL and the Oral test. These findings clearly indicate an overall improvement in the language performance of the student teachers as a result of the service-learning intervention. Comparison of the experimental group results in both tests between pre and post intervention reveals a significant improvement which can be attributed to the service learning experience.</em><em></em></p>

Exploration on Service Learning by InformationTechnology

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

Vocational Exploration through Service: The Effect of Service-Learning on Student Understanding of God's Calling

COLLEGE IS A TIME of exploration for students. College students who are Christian may also engage in exploration of God's call on their lives, a discernment of their vocation. One pedagogical technique that can help us help students explore vocation is service-learning. To better understand their vocation, students need to understand themselves andfit that with what the world needs (Buechner, 1992). Research on service-learning suggests that both identity and knowledge of the world are expanded through service-learning experiences.

Service Learning as a Mechanism for Change in Attitudes and Perceptions of Human Services Students Toward Substance-Dependent Mothers

The purpose of the study was to explore the potential effectiveness of service learning as a pedagogical technique for providing substance abuse education to human services/social work students. Using a quasi-experimental design, the authors assigned 38 human services undergraduate students to experimental and comparison groups on the basis of their availability to attend a service-learning project in substance abuse. The service learning consisted of a 30-min educational presentation followed by a visit to a residential substance abuse treatment facility for women. Results indicated that service learning in substance abuse had a positive effect on the general knowledge, perceptions, and attitudes of human services students toward substance-dependent mothers and their children. The findings from this exploratory study support future research in this area.

The Effectiveness of Service-Learning: It's Not Always What You Think

Service-learning is a teaching strategy that offers students opportunities to learn both in the classroom and in the wider world. This pedagogical tool provides students with chances to directly in...

The Effect of Service-Learning on Interdisciplinary Learning and Curriculum Reinforcement, and Its Application to Public School Environments

This qualitative research project focused on the impact of service-learning experiences on an interdisciplinary college freshman course. The research included the impact on academic learning, the application of concepts into a public school educational environment, and the perceptions regarding the contribution to the school being served. Participants were college freshmen students who received pre and post surveys and participated in both verbal and written reflections. Analysis of the survey responses and reflection data indicated the service-learning experiences enhanced student learning. Analysis of data also indicated a disconnect between recognized community needs and college student involvement toward fulfilling the needs.

The Effect of Service-learning on Teacher Efficacy and Academic Adjustment for Female Prospective Teachers

The Effect of Service-learning on Teacher Efficacy and Academic Adjustment for Female Prospective Teachers

Multifaceted Aspects of Assessment in Service Learning: Lessons Learned

Article Overview. Service learning is a teaching methodology that combines community service with explicit academic learning objectives, preparation, and reflection. It is a formal program that fosters student service in the local community and coincides with the theme of a course or specific topic of discussion. Much of the research in service learning, however, has been conducted on undergraduate students. Despite educators' eagerness to incorporate service learning throughout university health professions education programs, there is a paucity of graduate-level outcomes research in evaluating the effectiveness of personal and professional development. This article synthesizes the available instruments to measure outcomes of service learning. It presents strategies for the use of qualitative and quantitative analyses in measuring the effectiveness of service learning within a physical therapist education program curriculum. Key Words: Service learning, Physical therapy, Graduate, Outcome assessment. INTRODUCTION A dynamic physical therapist (PT) interacts daily with people of all backgrounds, age groups, and heritages. To prepare students for this reality, educators are often challenged to design for them engaging cross-cultural experiences. Service learning is a pedagogy that combines community service with explicit academic objectives, preparation, and reflection,1 and it is an effective tool for linking academic learning with practical experience.2 Before adopting service learning as a mandatory experience within the curriculum, it is important to assess its effectiveness in promoting the skills necessary for successful physical therapist-patient/client interaction. This article will present our initial attempt to assess the benefits of service learning through quantitative and qualitative data collection. It will conclude with a discussion of strategies for assessment that include practical tools for implementation in planning for successful service-learning outcomes. Introduction to Lessons Learned in Assessment Our research exploring the use of various assessment strategies was conducted in 1999, when few instruments were available to measure service learning for graduate students. Therefore, both qualitative and quantitative research methods were used to analyze the integration of service learning into the curriculum of a graduate physical therapist education program. We hypothesized that graduate PT students who were educated using a service-learning model would demonstrate increased levels of civic responsibility when compared with graduate-level PT students who had not participated in a service-learning course. Ninety-two Master of Physical Therapy (MPT) students participated in the study at the initiation of the fall semester (1999) and at the completion of the spring semester (2000). All students were given a survey at the beginning of the fall semester and again in the spring, at the end of the academic year. They were also instructed to keep journals of their experiences on a regular basis and to write in them immediately after their service. Upon completion of the 30 hours, students were asked to write summaries of their entire service-learning experience. Faculty members teaching in the program were responsible for discussing service learning as it related to physical therapy interventions and physical therapist practice, thereby guiding students toward making connections between learning in the community and in the classroom or clinic. The Data Collection Instruments The guiding questions for this study included: 1. How does your experience affect the way you view service learning in the community? 2. How does service learning shape your role as a PT? 3 . Do you have a greater understanding of yourself as a result of service learning? The data were both quantitative and qualitative in nature. Qualitative data included journal entries and summary statements. …

Service-Learning and Political Knowledge

Its proponents argue that the important cognitive effect of service-learning is increasing political knowledge. In this article, I enumerate additional skills of political thinking relevant to a civically engaged service-learning curriculum in political science. These skills include helping students: 1) develop interest in politics, 2) learn what their interests are, 3) participate and deliberate prudently, 4) listen politically, and 5) judge the political world. Moreover, the aspects of political thinking I have enumerated can often be found more easily at service sites and can expand our understanding of political knowledge in the classroom. Instead of seeing service-learning activities as a means to achieve our academic goals, we can view activities at the site as a way to help our students think less as academic learners and more as civic ones. Political scientists can spend less time teaching civic knowledge to students and more time helping students realize that they possess political knowledge sufficient to act as citizens.

Blaming Me, Blaming You: Assessing Service Learning and Participants' Tendency to Blame the Victim

This study uses a comparative case study to explore the effect of service learning on the political socialization of participants and, in particular, on participants' patterns of blame attribution. Although numerous scholars have acclaimed the benefits of service learning, others have suggested that involving students in service learning may actually reinforce their tendency to blame victims of social problems for their own conditions. Little research has considered the role of service learning in the political social-ization of America's youth and how it might relate to the political intolerance that characterizes the current era. The study suggests that two different approaches to service learning have very different impacts on students' attitudes toward the poor and how they explain the associated conditions and stresses the need for structure in service learning activities. The author discusses the possible implications of these findings for contemporary research on adolescent political socialization.

Effect of Service-Learning on Knowledge About Older People and Faculty Teaching Evaluations in a Physical Therapy Class

ABSTRACT The major purpose of this study was to identify the knowledge, misconceptions, and bias regarding aging among graduate physical therapy students and to determine whether service-learning modified any of these variables. A cohort of 40 students in a graduate physical therapy program was randomly divided into an experimental (service-learning) or control (no service-learning) group. General knowledge and attitudes about aging were measured by Palmore's Facts on Aging Quiz I. The Wilson Student Evaluation of Faculty tool measured student evaluations of a faculty member at the end of the semester. Two-way analyses of variance with repeated measures revealed that all students increased their knowledge about aging, p < .05. However, students who initially had negative attitudes toward older adults significantly improved their attitudes only after the service-learning experience, p < .05. A t-test revealed that teaching evaluation scores were significantly lower in the service-learning course, p < .05. The results suggest that service-learning effectively enhanced both the knowledge and attitudes of physical therapy students toward the older adult. Although service-learning imparted better learning for the student, there was some risk to the faculty member as evidenced by lower teaching evaluations.