Service-learning Model Research Articles

Leveraging Artificial Intelligence In Project-Based Service Learning To Advance Sustainable Development: A Pedagogical Approach For Marketing Education

ABSTRACT Artificial intelligence (AI) has revolutionized various aspects of teaching and learning in higher education, with the potential to significantly enhance learning experiences, streamline administrative tasks, and foster personalized education. As the use of AI by students and instructors expands, it is crucial to carefully consider both its benefits and risks, as well as to adhere to ethical guidelines and best practices. A systematic literature review was conducted to investigate the application of experiential learning theory in marketing education, particularly focusing on the integration of new technologies and tools, such as AI, within project-based service learning (PBSL). This review explores how these integrations may positively impact student learning outcomes, community partner benefits, and contributions toward the United Nations’ Sustainable Development Goals (SDGs). Specifically, the potential of AI in the marketing classroom to advance these goals was examined utilizing the Artificial Intelligence for Service Learning and Experiential Education (AISLE) model. This model advocates for an ethical approach to using AI in educational settings, leveraging theory-based innovative practices to achieve positive, measurable outcomes for both students and community partners.

Examining the Impact of the Design-Thinking Intergenerational Service-Learning Model on Older Adults’ Self-Care Behaviors and Well-Being

The Design-Thinking Intergenerational Service-Learning Model (DTISLM), rooted in the biopsychosocial model, aims to empower older adults to improve their chronic-disease management behavior through tailored programs addressing their specific healthcare needs. This study, conducted in Taiwan, used a convenience sampling method ( n = 172) to evaluate the impact of DTISLM on Taiwan’s adult day center participants’ perception of self-care behaviors, feelings of happiness, depression, and perceived social support using pretest–posttest surveys. The results indicated a significant enhancement in participants’ perception of self-care behaviors, reduction in depression score, and improvements in perceived social support following the completion of the program. The findings underscore the efficacy of applying a design-thinking framework in an intergenerational context. Future studies should investigate how the DTISLM can be scaled to various demographics and healthcare settings to enhance its applicability and understand its long-term effects.

Effectiveness of Seating & Mobility Services on the Occupational Performance of Individuals With Disabilities in Guatemala

Abstract Date Presented 03/21/24 Are seating and mobility services delivered through an international service learning (ISL) model effective at improving occupational performance of people with disabilities in low- to middle-income countries? Primary Author and Speaker: Nathan Short Additional Authors and Speakers: Patricia A. Henton, Emily Smitson, Anna Barg, Leah Baumgartner, Taporia Brown, Makayla Jurek, Kaitlyn Langbein

"One Day It Will Happen For Us": The Power of Academia in Community-University Service-Learning Partnerships

This qualitative research explores the community-university partnership experience from the perspective of community organizations engaged in a service-learning (SL) relationship with a private university in a developing country with a collectivist culture. The research explores the relational exchange among partners and foregrounds the issues of power and power redistribution in SL partnerships. The conceptual framework used is informed by conceptions from Dewey (1986), Freire (1996), values of democratic engagement (Saltmarsh et al., 2009), and the critical SL framework (Mitchell, 2008). Findings indicated that faculty were engaged in a traditional SL model in which the focus was not on the process of engagement but on the outcome of the SL experience. The definition of a partnership from community partners was linked to gains and to current or future access to resources. The perception and definition of power impacted community respondents’ reactions to the power dynamic in the ongoing interactions. Being situated in a collectivist culture seemed to impact the community members’ acceptance of unequal relationships. Findings suggested that in a collectivist context, partnerships cannot be examined without considering the context and culture in which the relationship takes place, as both will impact how a community partner defines an authentic relationship and, accordingly, what they expect from the partnership. The power of academia can be intimidating to community partners, so faculty must proactively map out power differentials and initiate reflections and discussions on power dynamics as part of the partnership building process.

Who Benefits? Building a Critical Service-Learning Model

As a best practice, community-engaged courses should benefit students, community, and faculty through centering the needs and goals of each entity. Ensuring reciprocity and centering sustainable authentic relationships requires great care, intention, time, and a clear strategy to execute. We describe how our intercollegiate and co-instructed Introduction to Sociology courses utilized a critical service-learning model to create authentic, sustainable, and reciprocal relationships between students, community, and university. Drawing from high-impact practices, we saw reciprocity in our learning communities where the partner organization and members benefited, students learned firsthand about a social issue, and the university committed to a community partner. Using case study methodology, we analyzed the experience of students within the course, interactions with each other, and our partner’s reflections. From this experience, we provide recommended practices for educators interested in employing critical service learning focused on authentic relationships and students as agents of social change.

The Impact of an Intergenerational Service Learning Program on Psychological Distress for Homebound Older Adults

ABSTRACT This study examined the benefits of an intergenerational home-based service learning program to reduce psychological distress for homebound older adults. Multivariate regression analyses were conducted with a sample of 182 to examine the association of length of service from the program and presence of caregivers with psychological distress. Findings indicated length of service (β = -0.15, p < .05) and having a child as a caregiver (β = -0.14, p < .05) were associated with a reduction in psychological distress. Policies and practice can support a pipeline of geriatric health professionals through innovative service learning models to benefit older adults, caregivers, and students.

Effectiveness of custom seating and mobility services for individuals with disabilities in Guatemala

The purpose of this study was to evaluate the effectiveness of custom seating and mobility services provided via an international service learning (ISL) model on the occupational performance of individuals with disabilities in Guatemala. A one-group prospective pretest-posttest design was implemented using the standardized Wheelchair Outcome Measure (WhOM – Spanish) administered on the day of wheelchair fitting, and at 3- and 6-month intervals after receiving seating and mobility services. A two-tailed t-test demonstrated a statistically significant (p < 0.001) improvement in satisfaction for in-home and out-of-home occupations for all participants (n = 71) at 3-months with a huge effect size (d > 2) and this improvement was maintained at the 6-month interval. The results were consistent for various areas of occupational performance (e.g. activities of daily living). The provision of customized seating and mobility services by occupational therapists through an ISL model demonstrated effectiveness at improving satisfaction with occupational performance for individuals with disabilities in Guatemala. Cultural humility, customization of equipment based on personal and environmental factors, inclusion of education and training, and collaboration with in-country partners were identified as contributors to positive outcomes.

Service-Learning in Biochemstry Course: A Model to Improve the Problem-Solving Skills of Biology Education Students

Collaboration, communication, and problem-solving skills are becoming increasingly important in the modern workplace. Integration of learning activities, research, and community service was discovered to be an effective way to develop these abilities in students. The present study employed a mixed-methods sequential explanatory design to examine the effect of the service-learning model on seventeen college students. Observation, interview, and a problem-solving test were used to collect the data. The data were analyzed qualitatively and quantitatively. The quantitative data analysis was performed using the parametric pretest and post-test design. The results showed that participants’ problem-solving skills improved after being exposed to the service-learning model, indicated by the significance value of more than 0.05 in the non-parametric Wilcoxon test. Likewise, the qualitative analysis indicated that 95% of the participants considered the SL model effective in improving their problem-solving skills, especially the abilities to explore content, identify problems, solve the problems, and communicate scientific concepts.

Service-learning in Central European Catholic Universities. Cases from Poland and Germany

Service-learning (SL) contributes to systematically anchoring and expanding transfer activities of universities (Third Mission) and cooperation with external community partners in teaching and beyond. Accordingly, SL is considered the silver bullet of holistic education and is increasingly implemented in higher education institutions worldwide, regardless of subject disciplines. This paper illustrates the importance of SL as one of the strategies to fulfill the Third Mission at the Catholic Universities in Lublin (KUL), Poland, and in Eichstätt-Ingolstadt (KUEI), Germany, and shows potentials of this concept in the education of students of psychology, didactics and pedagogy. Based on examples of good practice from teaching formats of the three disciplines at KUL and KUEI, concepts and models of SL are outlined.

The Implementation of Satupadu.Id Digital Platform for Prospective Tutoring Teachers

Purpose: The purpose of this research is to identify the implementation of the satupadu.id mobile-based tutoring booking application as an effort to accelerate the improvement of the quality of education. Method: The research involves qualitative research with a qualitative descriptive approach. Qualitative research is a type of research whose results are not obtained by statistical processes or calculations but as a type of research that aims to describe phenomena in context using researchers in the study. Results and conclusion: Based on literature review and regulatory analysis, the results of this study indicate that the process of finding a tutoring place through satupadu.id using the geotagging performance index is not optimal. Therefore, it is necessary to develop a web-based service-learning model using geotagging to improve blended learning. That way the mobile-based tutoring booking application will make it easier for students to find online tutoring online and teachers can offer products according to their abilities. Research implications: The findings of this study have implications that the Satupadu.id application can make the perception of each student the same so that they have the same view on the information conveyed difficult if the information presented is detailed then this application can be very helpful in this case. Then the abstract subject matter becomes clear so that it is easy to understand. By using the application, student attention to the material can be increased. Originality/value: This research has developed a service-learning model assisted by web-based geotagging that has been implemented to tutoring teachers (write down the implementation process) to facilitate learning services to increase effectiveness and efficiency in serving learning in the community through tutoring.

Aprendizaje-servicio en una carrera de agronomía: Acción y reflexión en un curso en comunidades rurales de Costa Rica

Objective. This article examines the Agronomy major course Community Scenario (Work Experience Course), considering the fundamental elements of the service-learning strategy. It also analyzes the primary learnings that students value during their community experience. Methodology. This qualitative study adopts a descriptive case study approach that examines the course under the service-learning model. It analyzes the integration of the course into the university curriculum, the organization, the promotion of civic responsibility, fieldwork to meet community needs, and reflection activities (United States Congress, 1990). To address the learnings valued by the students, the documentary observation technique was used. A reflection tool was employed to collect the learnings identified by a group of 38 students. The learnings were subsequently analyzed with a focus on three domains: cognitive, behavioral, and affective (Knight-McKenna et al., 2018). Findings and conclusions. The community scenario reveals the presence of the key components of service learning. It exhibits certain strengths in terms of academic organization and reflection and areas with potential for improvement. The participating students value learnings in the affective domain, followed by the behavioral domain, and finally the cognitive domain. Noteworthy learnings include technical knowledge, interpersonal relationships, and knowledge of social conditions and context. Recommendations: It is recommended to continue studying the impact of this course and other community-based courses on student learning.

Hospitality, Risk, and Justice: Rethinking Service-Learning Through the Work of Letty M. Russell and Sharon D. Welch

In the last several decades, service-learning has become a key feature of higher education. In this article, I argue that the work of Christian feminists Letty M. Russell and Sharon D. Welch enriches current scholarship on service-learning by drawing attention to foundational ethical issues. The first section of the article provides background on service-learning at U.S. colleges and universities, identifying major values and priorities that have informed its development. The second and third sections analyze Russell’s concepts of “weaponized difference” and “deformed hospitality” alongside Welch’s “ethic of control” and “ethic of risk.” I use these concepts to interrogate prominent aspects of traditional service-learning models and craft a framework, centered on two risk questions, to aid faculty and administrators as they reimagine service-learning opportunities, particularly in Christian educational contexts.

A practice-based guide for creating STEM service learning courses

&#x0D; &#x0D; &#x0D; This practice-based article describes two undergraduate service learning (SL) courses in STEM disciplines: economics and neuroscience. We share our experiences to encourage other instructors to develop their STEM SL courses. The top five majors by degree completion in order of popularity are computer science, economics, public policy, biology and engineering at our institution, Duke University, Durham, NC (Spicer 2023); four of these are STEM, yet they represent less than 20 percent of our SL courses (Whiteman 2023). This under-representation has resulted in fewer resources that are STEM SL- specific. The resources for SL in the social sciences are well established, but do not necessarily translate well to STEM SL courses.&#x0D; There are many reasons to adopt SL for STEM courses. It offers students the opportunity to give back to the community and to learn in meaningful ways outside of the classroom. As described by the American Association of Colleges &amp; Universities (AAC&amp;U 2022a), ‘working with community partners is good preparation for citizenship, work, and life.’&#x0D; We describe two basic models, the direct and indirect SL model, and how these were used in our courses. Based on our practice-based experiences, we developed four stages for our colleagues to follow when creating their STEM SL course: (1) identify course objectives; (2) build mutually beneficial partnerships; (3) design assignments; and (4) integrate reflections. Our goal was to share the course structures we developed using these stages so that others could adopt them in their STEM disciplines.&#x0D; &#x0D; &#x0D;

PENINGKATAN HASIL BELAJAR SISWA KELAS XI PADA MATERI KEBENCANAAN DENGAN MODEL PEMBELAJARAN GEOGRAFI BERBASIS SERVICE LEARNING

This research aims to: (1) improve students' ability to learn and understand the types of institutions that play a role in managing natural disasters; (2) to improve student learning outcomes. This classroom action research was conducted at SMA Negeri 1 TasiFeto Barat class X in the 2019/2020 academic year. The data collection method is by using tests to determine student learning outcomes and observation. The data analysis technique used is descriptive quantitative and qualitative analysis. The results of the research showed that in the first cycle of service learning, the teacher's performance did not provide enough time for students to digest the introductory material, the teacher did not provide enough time for students to master the practice of serving victims of natural disasters in depth. Cycle II, the teacher's performance in achieving the results obtained turned out to be 50.00% which had not been completed in taking the test. Cycle III, the general teacher performance of class Meanwhile, the results of the final test in cycle I, in terms of learning completeness (KKM=76), only 9 students (25.00%) have reached it and 27 students (75.00%) have not yet reached it. This means that the ability of learning outcomes to understand the material of institutions that play a role in managing natural disasters using the service learning model is not yet optimal. Cycle II of the test results found the following results, a student can be said to have good understanding if he has a completeness score of 76 with 80 percent or more. Meanwhile, classical completeness can be said to be successful if 90 percent or more have achieved an individual score of at least 76. So it can be said that the level of understanding of each student is still low because there are only 18 out of 36 people who achieved a score &gt;76, and classical learning completeness is 50% . Cycle III, from the test results, the following results were found, a student can be said to have good understanding if he has a completeness score of 76 with 80 percent or more. Meanwhile, classical completion can be said to be successful if 90 percent or more have achieved an individual score of at least 76. Thus it is concluded that the application of the service learning learning model can improve the learning outcomes of class low.

Application of Service-Learning Model to Shape Learners' Civic Engagement in Junior High School

This research aims to analyze the application of the service learning model to form student civic engagement, which is motivated by the lack of opportunities for students to become subjects in learning and the lack of student involvement in working together as a team. The method used in the research was qualitative with a descriptive approach. The subjects in the research were class VII students at State Junior High School 2 Airmadidi using data collection techniques, namely observation, interviews, and documentation. Data analysis techniques used data reduction, data presentation, and drawing conclusions. The research results showed that applying the service learning model to form civic engagement can be done through steps. First, students were divided into 4-5 heterogeneous members. At this stage, students made notes which were written and summarized. Second, students found and identified problems faced outside the classroom. Students exchange ideas about solutions that will be presented in solving problems. Third, conveying the results to educators to find solutions to problems. The final step was a group presentation in the question-and-answer process and making conclusions. The conclusion shows that the service-learning model can form civic engagement.

Study on Logistic Service Management of Colleges and Universities Based on Data Mining Algorithms

Construction of a large logistics service (LS) that can adapt to the new situation is necessary for improving the self-development capability of university logistics in the reform process of socialization, and the measures are as follows: with support from the government sector, to create an external environment; with resource integration as a goal, to create an organizational structure; with market mechanism as a promoter, to the Independent college is a significant innovation of the higher education system, whose method of operation achieves the partnership between resources and social forces in higher education. There are several references in the text for further logistic reform in universities via data mining (DM) algorithms concerning logistic entities and autonomous colleges, which examine the market features and interaction between them. The logistics service data mining (LS-DM) approach plays a critical role in advancing logistic management science while boosting the economy's overall benefits when used with other measures. As a result of the rapid popularization of higher education, new features and models place an even greater demand on logistics management in colleges and universities. Refined management must be advocated and implemented in the new scenario. To apply refined management, you must alter your management philosophy, fine-tune your rules and regulations, enhance performance capabilities, and put mechanisms for monitoring and assessing progress. As a result, logistics management can be continuously improved, students and teachers receive better and more gratifying services, and the scientific growth of colleges and universities may be laid solidly.. The proposed LS-DM system with logistics service, data mining, and machine learning model demonstrates simulation outcomes with an accuracy of 89.7% and a precision of 87.8%, which is greater than the accuracy and precision exhibited by the existing models.

Collaborative Service-Learning: Sharing Music in a Preschool Classroom

The benefits of service-learning experiences for preservice undergraduate students are well-documented. However, the perspectives of in-service teachers and their students are not commonly presented in the literature. There is a need for more research examining the impact of service-learning experiences on all stakeholders. The purpose of this qualitative study was to examine the perspectives of preservice undergraduate students, a local preschool teacher, and her preschool students as they shared musical experiences in a collaborative service-learning model. We found that the preschoolers enjoyed music lessons and were able to recall specific musical concepts. Preservice undergraduates expanded their teacher identity, confidence, and flexibility, but still did not feel like experts. The preschool teacher expanded her ability to provide musically rich experiences to her preschoolers but reported challenges with lesson planning. We conclude with implications for university supervisors and researchers interested in creating equitable service-learning opportunities.

Transforming Society Through Critical Service-Learning: A Position for a Justice-Based Approach to Experiential Learning in Physical Therapy Education.

In response to the numerous calls for the physical therapy profession to position itself as an equity and social justice-centered profession, we are called to provide aspiring physical therapists with the skills to dismantle inequities and injustice in their communities. Exposure to health inequity and injustice through conceptual and experiential learning alone does not prepare students to create positive change and may serve to perpetuate stereotypes and offer simplistic solutions to complex problems. We argue that a traditional service-learning model lacks transformative potential for bringing about social change. Therefore, we introduce critical service-learning, compare it with the traditional model in the context of physical therapy experiential learning, and provide rationale and guidance on transitioning to this educational approach. We believe critical service-learning is an action-oriented approach that works to identify the root causes of social and structural determinants and accept personal and shared responsibility for acting to ameliorate their effects. Critical service-learning experiences require critical reflection and call for intentional design including teacher training, rich community engagement, student assignments that challenge current paradigms, and use of evaluative measures that assess community goals. These aspects add to the historically practiced traditional model. We invite educators to shift to critical service-learning, an approach that has great potential for benefiting all interested parties in meaningful and long-lasting ways. Critical service-learning holds the opportunity for our profession to be better positioned to transform society.

Evaluation of Centers for Disease Control and Prevention's Evaluation Fellowship Program.

The Centers for Disease Control and Prevention's (CDC's) Evaluation Fellowship Program is a 2-year fellowship that includes training, placement with a CDC program, and professional development funds. We evaluated whether the program contributed to CDC's evaluation capacity, prepared fellows for evaluation work, and contributed to their career advancement during its first 10 years. We used a mixed-methods approach, including conducting an online survey and telephone interviews. External evaluators sent surveys to all 152 alumni and all 123 mentors who participated in the program from 2011 through 2020 (first 8 cohorts) and interviewed 9 mentors and 15 alumni. A total of 110 alumni (72.4%) and 44 mentors (35.8%) completed surveys. Of 44 mentors, most agreed their fellow(s) contributed to their program's overall evaluation capacity (90.9%) and its ability to do more evaluation (88.6%). Most (84.2%-88.1%) alumni agreed that the Evaluation Fellowship Program prepared them to apply the 6 skill sets that aligned with CDC's Framework for Program Evaluation in Public Health. Support from the Fellowship office was significantly and positively correlated with performing evaluation tasks (β = 0.25; P = .004) and alumni obtaining their first job (β = 0.36; P < .001). Host program mentoring was significantly correlated with performing evaluation tasks (β = 0.27; P = .02) and alumni obtaining their first job (β = 0.34; P = .007). CDC's Evaluation Fellowship Program has made progress toward building CDC's evaluation capacity and preparing a public health workforce to use evaluation skills in various settings. A service-learning model that provides training and applied experiences could prepare a workforce to build evaluation capacity.

Implementing a College Service-Learning Model to Increase Music Appreciation and Narrative Skills of Students with Intellectual Disability

We developed and applied a Music and Narrative Curriculum for a college community service-learning course in a special education classroom of a local secondary school. The development of the curriculum stemmed from the music appreciation courses taught at a university. The curriculum consisted of three instructional phases, each with three core literacy. This article presents how to implement an eighteen-week general music education course, including classroom training and four intervention music lessons in a special education classroom at a university.