Participation In Service Learning Research Articles

국내 대학에서의 봉사학습 연구 동향

Objectives This study reports on a review of research concerning service-learning in higher education in Korea over the past 22 years (from 2001 to 2022).
 Methods A total of 25 KCI-indexed empirical studies were analyzed in terms of their publication date, research methodology, service-learning characteristics, and research themes.
 Results The results indicate that research on service-learning in the context of Korean higher education was not widely conducted until the early 2010s; however, studies have significantly increased since the latter half of the 2010s. Qualitative research methodology emerged as the most popular method in examining the experiences of college students’ engagement in service-learning. In most of the reviewed studies, service-learning was im-plemented in a semester-long curricular-based format, with service hours varying from 16 to 48 hours. Students’ involvement in service-learning was found to be closely related to their personal, academic, and social growth.
 Conclusions Given that research on service-learning in higher education in Korea is in its infancy, more studies are needed, particularly those spanning diverse academic disciplines. These studies are crucial for achieving a comprehensive understanding of how service-learning experience contributes to Korean college students’ devel-opment as active citizens with social responsibility. The feedback on students’ reflection, promoted during the process of service-learning, warrants further investigation. This will enhance our understadning of the intricate relationship between reflection and successful learning via participation in service-learning.

Understanding the Role of Service-Learning on Civic Engagement and Scientific Literacy

Implementation of service-learning within courses may increase students’ overall attitudes towards themselves, their community, and their school and improve academic performance. The study aim was to understand students’ perceptions of prior civic engagement experiences and level of scientific literacy to gauge if participation in course-based service-learning impacted continual community engagement and improved scientific literacy. Students completed a pre- and post-assessment tool measuring their level of community engagement and scientific literacy administered in six courses. Results showed that service-learning did not negatively affect student perception of civic engagement. Students enrolled in service-based courses demonstrated significant improvement in their scientific literacy. Participation in service learning facilitates growth in scientific inquiry and civic engagement.

High-impact educational practices: participation of Chinese and American undergraduates during the COVID-19 pandemic

The COVID-19 pandemic has led to challenges in high-impact extra-curricular educational practice. Using cross-national, large-scale survey data, this study discusses the current state of participation of high-impact educational practices (HIPs) among Chinese and American undergraduates, changes in this participation over time, and the differences between undergraduates in the two countries in this regard, from 2018 to 2021. We find that participation in social practices was significantly greater than research-related and extended learning activities in both China and the U.S. The involvement of first-year undergraduates in the three typical HIP activities was lower than that of seniors, especially in doing research with faculty. American seniors participated more in service learning and study abroad than Chinese seniors. The proportion of senior students who had studied abroad was lower than the proportion of first-year students who planned to study overseas, particularly in China. COVID-19 led to a significant drop in participation in service learning and study abroad in China, and it also amplified the impact of institutional support on the participation of undergraduates in HIPs.

Development and Content Validity of the Personal-Professional Development Tool for Occupational Therapy Students During Community-Based Service Learning

As community-based service-learning becomes more widely used in occupational therapy (OT) education, valid and reliable outcome measures are needed to ensure that student learning outcomes are meaningfully and consistently measured. Currently, educators may use instructor-developed questionnaires that have not been validated or employ narrowly focused or overly prescriptive surveys borrowed from other disciplines that may not fully capture the skills that are necessary for competent entry-level practice. Grounded in the Occupational Adaptation Model, the Personal-Professional Development Tool (PPDT) was developed to meet this need. The PPDT was designed as a non-normative, self-referential rating scale that OT students use to set their own learning goals and to self-rate and reflect on their relative mastery of selected skills before and after participation in service-learning. To establish content validity of the PPDT, six experts rated the relevance of each of the 29 test items for measuring the central construct of student personal-professional development. Item-level Content Validity Index (I-CVI) was calculated for each item and adjusted for chance agreements. Twenty-seven items had excellent I-CVI (≥ 0.8) and were retained. Two items had fair I-CVI (0.67) and were revised. With acceptable Scale-level Content Validity Index (S-CVI = 0.91), pilot testing of the revised PPDT in the field is warranted. The PPDT may be a powerful tool to help guide OT students through a community-based service-learning experience by facilitating their setting learning goals, rating their performance, and reflecting on their personal-professional development.

Unspoken barriers: Promoting equity in postsecondary service learning opportunities

While there is an abundance of relevant data on the outcomes of service learning experiences, less is known about how students find service learning experiences. Additionally, little research focuses on capturing the experiences of students’ participation in service learning, especially among underrepresented students. New lines of inquiry could include qualitative studies that seek to better understand the service learning experiences of underrepresented students (i.e., students of color and low socioeconomic status) to explore potential barriers to full participation. In this essay, the author proposes new lines of inquiry when studying issues of access in service learning opportunities, drawing on her experience as a coordinator for a university’s mentoring program. The author argues that studying the experiences of undergraduates engaged in service learning opportunities might highlight barriers to equitable access to and full participation in service learning opportunities and thereby postsecondary outcomes.

Service Learning Versus Traditional Project-Based Learning: A Comparison Study in a First Year Industrial and Systems Engineering Course

Service learning involves solving a real community problem while meeting course learning outcomes. Participation in service learning is hypothesized to improve undergraduate student engagement and retention, but little research has been done to measure its impact specifically on beginning engineering students. This study compares two sections of an introduction to industrial and systems engineering course; one with a service learning term project and one with a traditional project-based term project. The service learning project was designed to be a hands-on approach to the material in the project management, communication, and teamwork modules of the course, in addition to giving students the opportunity to practice industrial and systems engineering functions related to their community partner’s defined problem. Surveys, grade data and interviews provide evidence that service learning projects improved students’ perceptions of their preparation for a successful academic and professional career and also lend limited support to improved engagement and retention in engineering compared to the students in the traditional project section.

Critical Reflections of Pre-Service Teacher Education Student Participation in Service-Learning: A Pilot Study

This pilot study explored the effects of participation in a service-learning initiative on first-year pre-service teacher education student development. The focus of the service-learning was a combination of problem-based learning and immersive activities, pairing pre-service teacher education students with an early high school-to-college bridge program established within a public urban high school in the Northeastern United States. Through examining pre-service (6) student interviews as well as content analysis of individual student journaling and researcher observations, three themes emerged that contribute to pre-service student development: (i) exposure, (ii) involvement, and (iii) learning from experience. Students who participated in the service-learning expressed perspective taking in relation to engaging and being responsive to school-aged youth. This in turn may enhance pre-service student views of their own personal growth; preparation for future work as teachers; and continued awareness and promotion of benefits to community engagement and applied learning.

Building community by serving the community.

Building community by serving the community.

Explore the University Volunteer Services in the Collaboration and Practice of CSR-HRM

The university promotes and deepens the study of curriculum and service, improve students' self-reflective ability and civic behavior ability, through better curriculum, education and service practice, expand social influence. This study examines the participation of 110 participants in civil society participation in service learning at Open University, drawing on the development of events in collaboration with CSR-HRM, explore the impact of adult continuing learning. The main research methods of this paper are literature analysis. Participants were interviewed in depth and supported by structured questionnaires, the impact of the behavior process. Conclusions: through the application of these practices, participate in CSR-HRM collaboration to prove your own existence and value, and continue to complete the university curriculum decision, multiple administrative experience and the ability to reflect are important, civic behavior and ability innovation with sustained care and cooperation, to enhance the creativity and value of managers in human resource management (especially process dynamics) embedded in CSR, as a reference for the future development of organizational managers to promote corporate social responsibility decision-making.

When Does Service-Learning Work? Contact Theory and Service-Learning Courses in Higher Education

Service-learning experiences have the potential to improve participants' attitudes and values toward those whom they serve, but if the experience is poorly designed or poorly implemented, runs the risk of reinforcing stereotypes and deficit perspectives of the intended beneficiaries of service. This study examines the extent to which Contact Theory predicts the efficacy of service-learning courses in promoting positive attitude change among participants. Contact Theory stipulates the conditions under which attitude change toward an out-group becomes possible. Comparing pre-test and post-test scores for 220 students enrolled in service-learning courses in two different institutions, we find that courses that reflect more tenets of Contact Theory are more effective than those less aligned with Contact Theory in reducing students' overall colorblindness and improving their awareness of blatant racial issues. Many who practice service-learning have the goal of affecting participants' attitudes and values, and research suggests that service-learning has the potential to impact learners in ways other forms of teaching may not (Delve, Mintz, & Stewart, 1990; Holsapple, 2012). Service-learning has been found to be associated with a host of positive outcomes, including greater sensitivity and empathy (Bernacki & Jaeger, 2008; Wilson, 2001); increased commitments to social justice (Eppler, Ironsmith, Dingle, & Erickson, 2011; Fenzel & Dean, 2011; Simons, Blank, Fehr, Barnes, Georganas, & Manapuram, 2012); improved cultural competence or multicultural skills (Einfeld & Collins, 2008; Meaney, Bohler, Kopf, Hernandez, & Scott, 2008); and stereotype reduction (Conner, 2010a; Meaney et al., 2008; Wright, Calabrese, & Henry, 2009). However, previous research also cautions that when poorly implemented, service-learning may result in unanticipated outcomes, such as increased prejudice and bias on the part of learners toward the very groups intended to benefit from their service (Erickson & O'Connor, 2000; Erickson & Santmire, 2001; Hollis, 2004; Jones, 2002; Kendall, 1990; Sperling, 2007). Those attempting to implement service-learning in their classrooms may actually do more harm than good if they engage students in service-learning experiences that afford casual contact; that is, contact between groups that is short-term, superficial, and lacking deep mutual engagement (Erickson & O'Connor, 2000; Erickson & Santmi-er, 2001; Houshmand, Spanierman, Beer, Poteat, & Lawson, 2014). According to Allport (1984), Such evidence as we have clearly indicates that such contact does not dispel prejudice; seems more likely to increase it (p. 263). Changing attitudes and beliefs involves substantial reflection on one's values as well as the acquisition of new knowledge and skills (Holsapple, 2012). Lasting attitude changes are very difficult to achieve, and even if the service experience is carefully designed and well implemented, change may not occur for participants. Although numerous studies have examined the effects of service-learning experiences on participants and uncovered some of the design features that seem to promote desired outcomes, such as the amount of time participants are engaged in service and the number of structured opportunities for reflection, the field of service-learning could benefit from more rigorous, large-scale studies that investigate the conditions under which desirable attitude change among participants does transpire. This study responds to that need. Literature Review How Participation in Service-Learning Affects College Students Two recent literature reviews have affirmed the host of positive outcomes associated with service-learning experiences. In their meta-analysis of 62 studies in which service-l earning participants were compared to control students, Celio, Durlak, and Dymnicki (2011) found significant gains for service-learning participants in five areas: attitudes toward self; attitudes toward learning; academic performance; civic engagement; and social skills. …

Pathways to Adult Civic Engagement: Benefits of Reflection and Dialogue across Difference in Higher Education Service-Learning Programs

The current study explores the relationship between participation in college service-learning (SL) experiences, in both academic courses and co-curricular programs, and post-college civic engagement. Using data from a purposeful sample of 1,066 alumni from 30 campuses who participated in the 20th Anniversary Bonner Scholars Study, we explored the extent to which SL experiences during the college years were related to civic outcomes post-graduation, particularly in terms of civic-minded orientations, volunteering, and civic action. When evaluating various attributes of SL programs (e.g., curricular, co-curricular programming, types of reflection, dialogue across difference, interactions with others), two components were particularly salient. Dialogue with others across difference was the strongest predictor of cultivating civic outcomes after college. In addition, both structured and informal reflection independently contributed to civic outcomes (i.e., civic-mindedness, voluntary action, civic action). The results suggested the Pathways to Adult Civic Engagement (PACE) model, which can be used to examine SL programming in higher education and to guide future research to understand how variations in SL program attributes influence civic outcomes years after graduation. The well-being of American democracy is dependent upon the active participation of its citizens and professionals in both political and community life. This voluntary impulse for engagement is shaped, in part, by traditions learned in families, clubs, religious organizations, and schools (Daloz, Keen, Keen, & Parks, 1996; Wilson, 2000). Each of these social organizations is vital to cultivating civic commitments (Kim, Flanagan, & Pykett, 2015). Higher education has a unique responsibility to prepare graduates with the necessary disciplinary knowledge for their careers as well as with the skills and dispositions to be active citizens through both their personal and professional lives (Sullivan & Rosen, 2008). The National Task Force on Civic Learning and Democratic Engagement (2012) and the Association of American Colleges & Universities (Reich, 2014) recently reiterated to institutions of higher education that their mission should focus on civic engagement. Research suggests that the college years are indeed a crucial period in the development of civic identity and engagement (Colby, Ehrlich, Beaumont, & Stephens, 2003; Kneflekamp, 2008; Mitchell, Richard, Battistoni, Rost-Banik, Netz, & Zakoske, 2015). Civic outcomes for college students include a wide and complex range of dimensions, including civic knowledge, skills, dispositions, and behaviors related to civic identity, sense of social responsibility, and intentions to participate in politics as well as community engagement and voluntary action (Beaumont, 2012; Hatcher, 2011; Hatcher, Bringle, & Hahn, 2016). Understanding the conditions under which higher education institutions are best able to support civic outcomes among graduates would enrich student learning, help college administrators enact coordinated and impactful academic and co-curricular service-learning (SL) programs, and support the engagement of alumni in the public sphere. SL, defined broadly as a course-based activity or as a co-curricular program (Jacoby, 2015), is on the rise in American higher education. Concomitantly, research on SL is increasingly prevalent. There have been a number of critiques regarding the quality of SL research in higher education (Butin, 2013; Finley, 2011; Giles & Eyler, 2013). The research on SL often is focused on one course or one program and rarely uses multi-campus sampling strategies. Oftentimes, the research fails to identify clearly the various dimensions of the SL course design (Finley, 2011), thus attributing the outcomes to SL rather than to the specific characteristics of, or variations within, the SL experience itself (Giles & Eyler, 2013). …

Developing Professional Competencies Through Community Service Learning Experiences

Abstract Date Presented 4/8/2016 This study explored the effects of participation in service learning on professional competency skills of occupational therapy students. Results indicated improvements in perceptions of competency skills and perceived learning outcomes when engaged in planning, implementing, and evaluating community-based programs. Primary Author and Speaker: Lorrie George-Paschal Additional Author and Speaker: Brittany Saviers

A Methodology for Exploring, Documenting, and Improving Humanitarian Service Learning in the University

Through the use of service learning in higher education, universities hope to both provide real benefit to the partnering community and allow students to develop a greater understanding of course curriculum, their discipline, and their personal positioning within society. Through these educational activities, service learning seeks to engage students in critical thinking processes while simultaneously achieving a greater sense of civic and social responsibility through targeted participation in meaningful community service activities. However, in practice, service learning can take a variety of forms predicated on technical, cultural, societal, and political constraints. Thus, while some work shows positive effects on students’ attitudes, social behaviour, and academic performance, less research has demonstrated long-term community impact. Nor has much research shown that participation in service learning has a long-term impact on students' ethical perspectives and frameworks, and whether those ethical frames carry on to their professional careers. Moreover, as institutions partner with such humanitarian service groups as Engineers Without Borders USA, we know considerably less about the institutional cultures and climates that are developed through such partnerships and how sustainable they are, given those inherent technical, political and cultural limitations. As a first step towards these goals, this paper proposes a methodology for investigating the impacts of service learning activities on both the students and communities involved.

The Estimated Effects of Participation in Service-Learning on Liberal Arts Outcomes

This study used data from a longitudinal, national study of recent college students to examine the estimated effects of students’ participation in service-learning on six liberal arts outcomes. Findings indicate that service-learning was a positive, significant predictor for students’ political and social involvement. Service-learning did not have a significant effect on students’ growth regarding critical thinking, moral reasoning, inclination to inquire and lifelong learn, intercultural effectiveness, or psychological well-being.

The Estimated Effects of Participation in Service-Learning on Liberal Arts Outcomes

This study used data from a longitudinal, national study of recent college students to examine the estimated effects of students’ participation in service-learning on six liberal arts outcomes. Findings indicate that service-learning was a positive, significant predictor for students’ political and social involvement. Service-learning did not have a significant effect on students’ growth regarding critical thinking, moral reasoning, inclination to inquire and lifelong learn, intercultural effectiveness, or psychological well-being.

Frequent Participation in Service Learning: Examining Institutional Differences and Individual Benefits

This chapter examines the differences between institutions with high and low levels of involvement in service learning as well as the differences between students with high and low levels of involvement. The study shows a correlation between institutional organization and service‐learning emphasis and describes, at the student level, correlations between service‐learning involvement and both deep approaches to learning and self‐reported gains.

Pre-Service Early Childhood Educators' Leadership Development through Reflective Engagement with Experiential Service Learning and Leadership Literature

THIS STUDY INVESTIGATED WHETHER final-year early childhood education students' aspirations for professional leadership roles, and positive perceptions of themselves as leaders, improved through engagement in a university course requiring reflection on service learning leadership projects, and leadership and advocacy literature. Before and after surveys found students' leadership self-perceptions and aspirations significantly improved on completing the course. Thematic analysis of students' reflections found initial notions about leadership were narrower, and more focused on positional power and stereotypically male capabilities than at the end of the course. Improved leadership self-perceptions and aspirations arose from leadership self-audits, participation in service learning (in which students practised leadership skills, challenged themselves, wrestled with difficulties, and discussed progress and strategies with other stakeholders), reflection on their current and aspirational leadership capabilities, and utilisation of leadership and advocacy literature to inform actions and reflections. Findings suggest these combined elements can support early childhood leadership development.

A summer diabetes camp as an interprofessional service-learning experience for early experiential pharmacy students

ObjectiveTo determine the impact of a week-long, volunteer, interprofessional service-learning experience at a pediatric diabetes summer camp on early experiential pharmacy students’ self-reported diabetes knowledge and skills, confidence in patient counseling and communication, and comfort with interdisciplinary teamwork. MethodsStudents applied for the experiential rotation in the spring of their first or second professional year. The application process included letters of intent and recommendation and a personal interview. The authors assessed the impact of service-learning activities on students’ perceptions of their diabetes knowledge and skills, confidence in patient counseling and communication, and comfort with interdisciplinary teamwork through the use of pre- and post-camp surveys and content analysis of students’ reflection journals. AssessmentEight pharmacy students participated in camp and completed the pre- and post-camp surveys and reflection journals. Students’ post-camp survey scores and investigator analysis of students’ reflection journals demonstrated that most students met the majority of investigators’ learning objectives. ConclusionsPre- and post-camp survey data and reflection journal content analysis provide subjective and objective data that support that the students met investigators’ learning objectives through participation in interprofessional service-learning. Early experiential students engaged in interprofessional service-learning improved their diabetes knowledge, confidence in patient counseling, and comfort with interdisciplinary teamwork. Condensed, off-site, summer service-learning experiences may help colleges of pharmacy with limited access to other on-campus health professions schools meet Interprofessional Education outcomes.

Socially engaged art practice and character education: Understanding others through visual art

Abstract This article examines to what extent socially engaged art practice encourages students by promoting creativity, a sense of citizen responsibility, critical thinking, reflection, an interest in social justice, and consideration of people living in the local community, and ultimately contributing significantly to character education. In community-based art education, which enables the building of character, learners overcome the limitations of knowledge-oriented education to understand others, thus adding more meaning to their lives and helping them cultivate democratic citizenship so that they may serve society. This article discusses a key feature of socially engaged art practice through a case study by focusing on the service learning of an alternative school for North Korean adolescent refugees. The theoretical roots of socially engaged art practice and service learning for developing democratic citizenship are examined. The case of art education at alternative schools for North Korean adolescent refugees is discussed through the lens of community-based art education. North Korean adolescent refugees and South Korean graduate school students taught and were taught through reciprocal participation in service learning.

A “Virtual Fieldtrip”: Service Learning in Distance Education Technical Writing Courses

This mixed-methods experimental study examined the effect of service learning in a distance education technical writing course. Quantitative analysis of data found evidence for a positive relationship between participation in service learning and technical writing learning outcomes. Additionally, qualitative analysis suggests that service learning in online technical writing courses helps students to make connections to the “real world,” encourages students to connect with their audience(s) and develop a sense of purpose for writing tasks, connects students to future employment, and develops deep learning with course materials. It is hypothesized that these factors support the development of learning outcomes in distance education students.