Service-learning Course Research Articles

Engaging Youth with the Teaching Personal and Social Responsibility Framework: Sport Psychology Graduate Students’ Experience in a Service-Learning Course

Purpose: Grounded in the framework of Hellison’s (2011) Teaching Personal and Social Responsibility model, this study sought to understand how graduate students learned to facilitate a youth physical activity program while participating in a service-learning course designed to promote sport for development. Methods: This study utilized a thematic narrative analysis approach. Researchers interviewed one cohort of Master’s students (n=5) studying counseling and sport psychology who participated in the service-learning course. Results: Identified themes included: (1) supervision and consultation, (2) observation, and (3) self-reflection, along with emergent sub-themes when relevant. Conclusions: This research provides insight into how future service-learning courses in the field of counseling and sport psychology can be developed to facilitate graduate student learning through a culturally conscious lens. Applications in Sport: This information can be valuable for sport psychologists, sport social workers, mental performance consultants, physical education teachers, and coach educators when considering how to promote the development of future practitioners.

Exploring Students’ Feelings in the Initial Phase of a Community-Based Research Service-Learning Course: A Qualitative Approach Using Content Analysis

The emotional experience of situations and interactions with other people plays an important role in teaching and learning processes and interacts with cognitive as well as motivational and intentional factors in the acquisition of knowledge. In our qualitative investigation, we explored participants’ experiences in the initial phase of a community-based research service-learning project that dealt with issues of social inequality, poverty and homelessness. We were particularly interested in the affective processes in the project’s planning phase and during the first meetings between community partners, homeless people and the participating students. After completing the course, we conducted guided qualitative online interviews with the course participants. The interviews were fully transcribed verbatim. We then coded and analysed the data using qualitative content analysis approach. It became apparent that the students were particularly anxious and apprehensive about working with vulnerable groups of people. This manifested itself in uncertainty, nervousness, fears and negative feelings. Regarding the collaboration with the community partners, the emotional situation varied among the students in the initial phase. We conclude that students’ fears, anxieties, and uncertainties in the planning phase of a service-learning or community-based research project should be taken seriously. A relaxed and positive atmosphere at the first meetings can be viewed as particularly important for project progression and the students’ future learning success.

A THEORETICAL MODEL OF STUDENT LEARNING IN AN ACADEMIC SERVICE-LEARNING COURSE: DIVERSITY AND CIVIC OUTCOMES

A qualitative-quantitative mixed-methods longitudinal research study was conducted to measure differences in civic and diversity outcomes in a cross-sectional sample of 138 undergraduate students. The quantitative results indicate that students improve their social justice attitudes, awareness of White racial privilege, racial-cultural-ethnic identity, and interests in multicultural work from the beginning of the semester. The qualitative findings replicate and extend the quantitative results. Career development and opportunities for growth were detected as unexpected themes that emerged from the data. The use of the mixed-methods approach provided an opportunity to conceptualize how students reformulate their diversity attitudes and acquire civic skills in an academic service-learning course. Implications for teaching and learning are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>

Bridging the Telehealth Digital Divide With Collegiate Navigators: Mixed Methods Evaluation Study of a Service-Learning Health Disparities Course.

Limited digital literacy is a barrier for vulnerable patients accessing health care. The Stanford Technology Access Resource Team (START), a service-learning course created to bridge the telehealth digital divide, trained undergraduate and graduate students to provide hands-on patient support to improve access to electronic medical records (EMRs) and video visits while learning about social determinants of health. START students reached out to 1185 patients (n=711, 60% from primary care clinics of a large academic medical center and n=474, 40% from a federally qualified health center). Registries consisted of patients without an EMR account (at primary care clinics) or patients with a scheduled telehealth visit (at a federally qualified health center). Patient outcomes were evaluated by successful EMR enrollments and video visit setups. Student outcomes were assessed by reflections coded for thematic content. Over 6 academic quarters, 57 students reached out to 1185 registry patients. Of the 229 patients contacted, 141 desired technical support. START students successfully established EMR accounts and set up video visits for 78.7% (111/141) of patients. After program completion, we reached out to 13.5% (19/141) of patients to collect perspectives on program utility. The majority (18/19, 94.7%) reported that START students were helpful, and 73.7% (14/19) reported that they had successfully connected with their health care provider in a digital visit. Inability to establish access included a lack of Wi-Fi or device access, the absence of an interpreter, and a disability that precluded the use of video visits. Qualitative analysis of student reflections showed an impact on future career goals and improved awareness of health disparities of technology access. Of the patients who desired telehealth access, START improved access for 78.7% (111/141) of patients. Students found that START broadened their understanding of health disparities and social determinants of health and influenced their future career goals.

Assessing the Impact of a College Service-Learning Course Focused on the United Nations Sustainable Development Goals

Liberal arts education in the United States seeks not only to prepare students for a specific career but also to develop well-rounded citizens. As part of the core liberal arts curriculum at Lynn University, all students must complete a service-learning course known as the Citizenship Project. A core component of the course is a student-designed service-learning project executed each year. In 2019, the Citizenship Project was revised to align with the United Nations Sustainable Development Goals (SDGs), ensuring that each project would seek to contribute to one of these goals. The purpose of this study is to examine which SDGs the service-learning projects addressed and summarize how the projects contributed to the SDGs.

AI Facilitated Critical Thinking in an Undergraduate Project Based Service-Learning Course

AI Facilitated Critical Thinking in an Undergraduate Project Based Service-Learning Course

Instructors use of high leverage practices and tools in environmental service-learning courses

Instructors use of high leverage practices and tools in environmental service-learning courses

Influence of Motivation Climate on Service-Learning Benefits among Physical Education Students

<p style="text-align: justify;">Service-learning (SL) emphasizes the fusion and integration of community service and academic learning, while Physical Education (PE) is oriented towards community health and well-being, aligning with Sustainable Development Goals. The study's primary objective is to discern the benefits perceived by PE students when engaged in SL courses and to test the correlation between benefits and the motivational climate they experience. Additionally, the research explores potential gender-specific variations in students' attitudes. The research was conducted with a survey on a sample of 58 students responding to a Motivational Climate in Physical Education Scale (MPCES) and the SErvice LEarning Benefit Scale (SELEB), which assesses the motivation of students and their perceptions of SL benefits. Descriptive statistics was used to analyse the data. Pearson's correlation coefficient was used to test the relationship between the core constructs - SL benefits and student motivation, and t-tests to evaluate gender differences in SL benefits. Key findings underscore that students primarily perceived the greatest advantages from SL in the domain of knowledge application, with comparatively lower scores in general life skills. Notably, female students, on the whole, exhibited higher ratings in both SL benefits and student motivation compared to their male counterparts. Nonetheless, specific exceptions emerged in certain sub-scales, including social relatedness and ego climate within the MPCES scale, as well as critical thinking within the SELEB scale. According to the results, it is suggested that cultivating a student-centered learning environment can augment engagement and motivation in the realm of physical education (PE). Furthermore, the delineated gender differences offer valuable insights for educators, highlighting the need for tailored approaches to accommodate the diverse preferences and requirements of male and female students.</p>

Embracing Community-Centric Careers in a Post-<em>Barbie</em> World: Navigating Identity, Expectations, and Impact in Medicine and Veterinary Medicine

Navigating the intersection between personal aspirations and societal expectations poses a significant challenge. We as college students share our transformative journey toward embracing community-centric career paths in medicine and veterinary medicine amid the expectations of attending a prestigious institution. Through an educational neuroscience service-learning course led by Dr. Minna Ng, we partnered with our local YMCA AfterSchool Program, designing neuroscience-based activities and forging meaningful connections with students. Reflecting on our experiences, we challenge stereotypes surrounding “prestigious” specialties and female-dominated fields. We underscore the importance of aligning career aspirations with personal values and passions while celebrating the inherent value of community-centric professions within medical fields.

Faculty, Student, and Community Partner Experiences in Computer and Information Science Service Learning

Service learning, a high-impact pedagogy, involves integrating academic outcomes with service to the community. The success of service learning experiences depends on the development of mutually reciprocal relationships between students, instructors, and community partners, ensuring equitable benefits for all stakeholders. To explore how relationship-building and growth are supported in computer and information science (CIS) service learning, we conducted semi-structured interviews with 13 informants—each a faculty, student, or community partner who participated in one of five computer or information science service learning courses. Our analysis identified three factors that were most crucial in supporting the formation of relationships among stakeholders: infrastructuring the relationship, valuing technical and other expertise equitably, and integrating soft skills and technical skills. Based on these findings, we discuss how growth, an important outcome of relationship-building and equitable service learning experiences, can be supported and assessed in CIS service learning experiences.

Community Partners' Perceptions of the Benefits and Burdens of Participating in a Community Engagement Course with Medical Students.

Service-learning courses improve medical students' ability and willingness to participate in community engagement as future physicians. However, few studies examine the community partners' (CP) perceptions of the utility of these courses in accomplishing the goals of their organizations. This qualitative study sought to understand the CPs' perspective of the benefits and burdens they face while participating in a university-affiliated medical school's Community Learning and Social Medicine (CLSM) course. This was a qualitative focus group study conducted with CPs participating in the CLSM course. A trained facilitator virtually conducted focus groups. The study team recorded and professionally transcribed these conversations. The team subsequently developed a code book, and two independent coders analyzed all materials. The team used reflective thematic analysis to identify prominent themes. Fifteen out of 28 CPs participated in the study. The study team organized themes from the analysis into three categories: benefits to participation, challenges to participation, and minor themes. CP-perceived benefits to participating in the CLSM course included help with organizational activities, dissemination of clinically relevant skills to medical students, and effective engagement with community members. Barriers to participation included course constraints and a lack of clarity on course content and student expectations. CPs also described their role in medical student education as an extension of faculty members. Finally, CPs offered solutions for improving course communication among site leads, students, and course instructors. CPs acknowledged that this service-learning course provides collective benefit to students, community organizations, and community members. However, challenges such as navigating student schedules and understanding course expectations lead to additional work for CPs. Acting on suggestions for improvement will help secure this course's longevity and collective benefit to the community.

Global Movement Crisis

Background: Physical inactivity has become a global crisis and is adversely impacting the health of our world. Being physically active, even at a minimal level, can positively change physical and mental health. As little as ten minutes a day can result in significant health improvements, such as a decrease in blood glucose levels. Description: Service-learning courses are a way to provide students with job-related training as college credit and offer a needed service of safe physical activity to members of the local community. Learning Outcomes: Student participants learn from teaching exercise, building programs, and implementing a training program for the college employees. Significance and Impact: Physical inactivity is a global health crisis. The lack of activity is causing major health concerns as well as death. This is a call to action to expand healthy activity to the general population using trained student leaders. Teaching Notes: The case includes links to various documents to guide instructors to take advantage of a similar activity.

Intersecting Service-Learning, Salvation, and Transformation: Insights from College Students at Hekima House

This qualitative study delves into the intersecting themes of Service-Learning, Salvation, and Transformation within the unique context of Hekima House. Five college students embarked on a Service-Learning course leading to a transformative self-discovery journey and societal impact. Through in-depth analysis, this research illuminates the profound effects of Service-Learning on individuals and the communities they serve. The students' immersion into Hekima House's resilient community highlights the power of Service-Learning to shape empathetic, socially responsible citizens who actively engage with complex global challenges. The implications of this study extend beyond academia, challenging higher education institutions to foster global citizens who are culturally conscious, empathetic, and initiative taking in addressing complex global challenges. By bridging the gap between academic knowledge and societal impact, this research encourages a paradigm shift in higher education, preparing students to navigate an ever-changing world and make a tangible impact on society.

Undergraduates’ perceptions of the value of service-learning

Service-learning integrates community service with academic study. Students apply skills and knowledge in practical situations and reflect on their experiences. Our 3000-level service-learning college course, Leadership Development in Agricultural Sciences, involved student-led development and execution of a one-day event, “AgCamp,” held on a university campus for high school students. The objective of this study was to evaluate if an intervention (i.e., a service-learning project) changed undergraduate students’ perceptions of their ability to collaborate, ability to lead, and overall perceptions of the usefulness of service-learning. An electronic mixed methods questionnaire-based survey was developed, tested for validity and reliability, and distributed to college students enrolled in Leadership Development in Agricultural Sciences as a pre- and post-test at the beginning and end of two semesters. Data were analyzed in SPSS 26.0 using measures of central tendency and paired sample t-tests. Undergraduate students’ (n = 74) had positive perceptions of service-learning entering the semester, all measures of which improved as a result of their experiences in the course. In comparison with traditional courses, students felt service-learning courses have more societal benefits and should be increasingly offered. Participating in the service-learning project significantly increased students’ comfort working with people from different cultures or backgrounds and empowered them in different ways, including with decision-making. Ultimately, our data indicate that students enjoyed service-learning and received soft skill development through the course. We recommend service-learning be increasingly integrated into post-secondary curriculum.

Teaching before, during, and after the pandemic: A collaborative autoethnography of college educators teaching service-learning courses

This is a collaborative autoethnographic account of two educators' experience teaching undergraduate students a course that integrates and activates service-learning principles before, during, and after the pandemic. It is a narrative of the circumstances and problems encountered, how they addressed these issues, and how they addressed problems, resolved issues, and improved learning outcomes. The study also discussed outcomes resulting from the steps they undertook and explored how they want to develop and enhance their courses moving forward. In discussing their experiences, they realized that the pandemic allowed them to reflect on their teaching philosophy and pedagogy, which led to improving their teaching practices. They believe that these improvements led to better learning outcomes. Furthermore, sharing experiences led to discussing unique perspectives on issues and problems, providing insight on how to solve problems, resolve issues, and improve learning outcomes.

The impact of service learning supported by the ePortfolio on the development of professional competencies

ABSTRACT The assessment of experiential learning, such as service learning, and its outcomes, tends to take time and effort. This paper examines how service learning and traditional learning activities help university students acquire both course-specific and key competencies that would be of value in their professional careers. The results show that students consistently indicated they were better able to acquire these competencies, especially key competencies, through the service learning supported by the ePortfolio experience. Furthermore, the responses were statistically significant in 15 out of 20 competencies. The implication arising from this research is any service-learning course should provide evidence of the competencies acquired by the students; otherwise, it might be considered as volunteer service or community work by educational institutions, especially by those with little or no experience incorporating service-learning projects in their programs.

Teaching Grassroots Health Law, Policy and Advocacy: Service and Collaborative Learning.

This column describes the history, mission, and work of Saint Louis University School of Law's service-learning course Health Law, Policy and Advocacy: Grassroots Advocacy. Grassroots Advocacy allows law students to work with advocacy organizations on state and federal health policy initiatives, engaging in legislative and administrative advocacy and public education. The course uses community collaboration, community-led advocacy, and collaborative learning to train the next generation of health policy advocates for Missouri and the nation.

The Growth of Service-Learning in Vietnamese Higher Education: Catalysts, Characteristics, and Challenges

Service-learning has appeared in Vietnamese higher education in recent decades and is among a range of pedagogical approaches that have been imported from the West. This article discusses features of service-learning in Vietnamese universities that have emerged from the distinctive ideologies of the socialist-communist country, the influence of traditional values and religious beliefs, and the conditions of a postcolonial society and modern global economy. The interpretive multisite case study discussed in this article investigated local service-learning courses in four public universities in the Middle and South of Viet Nam. Four catalysts for the growth of service-learning in Viet Nam were identified: employability, responsibility to the community, enhancing young people’s moral values, and teachers as bottom-up initiators of service-learning initiatives. The lessons from this study hold potential to inform future policies, institutional organization, as well as pedagogies and strategies to improve and sustain service-learning practices in Vietnamese higher education and similar contexts.

Bridging Bytes and Bonds: A Qualitative Exploration of Student Experiences in a Computer Science Service-Learning Course

Bridging Bytes and Bonds: A Qualitative Exploration of Student Experiences in a Computer Science Service-Learning Course

A practice-based guide for creating STEM service learning courses


 
 
 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.
 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 & Universities (AAC&U 2022a), ‘working with community partners is good preparation for citizenship, work, and life.’
 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.