Service-learning Experience Research Articles

The role of service-learning experiences in promoting flourishing among college-student youth mentors

ABSTRACT Service-learning experiences may uniquely promote flourishing (i.e. having meaning in life, social connections, and a positive outlook) for college students. To examine whether specific relational experiences within service-learning were associated with flourishing, we used data from a program where university students (N= 274; 21.2% first-generation) served as mentors to youth (ages 10–18) with prior exposure to adversity. We examined three experiences: opportunities to belong, supportive relationships, and the quality of the mentoring relationship. After controlling for baseline flourishing and age, results showed positive relationships between mentoring relationship quality and supportive relationships and post-intervention flourishing. Opportunities to belong was not associated with flourishing in the full sample. However, first-generation status moderated the relationship between opportunities to belong and flourishing, such that belonging was marginally predictive of post-intervention flourishing for first-generation students. Implications for university personnel and clinicians working with college students are discussed.

Role of Emotional Entropy and Ethnocentric Paradigms in International Service-Learning

Transformational learning in international service-learning experiences can by stymied by cultural ignorance and culture shock. Cognitive dissonance and emotional entropy are especially salient in American student encounters in India. Based upon three program years of data a pedagogical model for dismantling ethnocentric paradigms supports students’ development of culturally-contextualized global agency development.

The Use of Tweet-Format Narrative Reflections During a Service-Learning Trip to Appalachia

Background: Tweet-format narratives have been used in medical education to capture student experiences. However, there is a lack of research on tweet-format narratives during experiential learning in nursing education.
 Purpose: The purpose of this project was to explore the usefulness of tweet-format narratives to capture nursing student experiences and to elicit reflection during a service-learning trip.
 Methods: Eight bachelor of science in nursing (BSN) students participated in a service-learning experience to Appalachia. A grounded theory approach with three data collection methods was used to determine the usefulness of tweet-format narratives to facilitate student reflection during the event. A free closed text-messaging app was used to house tweet-format narratives. A focus group session and post-survey were conducted at the conclusion of the trip. Emergent themes from each data collection method were compared and modified using iterative techniques and constant comparison analysis until the data were saturated.
 Results: Focus group responses were reflective in nature and included student elaboration about content themes that were previously identified by the tweet-based narratives. Modification of themes resulted in six final themes of improved skills, cultural competence, patient interaction, socioeconomic factors and health, landscape/clinic setting, and impactful shared experiences.
 Conclusions: It is important for nursing students to reflect on their experiences during service-learning immersion trips, especially as they relate to underserved rural populations and their unique healthcare scenarios. With the growth of social media, more nursing students are accustomed to communicating in a short, text-based format. The tweet-format narratives in the free closed text-messaging app allowed students to reflect on their experiences through open-ended comments and to communicate with other members of the group. Short text-based narratives can be an effective narrative medicine technique for nursing students participating in service-learning trips in rural areas.
 Key words: narrative medicine, rural health, service-learning, technology
 DOI: http://doi.org/10.14574/ojrnhc.v20i2.633

Formar Profesores de Educación Física para la Justicia Social: Efectos del Aprendizaje-Servicio en Estudiantes Chilenos y Españoles

Este artículo compara los efectos de dos modelos de Aprendizaje-Servicio en Educación Física para la formación de docentes desde una perspectiva de Justicia Social. Con un enfoque cuantitativo no experimental comparativo, la muestra se compone de 90 estudiantes universitarios de dos universidades: chilena y española que han participado en experiencias de Aprendizaje-Servicio en el ámbito de la Educación Física durante los cursos 2018/19 y 2019/20. El tratamiento y análisis estadístico se realizó mediante el programa SPSS v.25, estableciendo el nivel de significación para todos los análisis en P<0,05. Los resultados del estudio muestran diferencias significativas sobre los efectos que produce cada modelo de Aprendizaje-Servicio en la formación inicial desde una perspectiva de Justicia Social, utilizado en cada universidad. Asimismo, los resultados se encuentran en línea con otros estudios que muestran cómo la participación en experiencias de Aprendizaje-Servicio favorece el desarrollo de la reflexibidad crítica sobre la Justifica Social en los futuros docentes de Educación Física; además de otorgarles herramientas para la resolución de eventos problemáticos, a partir de situaciones comunitarias reales.

Charity- and project-based service learning models increase public service motivation outcomes among dietetic students in a community nutrition course.

To determine whether dietetic students would report a change in their public service motivation (PSM) following a community nutrition service learning (SL) course, and whether the SL model (charity v. project) influences this change differently. Using a pretest-posttest, nonequivalent groups quasi-experimental design, this study compared students' PSM at the beginning and end of a 15-week college-level course. PSM and four component dimensions (attraction to public policy, commitment to public interest, compassion and self-sacrifice) were measured via electronic survey using the PSM scale. Average PSM scores were compared between and within the charity and project groups using independent samples and paired sample t tests, respectively. ANCOVA assessed the effect of SL model on post-survey scores, controlling for pre-survey scores. Public university in northeastern United States. Dietetic students enrolled in six sections of the same undergraduate community nutrition SL course. Students were placed by section in either charity (n 59) or project (n 52) SL experiences and required to complete 14 h in this role. Mean PSM total scores increased between pre-survey and post-survey (3·50 v. 3·58; P = 0·001). Students reported small increases in three PSM dimensions: commitment to public interest, compassion and self-sacrifice (all P ≤ 0·01). Holding pre-scores constant, the charity group reported a higher attraction to public policy post-score, while the project group reported a higher self-sacrifice post-score (both P < 0·05). Educators should consider adopting SL methods into curricular offerings to enhance students' motivation for public service.

Exploring item discrimination in an online self and peer assessment of interprofessional teamwork

Abstract Prior research on interprofessional education has used item response theory to demonstrate that existing measures of attitudes are not capable of differentiating between learners. However, current literature does not speak to the discriminatory abilities of existing self or peer assessments of team behaviors. The purpose of this study was to use item response theory to examine the validity of teamwork items associated with the Comprehensive Assessment of Team Member Effective (CATME) online system. Rating data was derived from 2731 students who participated in a collaborative longitudinal interprofessional service learning experience between 2014 and 2017. Students participating in interprofessional teams provided peer and self-evaluations using the CATME online system twice during the nine month experience. We evaluated the data using a generalized partial credit model finding evidence of factor multidimensionality and item miss-fit across all six items comprising the assessment. While items could identify those who had limited teamwork ability, the items could not discriminate between individuals at or above the estimated population mean. These results provide evidence that the CATME peer and self-assessment items may be most useful as a single component of a multimodal assessment on interprofessional teamwork behaviors.

Medical Students Screen for Social Determinants of Health: A Service Learning Model to Improve Health Equity.

Medical schools are now required to address health disparities within their curriculum, with a recent emphasis on social determinants of health (SDOH). However, there is scant evidence that incorporating educational experiences around SDOH impacts health equity for patients. The COVID-19 pandemic provided a unique setting to engage students to address SDOH directly with patients. The authors designed a service-learning experience in which medical students conducted a patient needs assessment survey by phone to assess SDOH in the domains of health care access, economic stability, and social cohesion. We drew descriptive statistics from a deidentified Excel database of call outcomes to quantify health care interactions and community resource referrals generated by callers. The call outcomes revealed unmet health and social needs among the patient population and generated a substantial number of actions to improve health care access and awareness of community resources. The results of this project show that employing medical students to engage with SDOH through action-oriented service learning positively impacts health care access and referrals to community resources. This initiative provides a flexible model to engage medical trainees in addressing health-related social needs that can be applied to a range of clinical settings and learner levels.

Long-term impact of Global Health educational experiences in Rome: an attempt of measurement

BackgroundGlobal health education (GHE) is spreading in Europe and in other parts of the world. Since 2008, Sapienza University of Rome has offered activities to medical and other health profession students related to global health (GH), which is grounded in the theory of social determinants of health and inspired by social justice. The educational activities included elective courses as well as community and service-learning experiences, referred to as GH gyms. This study attempts to measure the long-term impact of these educational experiences, especially to demonstrate their influence on the perceived social responsibility of future health professionals.MethodsA questionnaire was elaborated and tested on a small sample of participants. It was sent to participants by e-mail. Quantitative results were analysed through descriptive statistics and qualitative answers were carefully read and classified.ResultsA total of 758 students from different faculties took part to the educational experiences. Only 488 e-mail addresses were available. One hundred and five (21.5%) questionnaires were returned. Participation in GH gyms was perceived to have had a higher influence on future professional and personal choices, when compared to participation in elective GH courses.ConclusionsThe study shows that consideration of health and social issues related with inequities in health and the use of interactive teaching methodologies had important effects on social responsibility of a large number of students. As there could be a selection bias among respondents, more research is needed to understand the impact of GH educational experiences. The inclusion of global health education in health and social curricula and the use of interactive methodologies with a correct evaluation of results are the indications that emerge from this research, together with the necessity of a strong involvement of students, professors and the whole academic reality.

A Qualitative Case Study on the Service Learning Experience of Students in the Department of Dental Hygiene

Objectives: This study introduces the service running professor-learning method operated by S University. In addition, this study also analyzed the views of learning experience through the service running participation process for students of the dental hygiene department who participated in the program and prepare basic data necessary for the spread and quality improvement of various service running education in the dental hygiene industry. Methods: This study was conducted to introduce the service running education program operated by the University Education Innovation Institute of S University in Asan, Chungcheongnam-do, and to analyze the views on the service running learning experience of five students in the department of dental hygiene who participated in the service running activities. Results: Through service learning, learners were highly aware that positive learning attitudes such as teamwork, problem-solving skills, major skills, and communication skills could be strengthened. Conclusions: Service learning provides an environment for students of dental hygiene department to provide various experiences, and in particular, it can give learners a chance to develop a wide range of necessary humanities and majors. Also, we could confirm that it is a very desirable and practical teaching method that gives learners a positive experience.

Effects of a service-learning experience on health-related students' attitudes toward the homeless.

A community engagement service-learning experience was planned to provide health services for the homeless during a local 1-day event. The objectives were to (a) determine the feasibility of a service-learning experience, and to (b) examine the effects on students' attitudes toward persons experiencing homelessness. A quasi-experimental, institutional review board approved study, including health-related students enrolled in a local university or community college, was planned. The attitudes toward the homeless survey was administered before and after participation in the service-learning experience. Qualitative data were through student reflections of the experience. Participants (n = 106) completed a pre and post questionnaire and a self-reflection. A statistically significant t(26) = -2.2, p = .04 change in attitudes toward the homeless were found. Three themes were revealed from the reflections: inherent bias, individualized care, and the societal context of people experiencing homelessness. Both quantitative and qualitative findings may help students reflect on preconceived stereotypes; therefore, affecting their attitudes toward the homelessness.

Learning and collaboration in pre-service teacher education: Narrative analysis in a service learning experience at Andalusian public schools

In this article we take up the task of presenting and analyzing a Service Learning experience developed in a class of the major in Primary Education Teaching at the University of Malaga, in Andalusia, Spain. It consists of a narrative analysis of autobiographical texts –final reports and online interviews – produced by pre-service teachers. We aimed to understand how participants learned about the teaching profession throughout their trajectory in the project. The results indicate pre-service teachers (1) learn by feeling, (2) learn by belonging, (3) learn by placing action in a social perspective, and (4) learn by sharing experiences with others.

A Study on Changes in Pre-service Elementary Teachers Responding to Service-learning Experience for Students with Special Needs

A Study on Changes in Pre-service Elementary Teachers Responding to Service-learning Experience for Students with Special Needs

Evaluating the Impact of an Educational Program on Stigmatizing Attitudes in Dental Hygiene Students

ABSTRACT: People living with serious mental illness (SMI) are at high risk for poor dentition, poor oral health, and increased tooth loss. This mixed methods research study assessed the impact of an interdisciplinary education program on dental hygiene student attitudes toward people with SMI. Senior dental hygiene students ( n = 38) from a large northeastern university participated in 3 hours of didactic learning, followed by experiential service learning. Quantitative surveys and qualitative questions were administered at three time points. Results showed a decrease in stigmatizing attitudes from before to after the didactic learning, which was maintained following experiential learning for two of the three scales. Thematic analysis indicated students' willingness to work with the population after service learning. Interdisciplinary education programs combining didactic and experiential service learning offer promise to improve attitudes of dental hygiene students. Future work is needed to explore the most critical and impactful components of this type of educational program.

Concept Map Assessment Reveals Short-Term Community-Engaged Fieldwork Enhances Sustainability Knowledge.

Today’s rapidly changing world calls for sustainability-minded scientists who are prepared to solve complex, interconnected problems. Service learning is a pedagogical approach that allows students to engage with the needs of the community by integrating academic work with complex civic issues. Student learning was examined during a short-term service-learning experience focused on water-quality monitoring in an urban watershed to determine whether community-engaged fieldwork in an upper-level ecology lab course enhances sustainability knowledge for future biologists. We used concept map scoring methods and reflection assessments to evaluate and understand changes in the structure and content of student knowledge as a result of the experience. Students showed increases in sustainability knowledge breadth, depth, and complexity, particularly in demonstrating biological–sociological connections. Student reflections indicated most students identified at least one community-engaged serving-learning objective as a result of this experience. These results suggest that community-engaged fieldwork can illustrate ecological and sociological sustainability concepts for students and that engagement works best when we make explicit our objective of engaging communities in the learning process. Short service-learning experiences are effective, can be quickly assessed using concept maps, and can be readily incorporated in other classrooms to enhance sustainability education.

Rutgers Robert Wood Johnson Medical School.

Rutgers Robert Wood Johnson Medical School.

중국어 서비스러닝 경험이 ‘중국어 학습동기ㆍ진로계획’과 ‘사회봉사에 대한 자기효능감’에 미치는 영향

중국어 서비스러닝 경험이 ‘중국어 학습동기ㆍ진로계획’과 ‘사회봉사에 대한 자기효능감’에 미치는 영향

Service Learning in an Undergraduate Volunteer Management Course: A Comprehensive Learning Outcome Assessment Model

This teaching note explores service learning in undergraduate nonprofit education and offers outcome measures in a volunteer management course. Service learning is an important element in undergraduate nonprofit education, because undergraduate students may not understand the significance of the sector and may not recognize a career path. Based on relevant literature, this model tracks the progression of student achievement of academic learning, civic learning, and personal growth from their service-learning experience. We propose an outcome model that is a replicable and comprehensive outcome assessment tool. The methods of survey, focus group, reflections, and assignments provide a range of possibilities to understand the impact of undergraduate nonprofit teaching strategies. This replicable model of outcome assessment allows students to transform their learning experience into real marketable skills for their resume. Subscribe to JNEL

Civic Responsibility and Global Health Care: Audiology Service Learning in Africa

PurposeMany health professions engage service learning via international humanitarian health care or study abroad programs toward an improved sense of civic responsibility, an aspect that has been inadequately analyzed in hearing health care. The purpose of this study is to evaluate how the curriculum of an international humanitarian health care program in South Africa influenced U.S. graduate students' civic responsibility and their educators' perspectives on audiology study abroad service learning programs.MethodParticipants (n= 14) in this study abroad program included seven female graduate audiology students, five community partners, and two educators. Quantitative data were derived from pre- and postprogram administration of the Public Affairs Scale (Levesque-Bristol &amp; Cornelius-White, 2012). Qualitative data sources included student journals, student exit interview, educator field notes and discussions, and responses to the community partner evaluation survey completed by host site personnel.ResultsA comparison of pre- and postprogram Public Affairs Scale ratings revealed that students demonstrated a significant increase in community engagement, cultural competence, and ethical leadership. Qualitative data revealed themes referenced to practitioners, clients, and context. Further thematic analysis identified three key results including foregrounding health as a development of people, educators and students as critically oriented public intellectuals, and global dialogue for pedagogic (audiology) justice.Discussion and ConclusionCarefully designed study abroad curricular contributed to audiology graduate students' increased service learning, civic responsibility, and civic engagement. Quantitative and qualitative analyses revealed that student service learning experiences were mediated by resources and people in the local context. This study abroad curriculum facilitated educators' thinking regarding the placement of audiology health services and audiology educational models in a globalized world. Health professional pedagogic considerations should be designed for humanitarian health care so that service learning focuses the production of critically oriented practitioners who are competent at enacting practices in global service learning programs.

Entering Law Students’ Conceptions of an Ethical Professional Identity and the Role of the Lawyer in Society

Kegan’s theory of lifespan identity development framed a pilot study of law students’ understanding of professionalism, part of a broader study of ethical professional identity. Four raters trained in Kegan’s stage criteria could reliably assess one of three developmental stages, based on coding essays on professionalism. Correlations of stage scores with moral judgment scores, service learning, and work experience supported the validity of the method. Ethical professional identity assessment can be integrated with courses or mentoring programs to provide students with developmental feedback. This method can also be used to assess law school outcomes with respect to ethical professional identity by comparing growth from matriculation to graduation.

Educação social e aprendizagem e serviço (Aps)

A Aprendizagem e Serviço (ApS) constitui uma forma de educação experiencial que combina objetivos de aprendizagem com o serviço na/com a comunidade. Este artigo apresenta uma experiência de ApS que decorreu numa IES privada, em Portugal. Os participantes no estudo são estudantes do 2ºano da Licenciatura em Educação Social. O projeto integrou três unidades curriculares: i) Planeamento, Gestão e Avaliação de Projetos Sociais; ii) Mediação Educacional; iii) Psicologia Social. A experiência ApS também envolveu um parceiro da comunidade local, onde os estudantes implementaram as suas atividades. Os resultados da avaliação da experiência, partindo do feedback recolhido junto dos estudantes, professores e membros da comunidade, revelam um balanço positivo das potencialidades desta nova abordagem educacional, destacando-se a participação e o envolvimento ativo dos estudantes, a articulação entre a teoria e a prática e o desenvolvimento de competências como o trabalho em equipa, a reflexão crítica e o compromisso social e ético.