Service Learning Opportunities Research Articles

Developing accounting students as responsible leaders: A workshop on social innovation

Purpose: As accountants are often business leaders, it is crucial that accounting students are equipped to become responsible leaders. Thus, accounting students should be taught to value citizenship, for example, through exposure to social innovation as an expression of personal citizenship. The research aim of this study was to determine whether students perceived a social innovation workshop with subsequent reflection as effective in developing citizenship as a responsible leadership value during the accounting curriculum.Design/methodology/approach: Students who attended a social innovation workshop and carried out a subsequent reflection on citizenship were asked to complete a purposively designed online questionnaire, which gathered their perceptions on the workshop, social innovation and personal citizenship.Findings/results: Students perceived a workshop on social innovation with subsequent reflection as helpful in developing citizenship as a value. Students suggested that citizenship should be incorporated into the technical curriculum and that opportunities for service learning should be provided.Practical implications: Higher education institutions may draw on the findings in developing their citizenship curriculums amid the challenges of large class sizes and budget constraints. It is suggested that students enrolled in accounting programmes be provided with specific guidance to develop their reflective abilities.Originality/value: As student voice on responsible leadership and citizenship values in management education was mostly absent from literature (especially in emerging economies), this study obtained the perceptions of South African accounting students on this matter. Moreover, the study identified knowledge regarding social innovation as possible activator for developing students’ personal citizenship and enabling responsible leadership.

Project Building Bridges: A Framework for Preparing Highly Qualified Speech-Language Pathologists to Serve Culturally and Linguistically Diverse Students With Augmentative and Alternative Communication Needs.

Project Building Bridges was funded by the U.S. Department of Education Office of Special Education Programs to address the shortage of speech-language pathologists qualified to serve students with complex communication needs who benefit from augmentative and alternative communication (AAC) and are culturally and linguistically diverse. The purpose was to train future speech-language pathologists in culturally responsive AAC practices through coursework and fieldwork in AAC integrated into the Master of Science degree in Speech, Language and Hearing Sciences. Fifty-seven graduate students completed the project. The scholars' curriculum consisted of two AAC courses, both on-campus and externship AAC clinical practicum experiences to provide services to multicultural and linguistically diverse students, a U.S. or international service-learning opportunity, and cumulative portfolio presentations. Mixed-methods outcome measures consisted of four sets of pre- and postsurveys and qualitative feedback from exit interviews to assess changes in graduate student competencies. Significant differences were demonstrated between scholars' pre- and post-assessments of confidence ratings. Significant differences were also demonstrated in both scholars' and school mentors' pre- and post-assessments of competency ratings. No significant differences were found between evaluations of AAC preparation by Clinical Fellowship (CF) candidates and their CF mentors at 1 year postgraduation. Project Building Bridges provides a framework for preparing highly qualified speech-language pathologists to serve culturally and linguistically diverse students who benefit from AAC as evidenced by pre- and postsurvey results. The project can serve as a model for other university programs in the development of preservice preparation programs focusing on culturally and linguistically diverse students with AAC needs.

Enhancing Critical Digital Literacy of Preservice Preschool Teachers through Service Learning: The Moderator of Online Social Capital

This research delves into the examination of the correlation between service learning and critical digital literacy among preservice preschool teachers in Taiwan, with a particular emphasis on the role of online social capital. The survey took place in Taiwan with preservice preschool teachers who willingly completed a questionnaire. Initially, there were 416 data samples for further statistical analysis. This study utilizes literature reviews and theoretical reflections to examine the observed variables and factors in the “Service Learning and Critical Digital Literacy Scales” (SLCDL) questionnaire. To assess these aspects, a Chinese questionnaire is used, covering “service learning”, “critical digital literacy”, and “online social capital”. Using partial least squares analysis, researchers investigate the intricate interplay of online social capital in shaping the nexus between service learning experiences and the advance of critical digital literacy competencies. These results showed that service learning increased critical digital literacy among preservice preschool teachers, and online social capital played a mediating role in this relationship between service learning and critical digital literacy. We should actively encourage preservice preschool teachers to increase their critical awareness by understanding vulnerability and experiencing reality from the perspective of community partners. In addition, we need to provide more service learning opportunities that incorporate online social capital to enhance their critical digital literacy.

Community Partnership Strategies to Facilitate Service-Learning Opportunities in PETE K–12 Schools

University and local K-12 school partnerships are essential for physical education teacher education (PETE) programs, as they provide valuable avenues for practicum and student teaching experiences. In addition, practicums within K-12 schools provide valuable opportunities for PETE students to develop physical activity leadership skills. Thus, it is essential to create sustainable and mutually beneficial university and school partnerships. One way to do so is through service-learning, which focuses on equal partnerships between K-12 schools, the university, and other parties involved (e.g., university students, community members). However, it can be challenging to develop meaningful field and service-learning experiences for pre-service teachers (PST) due to a myriad of reasons (e.g., location, resources). This article discusses strategies for community, K-12 school, and university partnerships using a service-learning approach. Recommendations for developing sustainable partnerships are also provided.

Fit 4 Tots: A Journey for University Students to Understand Toddlers’ Movement

This ‘teaching tip’ shares the success of a service-learning opportunity created to work with university students in a meaningful way in the community. It describes a program called Fit 4 Tots that resulted in more toddlers, university students and community members benefiting from learning and movement experiences.

Engaging Students and Teachers as Community Scientists in DNA Barcoding Initiatives.

Historically, contributions to scientific knowledge have been perceived as something that only professional scientists have the ability to affect. This has led to the belief that scientific pursuits are done not by everyday people but by individuals who have no connection to the communities that their discoveries might impact. DNA barcoding initiatives have the potential to bridge this gap. Community leaders, students, teachers, and other community members can come together with engaged scientists to solve relevant issues that affect them. Over the last 20years, DNA barcoding has been used successfully in a variety of educational contexts to incorporate original research into school curricula and informal outreach and education programs. DNA barcoding is especially suitable for educational settings because it is conceptually and technically straightforward, the workflow is adaptable to a variety of situations, and free and open-access online tools exist that allow participants to contribute high-quality data to international research efforts. DNA barcoding also offers a unique service-learning opportunity, where participants gain both knowledge and confidence in science. This is important because a growing body of evidence suggests that actively conducting research increases student and teacher engagement and retention of students in science. Here, we describe a framework and case studies in different educational settings that can be modeled and adapted to various educational contexts.

IMPLEMENTATION FRAMEWORKS IN ACTION: A QUALITATIVE STUDY OF INTERGENERATIONAL TECHNOLOGY IN HIGHER EDUCATION

Abstract Cyber-Seniors is an intergenerational technology program that bridges the digital divide by training younger people to assist older adults with using technology. While higher education is an ideal setting for utilizing this program for service learning or student internship opportunities, there are often challenges to implementing this program in a higher education setting. In this study, implementation factors must be studied to improve sustainability and increase the potential to scale-up the use of Cyber-Seniors programming within higher education. This study is guided by the dynamic sustainability framework (Chambers et al., 2013) with the goal to investigate prominent contextual factors of implementation that permit and prohibit program sustainability. The study will also identify needed adaptations to Cyber-Seniors’ implementation, which will be documented using Stirman and colleagues’ (2019) Framework for Reporting Adaptations and Modifications-Enhanced (FRAME). In this presentation, we will illustrate the process of infusing implementation science frameworks into a multistage qualitative study designed to allow for in-depth understanding of experiences implementing Cyber-Seniors programming in higher education and designing an adapted checklist for program implementation. We will describe how the implementation science frameworks have been used to design the research instruments, protocols, and the analysis plan. The presentation will conclude with next steps for the research project. A key takeaway from this presentation will be for attendees to gain an understanding of how to infuse implementation science frameworks when designing, implementing, and evaluating research programs and interventions.

INTERGENERATIONAL LEARNING TO ADDRESSING AGEISM IN HIGHER EDUCATION: SCOPING REVIEW FINDINGS

Abstract Intergenerational learning strategies can increase wellness, both among students and older community members, while challenging ageism on college and university campuses. Still, existing studies on the mutual benefits and effectiveness of intergenerational learning strategies for addressing biases among college and university students are limited and as such, are continuing to emerge. Thus, a scoping review was conducted to explore current research on intergenerational learning in higher education, the potential relevance of such strategies to reduce ageism and better prepare future service providers, and to explore current implications for education, practice, policy, and research. Included in this scoping review were peer-reviewed and grey sources based on primary research on what is known about intergenerational learning strategies in higher education and their potential impacts on ageism. Excluded were sources not based on primary research or without clear implications for relevant education, practice, policy or research. In total, 313 articles were identified; 67 of these were screened in for full text reading, and 37 were initially screened in for analysis, after which another 8 were excluded, resulting in 29 cases for thematic analysis. Key themes surround intergenerational service learning and creative expression, attitudes toward older adults, perceptions on aging, mutual benefits of intergenerational learning (e.g., cultural learning and integration), and remaining needs for research and education, through integrating service learning opportunities into existing programs and courses in higher education. The results of this scoping review will be further discussed, along with future implications for research, practice, policy and education focused on reducing ageism.

A Picture is Worth a Thousand Words: Using Photovoice Methodology to Explore Perceptions of Servant-Leadership During International Service-Learning

Healthcare education programs are tasked to develop the leadership capacity of students in the preparation for them to become future healthcare providers who can holistically address the needs of complex communities and our society at large. Educational institutions often look to experiential learning opportunities where students can be active participants in the exploration of new leadership behaviors. In particular, service-learning experiences may help support the development of servant leadership qualities. These experiences and qualities both aid in the development of empathetic, inclusive practitioners and professions. A gap in literature exists on health profession students’ perceptions of these experiences and if they are influential to the development of servant leadership behaviors, thus warranting further examination.
 This paper is a qualitative investigation of servant-leadership using Photovoice methodology. Graduate healthcare students studied the concepts of servant-leadership then engaged in an international service-learning opportunity. Broad and deep contextualization of photographs taken during the time abroad explored the five themes of servant leadership: stewardship, partnership, obligation, emotional healing, and elevated purpose. A novel finding was the emergence of intentionally actioned cultural awareness within healthcare service delivery with the authors newly defining the term, cultural humilitence. Conclusions were drawn that support strong researcher and student-generated contextualization alignment with literature-based constructs of leadership and service, and the need for investment by institutions to cultivate experiences (domestic and international) which build interprofessional, transprofessional, and culturally aware teams.

What is known about intergenerational learning approaches for addressing ageism. including toward individuals with dementia, and attitudes toward aging among future practitioners? Exploring timely scoping review results

AbstractBackgroundIntergenerational learning can be used to enhance educational outcomes in higher education, to promote increased wellness in later life, while challenging stereotypes and negative bias toward older adults, including toward individuals with dementia, among future practitioners. Still, research on the mutual benefits and effectiveness of such approaches for addressing ageism among college and university students is limited and continuing to emerge. Accordingly, a scoping review was conducted to explore what is currently known about the use of intergenerational learning approaches in higher education based on available research and how (if at all) such strategies may be relevant for programming focused on improving inclusivity and reducing ageism, including toward individuals with dementia, chiefly among students who will work with older adults during their internships and post‐graduation. This scoping review was also conducted to offer an in‐depth understanding of current implications for practice, education, policy, and research that impacts older adults, including individuals with dementia.MethodIncluded were peer‐reviewed and grey sources based on primary qualitative, quantitative, mixed methods research in the English language, which explored intergenerational learning approaches in higher education and attitudes toward older adults and aging. Excluded were sources without clear implications for research, policy, practice or education focused on addressing ageism, including among individuals with dementia.ResultsThe search returned 313 potentially relevant articles in Academic Search Complete. Of these, 67 were preliminarily screened in for full text reading after removing duplicates and applying exclusion terms. Upon further review, 37 were initially screened in for thematic analysis, after which another 8 were excluded, owing to thin implications for intergenerational learning strategies in higher education focused on addressing attitudes toward older adults and aging.ConclusionKey themes surround intergenerational learning strategies, particularly through service learning and creative expression and attitudes toward older adults, including toward individuals with dementia, perceptions of aging, mutual benefits (e.g., cultural learning and integration), and remaining needs for future research, along with considerations for integration of service learning opportunities into university programs and existing courses. The preliminary results will be discussed, along with implications for research, practice, policy, and education focused on reducing ageism.

Undergraduate Nursing Students' Service Learning Opportunity With Children.

Undergraduate Nursing Students' Service Learning Opportunity With Children.

Struggles and Successes of Pre-Service Teachers When Implementing a Student-Centered Curriculum in an After-School Program

ABSTRACT The purpose of the study is to examine pre-service teachers (PSTs)’ experience in implementing a student-centered curriculum integrating physical activity and literacy in an after-school program. Field notes along with journal and interview data from nine PSTs were analyzed using the constant comparison method. PSTs were able to look at the goal for the lesson and create learning opportunities that were a blend of the written curriculum and the transposition of that curriculum based on their and their students’ knowledge to create and teach the lesson. The experience allowed them to improve their pedagogical skills and suggests implications for how teacher educators might partner with after-school programs for service learning opportunities that benefit PSTs as well as K-12 students.

Student-led exercise testing and prescription has benefits for both students and their community volunteers.

Service-learning opportunities allow students to apply their knowledge and skills through engagement with their community. Previous studies have suggested that student-led exercise testing and health screening can benefit both students and their community participants. In a third year Kinesiology course "Physiological Assessment and Training", students at the University of Prince Edward Island are provided with an introduction to health-focused personal training and develop and manage personalized training programs for community volunteers. The purpose of this study was to investigate the impact of student-led training programs on student learning. A secondary purpose was to investigate the perceptions of community members participating in the program. Community participants included 13 men and 43 women with stable health (mean age: 52.3 ± 10.0 years). Students led participants through aerobic and musculoskeletal fitness tests before and after completing a 4-week student-designed training program based on participants' fitness and interests. Students reported that the program was enjoyable and improved understanding of fitness concepts and confidence in personal training. Community participants rated the programs as enjoyable and appropriate, and viewed students as professional and knowledgeable. These results suggest that student-led personal training programs provide meaningful benefits to students and their community volunteers.

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.

Increased Graduation Rates in Students Who Take One or More Experiential Learning Classes during Their Undergraduate Program of Study

A large American university in the southeastern United States has infused experiential learning into academic courses to create a national model that is both sustainable and replicable. The EXL Scholars Program has consistently shown growth and significant positive outcomes by providing students with opportunities for hands-on experiences in their fields of study, service learning opportunities, valuable networking with professionals, and an opportunity to explore career paths through real-world activities. Student learning assessments provide evidence that the EXL Scholars Program has a positive benefit for students and does enhance students’ learning experiences as stated in the program’s motto, EXL: Experience the Advantage. This article will explore how the program has been institutionalized and how students who participate in the Experiential Learning Scholars Program graduate at a significantly higher rate than those students who do not.

An Exploration of Dietetic Students' Experiences in a Noncourse-based Service-Learning Opportunity in a Canadian Academic Setting.

Purpose: To investigate the experiences of dietetic students in a faculty-supervised, noncourse-based service-learning (NSL) opportunity called Nutrition Ignition! (NI!) to understand how NSL activities contribute to dietetic education.Methods: This study used focus group methodology. A convenience sample was recruited from current members of NI!. Participants completed a brief demographic questionnaire and then engaged in a focus group discussion led by a trained moderator who followed a semi-structured guide. Six focus group discussions were transcribed, and a common theme template was developed by researchers.Results: Out of 46 eligible members of NI!, 33 agreed to participate. The main reasons participants joined NI! were to develop professional skills and to help children in the community. Participants discussed many outcomes from their participation in NI!, including enhanced communication skills, especially in terms of knowledge translation; increased ability to be flexible and adapt to "real-world" situations; deeper awareness of the research process; and expanded world view.Conclusion: This study suggests that NSL is an effective way to build dietetic students' personal and professional skills and provide an additional opportunity in academic settings to prepare dietetic students for entry-level practice.

Exploring the Value of Hosting a Grassroots Neuroscience Workshop That Facilitates Near-Peer Engagement Between Medical Students and High School Students (Local Brain Bee Participants) in a Developing Country in the Caribbean.

Objective This article explores the value of hosting a grassroots neuroscience workshop that facilitates near-peer engagement between year-one medical students and local Brain Bee finalists (high school students). Near-peer mentoring is a formal relationship in which more academically advanced students guide immediate junior students. We hypothesized that similar activities have teaching, learning, and psychosocial benefits for all andcan be easilyreplicated. Activity The Grenada National Brain Bee Challenge was launched in 2009 as a competition for high school students. Annually, there are at least 100high school students registering to participate in the national challenge. In 2018, a grassroots neuroscience symposium, a local initiative, was createdto prepare high school students who participated in the preliminary rounds for the final localand International Brain Bee competition. Traditionally, it is hosted annually by faculty at St. George's University School of Medicine (SOM). However, in 2022, the symposium was hosted by medical students. The symposium is designed as an eight-hour tutorial one-day session.The students rotate between facilitators as small groupteamsduring each teaching hour. There areicebreakers,content presentations, and neuroanatomy skills stations. The medical students demonstrate expertise inneuroscience contentand other aspects of professional competence. The activity was also designed to offer students of diversified backgrounds the opportunity to affect their educational pathways through role modeling, mirroring, and mentorship.Was this change beneficial to both sets of students (medical and high school)? Results and discussion We aim to determine the value of the near-peer relationship between the local 2022 Brain Bee finalists (high school students) (n=28)and university (medical) students (n=11). Participants were surveyed about their experience. Data were de-identified and grouped according to common themes. A thematic analysis was conducted on the data retrieved from the literature review. Data suggestthat both high school and university (medical) students report benefits after participating in near-peer engagement at a grassroots neuroscience symposium. In this teaching model, the medical students are the more experienced instructors and transfertheir knowledge and skills about the field to the high school students. The medical students have an opportunity to consolidate their personal learning and give back to the Grenadian community. While informal teaching occurs often, this type of near-peer engagement with students from the community helps medical students develop both personal and professional skills such as confidence, knowledge, and respect. This grassroots initiative is easily replicated in a medical curriculum. Themajor benefits experienced by the high school student participants (of varioussocioeconomic backgrounds) were access to educational resources. The symposium requires active engagement, fosters a sense of belonging, and promotes interest in pursuing careers in health, research, academia, and Science, Technology, Engineering, and Mathematics (STEM). Conclusion Participating high school students of various genders and socioeconomic backgroundsgained equal access toeducational resources andmay select careers in health-related sciences. Participating medical students developedknowledge and teaching skills and engaged in a service-learning opportunity.

Advocacy in community-based service learning: perspectives of community partner organizations.

Health advocacy is a core competency for physicians, which can be developed through community-based service-learning (CBSL). This exploratory study investigated the experiences of community partner organizations (CPOs) participating in CBSL in the context of health advocacy. A qualitative study was conducted. Nine CPOs at a medical school participated in interviews on topics pertaining to CBSL and health advocacy. Interviews were recorded, transcribed, and coded. Major themes were identified. CPOs perceived a positive impact from CBSL through student activities and connecting with the medical community. There was no unifying definition of health advocacy. Advocacy activities varied depending on the individual's role (i.e., CPO, physician, and student), which encompassed providing patient care or services, raising awareness of healthcare issues, and influencing policy changes. CPOs had different perceptions of their role in CBSL from facilitating service-learning opportunities to teaching students in CBSL, while a few desired to be involved in curriculum development. This study provides further insight into health advocacy from the lens of CPOs, which may inform changes to health advocacy training and the CanMEDS Health Advocate Role to better align with the values of community organizations. Engaging CPOs in the broader medical education system may improve health advocacy training and ensure a positive bidirectional impact.

The Impact of Service-Learning: Perspectives of Natural Supports of Students with Intellectual Disability on a College Campus

This qualitative study shares experiences of 337 undergraduate students majoring in special education or related fields completing requirements in a designated service-learning course learning about intellectual disability (ID) and other exceptionalities at a rural university in the southeastern United States. In this course, each student had opportunities to work with 8-12 young adults with ID engaging in a variety of shared college experiences (e.g., meals, active leisure, homework, working out, campus activities). Our study focused on understanding the shared views, perspectives, attitudes, and career aspirations based on this service-learning opportunity. First, we explored the connection between the changes in perspective or attitude. Second, we investigated the students desire to further pursue a career in special education or a related field after this service-learning experience. Lastly, we examined the relationship between service-learning and overall benefits of inclusion or changes in attitude. Future research, implications for practice, and limitations are also discussed.

ESPO AND ACADEMY FOR GERONTOLOGY IN HIGHER EDUCATION SECTION SYMPOSIUM: TEACHING STRATEGIES FOR INTEGRATING DIVERSITY IN AGING EDUCATION PRACTICES

Abstract This symposium intends to echo one of the core values for the GSA 2022 Annual Scientific Meeting — embracing diversity. In an increasingly humanistic society, addressing and accommodating diversity is a constant topic in the field of education. Diversity includes many different factors: race, ethnicity, gender, sexual orientation, socioeconomic status, ability, age, religious or political beliefs. There is no longer just one type of student in the classroom. Therefore, it is very important to adjust our teaching methods to accommodate the diverse backgrounds of students and to help students understand their different fellow classmates. In accordance with the AGHE gerontological education competencies, these authors will provide insightful teaching strategies for integrating diversity in aging education practices. The first speaker will introduce a new pedagogy in promoting learning in diverse classrooms — Sharestart. The second speaker will focus on building community-based partnerships to promote diverse, intergenerational service-learning opportunities for interprofessional gerontology students. The third speaker will discuss their experience on fostering connections across generations in the LGBTQ+ community through intergenerational conversations. The fourth speaker will present humanist values on understanding aging diversity. Finally, the fifth speaker will discuss curriculum mapping as a strategy to teach diversity in gerontology programs.