Service-learning Program Research Articles

A Service-Learning Program to Prevent Online Hate Speech Perpetration Among Secondary Education Students: A Pilot Study.

The evolution and rapid expansion of online hate speech perpetration (OHSP) behaviors among adolescents toward different groups contrast with the lack of theory-based and empirically evaluated programs targeting this phenomenon. This study, developed by the Spanish Volunteering Platform, contributes to reversing this situation by investigating the impact of a service-learning program to prevent OHSP among students in secondary education. To do so, a cluster-randomized research design was adopted with a sample of secondary school students (n = 60) from two public schools. After the random assignment of each class group to either the intervention or control condition, the service-learning program previously designed was implemented for 3 months. Regression results in model 7 with all predictors and controls yield a significant effect on the variable experimental group = 0.803, p < .05, and gender = 0.987, p < .05, explaining 45.9% of the variance. The effect size for this intervention was 0.42. From a theoretical perspective, participants are moving in the right direction to reduce and/or prevent OHSP behaviors, which demonstrates the theoretical utility of the theory of planned behavior in hate speech research. Finally, several recommendations are made to improve the impact of future replications or adaptations of this program.

Digital Marketing and Financial Performance of Business Start-Ups in Tuguegarao City: a Basis for Service Learning Program

Digital Marketing and Financial Performance of Business Start-Ups in Tuguegarao City: a Basis for Service Learning Program

The Impact of Service-Learning (SULAM) On Civic Attitudes and Skills of Uthm Students

Service-Learning Malaysia –University for Society (SULAM) is a teaching pedagogy that combines academic learning with meaningful community service. This study aims to identify the effect of the service-learning program (SULAM) on the attitudes and civic skills of UTHM students. The objectives include assessing students' attitudes and civic skills before and after participating in the program and analyzing the differences that exist. A quantitative survey design was employed, utilizing pre-test and post-test to measure attitudes and civic skills changes. In this study, students taking the Sociology of Education course from the Faculty of Technical and Vocational Education participated. The Civic Attitude and Skills Questionnaire (CASQ) was used as a measuring tool. The findings reveal that after participating in the SULAM program, students' attitudes and civic knowledge significantly improved. This study demonstrates that service learning (SULAM) effectively enhances students' attitudes and civic skills, contributing to the holistic development of students and providing empirical evidence to support the integration of theoretical learning with practical applications in higher education.

“Zoom pals:” a pilot evaluation of a virtual service-learning program to address social isolation in long-term care residents living with dementia

ABSTRACT A mixed-methods, embedded case study design was used to triangulate the effects of a virtual service-learning paradigm, “Zoom Pals,” on participants and community partners including Communicative Disorders students, adults with dementia, and long-term care facility (LTCF) staff. Zoom Pals was designed to provide an experiential learning opportunity for students while addressing social isolation for older adults during the COVID-19 pandemic. A convenience sample of 18 adults with dementia residing in an LTCF, eight student volunteers, and three LTCF staff members participated. Results of this exploratory study showed active engagement and consistent communication across sessions for older adults, although individuals with mild dementia were more responsive than those in moderate stages. Themes from resident interviews included positive emotions, a sense of novelty, and decreased loneliness. Students endorsed significantly increased communication skills and comfort and a trend toward improved dementia knowledge. Students’ post-experience surveys emphasized learning communication strategies, making a difference, empathy, reciprocal benefits, and realizing the complexity of a dementia diagnosis. This pilot study demonstrates the feasibility of delivering remote service learning and social interventions for adults with dementia and provides a useful road map for others interested in increasing their reach by adapting in-person group behavioral interventions for remote delivery.

Community Outreach, Engagement, and Mentoring Program for Underrepresented Scholars in Cancer Health Disparities.

Racial/ethnic minorities and women are affected by cancer and cancer risk factors at higher rates; however, they are largely underrepresented in scientific professions focused on health disparities. One way to reduce disparities is to increase diversity within the workforce by planning training activities for minority scholars and paying close attention to community outreach. This paper describes the outcomes of a robust community outreach plan engaging communities in education, research, and clinical trials to increase the number of underrepresented student scholars in cancer disparities research through research training, mentorship, and service-learning activities provided within local organizations. The program provided two cohorts of scholars from underrepresented communities with opportunities to attend seminars, present their research to community representatives, and connect with the local community. Cohort 1 consisting of ten scholars participated in a 2-year program that started in the summer of 2018. Cohort 2, consisting of seven scholars, participated in a 1-year program starting in June 2020. Overall, scholars provided positive feedback on all service-learning program activities and the effectiveness of the program in shaping career interests. New procedures developed in response to the COVID-19 pandemic continued the effective management of all components of the program and helped increase engagement with the community outreach staff. The outreach program evaluated here can prepare diverse scholars to enter the workforce with interdisciplinary training for mitigating cancer disparities and serve as a model for planning and implementing similar programs at other institutions.

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

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

Success Of The Rollins Epidemiology Fellowship In Rebuilding Georgia's Epidemiologic Workforce.

Over the course of the past two decades, attrition within the US governmental public health workforce has passed concerning and become dire. The practice sector has struggled to recruit and retain new talent, despite the infusion of considerable federal investment in workforce expansion initiatives. In 2020, Emory University's Rollins School of Public Health partnered with the Georgia Department of Public Health to establish the Rollins Epidemiology Fellowship Program. Initially created to recruit and place early-career master of public health-level epidemiologists into Georgia's public health system for COVID-19 pandemic response, the two-year service-learning program has evolved into an effective and replicable model of direct academic involvement in strengthening the governmental public health workforce. Here we describe the program's structure and early results, spotlighting it for consideration by the federal government and other jurisdictions interested in directly engaging academia in efforts to revitalize the public health workforce.

Utilizing Cow Manure Waste (Bos Taurus) as Organic Fertilizer in Labuan Lelea Village, Labuan District, Donggala Regency, Central Sulawesi

This community service activity has been conducted in Labuan Lelea Village, Labuan District, Donggala Regency, Central Sulawesi Province, in collaboration with the local farming community. They face challenges regarding how to utilize cattle manure waste as environmentally friendly organic fertilizer. The objective of this community service is: 1) To provide knowledge to the farming community in Labuan Lelea Village on how to utilize cattle manure waste as organic fertilizer, as a substitute for inorganic fertilizers, which are known for their chemical content, scarcity, and fluctuating prices annually; 2) To promote organic fertilizers as an environmentally friendly alternative to inorganic fertilizers in agricultural lands; 3) To enhance the knowledge of farming communities regarding the effective utilization of cattle manure waste as organic fertilizer for both food crops and horticultural plants. The method employed in this activity is a participatory approach, wherein a team including Community and Student Service Learning Program (KKN) participants and local community members actively collaborate in fostering good cooperation between extension workers and farmers. The primary target audience of this training is farming communities engaged in plantation, food crops, and horticultural cultivation. The outcomes of this community service activity include increased awareness of how to utilize cattle manure waste (Bos Taurus). This process requires minimal investment as cattle waste, sawdust, and rice husks are all freely available materials, thus serving as a substitute for inorganic fertilizers which contain chemical substances and are environmentally unfriendly.

A service-learning framework to address accreditation standards: Self-Assessment, communication skills, health literacy, and cultural competence.

Pre-doctoral dental programs must provide opportunities for students to become proficient in self-assessment, communication skills, health literacy, and cultural competence, essential for independent unsupervised practice. This study aimed to assess how student learning through a classroom education service-learning program addresses the Commission on Dental Accreditation (CODA) standards 2-11 and 2-17; specifically through the examination of self-assessment, communication skills, health literacy, and cultural competence. This 2022 retrospective mixed methods cohort study examined unstructured faculty comments on drafted lesson plans and structured evaluations of classroom education service-learning rehearsal sessions. A random sample of faculty comments from three academic years, 2018, 2019, and 2020, were deidentified and analyzed by five researchers for emerging themes using NVivo. Quantitative data from rehearsal presentations were analyzed with descriptive statistics to assess the concordance of self and faculty feedback on specific evaluation criteria. Six major themes from faculty lesson plan feedback emerged: knowledge, professionalism, communication, presentation skills, cultural competence, and program logistics. Concordance between faculty feedback and student self-assessment ranged from 83% to 92.4% across all evaluation criteria over the 3 years: spoke clearly and confidently at the right pace, provided accurate dental terminology and facts, used grade-appropriate language, provided clear instructions to follow, appeared enthusiastic throughout the rehearsal presentation, and designed a well thought out lesson plan that will engage children for the entire presentation. Findings support the classroom education service-learning program as a framework to provide opportunities for student self-assessment and feedback on communication skills, health literacy, and cultural competence aligned with CODA standards 2-11 and 2-17.

Effect of Service-Learning Physical Activity Programs on Kinesiology Students’ Attitudes Toward People With Disabilities

Background: Service-learning (SL) programs have been shown to be effective for college students in developing positive attitudes toward people with disabilities (PWDs). Such positive attitudes are particularly important for Kinesiology (KIN) students as they are trained to become future health and fitness professionals. Purpose: The present study investigated the effect of a 10-week in-person versus virtual SL program on KIN students’ attitudes toward PWD. Methodology/Approach: A pre- postintervention, three-way, analysis of variance was utilized. This 3 × 2 mixed model design was utilized to assess students’ attitudes toward PWD with three independent variables (in-person program, virtual program, and control) on two dependent variables (pre and post). Findings/Conclusions: There was significant Group × Time interaction. The between-group comparison showed a significant increase in Attitudes Toward Disabled Person scale score in the in-person SL group ( p &lt; .05) compared to non-SL group. There were no significant differences in the virtual SL group. Implications: These results indicate that in-person SL is effective for improving students’ attitudes toward PWD, whereas virtual programs may not be as effective as in-person. In-person SL programs for KIN students may positively improve their attitudes toward PWD thus ameliorating interpersonal skills and creating more inclusive health and fitness professionals. KIN programs should consider SL programs with an emphasis on PWDs.

Association of trauma informed service learning with students’ knowledge, attitudes and confidence

Up to 90% of American adults have had prior exposure to trauma but medical education in Trauma Informed Care (TIC) remains limited. We integrated a TIC curriculum into a pre-clerkship medical student service learning program and measured its association with TIC knowledge, attitudes and confidence after year 1. 353 students participated in the pretest. 103 matched pairs are included in the final analysis. To assess gains from the curriculum, we utilized three instruments: Attitudes Towards Trauma Informed Care, a confidence instrument originally designed for social work students, and a knowledge assessment. We used paired t-tests to assess for score differences between administrations and fit a predictive model for change in score using a generalized estimating equations model. The average unadjusted sum score on the pretest was high—23.5 out of 30 (IQR 22.0–25.3). 69.7% of students somewhat or strongly agreed they had previously heard of TIC. Statistically significant negative associations were found between sum score, Black, Asian/PI, and biracial identities, second-year medical student status and prior familiarity with TIC. Average posttest scores in the matched cohort increased by 1.37 points (95% CI, 0.82–1.91). In the GEE model, Asian/PI race, biracial identity and being a second-year medical student remained statistically significant predictors of lower TIC scores, while identifying as a woman was positively associated. Further study is needed to contextualize these scores and to continue seeking effective resources for increasing clinicians’ capacity to practice TIC.

Impact of a Service-Learning Program Using Soccer Training on the Emotional and Behavioral Problems of Children with Developmental Disabilities.

Children with developmental disabilities may develop emotional and behavioral problems that arise from difficulties in social interaction, and therefore, a process of providing and testing intervention activities for emotional and behavioral issues in the early stages of development is required. This study evaluated the effects of a 12-week service-learning exercise program on children with developmental disabilities, contrasting it with a control group not engaged in specific physical activities. The participants included 18 children with developmental disabilities who participated in the service-learning exercise program (SLG) and 18 children with developmental disabilities (Non-SLG) who did not participate. The Korean Behavior Assessment System for Children-2 was used to evaluate children's emotional and behavioral problems. A two-way repeated-measures ANOVA was conducted to verify the interaction effect between the group and period according to program participation. The results showed the positive internalization of problem behaviors in the emotional domain (F = 4.291, p = 0.011), attention deficit/hyperactivity (F = 4.761, p = 0.012), and personal adjustment (F = 4.116, p = 0.023) in the SLG group. These results suggest that participation in a service-learning exercise program positively affected emotional and behavioral problems in children with developmental disabilities. This could provide a basis for future research on service-learning exercise programs for children with developmental disabilities.

An Analysis of Service-Learning Projects by Preservice Teachers at a Higher Education Institution in South Africa

Service-learning (SL) as an extension of an academic course, in addition to providing tangible and meaningful service to the community, also connects to a course’s curriculum and allows students to reflect. Therefore, the researchers considered it essential to analyse the nature of service-learning projects conducted by pre-service teachers. Using the experiential learning theory of David Kolb, this study examined pre-service teachers’ experiences with SL projects in various KwaZulu-Natal communities in South Africa. Using a case study qualitative research design and collecting data through written reflective journals, project reports, and course outlines, the research sought to prove that by presenting students with real-world situations and structuring a curriculum around social and civic issues, SL contexts provide students with a challenging situation comparable to what Dewey termed forked-road dilemmas. The study’s findings imply that the relationship factors between higher education institutions and communities should be analysed in depth and will likely influence the planning of service-learning programs. The study recommends that future research be expanded to include SL as it is practised in other South African institutions, as well as other factors, such as students’ expectations and frustrations, that could play a significant role in the implementation of the SL program. Keywords: Service-learning, Service-learning Projects, Pre-service Teachers, Tertiary Institutions, and Experiential Learning Theory.

Students’ Experiences with Interprofessional Service-Learning Global Health Education Pilot Program in Ghana

Interprofessional service-learning programs can help to break down the education and training silos between public health and health care in the United States. This paper describes the development and implementation of one such program between the University of Massachusetts, Amherst, School of Public Health and Health Sciences, Bay Path University Physician Assistant Program, and the Wa-West Health District in Ghana. The program brought together Master of Public Health students and Physician Assistant students to complete an applied practicum and training experience in a low-resource community that faces significant health care and public health delivery challenges. In 2017 and 2018, nine students participated in the two-year pilot program, UMass Amherst Interprofessional Integrated Service Learning and Community-Based Participatory Collaboration. Students completed projects designed by Ghanaian health officials over two summers in direct collaboration with the communities. Findings from the evaluation of the pilot program revealed that though the students faced some challenges with the program, such as language barriers, transportation issues due to poor roads, and difficulty scheduling meetings while completing their projects in Ghana, the majority described their experience as positive and were satisfied. Some expressed the idea that their experiences were something that they could incorporate into their current and future practices. In addition, they reported that interprofessional communications and collaborations were effective. Recommendations are offered to address the program’s challenges for its continuation and formalization.

The experiences of nursing students participating in a student death doula service-learning program in palliative care settings: A qualitative study

Nursing students desire more training and experience in palliative care due to a need for more skills and knowledge. This descriptive qualitative study explored nursing students’ experiences in participating in a student death doula service-learning program in palliative care settings. Fourteen final-year undergraduate nursing students participated in semi-structured focus group discussions via Zoom. Four focus group discussions were conducted. Six themes with 19 subthemes were developed: (1) initial feelings of fear and uncertainty, (2) death doula training and orientation, (3) palliative wards being a happier place than expected, (4) experience of watching their patients deteriorate over time, (5) benefits of participating in service-learning in palliative care settings, and (6) improving the service-learning experience. The program was well received by the nursing students, who recommended incorporating it into the nursing curriculum to enhance palliative nursing education. Additional refinements were proposed to better support nursing students during service-learning.

Promoting STEM learning perseverance through recognizing communal goals: understanding the impact of empathy and citizenship

Abstract Background Previous research has indicated that placing emphasis on communal goals within the field of science, technology, engineering, and mathematics (STEM) education can yield beneficial learning outcomes. However, there remains a relative dearth of investigation into the factors that contribute to the success of STEM education programs integrating communal goals. In the present study, we sought to explore the roles of two constructs that prioritize the interests of others, namely empathy and citizenship, in promoting STEM learning perseverance within the context of a STEM-based community service learning (CSL) program. Specifically, we proposed that empathy would be associated with STEM learning perseverance through its relationship with citizenship, within a sample of 275 secondary school students from Hong Kong who participated in the said program. Results Using structural equation modeling (SEM), the results revealed that empathy is significantly and positively associated with STEM learning perseverance, both directly and indirectly, through citizenship. The results held even after controlling for the demographic variables of school membership, gender, and age. Conclusions This research highlights the association between understanding the needs of the community (empathy) and students' desire for community involvement (citizenship), which subsequently influences their perseverance in STEM learning. This relationship is particularly pronounced in educational settings where communal goals are emphasized.

Exploring the service learning program in the transition country context from the students' philanthropic behaviour vantage point: Case of Croatia

AbstractService learning is gaining growing attention in the academic community worldwide largely due to the benefits related to distinctive service learning outcomes. Among the many valuable student‐level outcomes, intention for future civic engagement through philanthropic behaviour is one of the most commonly investigated. This study provides an in‐depth analysis of students' participation in service‐learning programs and their future philanthropic behaviour in the form of volunteerism. A qualitative content analysis is conducted on the sample of students participating in an university's institutionalized service learning program of a transition country to explore its outcomes in this distinctive context. The findings identify four essential elements in assessing service learning participation, including three previously recognized ones and one emerging from the distinctive transition economy context. The findings are of particular importance for shaping the future civic engagement of students through philanthropic activities.

STUDENT PERSPECTIVE IN ExCoS APPROACH IN ELECTRONIC COURSE IN UNIVERSITI TEKNIKAL MALAYSIA MELAKA (UTeM)

For students studying electronic engineering, having a firm grasp of the foundations of electronic circuits is essential. This prowess includes both academic and practical components, preparing students for more challenging courses by helping them become resilient. Additionally, having a solid understanding of the fundamentals of electronic circuits equips students to apply their learning in courses that include design components, such as Integrated Design Projects (IDP) and Final Year Projects (PSM). Based on these issues, the Experiential with Cooperative and Service Learning (ExCoS) approach has been designed and implemented in Fundamental Electronic courses in semester 1 2023/2024 at Fakulti Kejuruteraan Elektronik &amp; Kejuruteraan Komputer (FKEKK), UTeM. The ExCoS approach integrates experiential, cooperative, and service-learning theory in this course. As a result of this approach, the achievement percentage of Learning Outcome 1 (LO1) in Fundamental Electronics increased from 83% to 93%. Moreover, this method has nurtured students who are more confident, skilled, and critical thikers attributes that contribute to their future success in the professional realm. According to students’s feedback the ExCoS approach enhances student understanding of basic electronic circuit and boost their communication confidence. Besides, participant from SMK Durian Tunggal have benefited from the service-learning program embedded in this approach. Through this program, students have improved their understanding of fundamental circuit concepts and have been successful in rekindling the students' enthusiasm in the science and technology sector, which has recently received less attention.

A nutrition education service learning programme: Development, implementation and impact on participants

Objective: The aim of this study was to investigate the perceptions of university students who served as outside facilitators for evidence-based nutrition education for elementary-age children. Design: Qualitative case study. Methods: Thirteen undergraduate university students facilitated four nutrition education sessions for elementary-age students in an after-school programme using the Choice, Control, Change model as part of service learning curriculum. University students completed pre- and post-participation surveys. Elementary-age participants completed surveys after each session. Results: University students saw the benefit of this type of experiential learning with the following themes: knowledge application, learning about diverse perspectives and having a positive impact. Before the first nutrition education session, the university students felt excited, nervous and/or enthusiastic, and during and immediately after the sessions reported they felt confident. Participant engagement was low/mixed and classroom management was challenging, which may be linked to the university students’ perceptions that they were underprepared to work in a distracting social environment, and with behaviour typical to elementary-age children. The education session recipients reported they gained knowledge about healthy behaviours and believed that eating healthy foods is important. Conclusion: There are gaps in nutrition education programme theory and implementation by outside facilitators. These findings are relevant to those who provide health education services for surrounding communities. This study provides information about implementation barriers when outside facilitators lead nutrition education, alongside recommendations to improve these types of programmes in the future.

Australian rural service learning student placements: a national survey

This preliminary national study is the first of its kind to investigate how service learning placements are implemented in real world settings in rural Australia and what factors enable or hinder their implementation. An anonymous survey was distributed to 17 University Departments of Rural Health (UDRH) in Australia. Numerical data were analysed descriptively. Textual data were analysed using a hybrid content analysis approach. Thirty seven respondents provided data representing 12 UDRHs. Responding UDRHs reported facilitating service learning programs, with experience in this context ranging from 3 months to 21 years. Service learning placements predominantly occurred in schools and aged care facilities. Occupational therapy, physiotherapy, and speech pathology were the most frequently involved professions in service learning. Enablers and barriers identified were categorised into: People, Partnerships, and Place and Space. This national-scale study provides a springboard for more in-depth investigation and implementation research focused on development of a conceptual model to support service learning across rural and remote Australia.