Service-learning Project Research Articles

Promoting equitable literacy expectations in CLIL

Abstract This study explores the impact of two Service-Learning (SL) projects on student teachers’ preparation and perceptions in relation to literacy teaching in English as a foreign language within CLIL programmes. The projects offered hands-on training in preparing and delivering lessons applying Rose and Martin’s (2012) Reading to Learn (R2L) approach to support children at two Madrid primary schools implementing CLIL with high proportions of at-risk pupils and socioculturally diverse student bodies. One hundred and thirteen undergraduate student teachers specialising in English as a Foreign Language at the Complutense University School of Education participated in the SL projects. The projects’ goals included developing the students’ civic engagement and disposition to gain understanding of the potential of a systematic, evidence-based approach to literacy pedagogy for guiding all pupils to acquire the reading and writing abilities needed for educational success. Data from questionnaires, focus group interviews, and reflective journals were collected and analysed. Student teachers faced the challenges of apprehending and effectively applying the R2L strategies in classrooms characterised by pupils’ widely ranging levels of preparation for reading and writing in English. Their reflections show evolution towards readiness and awareness of the possibilities of adopting proactive measures, such as systematic literacy instruction, in order to ensure the progress of pupils as they face the challenges of CLIL in the context of socioeconomic and educational inequity within classrooms and across schools.

Citizen Contribution for Searching for Alternative Antimicrobial Activity Substances in Soil.

Antimicrobial resistance (AMR) is problematic worldwide, and due to the loss of efficiency of many antibiotics, the pressure to discover alternative antimicrobial molecules has increased. Soil harbors a great biodiversity and biomass of microorganisms, and many antibiotics are produced by soil microbiota. Therefore, soil is a promising reservoir to find new antimicrobial agents. In this respect, novel pedagogical strategies regarding the AMR global crisis have recently been developed in different countries worldwide. Highlighted is the service-learning project "MicroMundo" integrated in a global Citizen Science project called "Tiny Earth". Hence, the present work aimed at determining the antimicrobial activity of soil bacteria, the biodiversity of the selected isolates as putative antimicrobial producers, and their antibiotic resistance profile. Moreover, through the MicroMundo project, we tried to illustrate the relevant link between science and education and the benefits of implementing service-learning methodologies to raise awareness of the AMR problem and to contribute to the search for new alternatives. A total of 16 teachers, 25 university students and 300 secondary school students participated in the search for antimicrobial activity on a collection of 2600 isolates obtained from a total of 130 soil samples analysed. In total, 132 isolates (5% of total tested) were selected as potential antimicrobial producers when two indicator bacteria were used (Escherichia coli and Staphylococcus epidermidis); the most frequent genus among these isolates was Bacillus, followed by Pseudomonas, Paenibacillus and Serratia. The antimicrobial activity (AA) of the 132 potential antimicrobial producers was studied in a second step against 15 indicator bacteria (of six genera and thirteen species, including relevant pathogens). Of the 132 potentially producing bacteria, 32 were selected for further characterization. In this respect, 18 isolates showed low AA, 12 isolates were considered as medium producers, and 2 highly antimicrobial-producing isolates were found (Brevibacillus laterosporus X7262 and Staphylococcus hominis X7276) showing AA against 80% of the 15 indicators tested. Moreover, 48% of the antimicrobial-producing bacteria were susceptible to all antibiotics tested. Due to citizen science, antimicrobial-producing bacteria of great interest have been isolated, managing to raise awareness about the problem of AMR.

BREATHING LIFE INTO CONVERSATIONS ON DEATH: USING A DEATH CAFÉ MODEL IN A SERVICE-LEARNING PROJECT

Abstract This poster presentation describes a project from an upper-level course on death and dying (part of a gerontology program at a small Midwest college). The course derives from the work of Phillipe Ariès’s book, The Hour of Our Death. Ariès traced five patterns across time and showed why death had become an uncomfortable truth for those of us living now. In essence, death has been banished from our daily lives. Other research suggests that younger healthcare professionals are particularly uncomfortable interacting with dying clients and may withdraw from them at this important life juncture. Finally, frustration with textbook development of cultural approaches to dying and death (often varied cultural groups, e.g., Asian Americans, are lumped together as if all Asian-Americans share death related practices) led to design of this unique service-learning project. Students, and community members who are experts on various faith/cultural practices take part in a modified death café. Students from an OLLI program are invited to participate, too. We report on qualitative data taken from student reflections. Content analyses of reflective essays identified these themes: (a) new insights/questions about death encounters/attitudes/practices in America (b) willingness to assimilate and accommodate various aspects of other cultural approaches to death into one’s own philosophy; (c) feelings of accomplishment/awareness of new skills in providing community-based support to people isolated during the pandemic; (d) understandings related to the importance/value of community service and civic engagement; and (e) new found comfort in openly discussing death concepts in this supportive environment.

Industry-academic collaboration and problem-based service learning implemented into a trend analysis and forecasting course

ABSTRACT In order to offer students a thorough understanding of the complexity of trend analysis and forecasting and prepare them to be socially responsible citizens and professionals, the author developed an industry-academic collaboration and problem-based service-learning project for a Trend Analysis and Forecasting course. The purpose of this study was first, to explore the characteristics of problem-based service learning; second, to propose a problem-based service-learning model to guide its implementation into a learning exercise; and third, to present a case study of a problem-based service-learning project with industry-academic collaboration that was systemically implemented into a course and discuss its outcomes. Students’ participation in the project developed their sense of civic responsibility and critical-thinking skills while enhancing their discipline-specific learning. This study will help educators better understand problem-based service learning as a viable pedagogical approach and inspire them to effectively implement it into a curriculum.

Student Service-Learning Projects: Good Intentions, Questionable Impact.

Student pharmacist-led service-learning projects aimed at community engagement generally provide health education while promoting the pharmacy profession. Many such projects often assume the needs and wants of community residents, and key community partners are often left off the decision-making table when it comes to planning. This paper will offer some reflection and guidance for student organizations to consider when planning projects, with a focus on local community partnerships to identify and address needs for more meaningful and sustainable impact.

The Influence of a Student-Led Advertising Agency Service-Learning Project on SMME Client Satisfaction: An Expectancy–Disconfirmation Paradigm

The success of small, medium, and micro enterprises (SMMEs) is especially important for increasing employment and economic growth that is sustainable in developing nations. SMMEs are reported to be more successful if they use particular business management strategies compared with those that do not implement such strategies. Service-learning projects (S-LPs), in the form of student-led advertising agencies (SLAAs), can assist SMME clients (community partners) with customer research, knowledge transfer and skills training, advertising, and marketing and business services, as well as provide students with practical experience. However, most research is directed at the student benefits, and few empirical studies investigate the advantages for the clients. Therefore, the main objective of this inquiry was to examine SMMEs’ satisfaction in terms of the perceived influence of a SLAA S-LP on lasting impact and business performance. A total of 107 SMME clients were surveyed via a structured questionnaire. The findings indicated that the SLAA S-LP had a significant positive influence on the lasting impact, and business efficiency, brand awareness, competitive advantage, employee motivation, customer loyalty, new customers, and sales of the participating SMMEs. Therefore, the SLAAs provided the SMMEs with low-cost marketing and advertising options that improved the performance of their businesses.

PRINT3D, a Service-Learning Project for Improving Visually Impaired Accessibility Through Educational 3D Printing

Well-executed service-learning projects are a high-value educational element. However, these projects commonly focus on overused topics and unbalanced executions which can produce the opposite effect to that desired when working with groups of people with functional diversity. PRINT3D is a service-learning project aimed at improving accessibility for people with visual disabilities while helping primary and secondary school students learn basic engineering skills through 3D design and printing. Under the support of the European Erasmus+ Programme, this project brought together nongovernmental organizations, teacher professional development centers, business enterprises, and educational centers to collaborate for two school years. The project activities aimed to promote empathy with visually impaired individuals, understand their accessibility needs, generate and prototype solutions, work collaboratively, and 3D design and print objects such as subway line plans, facility plans, signage, and artistic objects that are accessible to the visually impaired. The results of the project were increased motivation, social awareness, and technical skills, especially among students with a higher risk of dropping out of school.

“Real Students Helping Others”: Student Reflections on a Research-Based Service-Learning Project in a Gender and Victimization Course

Background: Service-learning is a high-impact teaching technique that aligns with feminist pedagogy to engage students in influencing social change. Nonetheless, barriers exist to implementing direct service-learning, particularly from a trauma-informed lens as volunteer work could be triggering for students who experienced victimization first-hand. Purpose: This article examines a research-based service-learning project that utilized feminist and trauma-informed pedagogy. Methodology/Approach: Students participated in a student-led survey of their college campus which assessed student experiences of victimization, perceptions of safety, and university service availability. This study analyzed student reflections’ on the research-based service-learning project. Findings/Conclusions: A thematic analysis of students’ reflection responses to the service-learning project revealed four major themes: Enjoyment and Ease in the Process, Research Skills for Advocacy, Validation of Students’ Concerns, and Need for Social Change. Implications: The findings support research-based service-learning projects as an alternative to direct volunteer work. Research-based service-learning still provides students with high-impact learning that can increase students’ collaboration, skills, empowerment, and engagement.

Engaging health professions students in community-based service learning through the design of a needs assessment survey

Background: Interprofessional student participation in community-based service learning projects is critically important for the preparation of future health professionals to care for underserved and vulnerable populations. Oftentimes, there is a disconnect between existing community services and the actual needs of individuals being served, such as those experiencing homelessness. A best practice of launching a new service learning project is to begin with a needs assessment. This study describes the stepwise approach taken to guide students launching a new street medicine program in developing and administering a needs assessment survey and is generalizable to other student-led service learning outreaches. Methods: We conducted a needs assessment from April-June 2018 on 144 unsheltered homeless individuals in metro Phoenix, Arizona. The 16-question survey investigated perceptions of priority needs, sources of medical care, health literacy, and health status. Survey results were analyzed using Wilcoxon Rank Sum Test, chi-squared analysis, and multivariable logistic regression. Results: Most respondents (91.6%) identified food as a top need. The majority (64.1%) utilized emergency departments as their primary source of care, and 40.1% reported suboptimal health. Suboptimal health was more likely to be reported in those who expressed transportation (OR 3.03, 95% CI: 1.30-7.07) as a top priority need. Health illiteracy (OR 3.68, 95% CI: 0.76-17.9) was associated with suboptimal health, as was obtaining care at an Emergency Department (OR 2.05, 95% CI: 0.81-5.25). Conclusions: Pairing healthcare with meals and other primary needs may be an effective strategy to increase service utilization by this population. Future needs assessments should consider implementing open-ended questions to better assess the holistic needs of study populations and match community partner organization services with these needs. Needs assessments provide an opportunity for health professional students to learn about social needs and more effectively connect patients with services from community agencies and healthcare organizations.

Exploring an Engineer’s Role in Society: Service Learning in a First-Year Computing Course

Contribution: This article measures the impact of a service-learning project in a first-year introduction to computing course on students’ understanding of engineers’ roles and responsibilities and their attitudes toward plastic pollution. Background: Service learning has been integrated into classrooms for many years, but its utilization in engineering courses is lacking. Furthermore, plastic pollution is a complex and multidisciplinary problem that requires social, political, environmental, and engineering solutions. This work provides a quantitative assessment on whether service learning through a litter pickup project impacts students’ views of the role of engineers in solving complex sociotechnical problems. Research Questions: 1) How does service learning change students’ perception of an engineer’s role in solving sociotechnical problems? and 2) how can service learning be used to increase students’ environmental awareness and action? Methodology: Surveys were administered to students before and after their participation in a service-learning project. The study was conducted across five sections of an introduction to a computer programming course that is required of first-year civil, electrical, and mechanical engineering students. Findings: After the service-learning project, students were more likely to agree that engineers have the skills, knowledge, and responsibility to solve societal problems. Students also demonstrated a more holistic understanding of plastic pollution and reported changes in their waste reduction behaviors.

Konservasi Burung di Hutan Adat: Refleksi Kritis Mahasiswa Belajar dari Kearifan Lokal Desa Demulih Bangli

This paper focuses on undergraduate students’ critical reflection in a service-learning (S-L) project to promote the conservation of the birds based on local wisdom in a village in Bali. The students are working in a partnership with researchers and local communities from a traditional rural village, namely Desa Adat Demulih, Bangli regency. The objective of this paper is to show what students can learn and how they gain personal growth, civic-learning and academic enhancement during the S-L project. The finding shows students’ positive improvements in self-confidence, civic awareness, and community engagement. This study indicates a significance role of S-L based on critical reflection in documenting, deepening and promoting local identity and culture as a key component of community-bird conservation. In line with the finding, this study is expected to show how the interdisciplinary studies are cooperatively applied to draw knowledge from different disciplines by acquiring mutual relationship in learning their local knowledge.

Conceptualizing high-impact practices within the frame of agricultural leadership education: A content analysis

The use of high-impact practices in undergraduate leadership courses is a common and effective way of developing students studying agriculture. However, each of the ten high-impact practices (HIPs) recognized by the Association of American Colleges and Universities (Kuh, 2008) are not equally studied or utilized by leadership educators. This study will provide a content analysis of the use of HIPs as a leadership pedagogy in undergraduate education. In the studies analyzed, which were grouped by categories of HIPs, only five of the ten main HIPs were represented. These were undergraduate research, diversity and global learning, internships, service learning, and capstone courses and projects. The analysis revealed each HIP resulted in one or more of Kuh’s (2008) proposed learning outcomes. Based on these findings, the researchers suggest HIPs be used more frequently in agricultural leadership curriculum and call on scholars to study the ten HIPs more closely.

Revisiting SL in TPC Through Social Justice and Intercultural Frameworks: Findings From Survey Research

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Background:</b></i> This article reports on survey-based research of technical and professional communication (TPC) teachers and administrators, illustrating how these participants implement social justice and intercultural communication pedagogies in service learning (SL). <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Literature review:</b></i> We situate this research in relation to existing scholarship about SL in TPC, SL and social justice, and SL as it intersects with intercultural communication. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Research question:</b></i> How do technical and professional communication teachers and administrators across the US infuse their SL pedagogies with social justice and intercultural communication theories in practice? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Research methodology:</b></i> Using purposive sampling, we surveyed 55 TPC teachers and administrators about their experiences with and attitudes toward social justice and intercultural communication in SL. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Results/discussion:</b></i> We identify what courses are reported as sites of SL projects as well as participants’ self-reported perceptions about social justice in SL. In addition, we outline four themes related to the application of social justice and intercultural communication theories to SL: activities, constraints, points of resistance, and goals and outcomes. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><b>Conclusion:</b></i> We conclude with recommendations for TPC administrators and programs, and by briefly discussing implications for TPC practitioners and future directions for research.

More Than Just Pulling Weeds

The field of conservation biology focuses on maintaining biodiversity by mitigating both global and local threats. One of the top threats to biodiversity is the worldwide problem of invasive species. Each community has its own pests to control, and students can engage with this global issue on a local scale through well-designed service-learning courses. This article discusses how students engaged with conservation biology through an integrated service-learning project tackling invasive species at a local nature center. Products of the class, data from class artifacts, as well as student feedback on evaluations are also presented.

Student Training for Working with Patients with Traumatic Brain Injury: An Interdisciplinary Service-Learning Project

Student Training for Working with Patients with Traumatic Brain Injury: An Interdisciplinary Service-Learning Project

Preparing Linguistically and Culturally Conscious Pre-service Teachers with a Community-based Service-learning Project

Teacher preparation for culturally and linguistically diverse communities is crucial as classrooms become increasingly diverse. This study reports on the interaction between 20 pre-service teachers (PSTs) and adult emergent bilinguals during a community-based service-learning (CBSL) project. The project was part of a course offered at a state university in the northeastern USA. The qualitative data demonstrated that the PSTs gained sociolinguistic consciousness, learned about language learners’ prior experiences and linguistic proficiencies, and identified the linguistic demands of the interaction. The study also revealed that CBSL projects can possibly be an effective means of teacher preparation for emergent bilinguals worldwide.

Perceived Satisfaction With a Student-Run Agency Service Learning Project: A Client Perspective

A number of marketing and marketing communication service learning (SL) projects/student-run agencies (SRAs) are used to provide real clients with valuable services, resources, knowledge and many other benefits. However, most research only examines the student benefits, so this research addresses the research gap by considering the community partner (small business client) perspective. The main research objectives are to establish if SRA developed integrated marketing communication (IMC) campaign plans result in satisfaction regarding the business performance, presentation and implementation methods. The South African small business clients were highly satisfied with the SRA developed IMC campaign plans. Several business performance benefits were highlighted, for example, increased sales, brand awareness and new customers. The small business clients showed increased satisfaction when the IMC campaign plan was implemented by the SRAs, and presented in verbal, written and PowerPoint formats. Hence, this SL project should continue and could be expanded to other universities and countries.

AN OPPORTUNITY FOR TRANSFORMATIVE LEARNING IN HIGHER EDUCATION THROUGH VIRTUAL TEACHING INNOVATION

The global pandemic caused by COVID-19 has affected higher education due to the reduction in attendance in classrooms. As a consequence, teaching methodologies have been adapted to hybrid classes where the virtual space has become the new communication place between teachers and students. From this perspective, virtual teaching has become an opportunity for teaching innovation in times of COVID-19. This article is a case study on teaching innovation applied to a degree subject through the Transformative Learning methodology, whose objective is to strengthen students' teamwork skills through a Service-Learning project with disabled children. Once the project was finished, the students expressed their level of satisfaction with this project, reinforcing these skills through a project in the community.

Conducting Service-Learning Projects for Undergraduate Students in a Global Context

While there is a large body of management education literature focused on conducting service-learning projects for students in support of addressing today’s sustainable development challenges, the majority of articles in this area focus on the graduate student population. What’s more, there is a lack of emphasis on the importance of incorporating cultural context when designing and implementing service-learning projects on a global scale. Based on our experiences creating and carrying out a semester-long consulting class where US-based undergraduate students worked with Costa Rican rural entrepreneurs in support of building their sustainable livelihoods, we examine the benefits, challenges, and outcomes related to conducting service-learning projects for undergraduate students in a global context. We focus, in particular, on projects designed to address sustainable development challenges. In doing so, we identify critical success factors related to designing and implementing global service-learning projects for this student population. When these critical success factors are utilized, we argue that such global service-learning projects can be beneficial for undergraduate students and partners alike.

Understanding the Impact of the $100 Solution™ on Community Partnerships

Service-learning has a variety of documented benefits for college students; however, less research exists on the influence of service-learning on community partners. This paper examines $100 Solution™ student service-learning projects, a specific and innovative approach to service-learning, and their influence on community partners. Researchers in this study conducted qualitative interviews with eight community partners across the United States that were involved with $100 Solution™ student service-learning projects within the past three years. Interviews were transcribed and coded for themes. Results provided insight into the community partners’ perceived and tangible benefits of the students’ projects, community partners’ understanding of the five pillars, partners’ motivation for involvement in the projects, and best practices and perceived barriers to successful partnerships. Limitations and directions for future research are also discussed.