Service-learning Project Research Articles

Fostering sustainable development values among engineering students using Service-Learning

In the majority of nations, environmental sustainability is an integral aspect of government policies, highlighting the criticality of equipping upcoming engineers with the necessary environmental awareness and skills to tackle this complex challenge. Higher education institutions assume a pivotal role in fulfilling this mission as their engineering programs aspire to generate graduates who possess the necessary competencies to effectively operate as “sustainable” engineers. Novel pedagogical methodologies, such as service learning, are currently being utilized to foster the cultivation of sustainable development values. Service-Learning represents a highly congruent approach to achieving Sustainable Development Goal (SDG) 4, insofar as it seamlessly integrates educational curricula with relevant community issues. As a result, it effectively contributes to the advancement of education for a sustainable future. This investigation sought to assess the impact of service learning projects developed in a rural school community on the boosting of social skills and environmental values among engineering students. The empirical evidence suggests that Service-Learning initiatives centered on environmental issues are efficacious in promoting the acquisition of social and environmental values among students. This, in turn, results in a positive transformation of their skill sets. Significantly, a substantial proportion of environmental engineering students who previously demonstrated a low awareness of these skills acknowledged their acquisition upon completion of the Service-Learning projects. Moreover, no less than 75% of the participants endorsed the attainment of each of the 11 competencies evaluated.

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

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

Implementing Positive Education about Aging and Contact Experiences (PEACE) Model into an Undergraduate Therapeutic Recreation Course

Studying aging is vital for therapeutic recreation students due to several compelling factors, like an increasing ag-ing population, prevalence of ageism in society, and ris-ing numbers of recreational therapists providing services to older adults. In addition to educating students about the aging process, faculty members have the opportunity to develop innovative approaches within the therapeu-tic recreation curriculum to highlight how older adults contribute positively to society. Additionally, recreational therapists involved in developing intergenerational pro-grams have a unique opportunity to facilitate positive connections between younger and older adults. This manuscript aimed to present how the Positive Education about Aging and Contact Experiences (PEACE) model was infused into an undergraduate therapeutic recre-ation course about aging and used to help design and im-plement two intergenerational service-learning projects.

Creating a Student Athlete Sports Nutrition Curriculum: A Graduate Community Nutrition Course Service-learning Project

Creating a Student Athlete Sports Nutrition Curriculum: A Graduate Community Nutrition Course Service-learning Project

Preparing Future Special Education Faculty for Service in Rural Communities

In this program description, the authors explain how a doctoral-level embedded service-learning opportunity, part of Project PURPLE (Preparing Urban and Rural Personnel as Leaders in Education), a collaborative personnel preparation training program, taught future faculty to meet the needs of urban and rural schools in high-need settings. The collaboration between two large institutions in the same state offered scholars a unique opportunity to engage in teaching, research, and service across institutions. For the service-learning project, teams of cross-institution scholars partnered with consultants from a regional special education cooperative that provides technical assistance to a large rural geographical area. Eleven scholars completed seven diverse service projects, ranging from training education professionals to engaging caregivers. This description discusses these projects, along with the benefits to the scholars and the regional cooperative. It also explores implications for practice for future personnel preparation collaborations and possible avenues for future research.

Developing Servant Leadership through Experience and Practice: A Case Study in Service Learning.

Servant leadership is characterized by a core altruistic calling and central attributes of genuine caring, humility, and empathy, and in recent years, has become a style of leadership recommended to be addressed in sports management classrooms because of its associated positive outcomes and emphasis on ethical behavior and decision-making. As the relevance and popularity of servant leadership continue to grow, it gives rise to matters of how this approach to leadership can be better studied and taught to current and aspirant sports professionals. Thus, the purpose of this qualitative case study is to analyze a community-based service-learning project as a mode for developing servant leaders as part of a college sports management curriculum. Nineteen upper-level college sports management students participated in this study by serving as mentors in an after-school program for underprivileged elementary school students for 12 h across the course of six weeks. Participants then completed a written reflection upon the conclusion of the service project. Content analysis of these reflections suggests that service learning may be a positive method for developing servant leaders. The article closes with a discussion of findings, proposed future research questions, as well as ideas for future service-learning projects aimed at developing servant leaders.

How Service Learning Can Promote Soft-Skills Acquisition: Lessons Learned from a Project in LIS Education

This research explores the acquisition of soft skills in a service learning project in the Complutense University of Madrid's library and information science undergraduate program. Reaching its fifth edition in 2021–22, the project aimed to integrate older persons into the social fabric of a residential enclave of Madrid known as “Parque Móvil.” The research method was a case study based on a diverse set of data, including a survey, a focus group, and journal observations. In the analysis of the data, attention was paid to the context in which the project took place, the notion of “social roles,” and the differences between two groups of participating students. The results show that working in different locations and outside the classroom changed students’ agentic position, as they were required to take on different roles and negotiate them with community partners. Additionally, these roles varied in terms of associated tasks and functions and were emergent, not static. By having to negotiate social roles with community partners, students experienced intense emotions, which equipped them with additional non-cognitive tools for reflection and comprehension. They also needed to engage in community information practices to deal with information silence and information noise, which, together with the need to get along with uncertainty, may support recent claims to introduce more information behavior theories in LIS education.

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

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

Experiential Learning: The Effects of a Digital Learning Companion Project on Tutors’ Service-Learning Outcomes

Abstract: Community-oriented education has witnessed an increasing interest in online service-learning opportunities. Digital Learning Companion is an online service-learning project supported by Taiwan’s Ministry of Education to give students experiential learning opportunities and practice social responsibility. As part of the initiative, 189 local and international students served as tutors for remote children. A mixed-methods design, including pre- and post-questionnaires and sharing videos, was employed to evaluate its effects on service-learning outcomes. The results revealed that all tutors improved personal competence, interpersonal relationships, and charitable responsibility. However, no significant difference was found in social justice responsibility. Furthermore, significant differences between the international and local tutors were noted in outcomes regarding personal competence, interpersonal relationships, and charitable responsibility, with the mean scores of the international group higher than those of the local one. Conversely, no significant difference was found in social justice responsibility with respect to nationality. The findings highlight the benefits to tutors with respect to personal and interpersonal development and support the implementation of similar service-learning projects.

Creating Community-Based Tourism Resilience

This paper explores the collaborative social development achieved between a university in Malang, an industrial paint manufacturer, and the slum community of Jodipan, situated alongside the Brantas River. This marginalised community has overcome significant challenges through applied service-learning projects, transforming it into a vibrant hub and major tourist attraction. These efforts highlight the profound impact of service learning on community development and building commercial resilience. Jodipan offers valuable lessons on grassroots developmental initiatives. Once a slum, it now plays a critical role in the local tourism economy, provisioning new commercial opportunities in the form of hospitality venues, homestays and the retailing of specialist handicrafts. This initiative underscores the importance of partnerships and social initiatives in creating meaningful impacts on disadvantaged communities. This study identifies service-learning as a crucial catalyst in Jodipan's revitalisation as a tourism attraction, drawing on existing literature to analyse its role in the community's transformation. The unique collaborative context of Jodipan's resilience-building efforts amidst poverty and environmental degradation is examined. By foregrounding Jodipan's remarkable experiences, this study demonstrates how service-learning can drive economic empowerment. The ultimate lesson is that community resilience and well-being involve the ability to withstand initial developmental shocks and adapt to new circumstances.

Grit y responsabilidad social en estudiantes con Educación 4.0 y proyectos de Aprendizaje y Servicios

In this study, we aimed to evaluate the effectiveness of an enhanced Education 4.0 proposal incorporating Service Learning (SL) among university students. A quantitative research was conducted with a sample of 30 students from Universidad de Aconcagua (Chile) during the period from April to June 2024. Data were collected using questionnaires with sufficient validity and reliability; the first instrument assessed Grit on the 12-item Grit-O scale with scores ranging from 1 to 5, with 5 being the highest level, and the second instrument measured social responsibility from 1 to 6, with 6 as the maximum value. The results indicate that the use of Education 4.0 along with Service Learning showed a significant increase in social responsibility, rising from 4.96 to 5.37 (p<0.05), and a slight increase in Grit, from 4.36 to 4.41, achieving better outcomes than students who only used Education 4.0. The findings suggest that Education 4.0 with Service Learning projects is a more effective methodology than Education 4.0 alone for increasing Grit and social responsibility among university students.

Street Medicine as Service Learning: Lessons from a Needs Assessment Conducted by Medical Students

Background The homeless population is growing across the United States, particularly in urban areas. Oftentimes, there is a disconnect between existing community services and actual needs of individuals experiencing homelessness. These services gaps are frequently identified by needs assessments and utilized by community agencies to inform outreach efforts and program development. Community outreach by medical students through participation in community-based service learning projects is critically important for the preparation of future physicians to care for underserved and vulnerable populations. This study describes the stepwise approach taken by medical students to design and administer a needs assessment for the purpose of informing the development of a new street medicine program. This study is intended to serve as a guide to students who aspire to launch a new street medicine program but is generalizable to other student-led service learning outreaches. Methods We conducted a needs assessment from April-June 2018 of 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 health care with meals and other primary needs may be an effective strategy to increase service utilization by this population. 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 health care organizations.

From Faith to Global Understanding.

This is an introduction to a manuscript by the faculty and the Dean of the California Baptist University on their International Service Project (ISP) and Academic Service-Learning project.

DEVELOPMENT OF SOCIALLY ACTIVE CIVIC COMPETENCE OF STUDENTS BASED ON THE TEACHING OF "HISTORY OF UZBEKISTAN"

The teaching of "History of Uzbekistan" presents a unique opportunity to cultivate socially active civic competence among students. This article explores the integration of civic education within the curriculum of history courses and its role in fostering civic engagement, social responsibility, and active citizenship. By studying key historical events, figures, and movements, students gain insights into Uzbekistan's rich heritage and develop critical thinking skills, empathy, and cross-cultural understanding. Through service-learning projects, volunteer opportunities, and community partnerships, students apply their knowledge and skills to address contemporary issues and contribute to positive social change.

A Path to Understanding: A case study in cultivating empathy through communication and cultural barriers

Abstract – In service-learning projects, engineering students work with community partners on projects that reflect situations that professional engineers may face. Grounded in life experiences, the challenges and obstacles vary based on the project and the particular needs of the community partner. This case study presents several barriers that a team of second-year engineering students worked to overcome, to understand the design problem, and to engage in empathetic design. The four students developed an assistive drumming device for a young Indigenous child who has a rare metabolic disorder. Communication barriers arose due to geographic distance, cultural differences, and because there were multiple stakeholders in the chain of communication between the students and the user. To understand more about the metabolic disorder, drumming, and the user’s cultural context, the students performed extensive research, spoke with key knowledge-holders, and attended cultural events. These additional steps contributed to a successful design, and the case study demonstrates how empathetic design encourages students to persist until a solution is found. Lastly, we offer recommendations to help students practice empathetic design.

Iteration and Communication During the Development of a Smartphone Endoscope Adapter

A smartphone endoscope adapter was developed by students for Health PEI to reduce the impact of the limited access to healthcare in rural communities. The adapter allows doctors to connect their smartphones to endoscopes to record procedures, which can aid practitioners in remote diagnosis, record keeping, and follow-up appointments. This article contains a case study of the eight-month service-learning experience to offer insights from two students and their instructor in the second-year engineering design course. The design process, communication, and iteration are outlined in the case study. Throughout the experience, twelve CAD models and seven physical prototypes were developed, and the students continued to iterate and test the device after the academic year ended, demonstrating their devotion to the project. The involvement of the community partner influenced the quality of the design, the motivation of students, the timeline, and the number of iterations. Also, the students’ desire to positively impact a community by providing access to technology was a motivating factor throughout the project, which aligns with the intentions of a service-learning project. A discussion on the impact of reflection and iteration is offered and recommendations are provided for instructors, students, and community partners to optimize service-learning experiences.

Implementation of Service-Learning in Madrid Primary Schools

Service-Learning (SL) is an experiential educational approach that engages students in solving real-world problems within their local environments, thereby enhancing both learning and community well-being. This study conducts a quantitative analysis of SL implementation in primary education across the Community of Madrid, using data from questionnaires distributed among local schools. From 262 responses, descriptive statistics and non-parametric tests were applied. The findings highlight that, despite the recognized benefits of SL and the interest from many teachers in adopting this approach, there is a significant lack of adequate training during both initial teacher training and ongoing professional development. SL projects, though infrequent, have been implemented across various grades, with a higher occurrence in the later stages, and have covered all subjects, most notably Social and Civic Values. However, the overall implementation of the SL methodology remains sparse in the Community of Madrid.

Science Communication Training for Graduate Exercise Physiology Students

Physiologists have a responsibility to inform the public about how new discoveries and challenges will impact the health of society. However, most physiologists do not have formal training in science communication. The purpose of this study was to implement a science communication training pilot program for graduate students. Students (n = 23) were introduced to science communication training that emphasized key skill development (writing, public speaking, leadership, project management, teaching) as part of their advanced exercise physiology course. Subsequently, students carried out service-learning projects that tasked them with presenting evidence-based health information to public audiences (e.g., community members, clinicians, K-12 students, journalists, policy makers). In a subset of students (n = 8), a survey was administered to assess students’ perceptions of the value of science communication and their ability to communicate to different audiences. Service-learning projects that students completed included blog posts, infographics, podcast series, visits with K-12 schools, and public townhall presentations. Most students (≥75%) agreed that completing the science communication training helped them develop confidence speaking to a range of audiences. After completing the science communication training, students were more interested in learning about how to better communicate science concepts to the public compared to before the training (88% vs. 25%). Collectively, these preliminary results suggest that science communication training helped graduate exercise physiology students recognize the gap between science and society, develop confidence speaking to a range of audiences, and communicate more effectively. These results support findings from other disciplines such as biology and medicine. Implementation of science communication training is paramount, and the approach described here could be useful for physiology students, educators, and departments. American Physiological Society - Teaching Career Enhancement Award. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

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.

Bridging Literacy Theory with Practice: Differentiated Academic Service Learning Projects with Children's Literature

AbstractThis academic service learning initiative enabled teacher education candidates to create research‐based family literacy activities around a diverse selection of children’s books. Each project included a detailed parent or caregiver letter, which provides an overview of the family literacy activity; materials and props; step‐by‐step procedures; prompting questions; ideas for differentiation to meet the needs of varied learning styles; and real‐world extensions. As pre‐service teachers selected from a menu of literacy strategies that fit their individual letter and project design, the concept of differentiation was being actively implemented. Pre‐service teachers reflected on the experience of creating the family literacy project and their future plans for involving families in their students’ literacy learning.