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Schüler leisten in Service Learning-Projekten einen Dienst am Gemeinwohl (engl. "service"), erarbeiten dabei gleichzeitig Lerninhalte, wenden diese an und erlangen so Kompetenzen (engl. "learning"). Prof. Dr. Sliwka stellt in ihrem Beitrag Service Learning als umfassendes Unterrichtskonzept vor und beschreibt Voraussetzungen und Anforderungen für eine erfolgreiche schulische Verankerung.

APSA invites applications to participate in an Annual Meeting
workshop on syllabi incorporating service learning and to contribute
to a collection of service learning syllabi. Selected applicants
will receive $150 toward their expenses at the meeting on the day of
the workshop.

Many medical schools provide curricular or extra-curricular courses focused on service activities for social responsibility. Research on service learning varies from theory to teaching model, but research on service learning in medical education is difficult to find. Therefore, this study aims at developing a program that combines a medical educational curriculum and service activities. For the development of a service learning model in medical education, this study adopted Design Based Research method as a research method and developed a service learning model in medical education by analyzing problems in educational settings (2014-2017), reviewing literature, and going through a total of three formative cycles. As a result of applying the first Service Learning Model in Medical Education developed through literature analysis to the school field three cycles and revising it, we developed a final Service Learning Model in Medical Education with preparation, orientation, implementation, reflection, celebration, and evaluation s stages. The feelings of reward, interest, and satisfaction levels of the student's analysis results showed continuously increased. In particular, the students showed higher levels of feelings of reward, interest and satisfaction in the final SL-ME model applied in 2017 than in the first SL-ME model applied in 2014. This study is significant in that it outlines the concepts, necessity, and instructional model of service learning necessary for the operation of service-related programs in medical education.

"In higher education, a pressing issue has emerged-how to authentically connect academic pursuits with real-world challenges. The last decade has witnessed an escalating call for heightened interaction between universities and the "real world". Demands have grown for higher education institutions to instill democratic citizenship and address students' moral development. In response to this rise in demand, there has been a notable shift toward emphasizing service learning within academia. As educators grapple with the imperative to seamlessly integrate theory and practice, Applications of Service Learning in Higher Education steps into the forefront, delving into the myriad applications of service learning to effectively address this critical issue.Applications of Service Learning in Higher Education examines the complexities surrounding service learning in higher education. At its core, the book aims to showcase concrete examples of successful service learning applications, acting as a catalyst for the integration of this transformative pedagogy into the academic fabric. Beyond the surface, the book delves into the intricate planning, execution, and assessment stages of service learning projects, whether manifested within local communities or on an international scale. It seeks to fill notable knowledge gaps, particularly in less-explored regions like Latin America and the Caribbean and underscores the significance of multidisciplinary experiences. As the narrative unfolds, the book addresses the symbiotic relationship between service learning and students' programs of study, transforming communities into vibrant classrooms where learning transcends traditional boundaries."--

Interest in service learning has increased in past years because of more accumulated knowledge about its beneficial outcomes to participants and to society. The purpose of this paper is to describe one case of a service learning project with positive outcomes. Service learning was chosen as an assignment for an intercultural course at ___ University. A total of 97 responses were collected from students over two semesters. A content analysis of student reflections was conducted for themes concerning students' perceptions of learning outcomes of the project. Five major themes emerged. The self-reported themes were in the following order of frequency, from the highest to the lowest level; 1) enhancement of volunteering students' ability to apply communication concepts, 2) enhancement of volunteering students' ability to make a difference and to impact others' lives in a positive way, 3) enhancement of volunteering students' ability to build bridges with the local community, 4) enhancement of volunteering students' ability to apply intercultural communication concepts, and 5) enhancement of volunteering students' ability to understand themselves and the similarities and disparities of the human condition. Sample student comments best illustrating those themes are included. A discussion of the learning outcomes and suggestions for students who wish to take service learning courses follow.

"Service Learning Study Abroad Trips in International Studies" published on by Oxford University Press.

An emerging body of literature seeks to design, implement, and analyze best practices in service learning at undergraduate universities. What scholars have not examined as well is service learning at Hispanic-Serving Institutions (HSI's). Given that students at such universities are in unique learning environments, there is a question of how well standard practices in service learning apply to HSI's. In my paper, I will present my analysis of 2 semesters' worth of service-learning requirements in an Introduction to American Politics course at an HSI in Texas. Using the feedback provided by the students on the final course evaluations, I conclude that the current pedagogy applies reasonably well to HSI's, but there are certain areas in which pedagogy should be adjusted to reflect the unique aspects of HSI's, such as accounting for the socioeconomic needs of HSI students.

Service learning (SL) is growing in our universities and in Spain. However, still much action and research are needed with a gender perspective. This article aims to evaluate an SL project that consisted of workshops in schools on gender and technology. We evaluated the experience with a mixed-methods approach and a gender perspective. This includes qualitative self-reports of 19 university students of sociology of gender as well as quantitative surveys completed by the 284 school students and 13 of their teachers. Our results indicate a great satisfaction among university students as well as the schools. This SL experience helped our university students to acquire specific knowledge regarding gender and social issues as well as several skills, especially communication, organization, empathy, critical thinking, and social and gender awareness and responsibility. Therefore, we conclude that such experiences show a great potential for learning as well as for social and gender transformations.

Service-learning pedagogy allows social work educators to create meaningful learning opportunities for students and better prepare them for practicum, while at the same time, meeting a community need. This paper outlines the relevance of incorporating service-learning into the social work curriculum, specifically the human behavior and the social environment (HBSE) area. Using Bloom's taxonomy as a guide, the authors propose how the CSWE competencies and practice behaviors specific to HBSE may be assessed using service-learning pedagogy. An example is reviewed to illustrate how service-learning can assist faculty and students achieve the HBSE competencies and practice behaviors. Finally, implications for service-learning as a pedagogical strategy for social work education are discussed.

Front Cover -- Service-Learning in Literacy Education -- CONTENTS -- Introduction -- Service-Learning: What It Is -- Introduction to the Chapters -- Service-Learning in Schools and Communities -- Service-Learning in Teaching and Teacher Education -- Service-Learning in the Humanities -- Conclusion and Transition to the Chapters -- References -- PART I SERVICE-LEARNING IN SCHOOLS AND COMMUNITIES -- Transformative Service-Learning Initiatives in Urban Schools and Local Communities -- Learning From Challenges -- Introduction -- Questioning a Traditional Service-Learning Model: A Brief Literature Review -- Framing Service-Learning as Social Justice Education -- A Brief Methodological Nod -- Illustrating Principles With Projects -- Considering the "We" and not the "I:" Tori Washington and Service-Learning Initiatives -- Service-Learning and Teaching for Openings: The Case of Pam Reed -- Looking Ahead, Moving Forward -- APPENDIX: SAMPLE SERVICE-LEARNING PROJECTS -- Elementary School Projects -- Middle School Projects -- High School Projects: -- References -- Garden in a Vacant Lot -- Growing Thinkers at Tree House Books -- Not Outreach but Partnership -- Darcy's Introduction -- The Interview -- Lauren's Reflections on Being a Neighbor in North Philadelphia -- Eli's Thoughts on Building Relationships at Tree House -- From San Francisco to Senegal -- A Case Study of International Service-Learning Partnership Development -- Dialogue and Democracy -- Global Service Education Projects -- Should Projects be in Africa? -- Returning to Senegal -- School-to-School Partnerships -- Elements for Consideration -- The Meeting in Santhiou Mame Gor -- Elements of Approach -- Discussion -- Village Unity and Faculty Unity -- Respect for Democratic Process at our School and Among the Villagers -- Commitment of Village and Partner Schools -- NOTE -- References.