Service Learning
In: Stiftung & Sponsoring: das Magazin für Non-Profit-Management und -Marketing, Heft 4
ISSN: 2366-2913
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In: Stiftung & Sponsoring: das Magazin für Non-Profit-Management und -Marketing, Heft 4
ISSN: 2366-2913
In: Journal of youth development: JYD : bridging research and practice, Band 11, Heft 2
ISSN: 2325-4017
The afterschool setting can serve as an important arena for service learning activities. Service learning projects can help afterschool students with learning, social responsibility, and character development. This article provides an overview of planning considerations for service learning in afterschool. The article also provides guidance for afterschool teachers and administrators in seeking service learning resources.
In Service Learning Projekten lernen Schüler/-innen durch ihre aktive Teilnahme an tatsächlich vorhandenen Aufgaben und der Lösung von Problemen in ihrer Gemeinde. Dabei entwickeln sie fachliche, methodische und soziale Kompetenzen.
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STEP Category: Service-Learning and Community Service ; STEP Presentation of my two-week service learning trip to Puerto Rico. ; The Ohio State University Second-year Transformational Experience Program (STEP) ; Academic Major: Political Science
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In: Stiftung & Sponsoring: das Magazin für Non-Profit-Management und -Marketing, Heft 3
ISSN: 2366-2913
In: PS: political science & politics, Band 43, Heft 3, S. 541-545
AbstractBoth service learning and simulations have been shown to positively impact student outcomes, but they are not often used together. This article examines how to effectively combine these active learning styles to reap the benefits of both. After examining a case in which the two were combined and the impact this approach had on student evaluations and learning outcomes, I discuss how such projects can be successfully executed in a variety of other classes.
In this study, we explored the knowledge and perceptions of service-learning held by a diverse group of international teachers. Through focus group interviews, we found that the majority of participants desired to implement service-learning in their countries, and they supported the idea of mandatory service-learning. Findings also highlight an interesting correlation with teachers from autocratic types of government systems opposing mandatory service-learning.
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In: The public manager: the new bureaucrat, Band 39, Heft 3, S. 17-22
ISSN: 1061-7639
In: Teaching sociology: TS, Band 28, Heft 2, S. 169
ISSN: 1939-862X
In this study, we explored the knowledge and perceptions of service-learning held by a diverse group of international teachers. Through focus group interviews, we found that the majority of participants desired to implement service-learning in their countries, and they supported the idea of mandatory service-learning. Findings also highlight an interesting correlation with teachers from autocratic types of government systems opposing mandatory service-learning.
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In the context of higher education, service-learning has been adopted for various dimensions of sustainability education across disciplines including environmental studies (Helicke 2014), engineering (Seay et al 2016), entrepreneurship (Niehm et al 2015), nursing (Dalmida 2016), clinical studies (Petersen et al 2015), psychology (Bringle et al 2016), and political sciences (Benjamin-Alvarado, 2015). It has been described as a philosophy, pedagogy, and programme (Jacoby 2015), conceptualised as a form of experiential education based on 'reciprocal learning' (Sigmon, 1979) where the 'head, hands and heart' can become integrated (Sipos et al 2008). Here, both the learner offering service and the recipient of that service are considered equally important, and both are mutually changed or transformed in some way (a relationship signified by the use of a hyphen between service and learning, ibid). Such reciprocity, however, distinguishes service-learning from volunteering and community service (which typically tend to prioritise the recipient of the service learner's efforts), as well as field and internship education (which typically tend to prioritise the learner) (Sigmon, 1994).
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In: 2010 APSA Teaching and Learning Conference Paper
SSRN
Working paper
In: Journal of management education: the official publication of the Organizational Behavior Teaching Society, Band 26, Heft 6, S. 629-647
ISSN: 1552-6658
Increasingly, faculty members are incorporating service-learning projects into their courses, resulting in enhanced student learning and development. However, does service learning encourage subsequent student involvement in the community? This study investigates the effect faculty professionals can have through service learning on their students'intentions to participate in community service. A modified version of the Solomon four-group design analysis as well as a hierarchical regression were used to assess the change in student intentions after exposure to three service-learning treatments. Findings indicate that service learning has a significant impact on students'intentions to participate in community service. In particular, by adding a lecture to the standard service-learning format, faculty members can increase student intentions to participate in community service.
In: PS: political science & politics, Band 33, Heft 3, S. 639-640
ISSN: 0030-8269, 1049-0965
In: Teaching sociology: TS, Band 37, Heft 2, S. 120-135
ISSN: 1939-862X
One of the major selling points of service-learning courses is their potential to mutually benefit communities, universities, and students. Although a great deal of research reports numerous pedagogical and personal benefits for students—from improved grades and increased civic engagement to increased understanding and appreciation of diversity—there is relatively little research on the impact of service learning on the community. To understand when and how service-learning courses benefit the community, we conducted in-depth interviews with representatives of local community-based organizations that have worked with service learners. We report on the primary benefits and costs associated with service-learning courses. We identify three types of obstacles to successful service-learning courses: issues related to student conduct, poor fit between course and organizational objectives, and lack of communication between instructors and organizations. We develop practical guidelines for addressing these obstacles and for ensuring that service learning fulfills teaching and learning goals and provides valuable service to community-based organizations.