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Reflections on the Impact of Service-Learning/Experiential Education for the Field of Human ServicesTaylor, Teresa Brooks, Kridler, Jamie Branam 01 October 2012 (has links)
The article addresses the importance of a holistic approach to human services by exploring the concept of community through utilizing service-learning/experiential education in human service courses. ACCESS (Achievement, Collaboration, Community, Education, Standards, and Services) illustrates that service learning/experiential education can offer a viable pedagogy for collaborative partnerships between the university, community, students, and faculty. The article reviews important elements of service-learning/experiential education to provide a thorough understanding of the concepts, including reflection on the service experience from students, community agencies, and faculty. Survey results demonstrate ways in which service learning/experiential education aids students in achieving skills and in acquiring a deeper understanding of course concepts while meeting needed services in the community.
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Effect of Service-learning Participation on High School Attendance and Science AchievementRoscoe, Julia 01 January 2019 (has links)
Students at an alternative high school located in a northern Midwest state demonstrated low science achievement and high rates of student absenteeism. Students who do not attend school regularly and achieve in science courses are at risk of not graduating from high school, so teachers at the study school implemented a 16-day service-learning project embedded in a Grade 10 environmental science unit. The purpose of this study was to determine the effect of 10th-grade students' participation in the service-learning project on student science achievement and attendance. The theoretical framework was Kearsley and Shneiderman's engagement theory. Archival data from school and teacher records were used for this quasi-experimental pretest-posttest control group study. Data from 114 students enrolled in 6 sections of Grade 10 general science classes were retrieved. The Mann-Whitney U test was calculated to determine the difference in science achievement change scores and the difference in number of absent days between students who participated in the service-learning project and students who did not. The findings showed a significant difference for science achievement gain scores (U = 1,982.5, p = .042) but not for days absent (U = 2,048, p = .008). A professional development project was created for high school science teachers focused on implementing service-learning projects, which included suggestions on how to get students excited about attending the service-learning project and school. The findings from this study could be used to guide district decision-making about embedding service-learning projects into science courses to improve student achievement in science, thus, achieving positive social change.
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Transforming Perspectives Through Service-Learning Participation: A Case Study of the College Counts ProgramPeacock, James O 01 December 2008 (has links)
A case study has been conducted on the College Counts program, a well-integrated service-learning program, to examine the experiential learning of 10 former participants. It was the objective of this investigation to view the learning of 10 college students, through the lens of transformational learning, as they reflect on their experiences as participants in the College Counts program. Transformational learning theory was used as a lens to determine if high school students have the ability to engage in transformative learning. Students reported in their own voices transformative learning in one or more of the following forms: increased cultural inclusiveness, commitment to social justice, and/or shift in personal perspective and choices. Results of the study suggested that Mezirow’s transformational learning theory should be expanded to include secondary students.
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Community-based learning and social support in the Midwestern District high school internship program relative influences on seniors' occupational and citizenship engagement orientations /Bennett, Jeffrey V., January 2006 (has links)
Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 163-178).
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The value of a student and community docent program a case study at the Wexner Center for the Arts /Hoppe, Erin Jeane, January 2008 (has links)
Thesis (M.A.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 218-226).
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The development of multicultural counseling competencies by utilizing service learningSommers, Denise K. January 1900 (has links)
Title from title page of DOC (University of Missouri--St. Louis, viewed March 9, 2010). Includes bibliographical references (p. [74]-[87]).
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Relational reinvention : writing, engagement, and mapping as wicked responseMcCarthy, Seán Ronan 16 September 2015 (has links)
This multimedia dissertation, situated in Rhetoric and Composition, Digital Media Studies, and Civic Engagement, articulates a sustainable, agile approach to “wicked problems.” These complex, definition-resistant, interlocking problems (such as racism or climate change) aren’t ultimately solvable; rather than wicked problems being “acted upon,” they can only be creatively and rigorously “responded to” by networks of committed individuals and institutions. This dissertation posits that a wicked problem necessitates a “wicked response”: a sustained, emergent, and fluid strategy that focuses on changing relationships – to people, to space, and to knowledge.
In order, to make this argument, I present the case of Mart, a small, formerly prosperous town in East Texas that has been in decline over the last half of a century. Throughout this dissertation, I analyze the ongoing efforts of the Mart Community Project (MCP), a cohort of Mart residents, international artists, and students and instructors from a variety of departments at the University of Texas at Austin. Over the past two years, the MCP has engaged in over twenty-five discrete projects, all with the aim of helping the Mart Community reimagine itself in the face of its primary wicked problem: a lack of civic cohesion.
In the first chapter I explore how language fails to define or describe a wicked problem, yet is still necessary in order to transform it. I illustrate this contradiction in part through the Chambless Field mural, a successful MCP community arts project that by “writing community” became a productive response. My second chapter examines service learning and demonstrates how university/community partnerships and “participatory engagement” can be part of a nuanced approach to a wicked problem. Using the work of UT students in design-oriented and civic engagement classes, I demonstrate in the third chapter how “mapping” can be both a savvy pedagogical tool and a key element in reinventing the relationships of people to space and to one another. This dissertation offers up these diverse strategies with the sincere hope that the particulars of the MCP’s wicked response might be productively generalized to aid others participating in similarly challenging civic engagement work on wicked problems.
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Understanding the faculty experience in teaching social justice through service learning instructionBaumgart, Glen E. 23 September 2011 (has links)
This study explored the motivations of college faculty who teach social justice lessons through their service learning courses. In recent decades, universities have begun to respond to calls for a renewal in their civic missions, and educating students on civic responsibility and social justice issues (Boyer, 1994; Boyte & Hollander, 1999; Ehrlich, 2000). Faculty have been shown to be the critical facilitators in brining social justice topics to the curriculum through the use of service learning instruction (Buchanan, 1998; Ward, 2003). Given the emphasis in higher education today on social justice learning outcomes and the importance of the role of faculty, there is surprisingly no previous research on faculty motivation to teach social justice lessons through service learning.
For this study, there were two guiding research questions: (1) what aspects of the faculty’s individual backgrounds influence their teaching of social justice topics? (2) What are faculty’s perceptions of the impact that service learning has on student learning? The setting of the study was a large research university in the southwest. Data were collected from 11 faculty through individual interviews and supplemented by course-related artifacts. Data were analyzed using coding procedures suggested by Strauss and Corbin (2008) from a grounded theory qualitative approach.
Results indicated that faculty motivation to use service learning to teach social justice lessons was based on several core themes. These themes included: 1) the faculty’s personal background; 2) individual identity and role as faculty; 3) faculty’s perceived desired student outcomes; and 4) faculty reflection of observed student outcomes. In addition to the key themes, results showed that faculty did enjoy their teaching approach, an enjoyment that reinforced their motivation to continue to teach. Faculty in lecturer positions indicated that they believed they were adding special student experiences through social justice lessons that were void in other aspects of their education. Faculty with tenure indicated that although they were providing social experiences for students, they also tended to combine their social justice instruction with their research work. A model of faculty motivation for teaching social justice topics was presented. Implications for research and practice are discussed. / text
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Humanitarian engineering in the engineering curriculumVanderSteen, Jonathan Daniel James 27 August 2008 (has links)
There are many opportunities to use engineering skills to improve the conditions for mar-ginalized communities, but our current engineering education praxis does not instruct on how engineering can be a force for human development. In a time of great inequality and exploitation, the desire to work with the impoverished is prevalent, and it has been proposed to adjust the engineering curriculum to include a larger focus on human needs. This proposed curriculum philosophy is called humanitarian engineering.
Professional engineers have played an important role in the modern history of power, wealth, economic development, war, and industrialization; they have also contributed to infrastructure, sanitation, and energy sources necessary to meet human need. Engineers are currently at an important point in time when they must look back on their history in order to be more clear about how to move forward. The changing role of the engineer in history puts into context the call for a more balanced, community-centred engineering curriculum.
Qualitative, phenomenographic research was conducted in order to understand the need, opportunity, benefits, and limitations of a proposed humanitarian engineering curriculum. The potential role of the engineer in marginalized communities and details regarding what a humanitarian engineering program could look like were also investigated. Thirty-two semi-structured research interviews were conducted in Canada and Ghana in order to collect a pool of understanding before a phenomenographic analysis resulted in five distinct outcome spaces.
The data suggests that an effective curriculum design will include teaching technical skills in conjunction with instructing about issues of social justice, social location, cultural awareness, root causes of marginalization, a broader understanding of technology, and unlearning many elements about the role of the engineer and the dominant economic/political ideology. Cross-cultural engineering development placements are a valuable pedagogical experience but risk benefiting the student disproportionately more than the receiving community. Local development placements offer different rewards and liabilities.
To conclude, a major adjustment in engineering curriculum to address human development is appropriate and this new curriculum should include both local and international placements. However, the great force of altruism must be directed towards creating meaningful and lasting change. / Thesis (Ph.D, Civil Engineering) -- Queen's University, 2008-08-25 09:04:54.722
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Grounding service-learning in South Africa : the development of a theoretical framework.O'Brien, Frances Yvonne. January 2010 (has links)
The focus of this research is Service-Learning. The research aims to construct a Service-
Learning theory that is grounded in South African practice. The dynamic and challenging
early decades of South Africa’s new democracy constitute the context into which Service-
Learning has been introduced into Higher Education in the country. The potential of Service-
Learning to make a meaningful contribution to the development of Higher Education,
particularly in relation to its multiple roles in African society, is recognised. There is concern,
however, that lack of adequate theorisation means that Service-Learning is poorly understood
and that its practice and impact are erratic.
I undertake the study from an underlying paradigm of constructivism, adopting a qualitative
approach and employing Grounded Theory methods. Aligning with Charmaz’ (2006)
“constructivist stance” on Grounded Theory, and conscious of the need to be informed by as
wide a variety of experiences and voices as possible, I access a range of formal and informal
documentation that cover Service-Learning activities at module/ project, institutional and
national levels. The activities include the promotion of Service-Learning in all sectors of
society, its implementation in a variety of disciplines and communities, policy and research
initiatives and scholarly publications from South African authors. Coding and memo writing
yield the major concepts on which I construct the theory, namely, Context, Identity,
Development, Curriculum, Power and Engagement.
Centered on the core concept of Engagement, the theoretical framework comprises four
Discourses, namely Service-Learning as Scholarly Engagement, Service-Learning as
Benevolent Engagement, Service-Learning as Democratic Engagement and Service-Learning
as Professional Engagement. The Discourses each have a primary focus, i.e. knowledge,
service, social justice and resource development respectively.
The Discourses framework has implications for the definition, practice and evaluation of
Service-Learning. In addition, the framework offers conceptual tools for the understanding of
engagement in contexts other than Service-Learning. By their nature, the Discourses may be
split, merged or elaborated as new knowledge and practice come to light. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2010.
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