scholarly journals Motivations and Perceptions of Student Service Participation

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Lily Johnson ◽  
Amanda Reinke
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Community Involvement ◽  
Liberal Arts ◽  
Participant Observation ◽  
Voluntary Service ◽  
Liberal Arts University ◽  
Student Service ◽  
Mandatory Service ◽  
Student Motivations

Researchers studying higher education frequently associated community service with liberal arts education. Most research on service participation among college students predominantly studies mandatory service-learning programs. Several studies gathered survey data to analyze opinions and feelings towards volunteering from students at universities with a service-learning component and found that students who participate feel more connected to and engaged in their community. Georgia College & State University (Georgia College or GC), a public liberal arts university, also claims community service is an integral part of their mission because it broadens students’ perspectives and forms engaged citizens. However, there is little data examining student motivations and perceptions of their voluntary service experiences as part of their education at liberal arts institutions. This research project addresses this gap using two methods: (a) participant observation during service events and (b) semi-structured interviewing with both students engaged in voluntary service activities as well as employees who observe student service involvement. Preliminary findings display a wide array of intrinsic and extrinsic motivations for student service participation, and interview data relates service to the liberal arts mission as a method of expanding perspectives of students. These results support literature that says students benefit from service participation by both honing their skills and spurring their passion about community involvement. The findings herein add to the literature by exploring motivators for voluntary service participation.

scholarly journals Engineering Projects in Community Service (EPICS) in High Schools: Subtle but Potentially Important Student Gains Detected from Human-Centered Curriculum Design

2019 ◽  
Vol 9 (1) ◽  
pp. 35 ◽  
Author(s):  
Alissa Ruth ◽  
Joseph Hackman ◽  
Alexandra Brewis ◽  
Tameka Spence ◽  
Rachel Luchmun ◽  
...  
Keyword(s):  
High School Students ◽  
Service Learning ◽  
Community Service ◽  
Curriculum Design ◽  
Participant Observation ◽  
Observation Data ◽  
School Students ◽  
Post Test ◽  
Ethnographic Analysis ◽  
Engineering Projects

A major goal in Engineering training in the U.S. is to continue to both grow and diversify the field. Project- and service-based forms of experiential, problem-based learning are often implemented with this as a goal, and Engineering Projects in Community Service (EPICS) High is one of the more well-regarded and widely implemented. Yet, the evidence based on if and how participation in such programs shapes student intentions and commitment to STEM pathways is currently limited, most especially for pre-college programming. This study asks: How do high school students’ engineering mindsets and their views of engineering/engineers change as they participate in project–service learning (as implemented through an EPICS High curriculum)? This study employed a mixed method design, combining pre- and post-test survey data that were collected from 259 matched students (63% minority, 43% women) enrolling in EPICS High (total of 536 completed pre-tests, 375 completed post-tests) alongside systematic ethnographic analysis of participant observation data conducted in the same 13 socioeconomically diverse schools over a two-year period. Statistical analyses showed that participants score highly on engineering-related concepts and attitudes at both pre- and post-test. These did not change significantly as a result of participation. However, we detected nuanced but potentially important changes in student perspectives and meaning, such as shifting perceptions of engineering and gaining key transversal skills. The value of participation to participants was connected to changes in the meaning of commitments to pursue engineering/STEM.

Using Service-Learning Field Placements to Radically Transform Teacher Education From the Inside Out

2018 ◽  
pp. 377-392
Author(s):  
Jennifer Carlson ◽  
Jean Strait
Keyword(s):  
Teacher Education ◽  
Service Learning ◽  
Liberal Arts ◽  
Cultural Humility ◽  
Teacher Education Programs ◽  
Liberal Arts University ◽  
Field Placements ◽  
Suburban School District ◽  
Hands On ◽  
Hands On Learning

The current educational landscape is more complex and demanding than ever. The integration of service-learning into teacher education programs increase opportunities for intersectionality of curriculum, the development of cultural humility, use of contact theory, and hands-on learning. The partnership between an urban liberal arts university and suburban school district resulted in the College Pals model. The College Pals model acknowledges that pre-service teachers need to learn how to navigate systems that are familiar to their students in order to positively impact student learning and educational experiences. Service-learning as a pedagogical approach enhances instructional readiness through earlier opportunities to work in and connect to classrooms prior to their matriculated field experiences and provide an effective integration of community-oriented approaches to teacher education.

The Value of Community Service‐Learning as an Alternative Learning Strategy: A Reflection on Experiential Education and Self‐Discovery in the Department of Volunteer Services at Kingston General Hospital

2017 ◽  
Author(s):  
Matthew P. Ponsford
Keyword(s):  
Service Learning ◽  
General Hospital ◽  
Community Service ◽  
Learning Strategy ◽  
Learning Experience ◽  
Community Service Learning ◽  
Voluntary Service ◽  
Alternative Learning ◽  
Kingston General Hospital ◽  
The Individual

Community Service‐Learning (CSL) is a strategy that enables teaching and learning through valuable community service, by teaching civic responsibility and enforcing the importance of reflection. CSL allows for student participation in community service that directly relates to specific learning outcomes. This ensures a mutual benefit for both the organization receiving voluntary service and the individual participating in CSL. For the individual, benefits include developing self‐awareness, critical thinking, and a commitment to volunteerism and public service. In my current CSL placement at Kingston General Hospital (KGH), a number of institutional, community and personal benefits resulted from a full academic year placement in the Department of Volunteer Services. In thinking carefully about my experience— reflecting on what I had seen, heard and experienced—it became obvious that the issues arising from the reflection process could serve as an alternative learning experience for students. Specifically, the CSL approach to learning provides a tangible learning opportunity that enables students to develop a deeper understanding of their experiences. In this presentation, I will provide an argument as to why a hands‐on, practical form of learning is better than concentrating on academic in‐class instruction alone. Thus I will establish reasons why CSL supplements the regular learning process and results in a well‐rounded educational experience.  

scholarly journals The development of an evaluation framework on community impact of CSL in the Netherlands

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
M W Visser ◽  
M B M Zweekhorst
Keyword(s):  
Service Learning ◽  
Community Involvement ◽  
Participant Observation ◽  
Monitoring And Evaluation ◽  
Evaluation Framework ◽  
Cyclic Process ◽  
Community Service Learning ◽  
Community Impact ◽  
Concept Framework ◽  
The Impact

Abstract Background Community Service Learning (CSL) is taking ground in higher education. In CSL, students use their academic skills to address society issues in close collaboration with the community. Reciprocity between community and university is conditional for meaningful CSL. Currently, much attention lies on student skills and competency development. There is less focus on the impact of CSL on the community. To move towards higher impact, we developed an evaluation framework on community impact in CSL. Methods We conducted a systematic literature review to identify criteria on community impact in CSL. The identified criteria were structured in the CIPP framework (Context, Input, Process and Product). Next, we validated the concept framework in 5 CSL activities of the VU University Amsterdam, using participant observation, interviews, questionnaires and document analysis (multi perspective). Results The underlying rationale of the framework is that (supported) community involvement - from start till finish - contributes to higher community impact in CSL. Context criteria relate to motivation and expectations of all stakeholders. Input criteria include available human, financial and material resources. In Process, there is attention to the way CSL is shaped with the community. Product criteria include how community perspectives are integrated in outcomes, and how outcomes are perceived and implemented by the community. The validation of the framework did not result in major changes, but contributed to specification of individual criteria. Conclusions The development and validation of the framework is an iterative and cyclic process, open for further validation and improvement. To realize most impact learning and reflection processes with all stakeholders are essential. The framework should not only be used to asses community impact, but also to design and implement CSL in order to realize high community impact. Key messages A monitoring and evaluation framework of community impact provides groundwork for high impact CSL activities. Meaningful community involvement will result in higher impact CSL activities.

Connecting Classroom with Community: Service and Professional Socialization in Applied Programs for Undergraduates

1998 ◽  
Vol 20 (4) ◽  
pp. 45-48 ◽  
Author(s):  
Jeanne Simonelli ◽  
Bill Roberts
Keyword(s):  
Service Learning ◽  
Learning Community ◽  
Community Service ◽  
Liberal Arts ◽  
Professional Socialization ◽  
Action Learning ◽  
The United States ◽  
Community Action ◽  
First Year College Students ◽  
The Individual

One of the original propositions surrounding higher education in the United States was that its purpose was to allow people to give service to society, and that the curriculum should provide values-oriented intellectual training (Wieckowski, Thomas Student-Community Service Programs: The Academic Connection. NASPA Journal 29(3), 1992). This agenda has all but disappeared, as even liberal arts education focuses on a goal of earning rather than learning, and the values being absorbed by students are those tied to consumerism and the individual acquisition of wealth. The notion of giving back to the land (or society) and reaching out to help the community is alien to many, if not most, of our students. Indeed, in a recent survey of first year college students, only 22% said that "participating in a community-action program" was very important (Delve, Cecilia I. Community Service as Values Education. New Directions for Student Services, No. 50, 1990:2). Consequently, those of us committed to service-learning (community-service) are faced with two major tasks: helping students to realize that becoming personally involved with the local and global community is a valuable and satisfying piece of their education; and redesigning the curriculum to provide ways for faculty to integrate such values-oriented, action learning into their existing courses.

scholarly journals PERSEPSI MASYARAKAT TERHADAP KEGIATAN KULIAH PENGABDIAN MASYARAKAT (KPM)

2020 ◽  
pp. 1
Author(s):  
Andi Syahputra ◽  
Heri Rahmatsyah Putra
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Tertiary Education ◽  
Public Perceptions ◽  
Learning Activities ◽  
Public Understanding ◽  
Tertiary Institutions ◽  
Student Service ◽  
Student Community ◽  
Fifth Generation

Students as educated humans formed in tertiary education must certainly be tested for their maturity in meeting the tri dharma of tertiary institutions. One of them is by carrying out community service or community service lecture (CSL). But in its application, of course, the community has an assessment or perception of the presence of CSL students. Through this study, the writer tries to do a study on how the community's perception of the STAI Ar-Ridho student community service lecture activities in the Kepenghuluan Sungai Manasib. The formulation of the problem in this study is how people's perceptions of the fifth generation of STAI Ar-Ridho student service learning activities in Kepenghuluan Sungai Manasib, Bangko Pusako District. The purpose of this study was to determine public perceptions of the fifth generation of STAI Ar-Ridho student service learning activities in the Kepenghuluan Sungai Manasib Bangko Pusako District. Through descriptive qualitative research methods that describe in depth about what is obtained from informants. The author uses the subject and research informants are the apparatus of knowledge and community knowledge of the Manasib River. From the results of this research, it was found that the perception of the Manasib River pengululuan community towards CSL students was very good and supported all kinds of activities carried out during that time both for the development and development of the Sungai Manasib zoning area. Of course the mindset and public understanding of the things conveyed by students are not all understood, but the community still supports positive activities by STAI Ar-Ridho CSL students.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

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