A Checklist for Implementing Service-Learning in Higher Education

Jenkins, Amelia; Sheehey, Patricia H.

doi:10.54656/xknt9046

Cited by 25 publications

(12 citation statements)

References 10 publications

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“…Through this experience, students have the opportunity to reflect on their service in the classroom, enabling them to develop a more profound comprehension of the course material and cultivate a stronger commitment to civic engagement [17]. In implementing SL in climate change related course or any courses; [18] suggests four main implementation stages including: 1) Preparation (preparing course syllabus and contents, and SL requirements); 2) Implementation (performing the service); 3) Reflection (feedback, satisfaction by students and lecturers); and 4) Celebration (Presentation and dissemination of the results), as described in Figure 1.…”

Section: Service Learning (Sl)mentioning

confidence: 99%

Exploring Best Practices for New Climate Change Policy and Law Program

Mohamad,

Ahmad,

Anuar

et al. 2024

IOP Conf. Ser.: Earth Environ. Sci.

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Climate change law is seldom taught formally as a program at institutions of higher education. Hence, it is unclear as to how climate change law lessons should be delivered. This paper focuses on the exploration of best practices for new climate change policy and law program. The study engaged in purely qualitative methodology, involving interviews with 10 experts in environmental law and climate change from academia and industry partners, as well as environmental law alumni. The collected data was analysed in ATLAS.ti software version 22 using thematic analysis approach. The study found that among the recommended best practices of teaching delivery methods for the program are service learning (SL), global learning, article contributions to newspapers and project-based learning (PBL). SL involves the implementation of credited projects by the students for the benefit of a targeted community focusing on climate change issues. Meanwhile, global learning involves collaborative events with member institutions within Malaysia or abroad, in which experts, academia and industry practitioners can join and participate for sharing of experiences, skills and knowledge on climate change current issues and challenges. Students can also be encouraged to write their articles to be submitted to newspaper portals, either printed or online sites. Additionally, lecturers can prompt specific PBL projects to the students, in which students are to “carry out” climate change-related projects in this innovative and inspiring learning strategy. The final strategy is to encourage students to implement roleplay in classes, aiming at giving simulation experiences in solving climate change issues. Hopefully, this paper will become a catalyst for future studies on climate change curriculum development, particularly on teaching delivery practices. The findings are highly pertinent to United Nation’s Sustainable Development Goal SDG13 on climate action. In the broader context, the findings of the study will be a great contribution towards the attainment of sustainability efforts on climate action, particularly in capacity building of the people on teaching delivery methods of climate change policy and law.

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Section: Service Learning (Sl)mentioning

confidence: 99%

Exploring Best Practices for New Climate Change Policy and Law Program

Mohamad,

Ahmad,

Anuar

et al. 2024

IOP Conf. Ser.: Earth Environ. Sci.

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“…The next analysis stage is seen from the analysis knife, how are the steps for implementing the service learning model (Jenkins & Sheehey, 2011) and problem posing . Table 4 below will show a comparison of the stages between the two.…”

Section: Rustianamentioning

confidence: 99%

The “Paulo Fraire” Educational Thinking Paradigm in the Service Learning Model in Higher Education

Mahardhani

Utami

2022

AIJP

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he study of writing this article is focused on discussing the concept of an educational paradigm of thinking about problems or problem-posing offered by Paulo Fraire's character in relation to the implementation of lecture activities combined with the service-learning model. The purpose of writing this article will be focused on seeing how the implementation pattern or learning stage model uses the problem-posing paradigm of Paulo Freire's thinking which will be linked to the service-learning model. The method in writing this article uses the literature review method. The literature review was carried out by analyzing journals in the 2010-2021 period related to the study of Paulo Fraire's paradigm of thinking about problem posing and theoretical studies on the implementation of service-learning. From the results of the analysis of related journals found 15 journals that can be used as a reference for the analysis. Based on the findings of the integration of the service-learning model and problem posing, it was found that 4 steps can be taken, namely: listening, action, reflection, and demonstration. Paulo Fraire's paradigm of thinking about education facing problems or problem posing is based on the phenomenon of education with the "bank system" style, in which students are like "empty souls" who passively receive explanations from the teacher in the classroom. Through this paper, it will be emphasized how the pattern or model of implementing the learning paradigm of educational thinking towards the Paulo Freire problem is offered with the service-learning model approach.

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“…Service-learning experiences take place in ecologically valid settings and typically involve direct interaction with community members, aiming to meet both curriculum requirements and a community need (Jenkins & Sheehey, 2019). More specifically, intergenerational service-learning seeks to co-create meaningful relationships and educational products between younger and older adults.…”

Section: Post-secondary Pedagogical Interventionsmentioning

confidence: 99%

Facilitating Age-Conscious Student Development through Lecture-Based Courses on Aging

2021

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Ageism is pervasive and socially normalized, and population aging has created a need to understand how views of aging and of older people, typically considered to be people over the age of 65, can be improved. This study sought to understand how undergraduate students’ attitudes towards older adults and the aging process may be influenced after completing a typical, lecture-based undergraduate course on aging that lacked service-learning components. Two undergraduate student cohorts (n = 40) at two Canadian universities participated in semi-structured focus groups/interviews, describing how the course may have impacted their perceptions of the aging process and of older adults. An iterative collaborative qualitative analysis demonstrated that course content stimulated a deeper understanding of the aging process, prompting a reduction in and increased awareness of ageism, and enhanced personal connection with aging, ultimately facilitating the development of an age-conscious student. Lecture-based courses focused on aging may be sufficient to facilitate positive attitude change among undergraduate students towards older adults and the aging process.

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A Checklist for Implementing Service-Learning in Higher Education

Cited by 25 publications

References 10 publications

Exploring Best Practices for New Climate Change Policy and Law Program

Exploring Best Practices for New Climate Change Policy and Law Program

The “Paulo Fraire” Educational Thinking Paradigm in the Service Learning Model in Higher Education

Facilitating Age-Conscious Student Development through Lecture-Based Courses on Aging

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