An Evaluation of a Service-Learning Model for Criminal Justice Undergraduate Students

Hirschinger‐Blank, Nancy; Simons, Lori; Kenyon, Alexandra J.

doi:10.1177/105382590903200106

Cited by 7 publications

(10 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Li et al (2019) studied the effect of different service experiences in adolescents suffering from cerebral palsy. For their part, Hirschinger-Blank et al (2009) concluded that levels of political awareness are raised among students when they are immersed in S-L projects. Packard et al (2016) evaluated the inter-professional education experiences of health sciences students throughout university.…”

Section: Classification Of MM Research: Qualitative Analysismentioning

confidence: 99%

Mixed methods research in service-learning: an integrative systematic review

et al. 2021

View full text Add to dashboard Cite

In view of the challenges involved in designing a study of Mixed Methods (MM), as well as the problematics inherent in studying Service-Learning (S-L) from new research perspectives, and considering the lack of systematic reviews of MM in S-L, this study proposes to analyse the use of MM research to evaluate S-L through a systematic integrative review of scientific papers published in international databases (ERIC, DIALNET, SCOPUS, and Web of Science) using the terms ‘mixed methods research’ and ‘service-learning’. The contextual and methodological variables were analysed descriptively and inferentially using Excel and Stata programs. Moreover, 149 predefined codes were created and analysed using the qualitative program Atlas.ti to identify which terms associated with the research methodology were used most frequently in relation to the MM for S-L methodology, and how and why they were used. Of the 192 papers found, only 93 met the inclusion criteria. The results show that very few investigations specify the MM they used in sufficient detail. Only 28% provide information to estimate the effect size, suggest interventions based on S-L, and collect measures for post-intervention evaluation. This demonstrates that the relationship between MM and stages of the S-L are not complemented in the methodological design. The results demonstrated that researchers should continue working with MM in S-L for the integration of qualitative and quantitative results. This research can be a methodological guide for professionals and academics who want to investigate MM in S-L because it identifies methodological deficiencies and strengths and offers and alternative designs to evaluate the service.

show abstract

Section: Classification Of MM Research: Qualitative Analysismentioning

confidence: 99%

Mixed methods research in service-learning: an integrative systematic review

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Service-based learning requires students to be engaged in community-based problem-solving projects that relate to materials learned in the classroom. This learning strategy results in benefits for both students and community participants (Hirschinger-Blank, Simons, & Kenyon, 2009). For example, working with underserved communities or in culturally diverse settings can enhance students' awareness of the importance of serving others and increase their participation in civic engagement; it can also even influence how they set career goals (Hirschinger-Blank et al, 2009;Soslau & Yost, 2007).…”

Section: Authentic Learning Student-centered Learning and Service-learningmentioning

confidence: 99%

“…This learning strategy results in benefits for both students and community participants (Hirschinger-Blank, Simons, & Kenyon, 2009). For example, working with underserved communities or in culturally diverse settings can enhance students' awareness of the importance of serving others and increase their participation in civic engagement; it can also even influence how they set career goals (Hirschinger-Blank et al, 2009;Soslau & Yost, 2007). Such projects enable students to deepen their knowledge and understanding of classroom lessons by connecting them with activities that are relevant to the real world; moreover, they serve to build interpersonal skills and cultural competencies, such as leadership, appreciation of diversity, understanding of others' needs, and community and civic involvement (Hirschinger-Blank et al, 2009;Sedlak, Doheny, Panthofer, & Anaya, 2003).…”

Section: Authentic Learning Student-centered Learning and Service-learningmentioning

confidence: 99%

“…For example, working with underserved communities or in culturally diverse settings can enhance students' awareness of the importance of serving others and increase their participation in civic engagement; it can also even influence how they set career goals (Hirschinger-Blank et al, 2009;Soslau & Yost, 2007). Such projects enable students to deepen their knowledge and understanding of classroom lessons by connecting them with activities that are relevant to the real world; moreover, they serve to build interpersonal skills and cultural competencies, such as leadership, appreciation of diversity, understanding of others' needs, and community and civic involvement (Hirschinger-Blank et al, 2009;Sedlak, Doheny, Panthofer, & Anaya, 2003). In many cases, students' motivational level positively increases because they feel more personally related to class content through community-based projects and become more aware of the importance of learning in the social context than when they are taught using a traditional teaching method (Kahan, 1998;LaMaster, 2001;Sedlak et al, 2003).…”

Section: Authentic Learning Student-centered Learning and Service-learningmentioning

confidence: 99%

See 1 more Smart Citation

Incorporating an Authentic Learning Strategy into Undergraduate Apparel and Merchandising Curriculum

Jin¹,

Lee²

2012

Journal of Experiential Education

View full text Add to dashboard Cite

An authentic learning strategy fostering students' active learning was studied using the scenario of a real-world project. Students from two different classes at two different universities worked as clients or consultants to develop an apparel sourcing strategy. Quantitative and qualitative data were gathered from 44 undergraduates enrolled in apparel and merchandising classes to assess students' learning experiences from the project. According to the findings, students had a positive learning experience overall, gaining practical competencies and experiences from various perspectives needed to solve the problems. These results were further confirmed by emerging themes in the qualitative data—namely, improved communication skills, enhanced professionalism through real-world experiences, team building, learning through interaction, and improved research skills. The evidence suggests that incorporating an authentic learning strategy in higher education by providing real-world experiences can benefit students' learning and build their professional competence.

show abstract

“…Whereas students report that they generally have a positive experience with service-learning projects (Burke & Bush, 2013;Conover, 2015;Swanson et al, 1997;Vigorita, 2002), research has shown that service-learning particularly impacts professional development by fostering positive growth in specific professional skills, such as communication and teamwork (Conover, 2015;Doehler, 2018;Hirschinger-Blank et al, 2009;Penn, 2003;Phelps, 2012), as well as general life skills, including personal insight, cognitive development, and civic responsibility (Gutierrez et al, 2012;Lersch, 1997;Penn, 2003;Yorio & Ye, 2012). Service-learning also provides an outlet for students to apply course material and concepts to real-world scenarios, as they would in their community-based careers (Burke & Bush, 2013;Gutierrez et al, 2012;Hirschinger-Blank et al, 2009;McClam et al, 2008;Nordmoe, 2007;Sessa et al, 2009).…”

Section: Service-learningmentioning

confidence: 99%

Assessing the Impact of Service-Learning in a Criminal Justice Statistics Class

Schanz

Giles

2021

International Journal of Research on Service-Learning and Community Engagement

View full text Add to dashboard Cite

Service-learning is a pedagogical strategy that has been incorporated into classrooms in the social sciences increasingly in recent years. However, there has been less incorporation of service-learning into nontraditional courses such as statistics, despite its potentially large beneficial impacts on the students in statistics courses. This study used a quasi-experimental design and a mixed-methods analysis to determine the impact of service-learning on criminal justice students’ attitudes and outcomes in the context of a statistics course over four semesters. The impact was difficult to measure quantitatively; the qualitative findings suggested that students benefited in terms of their positive attitudes toward statistics and the overall learning outcomes of the course. The findings have implications for students’ future careers within the criminal justice field.

show abstract

An Evaluation of a Service-Learning Model for Criminal Justice Undergraduate Students

Cited by 7 publications

References 15 publications

Mixed methods research in service-learning: an integrative systematic review

Mixed methods research in service-learning: an integrative systematic review

Incorporating an Authentic Learning Strategy into Undergraduate Apparel and Merchandising Curriculum

Assessing the Impact of Service-Learning in a Criminal Justice Statistics Class

Contact Info

Product

Resources

About