Benefits and Challenges of Service-Learning in Baccalaureate Social Work Programs

Schelbe, Lisa; Petracchi, Helen E.; Weaver, Addie

doi:10.1080/08841233.2014.954689

Cited by 23 publications

(37 citation statements)

References 19 publications

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“…As demonstrated by their greater reliance on foundational knowledge and application in their comments, the peer-tutoring service enhanced their understanding of the subject matter, enabled them to put it into practice in realistic situations, and stimulated critical thinking in peer groups. On the academic learning front, the current research corroborated the findings of many earlier studies, which emphasised the facilitating influence of academically-based community service on the real-life application of the specialised knowledge and job skills trainees have merely encountered in the comfort zone of their university classrooms (Ash & Clayton, 2004;Barnes & Caprino, 2016;Butcher et al, 2003;Carver, 1997;Chupp & Joseph, 2010;Cone, 2012;Dodd & Lilly, 2000;D'Rozario et al, 2012;Eyler & Giles, 1999;Eyler et al, 1996;He & Prater, 2014;Hildebrandt, 2014;Kistler & Crosby, 2014;Litke, 2002;Molee, Henry, Sessa & McKinney-Prupis, 2010;O'Connor, 2012;Pak, 2013;Petersen, 2007;Schelbe et al, 2014;Simons & Cleary, 2006).…”

Section: Discussionsupporting

confidence: 86%

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2020

EUROPEAN J ED RES

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Despite its well-documented benefits for training a wide range of professionals, including teacher candidates in almost all content areas, the incorporation of service-learning into foreign language teacher education is relatively new, and most research only dealt with narrative accounts of non-work-related charitable activities. Consequently, this study sought to investigate the impact of the 20-hour peer-tutoring project on the teaching beliefs, community service attitudes, personal and professional development of 14 Turkish EFL teacher candidates. A comparison between their pre-and post-service metaphors revealed a conceptual shift not only in their teaching perspectives from the behaviorist to constructivist paradigm for knowledge acquisition, but also in their community partnership approaches from the unidirectional to reciprocal pattern of altruism towards their tutees. The classification of their written reflections into six types of significant learning demonstrated that despite a relatively greater focus on expressing their foundational knowledge and application practices, a more balanced distribution of learning gains was achieved between the two overarching spheres of academic learning and personal growth, when coursework engagement and multimodal reflections were co-implemented. They reported developing effective teacher dispositions, interpersonal skills and social responsibility, valued intrinsic rewards for their contributions to the youth well-being, and also appreciated the informal professional learning opportunities the peer-tutoring service offered, though without establishing their own learning agendas.

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Section: Discussionsupporting

confidence: 86%

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2020

EUROPEAN J ED RES

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“…These results are aligned with the enhanced empathy and awareness resulting from similar activities conducted at the master's level (Caldwell, 2007;Giordano et al, 2015;Harrawood et al, 2011;Ieva et al, 2009;Spaid & Squires, 2006;Warren et al, 2012). The meaning-making illuminated in the reflective writing assignments further illustrates conclusions that experiential learning can enhance students' learning beyond the classroom (Griffith & Frieden, 2000;McKeachie & Svinicki, 2006;Schelbe et al, 2014). The participants noted that without doing this project, in which they had to actively abstain from something they valued for an extended period outside class, they may not have developed as deep of an understanding of what people with substance use disorders face.…”

Section: Discussionmentioning

confidence: 57%

“…Yates, DeLeon, and Rapp (2017) found equivalent results by qualitatively analyzing "good-bye letters" to participants' substances of choice, journal entries, and reflection summaries by 17 counselor trainees who engaged in their abstinence project. Based on the results of the current study, similar studies conducted at the master's level, and earlier research on the benefits of experiential learning (Schelbe et al, 2014;Griffith & Frieden, 2000;Ziomek-Daigle, 2017), undergraduate programs may need to consider modifying their pedagogical approaches to addiction training so opportunities for lived experiences followed by reflection are integrated throughout the curricula to promote professional development.…”

Section: Implications and Future Directionsmentioning

confidence: 89%

“…Experiential learning requires students to go beyond the classroom, allows them to gain hands-on experience, and promotes reflection on what has been learned, which impacts overall awareness (Schelbe, Petracchi & Weaver, 2014). In addictions coursework, students without personal experience with an addiction can still undergo an abstinence experience and reflect on the implications of the experiential learning for their awareness of addiction issues and treatment.…”

Section: Experiential Learningmentioning

confidence: 99%

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Students’ Perspectives of Experiential Learning in an Addictions Course

Dice¹,

Carlisle²,

Byrd³

2019

TSC

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Substance use practitioners may identify as individuals in recovery, while others may have never experienced the challenge of abstinence. Without this lived experience, it may be difficult to accurately empathize with clients in recovery. Experiential learning is a way for students to live through an exercise in abstinence. The value of utilizing experiential learning for skill development and theory application is established. However, there is no empirical research examining the use of experiential learning with undergraduate substance use practitioner trainees not in recovery from addiction to increase their ability to empathize with clients' experiences. This article explores the impact of an experiential learning assignment in an undergraduate addictions course. A qualitative analysis of students' written reflections revealed four primary themes. The authors offer suggestions for substance use educators and recommendations for future research.

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“…Also in the community service activities, being aware of social activities makes a direct relation with the dimension of relation and organization of metacognitive awareness. As a matter of fact, Schelbe, Petracchi and Weaver [39] touched on the significance of metacognitive awareness process in the process of social activity in the community service activities in their study.…”

Section: Discussion Results and Suggestionsmentioning

confidence: 99%

An Evaluation on the Regression Level of Prospective Teachers' Metacognitive Skills in terms of their Community Service Activities Perceptions

Kartal¹,

Demır²,

Kaya³

2017

ujer

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Metacognition, thinking, and learning are a continuous transformation in case of different aspects of the same event. In turn, metacognition is an inseparable part of the process of thinking to think. Recently, the definition of metacognition has been elaborated. And as defined in the past, it has only consisted of "thinking on think", but now it covers of awareness of one's own knowledge, cognitive steps, cognitive and effective situations, intentional and awareness monitoring ability, and regulating his/herself knowledge, as well. In such a process, social awareness and social dimensions of development thinking in the participants' individual learning and language are an inevitable necessity and the key to thinking rather than effective think. In this line, individuals are also supposed to effectively use the cognitive processes and skills. Herewith, metacognition could be accepted as a large structure consisting of the community service activities. As research findings also revealed, the teachers' participation in community service activities is being effective for the development of cognitive skills and higher-level thinking processes; in this regard, as it contribute the teachers' development of the responsibility for their own learning, it has positively contributed that the more their necessary skills increased, the more positive attitude toward student the teachers have. To determine the prospective teachers' personal traits, the perception on Community Service Activities, and to measure the cognitive skills respectively in this research, it was used "Personal Information Form"; "Community Service Activities Scale", and "Cognitive Awareness Scale". Las but not least, the overall aim of this study is to uncover what extent the prospective teacher's cognitive skills is predicted in terms of the variables of Community Service Activities Perception Scale.

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Benefits and Challenges of Service-Learning in Baccalaureate Social Work Programs

Cited by 23 publications

References 19 publications

Untitled

Untitled

Students’ Perspectives of Experiential Learning in an Addictions Course

An Evaluation on the Regression Level of Prospective Teachers' Metacognitive Skills in terms of their Community Service Activities Perceptions

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