Embracing Service Learning Opportunities: Student Perceptions of Service Learning as an Aid to Effectively Learn Course Material

Currie-Mueller, Jenna L.; Littlefield, Robert S.

doi:10.14434/josotl.v18i1.21356

Cited by 25 publications

(12 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, when examining the qualitative responses from students, those preliminary findings were amplified. More than half of the students noted that the service-learning project with classwork and enhanced their understanding of the importance of statistics to the criminal justice system, confirming past research that service-learning can positively impact learning outcomes (Conover, 2015;Currie-Mueller & Littlefield, 2018;Doehler, 2018;Nordmoe, 2007;Phelps, 2012;Root & Thorme, 2001). This was a slight majority of the responses., however.…”

Section: Discussionsupporting

confidence: 70%

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

Section: Discussionsupporting

confidence: 70%

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

show abstract

“…Service-learning and internships are examples of integrative approaches in which students combine their academic study with community engagement to enrich learning through applied knowledge, reflection, and intention to meet the needs of the community (Goff et al, 2020). These experiences (e.g., service learning) are directly associated with experiential learning where students can reflect and apply what they have learned to achieve desired outcomes (Blithe, 2016;Currie-Mueller & Littlefield, 2017;Littlefield et., 2016). The knowledge gained can then be implemented in a practical setting to facilitate experiential learning (Guilfoile & Delander, 2014;Science Education Resource Center, 2018).…”

Section: High-impact Practicesmentioning

confidence: 99%

The Role of Triple Loop Learning in Fostering Future Conservation Leaders: Assessing High-Impact Practices

Hill¹,

Zajchowski²,

Plag³

et al. 2023

JOREL

View full text Add to dashboard Cite

Higher education institutions identify and support practices that enhance student engagement and increase student success. In this article, we explored student learning facilitated through High Impact Practices (HIPs) (i.e., in-class undergraduate research, service learning, internships) integrated in the Sustainability & Conservation Leadership Minor at Old Dominion University. In this new transdisciplinary minor, which was developed in partnership with the U.S. Fish & Wildlife Service, cohorts of students share three mandatory courses, including a capstone internship. Post-internship reflections were coded using triple loop learning theory, which identifies individuals’ values, beliefs, and ideologies. Results indicate students identified the internship as essential for career discernment and agency literacy, as well as inter- and intra-personal awareness to address sustainability challenges. The results underline that the impact of HIPs can be amplified if multiple HIPs are integrated in a comprehensive program addressing real-world problems through experiential learning within and outside of the classroom.

show abstract

“…Service learning has been defined as the ability to serve the needs of the community or a community partner while enhancing student learning. 7,8 In this model, material learned within an academic setting extends beyond the institution to the community to enrich students' learning. The goals of service learning should include personal and interpersonal development, application of classroombased knowledge, and attitudinal transformation.…”

Section: Service Learningmentioning

confidence: 99%

Movement, Music, and Service Learning

Childers¹

2021

Topics in Geriatric Rehabilitation

View full text Add to dashboard Cite

Lack of geriatric health care professionals is a growing concern. Negative attitudes toward older adults and aging bias in students can impact quality of care, and lack of evidence-informed practice has been linked to early training. Students must be nurtured to provide quality-appropriate care for older adults. Objective: To explore the development of an evidencebased program for older adults, specifically for balance training, to be used with students in a service-learning capacity. Design Setting, and Participants: A qualitative case study was conducted with physical and occupational therapy students, led by faculty, engaging in service-learning experiences. Students were from 3 consecutive cohorts attending a health sciences gerontology class. One-third of the students were randomly selected to participate in the developed movement and music workshop at senior centers, assisted living facilities, and memory care units. The remaining students participated in general activities in the same or similar locations. Surveys were completed by the students as well as a reflection paper. Exposures: Students participated in a 1-hour movement and music workshop alongside volunteer older adults. The workshop was developed using motivational theories and evidence-based recommendations for balance interventions for older adults. Main Outcome: Student surveys demonstrated a progressive ability to recommend advanced balance interventions for older adults. Student surveys and reflective papers showed that the service-learning workshop had specifically enhanced their comprehension of motivation and meaningful activities to push older adults. Results:The ability for students to recommend intermediatelevel balance activities increased by 15% with a class only, but then advanced activity recommendations improved by 68% in those attending the workshop. Psychosocial aspects only emerged after the workshop. Service learning influenced all students, but concepts of motivation and meaningful activities were more understood by those participating in the movement workshop. Conclusion and Relevance:Service learning is an excellent opportunity for faculty to demonstrate to students how to apply evidence-informed interventions in a manner appropriate and motivational for older adults.

show abstract

Embracing Service Learning Opportunities: Student Perceptions of Service Learning as an Aid to Effectively Learn Course Material

Cited by 25 publications

References 26 publications

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

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

The Role of Triple Loop Learning in Fostering Future Conservation Leaders: Assessing High-Impact Practices

Movement, Music, and Service Learning

Contact Info

Product

Resources

About