Examining the High-impact Practice of Service-learning: Written Reflections of Undergraduate Recreation Majors

Goff, Jennifer; Hill, Eddie; Eckhoff, Angela; Dice, Tammi F.

doi:10.1080/1937156x.2020.1720444

Cited by 6 publications

(8 citation statements)

References 21 publications

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“…One of the university mandates as a third mission is to achieve sustainable development through innovative didactical strategies and research activity, as well as through community outreach and inclusion. From this perspective, students can acquire knowledge, skills, and purposeful approaches to becoming contributory global citizens (Goff et al, 2020) thanks to service-learning opportunities embedded at different levels (curricular and/or co-curricular) within their degree courses. However, such opportunities can become a worthwhile learning experience when integrated into an iterative process at a systemic level; that is, when all interested actors (teachers, students, practitioners, stakeholders, and other community participants) contribute to the reflection, and foster new reflective practices with their different roles and culture.…”

Section: Discussionmentioning

confidence: 99%

“…Effectiveness of service-learning practices with university students is well reported in the rich literature of the field (Celio et al, 2011;Goff et al, 2020;Hawkins and Kaplan, 2016), which shows a comprehensive set of analyses (including meta-analysis and qualitative studies) in terms of students' civic engagement, social skills development and team-building capacity, the improvement of their attitudes towards inclusion and transformative strategies, as well as a generally qualitative impact on academic achievement.…”

Section: Service-learningmentioning

confidence: 96%

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Orientare i giovani. Una responsabilità educativa e pedagogica per costruire traiettorie formative sostenibili

Riva¹

2022

Education Sciences and Society

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L'argomento di questo fascicolo ha lo stesso tema della V^ Settimana di eccellenza promossa e realizzata dal Dipartimento di Scienze della formazione, dei beni culturali e del turismo dell'Università degli Studi di Macerata nel mese di ottobre dello scorso anno 2021.Eventi culturali, queste Settimane, di pregevole fattura euristica e di alta formazione, rivolti contemporaneamente al mondo accademico e della ricerca, ma anche agli studenti eccellenti del Dipartimento, nell'ottica di rinforzare, continuamente e progressivamente, la comunità degli studiosi in erba e di quelli già consolidati. Com'è, del resto, nella migliore tradizione, e particolarmente nello spirito iniziale, delle università europee: culla di tutte quelle che poi sorgeranno nel mondo, sin dai loro albori. Ormai quasi 900 anni fa e subito dopo. Da Bologna a Oxford ecc. Dal 1200 al 1300, e in avanti. Quando, addirittura, il rettore eletto era lo studente maggiormente meritevole e più accreditato.Il sottotitolo di questa Settimana di eccellenza, e che ripetiamo implicitamente per questo fascicolo, come testimoniato dai contributi qui ospitati, era: "Reti per l'innovazione e l'inclusione"."Rete" o "reti", di cui non può non essere nutrita, reticolarmente, la ricerca: il suo contesto, la sua dimensione e i suoi vettori. E quella scientifica: pura o applicata che sia, in specie.Con due prospettive o traiettorie di marcia, quelle sopra citate, presenti da sempre nel DNA del Dipartimento in questione, e a monte delle Facoltà e delle strutture scientifiche che l'hanno preceduto prima della L. n. 240/2010: e, cioè, innovare e includere.Inclusione che è un processo civile, democratico, istituzionale e nondimeno intelligente, tipico di ogni realtà seria e autenticamente dinamica. Ivi avvalorato dall'ideale comunitario cui abbiamo fatto poc'anzi riferimento.Inclusione che, tuttavia, non deve essere confusa con l'assoggettamento a un insieme di valori o con una visione acritica del "qui ed ora".

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Section: Discussionmentioning

confidence: 99%

Section: Service-learningmentioning

confidence: 96%

Orientare i giovani. Una responsabilità educativa e pedagogica per costruire traiettorie formative sostenibili

Riva¹

2022

Education Sciences and Society

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“…Following the same research line, Goff et al (2020) identified three categories for understanding the impact of SL on students that were linked to the work of Eyler et al (1996): first, the service enables the creation of a learning laboratory; second, there are challenges that young people face; and third, the service encourages the creation of meaningful connections.…”

Section: Discussionmentioning

confidence: 99%

Reflection and Quality Assessment in Service-Learning Projects. When, With Whom, and Why

et al. 2021

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Among all the elements likely to be considered criteria that determine the quality of a service-learning (SL) project, the scientific literature points to reflection. This work is aimed at analyzing the association of reflection with certain variables that mediate the educational performance of university students, as well as their satisfaction with the acquired knowledge. More specifically, the main focus was to analyze how this reflective process should be, thus we defined three independent variables: the time at which it is performed, the actors involved, and its objectives. The sample was made up of 295 students from the University of Santiago de Compostela, who were participating in SL projects that had been developed in different degree programs. Three instruments were used for data collection, two aimed at the students and one at the teaching staff responsible for the project. The main conclusion, given the results, is that reflection must be carried out from the beginning to the end of the project or, failing this, only at the end. Secondly, priority should be given to involving all the actors concerned, paying particular attention at least to the work group. Finally, it must be oriented both toward sharing feelings about the experience, relating the service to the contents of the subject, and developing attitudes and values. In this way, the status of reflection as one of the key factors in the development of quality experiences in SL is confirmed, showing that those that present a more rigorous and structured reflection have a greater impact on the variables mediating performance and on the students' satisfaction with their learning.

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“…Studies have found positive effects because of participation in HIPs (e.g., Goff et al, 2020). Attainable skills are fostered through practical experiences that can provide student an advanced skill set and allow them to demonstrate their understanding and experience (e.g., Stolley et al, 2017).…”

Section: High-impact Practicesmentioning

confidence: 99%

“…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).…”

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

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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.

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Examining the High-impact Practice of Service-learning: Written Reflections of Undergraduate Recreation Majors

Cited by 6 publications

References 21 publications

Orientare i giovani. Una responsabilità educativa e pedagogica per costruire traiettorie formative sostenibili

Orientare i giovani. Una responsabilità educativa e pedagogica per costruire traiettorie formative sostenibili

Reflection and Quality Assessment in Service-Learning Projects. When, With Whom, and Why

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

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