Grounding Service Learning in Social Theory

Hironimus-Wendt, Robert J.; Lovell-Troy, Larry

doi:10.2307/1319042

Cited by 43 publications

(21 citation statements)

References 19 publications

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“…They also allow students to engage more deeply with the material (Grauerholz and Copenhaver 1994;Huisman 2010;Wright 2000). Likewise, previous research shows that in the right context, service learning can improve key learning outcomes such as students' methodological and theoretical comprehension (Hironimus-Wendt and Lovell-Troy 1999;Hironimus-Wendt and Wallace 2009;Scarce 1997), participation in research simulations (Keen 1996;Ostrower 1998), and interest in the pursuit of original research opportunities (Collier and Morgan 2002;Huisman 2010).…”

Section: Sociology and Engaged Learningmentioning

confidence: 96%

Improving Student Learning Outcomes through Community-based Research: The Poverty Workshop

et al. 2018

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Engaging students in the research experience remains at the forefront of multiple debates within the field of sociology concerning best approaches to implementing and assessing applied learning opportunities both inside and outside the classroom. From experiential methodological training to service learning, there is a diverse array of models for encouraging students to develop potentially marketable skills through the application of sociological knowledge to the "real world" (Lovecamp, Soboroff, and Gillespie 2017). Recent evidence suggests that students in sociological methods and statistics courses significantly benefit from applied learning (Atkinson and Hunt 2008). We propose that community-based research adds another important element to sociological training through civic engagement in locally salient social problems. To help other instructors establish communitybased research opportunities, we describe the development and implementation of a communitybased learning course called the Poverty in Tucson Field Workshop (Workshop) and assess its potential for improving student learning outcomes related to social science research methods and comprehension of social stratification and inequality. Through the examination of improvements in learning outcomes for students in the Workshop compared to traditional methods courses, we 818251T SOXXX10.

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Section: Sociology and Engaged Learningmentioning

confidence: 96%

Improving Student Learning Outcomes through Community-based Research: The Poverty Workshop

et al. 2018

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“…Unfortunately, unless students are intentionally assisted in developing a sense of personal connection to the social problems they analyze, there is little reason to assume most students will develop a proactive sense of responsibility for addressing the social problems they analyze (Colby et al 2003;Eyler and Giles 1999;Hironimus-Wendt and Lovell-Troy 1999;Myers-Lipton 1998).…”

Section: On Social Responsibilitymentioning

confidence: 99%

“…Indeed, even with some experiential learning activities, it is often the case that some students resort to victim-blaming unless properly prepared and guided through their experiences in the community (Hironimus-Wendt and Lovell-Troy 1999;Strand 1999). Howard (2001) defined academic learning as "learning that is academic in nature that prepares for involvement in the community" (p. 40).…”

Section: Active Learning and Social Responsibilitymentioning

confidence: 99%

The Sociological Imagination and Social Responsibility

Hironimus-Wendt¹,

Wallace²

2009

Teach Sociol

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In this paper, we maintain that sociologists should deliberately teach social responsibility as a means of fulfilling the promise that C. Wright Mills envisioned. A key aspect of the sociological imagination includes a sense of social responsibility, but that aspect is best learned through a combination of experience and academic knowledge. Students gain the fullest sense of the sociological imagination, one that includes social responsibility, when they are able to have encounters and experiences that challenge their pre-existing world-views and allow them to see first-hand the sociological concepts they learn in the classroom. Further, we argue that teaching social responsibility is appropriate because it has deep roots in the discipline. We identify the origins of the active learning model in sociological theory and provide examples of the ways in which social responsibility is realized through service learning experiences of our students.

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“…It is also based on the premise that transformation cannot successfully occur through decision-making by those with power, and that genuine transformation involves shared decision-making through the establishment of 'transactional spaces' (Gibbons 2006). This in turn can generate pedagogical approaches that aim to achieve more 'democratic communities' through relationships that work to promote social justice (Hironimus-Wendt and Lovell-Troy 1999).…”

Section: Challenging Dominant Epistemologies and Practising Models Omentioning

confidence: 99%

The university and social responsiveness in the curriculum: a new form of scholarship?

Favish¹,

McMillan²

2009

London Review of Education

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Challenges facing the higher education sector globally include questions over what counts as knowledge and what are valid forms of both its reproduction and production. This paper addresses the question of how what counts as valid knowledge is challenged and how it changes over time. It does this via an analysis of examples of social responsiveness profiled as 'portraits of practice' in the annual social responsiveness reports produced at the University of Cape Town, South Africa, a traditionally strong research university. In this paper, we discuss and analyse key themes emerging from this work and argue that social responsiveness not only serves to enhance the core functions of teaching and research but can act to change them.

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Grounding Service Learning in Social Theory

Cited by 43 publications

References 19 publications

Improving Student Learning Outcomes through Community-based Research: The Poverty Workshop

Improving Student Learning Outcomes through Community-based Research: The Poverty Workshop

The Sociological Imagination and Social Responsibility

The university and social responsiveness in the curriculum: a new form of scholarship?

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