Implementing and Evaluating Online Service Learning Projects

Service-Learning or Internship: A Mixed-Methods Evaluation of Experiential Learning Pedagogies

“…Learning modules were developed based on recommended guidelines for effective reflection activities [4]. e importance of the reflection activities cannot be overstated as reflection allows students to assess their achievements in the process of service-learning and determine their contributions to the community and beyond [19].…”

Using eService-Learning to Practice Technical Writing Skills for Emerging Nonprofit Professionals

“…Students derive the most benefits from SL courses, with research demonstrating a number of positive student outcomes (Bennett & Green, 2001;Eyler, Giles, Stenson, & Gray, 2001;Levesque-Bristol & Richards, 2005). Benefits include academic development (mastery of discipline material, problem solving, critical thinking and reflection, linking theory to practice and improved student-teacher and peer relationships), personal development (personal efficacy, social responsibility, moral development, fewer behavioral problems, leadership, self-confidence, self-esteem, communication skills, social interaction skills, self-awareness, political awareness, identity reaffirmation, feeling pleased with themselves, promotion of intercultural communication, and personal transformation), social development (reducing stereotypes, facilitating racial and cultural understanding, interacting with and accepting diverse cultures, societal awareness, social justice attitudes, developing an other-oriented ethic, and promoting collaboration), career development (confidence, networking, professional skills, increased awareness of career choices, résumé building, opportunity to practice newly learned skills, and real-world experience), and community involvement (increased volunteerism, community involvement after graduation, civic-mindedness, and civic engagement; Bennett & Green, 2001;Britt, 2012;Bryer, 2011;Eyler et al, 2001;Furco, 1996;Geller, Zuckerman, & Seidel, 2016;Harris, 2017;Helms et al, 2015;Jacoby, 1999;Kezar & Rhoads, 2001;Lebovits & Bharath, 2019;Moely, McFarland, Miron, Mercer, & Ilustre, 2002;Mottner, 2010;Waldner, Roberts, Widener, & Sullivan, 2011). Moreover, SL courses can motivate lasting learning with its linking of theory to practical experience (Kapucu & Knox, 2011;Maddrell, 2014b).…”

“…Educators are meeting service requirements for tenure-track positions, developing their skills in teaching, and able to form connections to community organizations and their institutions as well as develop their own social networks. Class participation, a consistent struggle for educators, is improved (Helms et al, 2015), and there is increased relationship building between students and educators. As representatives of their educational institutions, educators can promote a more positive perception of the institution in the community by improved town-gown relationships, additional opportunities for experiential learning for students (Bennett & Green, 2001;Jacoby, 1999).…”

“…Students and educators bring fresh, new energy and ideas for problem solving as well as academic research resources that can lead to the broadening of the delivery of services to address community needs, making nonprofits more innovative and further advancing their mission (Geller et al, 2016;Jacoby, 1999;Maddrell, 2014b). Broader organization-level benefits include increased awareness of the organization; expanded resource base; and the creation of social networks with students and educators and their networks to potentially cultivate friends, future supporters, and even future potential employees or board members (Bennett & Green, 2001;Geller et al, 2016;Helms et al, 2015;Maddrell, 2014b). Furthermore, nonprofits can use SL experiences to determine the motivations of college-aged professionals and develop volunteer programs to attract a younger generation (Tomkovick, Lester, Flunker, & Wells, 2008).…”

“…However, these projects often stay under the rug. Nonprofits can utilize students through SL projects to address these needs (Helms, Rutti, Hervani, LaBonte, & Sarkarat, 2015). Nonprofit students, under the guidance of faculty educators, can use SL courses to assist organizations and help strengthen the capacity of nonprofits.…”