It Takes a Village: Service Learning as Our Social Responsibility in Higher Education

Gibson, Eva M.; Sandifer, Mariama Cook

doi:10.1108/s2055-364120200000021008

Cited by 8 publications

(10 citation statements)

References 12 publications

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“…Ad (vi and iii): Enabling a research space within the teaching concept to be able to use different methods to search for solutions, strengthens the students both in the development of autonomous decisions and in the selection, application or creation of interactive methods (Newell and Bain, 2018). The chance to take wrong turns and to be able to redirect independently also strengthens critical reflection (Gibson and Sandifer, 2020). The openness to shape and reflect the research and project process on one's own responsibility, as well as to be able to present its findings in the sense of service learning (Lavery et al, 2018), promotes a variety of competencies.…”

Section: Box 1 Learning and Competence Goals Learning And Competence ...mentioning

confidence: 99%

“…The respective knowledge and experience of the teachers should complement each other to better map interdisciplinary learning contexts, among other things (Newell and Bain, 2018; Little and Hoel, 2011). Contrasting viewpoints of teachers and collaborative partners can stimulate essential skills and critical thinking (Gibson and Sandifer, 2020; Buckley, 2000). This is especially true when, as in service learning, practitioners or university outsiders are involved in teaching to provide knowledge and experience as well as feedback from professional practice.…”

Section: Cross-university Service Learningmentioning

confidence: 99%

“…The following key objectives should be achieved -Box 1. The primary factors of service learning, such as (i) actual societal need with meaningful engagement, (ii) connection to curricular subject content, (iii) favoring student reflection processes, (iv) participation experience through involvement in learning processes and realworld structures, (v) interactions and cooperation with non-university stakeholders and (vi) feedback processes with students along the learning process (Gibson andSandifer, 2020, Meyer, 2018), were addressed in the project.…”

Section: Box 1 Learning and Competence Goals Learning And Competence ...mentioning

confidence: 99%

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Sustainability service learning in economics

Arnold

2021

JIEB

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Purpose Service learning is not comprehensively developed in economics such as the implementation of the 17 sustainability goals of the Agenda 2030 – although this would be beneficial as experiential learning is linked to democratic education goals. Service Learning offers itself as a didactic design for this purpose. The paper aims to discuss how service learning can be used to work critically and reflexively on sustainability issues in a cross-university context. Design/methodology/approach The cross-university teaching-learning project brought together students of industrial engineering and economics. The idea space “sustainable city” was to be developed together with practice partners with the help of the practice-relevant project management method scrum and methods of sustainability assessment in the sense of service learning. Evaluating the project, a written and a qualitative survey were conducted and analysed by means of descriptive statistics as well as content analysis. Findings Success factors include the regular feedback by practice partners and lecturers including reflection questions. Student heterogeneity can hinder effective project work. Complexity can deter effective and successful service learning. The use of scrum in service learning contexts cannot be fully recommended. Although scrum contributes to service learning concepts in economics, in complex sustainability projects either the method should be in focus or prior knowledge of scrum should be mandatory. Originality/value The paper discusses how service learning can be used to critically and reflexively address social and practical challenges in a cross-university context. The study contributes to the fact that the complexity of education for sustainable development competencies requires the teaching of knowledge- and fact-based fundamentals as well as methodological-research procedures for research-based and at the same time practice-oriented learning.

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Section: Box 1 Learning and Competence Goals Learning And Competence ...mentioning

confidence: 99%

Section: Cross-university Service Learningmentioning

confidence: 99%

Section: Box 1 Learning and Competence Goals Learning And Competence ...mentioning

confidence: 99%

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Sustainability service learning in economics

Arnold

2021

JIEB

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“…This conceptual article presents the Culturally Affirming Shared Leadership (CASL) framework with four components: reflection; culturally relevant data collection, assessment, and evaluation; culturally affirming practices; and antiracist professional development. The authors explain that social capital in schools can, through shared support, influence outcomes of students and school culture (Gibson & Sandifer, 2020; Rock et al, 2017). Using this framework, the authors encourage school counselors and school administrators to work as a team to build social capital by engaging in shared leadership practices to promote supportive and unbiased learning environments for all students.…”

Section: Overview Of the Special Edition Articlesmentioning

confidence: 99%

Introduction to the Special Issue: Creating Social Capital through School Counselor-Principal Collaboration

Dahir

Geesa

2022

Professional School Counseling

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Intentional collaboration among school principals and school counselors can improve the student experience by better meeting students’ social/emotional, academic, and career and college readiness needs. In this special issue, we seek to share the many ways school counselors and school administrators (e.g., principals, assistant principals) can effectively work together to ensure that school counseling programs throughout pre-K–12 schools are comprehensive, support equitable opportunities, and empower all students to experience success. This special issue includes 11 articles representing conceptual, qualitative, quantitative, mixed-methods, and best practices methodologies with a commitment to equity and access while simultaneously bridging social capital to create networks of resources within the school and the community to support all students.

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“…According to Social Capital Theory (Bourdieu, 1986), social networks may contribute to the greater good through collaboration and shared support. Scholars note that school-based social capital can impact student outcomes (Gibson & Sandifer, 2020; McCarty et al, 2014), and the combined social capital between school counselors and school administrators can positively impact school culture (Edwards et al, 2014; Rock et al, 2017). For example, studies showed improvement in student behavior and academics when school leaders collaborated with community members to mentor students (Gibson et al, 2019; Rose & Steen, 2014).…”

Section: School Administrator Leadershipmentioning

confidence: 99%

A Culturally Affirming Shared Leadership Framework

Gibson

Thompson

Sandifer

et al. 2022

Professional School Counseling

Self Cite

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The American School Counselor Association (ASCA) encourages school counselors to promote equity experiences for all students through leadership, advocacy, and collaboration. School counselors and school administrators (e.g., principals, assistant principals) are uniquely positioned to combine their social capital in an effort to create a positive school culture and empower students who have been historically oppressed. We acknowledge the existence of current leadership approaches applicable to the educational setting; however, the literature lacks action steps for these professionals to collaboratively utilize their leadership skills as they champion social justice. Therefore, we present a culturally affirming, shared leadership framework that may be applied within P–12 schools and school counselor and leadership educator preparation programs.

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It Takes a Village: Service Learning as Our Social Responsibility in Higher Education

Cited by 8 publications

References 12 publications

Sustainability service learning in economics

Sustainability service learning in economics

Introduction to the Special Issue: Creating Social Capital through School Counselor-Principal Collaboration

A Culturally Affirming Shared Leadership Framework

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