Making a Difference: (Re)Connecting Communication Scholarship with Pedagogy

Kahl, David H.

doi:10.1080/00909882.2010.490845

Cited by 13 publications

(5 citation statements)

References 6 publications

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“…Communication classes teach concepts that are applicable to students' lives outside of the classroom (Ahlfedt, 2009). Kahl (2010) argued in order for students to use communication effectively and to make a difference, service-learning must be included to provide students an opportunity to "engage in communication scholarship beyond the classroom" (p. 299). Communication courses that do incorporate service-learning provide students with a richer understanding of communication (Applegate & Morreale, 2006).…”

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confidence: 99%

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

Currie-Mueller

Littlefield²

2018

JoSoTL

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Educators are aware of the benefits of service learning such as retention or application of course concepts. Students enrolled in courses with a service learning assignment may not be aware of the benefits or may not see the assignment as beneficiary. This study examined student perceptions of service learning to determine if students’ perceptions matched educator perceptions in the literature. Overall, students make the connection between the assignment and course material. Results and themes are discussed.

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confidence: 99%

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

Currie-Mueller

Littlefield²

2018

JoSoTL

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“…For instance, Hummert (2009) asserts that communication research and teaching must "cross the bridge from the academy to the community" (p. 220). Similarly, Kahl (2010) argues that "for students to use communication to make a difference in their own lives and the lives of others, they must be engaged in communication scholarship beyond the classroom" (p. 299). Service learning is seen as a way to build that bridge; as a way to build community connections (Novek, 1999), to make coursework relevant to students (Koch, Lelle, Long, & VanBuren, 2003), and to help students use academic concepts to solve "authentic, real world problems with tangible outcomes" (Quintanilla & Whal, 2005, p. 67).…”

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confidence: 99%

Community Partners' Assessment of Service Learning in an Interpersonal and Small Group Communication Course

Steimel¹

2013

Communication Teacher

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This assessment explored community partners' perceptions of service learning in a required communication course. Semi-structured interviews revealed that community partners believed that students were providing needed and valuable service, students were learning about the community, and students were learning through their application of course skills in an applied context. However, community partners also felt that students were unaware of or did not care what they should be learning, that faculty contact was rare or nonexistent, and that community feedback opportunities were rare and undervalued by faculty. Results suggest specific improvements necessary in service learning assignment design.

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“…In previous studies, communication students affirmed that service in the community not only helped them understand basic concepts and theories taught in the classroom, but it also helped them be more aware of community problems (Panici and Lasky, 2002). In a thoughtful discussion of communication pedagogy, Kahl (2010) provides a compelling argument as to why communication instructors should care about service learning for undergraduate students. He claims "more adoption of service learning in undergraduate communication classes would allow students to apply their knowledge to real-world situations to make a difference in their communities" (p. 300).…”

Section: Service Learning As a Tool For Teaching Communication Coursesmentioning

confidence: 99%

“…Communication is an applied field which already has an explicit public service orientation. Therefore, communication educators believe service learning adapts well to the discipline of communication (Kahl, 2010) and that "communication studies is a disciplinary further explains the expectation of experiential learning by suggesting that students best understand when experiencing four stages of learning: concrete experience abilities; reflective observation; abstract conceptualization; and active experimentation. More precisely, effective learning is having a concrete experience which is followed by observation and reflection on that experience.…”

Section: Introductionmentioning

confidence: 99%

The practice of professional skills and civic engagement through service learning

Cheng

2018

HESWBL

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Purpose The purpose of this paper is to explore the community service learning initiative among Taiwanese communication students by examining the link between the value of work-based learning and learning outcomes from the applied classroom projects. Design/methodology/approach This study involves the applied classroom projects. Data are captured in both quantitative (i.e. survey) and qualitative methods (i.e. reflective papers). The survey is designed to measure general attitudes and perceptions of service learning students. The reflective papers focus on the participants’ expectations of the service learning outcome. Findings The findings suggest that work-based and service learning projects are beneficial for the students, faculty, university and community partners. As an extension of experiential learning, students acquire a deeper understanding of the course material, gain practical expertise in the real world, develop interpersonal communication skills and engage in civic responsibility. Practical implications This study supports the notion that service learning engagements help students develop problem-solving skills. It is suggested that since the content of traditional learning in the discipline of communication has changed extensively over the past decades (i.e. from traditional media to new digital media), service learning can be a complimentary tool to not only broaden students’ learning, but to also expand their professional horizons and opportunities. Originality/value The current study expands existing theory and advances our understanding of service learning in the discipline of communication in a Taiwanese context. With practical roots embedded in Western educational initiatives linking service learning to higher education, this paper reveals that service learning does work across cultures as well.

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Making a Difference: (Re)Connecting Communication Scholarship with Pedagogy

Cited by 13 publications

References 6 publications

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

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

Community Partners' Assessment of Service Learning in an Interpersonal and Small Group Communication Course

The practice of professional skills and civic engagement through service learning

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