Professional Identity Development Through Service Learning

Beck, Jimmy; Chretien, Katherine C.; Kind, Terry

doi:10.1177/0009922815571108

Cited by 34 publications

(12 citation statements)

References 37 publications

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“…Considered to be a high impact pedagogical practice, service-learning provides students with opportunities to meaningfully enact, develop, and reflect on various identities (Astin et al, 2000; Eyler & Giles, 1999). Indeed, research has long demonstrated positive outcomes associated with service-learning (e.g., Celio et al, 2011; Tomkovick et al, 2008; Yorio & Ye, 2012) and has linked participation in service-learning to the formation of a number of identities, such as self-identity (e.g., Winans-Solis, 2014), ethnic identity (e.g., Petrov, 2013), civic and political identity (e.g., Iverson & James, 2013; Mitchell, 2015), professional identity (e.g., Beck et al, 2015; Keshwani & Adams, 2017), academic identity (e.g., Dukhan et al, 2008), and religious identity (e.g., Brookner, 2020; Rehnborg et al, 2008).…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

Service-Learning in Higher Education and Prosocial Identity Formation

McDougle

2022

Nonprofit and Voluntary Sector Quarterly

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For most nonprofits, their effectiveness, sustainability, and survival all depend on the willingness of individuals to behave in prosocial ways, for example, by giving time, money, and/or resources to various organizations and causes. Scholars have, therefore, long sought to identify predictors of prosocial behaviors; and, one consistently significant variable in this quest has been prosocial role identity. Indeed, the strength of this identity, studies have shown, positively predicts participation in a variety of prosocial activities. Despite this significance, research on service-learning, a widely utilized pedagogical practice intended to prepare prosocially active and engaged citizens, has been largely disconnected from the literature on identity motivated behavior. Yet, this literature provides a strong conceptual foundation for understanding why, when, how, and for whom participation in service-learning will be associated with positive changes in prosocial identities—and, ultimately sustained participation in role-related prosocial behaviors. In this article, we connect these literatures and propose a model.

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Section: Review Of Relevant Literaturementioning

confidence: 99%

Service-Learning in Higher Education and Prosocial Identity Formation

McDougle

2022

Nonprofit and Voluntary Sector Quarterly

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“…Another study of engineering faculty indicated that reflective processes enhanced the students' professional readiness (Tucker et al, 2014). There are many additional studies that indicate discipline-specific service-learning increases students' professional skill sets and leadership development (Beck et al, 2015;Colakoglu & Sledge, 2013;Hand et al, 2018;Hébert & Hauf, 2015;Koch et al, 2014;Lester, 2015;Levesque-Bristol & Stanek, 2009;Peterson et al, 2014;Weiss et al, 2016;Werder & Strand, 2011), but their influence in the liberal arts context remains unclear. Thus, we asked:…”

Section: Service Hours and Reflection Activitiesmentioning

confidence: 99%

Community Engagement in the Liberal Arts: How Service Hours and Reflections Influence Course Value

Painter

Howell

2020

Journal of Experiential Education

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Background: In response to critics’ charges that the liberal arts lack practical value, most colleges have incorporated service-learning in their curricula. Ideally, these service-learning activities not only benefit the community but also enhance the course’s (a) pedagogical effectiveness as well as the students’ (b) civic engagement and (c) professional development. Purpose: This investigation uses a survey to measure the extent to which service-learning in community engagement courses at a liberal arts college achieved these three outcomes. Methodology/Approach: Specifically, we parsed the influence of service hours and reflection activities on 740 students’ ratings of pedagogical effectiveness, civic engagement, and professional development. Findings/Conclusions: The results suggest students in community engagement courses that included at least 15 service hours and three different types of reflections reported significantly greater outcome achievement than those with fewer hours or reflections. Moreover, class discussions and individual conversations were rated the most effective types of reflection activities. Implications: Based on these findings, we provide some best practice suggestions for service hours and reflection activities in liberal arts community engagement courses.

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“…Volunteering is often seen as a 'win-win' situation, with benefits for those who volunteer in terms of both skill acquisition and the development of social and professional networks [21,22]. There are often opportunities for volunteers to develop interpersonal proficiencies to complement professional skills [23,24]. There is a perceived intrinsic value/advantage to volunteering in terms of skill/knowledge acquisition -particularly of transferable skills developed while working in different settings [21][22][23][24].…”

Section: Introductionmentioning

confidence: 99%

“I loved it, absolutely loved it” a qualitative study exploring what student podiatrists learn volunteering as part of an interprofessional medical team at a marathon

Otter

Whitham

Riley

et al. 2023

Journal of Foot and Ankle Research

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Background Final year podiatry students volunteer annually as part of the wider interprofessional medical team at both the Brighton and London Marathon race events, supervised by qualified podiatrists, allied health professionals and physicians. Volunteering has been reported to be a positive experience for all participants and a way of developing a range of professional, transferable, and where appropriate, clinical skills. We sought to explore the lived experience of 25 students who volunteered at one of these events and aimed to: i) examine the experiential learning reported by students while volunteering in a dynamic and demanding clinical field environment; ii) determine whether there were elements of learning that could be translated to the traditional teaching environment in a pre-registration podiatry course. Methods A qualitative design framework informed by the principles of interpretative phenomenological analysis, was adopted to explore this topic. We used IPA principles to enable analysis of four focus groups over a two-year period to generate findings. Focus group conversations were led by an external researcher, recorded, independently transcribed verbatim and anonymised prior to analysis by two different researchers. To enhance credibility, data analysis was followed by independent verification of themes, in addition to respondent validation. Results In total, five themes were identified: i) a new inter-professional working environment, ii) identification of unexpected psychosocial challenges, iii) the rigors of a non-clinical environment, iv) clinical skill development, and v) learning in an interprofessional team. Summary Throughout the focus group conversations, a range of positive and negative experiences were reported by the students. This volunteering opportunity fills a gap in learning as perceived by students, particularly around developing clinical skills and interprofessional working. However, the sometimes-frantic nature of a Marathon race event can both facilitate and impede learning. To maximize learning opportunities, particularly in the interprofessional environment, preparing students for new or different clinical settings remains a considerable challenge.

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Professional Identity Development Through Service Learning

Cited by 34 publications

References 37 publications

Service-Learning in Higher Education and Prosocial Identity Formation

Service-Learning in Higher Education and Prosocial Identity Formation

Community Engagement in the Liberal Arts: How Service Hours and Reflections Influence Course Value

“I loved it, absolutely loved it” a qualitative study exploring what student podiatrists learn volunteering as part of an interprofessional medical team at a marathon

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