Service‐learning

Felten, Peter; Clayton, Patti H.

doi:10.1002/tl.470

Cited by 160 publications

(126 citation statements)

References 9 publications

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“…There are various different forms of service learning globally, and in many settings it has been "re-territorialised" (Le Grange, 2007) to ensure a better fit with the context. Service learning, on the whole, aims to promote the transformation of student perspectives and practices (Felten & Clayton, 2011). This transformation is thought to take place as the real-world experiences challenge students' preconceptions, and reflection activities assist them to develop new understandings.…”

Section: Introductionmentioning

confidence: 99%

Embedding community-based service learning into psychology degrees at UKZN, South Africa

Akhurst

Solomon

Mitchell

et al. 2016

Educ. res. soc. change.

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From 1999 to 2002, the centrally funded Community-Higher Education Service Partnership (CHESP) aimed to drive community engagement in several South African universities. It intended to develop socially accountable models of meaningful student engagement in communities. This led to community-based service learning (CBSL) being embedded into a number of psychology modules for over a decade (progressing from undergraduate to postgraduate levels of study) at the University of KwaZulu-Natal (UKZN), Pietermaritzburg campus. CBSL resonated with many psychology students' motivations to make contributions to socially disadvantaged groups. Evaluation of such initiatives in the South African context are necessary, to assess their contributions and the challenges posed. Three levels of student experience in CBSL modules were considered, using qualitative methodology in order to understand the value of the modules and to draw lessons for deepening the connection between higher education and its social and community contexts. Data about their experiences were collected from focus groups of UKZN students and an interview with the undergraduate-level tutor. The students reported the value of seeing how psychological theory can be applied, and of the ability to "give something back" to communities. In addition, they learned to work in respectful and participatory ways, enhancing their ability to problem-solve. The findings illustrate progressive shifts in students' understandings of the applications of psychology and its potential role; they also evidence the growth in students' critique and social awareness. Recommendations are made for integrating and enhancing local community engagement, and highlight important considerations when students, community partners, and faculty staff interact in community-based initiatives.

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Section: Introductionmentioning

confidence: 99%

Embedding community-based service learning into psychology degrees at UKZN, South Africa

Akhurst

Solomon

Mitchell

et al. 2016

Educ. res. soc. change.

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“…In other words, it challenges the traditional student identities and roles. It urges them not only to consume knowledge but also to produce it (Feltern & Clayton, 2011) when they collaborate with the community they serve. Thus, service learning can provide students with what Eyler and Giles (1999) call a "new set of lenses for seeing the world" (p. 129) and new ways of being in it since the learners change their frame of reference by critically reflecting on their assumptions, beliefs, and understanding of the world (Feltern & Clayton, 2011).…”

Section: Introductionmentioning

confidence: 99%

Building a Bridge Between Authentic Learning and Service Learning: A Case Study From an English Technical Writing Class

Liu¹

2015

SUET

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In order to help technical/business writing students transfer their authentic learning experience to service learning practice, this study explores the relationship between authentic learning and service learning through a course research project at a small public university in southwestern Oklahoma, USA. The participants, a small group of technical writing students, engaged in writing a proposal targeting a real-life local problem as well as finding a solution. The study shows that authentic learning, such as writing the proposal for a real-world problem, can generate a potential solution while the service learning portion of the assignment (such as working with the community) can provide a specific real-life location for resolving the problem. The study also shows that the authentic learning experience can inspire the students to move further to serve the community and when students volunteer to help the local community implement the solution, a bridge between the authentic learning and service learning can be built, which can then lead to students' enhancement of all round real-life skills and of a sense of serving the community. Finally, the implications of the study for English language teaching in an authentic learning context also will be discussed.

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“…Although, the roots of service-learning as an experiential learning approach go back to the educational theories of progressivism of John Dewey, experiential learning theory of Kolb and social learning theory of Bandura, it formally began to develop in the 1960s and early 1970s. On top of that, it became a popular teaching and learning strategy in 1990s in England and in America in 1993 when National and Community Service Act were passed (Michael, 2005;Limieux & Allen, 2007;Felten & Clayton, 2011).…”

Section: Introductionmentioning

confidence: 99%

Role of Reflection in Moderating the Relationship between Service-learning and Civic Development

Ahmad¹,

Said²,

Mansor³

et al. 2014

RES

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This study examined the correlation between service-learning and civic development and its three dimensions: civic knowledge, civic skills and civic commitment. Service-learning is a unique experiential teaching and learning methodology that promotes civic learning of students by connecting academic learning with community service. The study also assessed the moderating effect of reflection on the relationship of service-learning with civic development. Using a correlation design, this study surveyed 250 teachers in three public universities in Malakand Division, Pakistan. Results of the study showed a significant positive correlation between service-learning and civic development. The study also showed that reflection significantly moderates the relationship between service-learning and civic development.

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Service‐learning

Cited by 160 publications

References 9 publications

Embedding community-based service learning into psychology degrees at UKZN, South Africa

Embedding community-based service learning into psychology degrees at UKZN, South Africa

Building a Bridge Between Authentic Learning and Service Learning: A Case Study From an English Technical Writing Class

Role of Reflection in Moderating the Relationship between Service-learning and Civic Development

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