University‐community engagement: exploring service‐learning options within the practicum

Vickers, Margaret H.; Harris, C. A.; McCarthy, Florence E

doi:10.1080/1359866042000234223

Cited by 31 publications

(18 citation statements)

References 5 publications

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“…Rather, Dewey (1938) recognised 'the link between the process of learning and democratic citizenship' (as cited in Eyler, 2002, p. 520) and stressed the 'strength of learning from doing' (Dewey, 1937, cited in Vickers et al, 2004). Dewey is recognised as the originator of the theoretical foundation for academic service learning (Giles & Eyler, 1994;Govekar & Meenakshi, 2007;Rocheleau, 2004;Vickers et al, 2004).…”

Section: Introductionmentioning

confidence: 98%

“…Rather, it intentionally ensures equal focus on both the service being provided and the learning that is occurring (Bishop & Driver, 2007;Govekar & Meenakshi, 2007). A critical component of CSL is reflection, whereby students consciously consider their involvement in the service and its relation to curriculum content or at least the social conditions giving rise to the service needs in the first place (Vickers, Harris, & McCarthy, 2004). This paper reports on the impact of a CSL program on the learning outcomes of 36 students within an elective, undergraduate women's health unit at the Queensland University of Technology (QUT), Brisbane, Australia.…”

Section: Introductionmentioning

confidence: 98%

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More than experiential learning or volunteering: a case study of community service learning within the Australian context

Parker

Myers

Higgins³

et al. 2009

Higher Education Research & Development

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Community service learning is the integration of experiential learning and community service into coursework such that community needs are met and students gain both professional skills and a sense of civic responsibility. A critical component is student reflection. This paper provides an example of the application of community service learning within an undergraduate health unit at the Queensland University of Technology. Based on survey data from 36 program participants, it demonstrates the impact of CSL on student outcomes. Results show that students benefited by developing autonomy through real world experiences, through increased self-assurance and achievement of personal growth, through gaining new insights into the operations of community service organisations and through moving towards becoming responsible citizens. Students expect their CSL experience to have long-lasting impact on their lives, with two-thirds of participants noting that they would like to continue volunteering as part of their future development.

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Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 98%

More than experiential learning or volunteering: a case study of community service learning within the Australian context

Parker

Myers

Higgins³

et al. 2009

Higher Education Research & Development

View full text Add to dashboard Cite

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“…"Knowledge-experience-reflection" is the cycle necessary for successful implementation of service learning at intuitions (Vickers,Harris, & McCarthy, 2004).…”

Section: Methodsmentioning

confidence: 99%

Education Environment As A Factor Of Social Engagement Of Students: Almau Case

Massanova¹

2018

The European Proceedings of Social and Behavioural Sciences

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Due to their imperative energy and creativity students are able to play the key role in solving social problems. University environment can be a catalyst element for raising community commitment by proposing an educational model, which will allow them to assimilate these new social roles. All bachelor students of Almaty Management University (AlmaU) attend courses of Service Learning (education through community service). Introduction of this discipline was a pioneering step of AlmaU and corresponds to its policy of socially responsible university, which aims the preparation of business specialists with social responsibility. During the Service Learning course, students are involved in activities valuable to the community. It is important that the students are free to make a choice of their involvement, form a team, propose and develop their own social project and implement it under the guidance of non-profit organization and professors. This creative environment and applied interactive education methods are uniting community commitment and education methods, raising the student's interest for solving social problems and positive interpretation of this social experience. Two-years of studies of community commitment at AlmaU and practical results that were received have provided the basis for the structure of the educational process, which can be interesting for university community as a factor of increasing student's social engagement and development of humanist, active and responsible community. This social result can be achieved only in case, when the community commitment will became a massive phenomenon of the educational environment, and will be supported by state, business and NGO.

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“…However, for such learning to occur, reflection is critical. Indeed, Vickers, Harris, and McCarthy (2004) argue that without reflection, students will not make links between their experiences and curriculum content and their service involvement will become a simple "feel-good" exercise.…”

Section: Community Service Learningmentioning

confidence: 99%