Utilization of Service Learning in Emergency Management Programs in the United States

Using eService-Learning to Practice Technical Writing Skills for Emerging Nonprofit Professionals

“…Service-Learning and eService-Learning Bringle and Hatcher (1996) defined SL as "credit-bearing educational experience" in which students "gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility" (p. 222). SL is a pedagogical tool that allows students to comprehend course matter better by integrating academic materials (theory) with practical application (Kapucu & Knox, 2011;Mennen, 2006;Waldner et al, 2012). Overall, SL allows for the acquisition of knowledge by engaging students in community service and ongoing reflections that lead to the analysis of issues, the application of skills, and the enriching of communities (Britt, 2012;Gallagher & McGorry, 2015).…”

“…Benefits include academic development (mastery of discipline material, problem solving, critical thinking and reflection, linking theory to practice and improved student-teacher and peer relationships), personal development (personal efficacy, social responsibility, moral development, fewer behavioral problems, leadership, self-confidence, self-esteem, communication skills, social interaction skills, self-awareness, political awareness, identity reaffirmation, feeling pleased with themselves, promotion of intercultural communication, and personal transformation), social development (reducing stereotypes, facilitating racial and cultural understanding, interacting with and accepting diverse cultures, societal awareness, social justice attitudes, developing an other-oriented ethic, and promoting collaboration), career development (confidence, networking, professional skills, increased awareness of career choices, résumé building, opportunity to practice newly learned skills, and real-world experience), and community involvement (increased volunteerism, community involvement after graduation, civic-mindedness, and civic engagement; Bennett & Green, 2001;Britt, 2012;Bryer, 2011;Eyler et al, 2001;Furco, 1996;Geller, Zuckerman, & Seidel, 2016;Harris, 2017;Helms et al, 2015;Jacoby, 1999;Kezar & Rhoads, 2001;Lebovits & Bharath, 2019;Moely, McFarland, Miron, Mercer, & Ilustre, 2002;Mottner, 2010;Waldner, Roberts, Widener, & Sullivan, 2011). Moreover, SL courses can motivate lasting learning with its linking of theory to practical experience (Kapucu & Knox, 2011;Maddrell, 2014b). Specific to public administration and nonprofit courses, SL has been shown to improve democratic citizenship, increase civic competence and engagement, increase motivation and intention to volunteer, and increase political knowledge and awareness (Kapucu & Knox, 2011;Mottner, 2010) in students.…”

“…Moreover, SL courses can motivate lasting learning with its linking of theory to practical experience (Kapucu & Knox, 2011;Maddrell, 2014b). Specific to public administration and nonprofit courses, SL has been shown to improve democratic citizenship, increase civic competence and engagement, increase motivation and intention to volunteer, and increase political knowledge and awareness (Kapucu & Knox, 2011;Mottner, 2010) in students. Moreover it challenges "students to give serious consideration to their roles as community members and as citizens in a democratic society" (Kezar & Rhoads, 2001, p. 153).…”

“…Institutional benefits. Institutions of higher education that support SL initiatives have a positive effect on the overall well-being of the community by practically addressing the needs of the community, state, and even region (Kapucu & Knox, 2011;Kezar & Rhoads, 2001). Institutions benefit from the increased enrollment and retention of students (Bringle, Hatcher, & Muthiah, 2010) and increased positive reputation in the community.…”

Aprendizaje Servicio Aplicado a La Gestión De Desastres en Establecimientos Educacionales Municipales

“…El aprendizaje servicio como enfoque metodológico (Campo, 2010) puede aportar mucho en esta materia, a través del aprendizaje experiencial que beneficia a todos los que participan (Furco, 1996). En la gestión de desastres, el aprendizaje servicio se destaca por entregar productos tangibles a la comunidad (Kapucu y Knox, 2013) y la educación en ingeniería con un enfoque renovado integral (Crawley, 2007) puede aportar mucho en la generación de educación en la gestión de desastres a la comunidad.…”