ethanporcaro/eric-fulltext-meta huggingface dataset:
Service-Learning and Participation in a Capstone Spatial Science Course
Author: Kulhavy, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Service Learning,Curriculum,Participation,Undergraduate Students,Science Instruction,Science Curriculum,Research Projects,Geographic Information Systems

Six undergraduate research projects were identified in a capstone spatial science course to demonstrate service-learning and reflection within a natural resource curriculum. Students met with state and national organizations and formulated plans for a Firewise certification program for a university; developed an historical trail encompassing cultural data into a spatial science database; assessed the geometric accuracy of the standard image bundle for DigitalGlobe's QuickBird multispectral imagery; developed a litter abatement program on a university campus; assessed the critical habitat of &quot;Hibiscus dasycalyx,&quot; the Neches River rose mallow, as a candidate for threatened species listing; and, assessed the utility of estimating the height of baldcypress trees, &quot;Taxodium distichum,&quot; from a distance using remotely sensed imagery. A Public Participation Geographic Information System (PPGIS) approach was used to incorporate service-learning into the course. Reflection was included as a critical component for students to evaluate their efforts during and at the conclusion of the projects. Results indicate that a combination of PPGIS and reflection produce a more inclusive spatial science product, heightens a student's experience, and produces a well-rounded society-ready spatial scientist.
Battle of the Books: Coaching an English High School Literary Trivia Competition in Montreal, Quebec
Author: Stark, Julia
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Competition,English,Foreign Countries,Books,Literature,Coaching (Performance),Teamwork,School Libraries,Librarians,Educational History

Battle of the Books is a high school book-knowledge competition. This paper describes the Battle of the Books competitions held yearly in Montreal, Quebec since 2013. The competition provides an opportunity for students who are not necessarily athletically inclined to experience competition and belonging to a team. The author outlines the history of the Montreal events, explains how the competition works, and details the experience of coaching Battle of the Books teams.
A New Era for Service-Learning: Designing an Intentional High Impact Practice
Author: McReynolds, Mandi
Date: 2014-07-00
Type: Journal Articles
Subjects: Service Learning,Social Justice,Program Development,Program Evaluation,Internship Programs,Communities of Practice,Cooperative Learning,Student Projects,School Community Programs,Undergraduate Students,Teaching Methods,Consciousness Raising,Summer Programs

This article describes and examines the design and assessment practices of a Summer of Service-Learning and Social Justice Program (SSSJP). The program was developed to deepen students' learning outcomes through strategically constructing multiple high impact practices: service-learning, an internship, a learning community, collaborative projects and common intellectual experiences. The program and assessment instruments were constructed to build a culture of evidence and inquiry among service-learning educators in a new era for service-learning. Instruments were fashioned to measure evidence of student learning in cultural pluralism, civic engagement, self-direction, curiosity, leadership, and critical reflection in a service-learning and social justice program or course.
Building Recovery Capital in Recovering Substance Abusers through a Service-Learning Partnership: A Qualitative Evaluation of a Communication Skills Training Program
Author: Terrion, Jenepher Lennox
Date: 2014-07-00
Type: Journal Articles
Subjects: Substance Abuse,Communication Skills,Addictive Behavior,Workshops,Undergraduate Students,Interpersonal Relationship,Role,Drug Rehabilitation,Alcohol Abuse,Residential Programs,Service Learning,Outcomes of Treatment,Telecommunications,Interpersonal Competence,Foreign Countries,Student Attitudes

Given the importance of communication skills and positive relationships to addiction recovery, a series of communication skills workshops for residents of a long-term drug and alcohol residential treatment centre was designed and delivered by students in an undergraduate communication class within the university's Community Service Learning program. The purpose of this study was to gauge the impact of these workshops on the participants' communication skills, relationships and recovery program. Thematic analysis of qualitative interviews with the participants was conducted and five themes emerged. This paper discusses the significance of these themes and the role of training in developing communication skills and creating recovery capital as critical aspects of addiction treatment. It also highlights the contribution that students can make to these processes through service-learning.
Profile of a Residential Learning Community on Schwartz&apos;s Typology of Values
Author: Roszkowski, Michael J.
Date: 2014-07-00
Type: Journal Articles
Subjects: Service Learning,Values,Religious Factors,Religious Education,Communities of Practice,Comparative Analysis,Teaching Methods,Prosocial Behavior,Undergraduate Students,Student Organizations,Empathy,Scores

This paper describes the values orientation of a residential learning community dedicated to exploring the issues of faith and community through service learning. The Schwartz model of values, as measured by the 10-item scale used in the World Values Survey (WVS), was used to compare members of this residential learning community with peers in a different section of the same required core religion course. The section for the residential learning community cohort was taught as a service-learning course whereas the other section had a standard lecture and discussion format. The two groups showed somewhat similar profiles, scoring highest on Benevolence and lowest on Power, although the members of the residential learning community were nonetheless relatively lower on Power. However, the most notable difference between the two groups was the very low importance placed on Hedonism by the residential learning community members. Unexpectedly, Universalism (a prosocial value) was not one of the most important values, which we attribute to the inadequacy of the item meant to measure this value on the WVS.
Engaging the Graduate Student in Learning through Service-Learning: A Case Study
Author: Velten, Justin Charles
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduate Students,Service Learning,Learning Experience,Learner Engagement,Case Studies,Student Attitudes,College Faculty,Experienced Teachers,Beginning Teachers,Instructional Effectiveness,Course Content,Educational Benefits

Faculty integration of service-learning into the classroom has proven an effective method of engagement within the &quot;undergraduate&quot; experience. This case study addresses a gap in the student-engagement literature with a discussion on the effectiveness of service-learning projects on class content-comprehension at the &quot;graduate&quot; level. A post service-learning experience graduate student focus group provided four findings that can help guide both novice and veteran faculty in implementing or enhancing service-learning within the graduate experience. Students noted service-learning aided course content-comprehension via practical application, the importance of organization/representative fit, the need for a follow up session, and gratitude toward adult-like treatment.
Building Individual Reciprocity into Campus-Community Partnerships
Author: Malm, Eric
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Self Efficacy,Power Structure,School Community Relationship,Partnerships in Education,Scores,Art,Networks,Cultural Activities,Student Participation,Student Interests,College Faculty,College Students

Extending educational experiences beyond the traditional boundaries of the classroom is an exciting yet challenging prospect. As the classroom context changes, the power structure of the class is also likely to change, shifting from the instructor to students and community members. This article describes how a campus-community partnership has evolved in ways which place increased emphasis on student engagement and individual student participation. Building on a notion of &quot;individual reciprocity,&quot; a service-learning course partnered with a local arts festival has been gradually restructured to provide the opportunity and expectation for each student to bring personal skills and interests to the community, participating in much the same way as volunteer members of the community. Several strategies were employed for identifying and utilizing individual student interests, including the creation of a Community Contribution Statement. Student engagement was measured using both the Community Service Self-Efficacy Scale and tangible measures of student participation to assess whether a course designed around the notion of individual reciprocity provided improved student outcomes. Results from this study showed significantly higher self-efficacy scores than benchmark service-learning courses and yielded improved student performance.
Transformation of, in, and by Learning in a Service-Learning Faculty Fellows Program
Author: Cazzell, Mary
Date: 2014-07-00
Type: Journal Articles
Subjects: Transformative Learning,Service Learning,College Faculty,Faculty Development,Program Descriptions,Teaching Methods,Content Analysis,Teacher Attitudes,Professional Identity,Mentors,Engineering Education,Nursing Education,Social Work,Learning Processes

Transformative learning is the most desired core outcome in adult education. The qualitative study examined critical reflections for professional transformation related to development and implementation of service-learning courses or projects from four university faculty members during enrollment in a Service-Learning Faculty Fellows program and post-service-learning implementation. Reflective questions related to faculty perceptions of student learning, service-learning as pedagogy, and their own learning--transformation of, in, and by learning, respectively. Content analyses of faculty reflections resulted in three categories of transformation based on three pre-service-learning and three post-service-learning descriptive themes: (1) transformation of student learning from anticipatory integration to conflicts between expectation and reality; (2) transformation in learning about service-learning transitioned from constant search for clarification to searching for relevance in service-learning; and (3) transformation by learning about themselves as educators was described initially as a move from &quot;me&quot; to &quot;we&quot; and afterward to a deconstruction of their professional selves. Critical self-reflection and mentoring throughout the Faculty Fellows program and after at least one service-learning course or project are important elements toward the success of faculty who choose to engage in service-learning.
Community at the Center of the Storm
Author: Lima, Marybeth
Date: 2012-05-00
Type: Journal Articles
Subjects: Service Learning,Poverty,Natural Disasters,Poverty Programs,College Students

This article is based on a keynote presentation delivered at the Alabama Poverty Project Lifetime of Learning Summit at the University of Montevallo on September 30, 2011. Conference organizers asked for the perspective of a survivor of a significant natural disaster, for information regarding Louisiana's recovery from hurricanes Katrina and Rita in the shortand long-term, and for advice on rebuilding and recovery within the framework of poverty eradication. This paper details the author's experiences in the 2005 hurricanes and lessons learned through subsequent communityengagement efforts.
Measuring Effect of Graduate Student Service Learning Experiences: Pre-Post Self-Efficacy of Counseling and Educational Diagnostician Students
Author: Overton, Terry Patrice
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Students,Service Learning,Self Efficacy,Pretests Posttests,Quasiexperimental Design,Counseling Services,Educational Diagnosis,School Counseling,Achievement Tests,Undergraduate Students,College Freshmen,Summer Programs,Measures (Individuals)

Advanced standards for the preparation of special education and counseling students require programs to incorporate collaboration experiences and collect outcome data for these experiences. Graduate students in the Educational Diagnostician and Counseling programs, collaboratively provided academic and career assessment to first-year at risk college students in a cross-disciplinary Service-Learning project. Pre- and post self-efficacy scales were administered along with prompted reflective writing. Paired t-test results indicated statistically significant differences (p &lt; 0.05) for students from both programs indicating increases in professional self-efficacy. The Linguistic Inquiry and Word Count program was applied for analysis of the prompted reflective writing and revealed evidence of cognitive processes, such as insight, and positive affect about professional collaboration. The participants assessed by the graduate students also rated the experience positively.
Social Work Students&apos; Perceptions of Service-Learning
Author: Maccio, Elaine M.
Date: 2012-05-00
Type: Journal Articles
Subjects: Social Work,Student Attitudes,Service Learning,Graduate Students,Professional Education,Field Experience Programs

Service-learning has been covered extensively in the literature and, to a lesser extent, in social work curricula. What is missing from the discourse is a discussion of students' perceptions of service-learning, particularly as it is situated within a human diversity course and occurs at their field education site. Based on the qualitative reports of 43 social work students, the findings highlight the strengths and weaknesses of such an effort and provide insights into students' perceptions of service-learning. These insights serve as a useful resource for educators, researchers, and administrators. Lessons learned, recommendations, and implications for education are presented.
International Service Learning: Benefits to African Teachers
Author: Maakrun, Julie
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Educational Benefits,Rural Schools,Elementary Schools,Undergraduate Students,Study Abroad,Preservice Teachers,Transformative Learning

This paper reports on a study aimed at exploring the benefits of an international service-learning experience for teachers employed in a rural primary school in Africa. The primary school, where these teachers are employed was the focal point of an international visit in December 2012 by twenty-four undergraduate primary education students from the University of Notre Dame, Australia. Teachers were interviewed and their responses analysed qualitatively. Explorations of teacher benefits of this visit were articulated in themes that emerged including benefits to the children at the school and the impact the visit had on teacher pedagogy. Teacher responses revealed that the teachers valued the visit immensely as it provided a balance to the school curriculum which teachers articulated as having its primary focus on the country's national standardised testing regime. The article serves as an initial investigation into the gap that exists in current service learning literature, namely the impact of international service learning experiences for members of the host community. Limitations of this study and future implications of this specific visit are also explored.
The Effects of Service-Learning in the Social Psychology Classroom
Author: Crone, Travis S.
Date: 2013-04-00
Type: Journal Articles
Subjects: Service Learning,Social Psychology,College Students,Outcomes of Education,Hispanic American Students,Student Attitudes,Self Efficacy,Attitude Change

Classroom based service-learning is an effective tool toward positive student outcomes. Still, there is a need for service-learning components to be more deeply integrated with college curricula as a whole. The current study explores the effects of creating a service-learning component in the Social Psychology classroom based upon applying the social psychological principles of the course to real societal issues. Participants self-selected an issue, wrote a series of reflection papers, worked with a collaborating organization, and completed a follow-up survey. Analysis revealed that as compared to students in a traditional Social Psychology class, students completing the service-learning reported favorable increases in attitudes related to service, identity, and academic variables. Specifically, participants seemed better able to see social issues and were more confident in their ability to help alleviate the problem.
Undergraduate Honors Service-Learning &amp; Effects on Locus of Control
Author: Stewart, Trae
Date: 2012-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Service Learning,Locus of Control,Elementary School Students,Outcomes of Education,Socialization,Experiential Learning,Student Attitudes

Research examining service-learning in honors undergraduate education is scarce, and there have been no empirical studies that examine the effect of service-learning participation on honors undergraduates' locus of control. The current study aimed to determine whether 119 first-year undergraduate honors students experienced significant changes in their internal and external locus of control after completing required service-learning projects in Title 1 elementary schools. Paired-samples t-tests showed that participants' locus of control was significantly changed over time on two of the three dependent variables (i.e., internal, powerful others).
Student Employment and Perceptions of Service-Learning
Author: Reed-Bouley, Jennifer
Date: 2012-05-00
Type: Journal Articles
Subjects: Student Employment,Service Learning,College Students,Student Attitudes,Working Hours,Education Work Relationship,First Generation College Students,Minority Group Students,Positive Attitudes,Outcomes of Education,Disproportionate Representation

Community service-learning is a &quot;high impact&quot; teaching strategy that responds to contemporary challenges facing higher education. Some faculty, however, remain reluctant to use service-learning in their courses because they believe it does not fit into busy student schedules, given increases in the percentage of employed students and increases in their average number of hours worked per week. This study was undertaken to determine if students' views of the learning they derived from community service-learning were affected by their employment. Students (N = 173) from two universities completed a survey at the end of their service-learning courses, where they reported both the number of hours they work on average per week and their perceptions of service-learning. The main findings were: a) students' perceptions of service-learning were not adversely affected by their employment; b) the overwhelming majority of students reported very positive perceptions of service-learning; and c) although first-generation students of color (but not first-generation white students) worked significantly more than non-first-generation students, they reported positive perceptions of service-learning consistent with the overall sample. These findings support service-learning as a valuable teaching-learning strategy in college courses for all students, including those who work significant numbers of hours per week.
How Are We Doing? Making Service-Learning Assessment Simple
Author: Moulton, Michael A.
Date: 2013-04-00
Type: Journal Articles
Subjects: Service Learning,Educational Assessment,Program Evaluation,Program Development,Evaluation Methods,Educational Planning,Educational Objectives,Educational Strategies,Graduate Students

Service-Learning has evolved beyond simply asking to have students engage in community activities. Service-Learning has become an integral part of our educational system. Having the ability to judge the effectiveness of a service-learning project has become an important component in Higher Education. The purpose of this article is to provide a step by step planning process of assessment for your next service-learning project.
Using Service-Learning to Increase Pre-Service Teachers&apos; Sense of Self-Efficacy Regarding Parent Involvement
Author: Brannon, Diana
Date: 2013-04-00
Type: Journal Articles
Subjects: Service Learning,Parent Participation,Preservice Teachers,Student Attitudes,Student Behavior,Self Efficacy,Disadvantaged Schools,Elementary School Teachers,Family School Relationship,Stereotypes,Attitude Change,Behavior Change,Low Income,Limited English Speaking,Social Bias,Social Problems,Economic Factors,Parent Attitudes,School Activities,Mathematics Instruction,Learning Centers (Classroom),Teacher Education

Pre-service elementary education teachers conducted family nights with children and families considered &quot;high need&quot;. The family nights were designed to help build preservice teachers' sense of self-efficacy regarding parent involvement and working with low-income children and families with limited English proficiency. The project increased pre-service teachers' exposure to the economic, social, family, and ethnic issues of high need schools; opportunities to work with students and families at high-need schools; and professional development at high-need schools. The family nights were successful at increasing students' knowledge, understanding of issues related to working with high-need families, confidence, and ability to provide suggestions and engagement for the families. This service-learning experience also helped pre-service teachers identify stereotypes and biases they held. However, more extensive and long-term experiences are needed to make long-term changes in pre-service teachers' attitudes and behaviors.
Pre-Service Teachers Serving Students: Service-Learning through Virtual Tutoring--A Case Study
Author: Vavasseur, Cynthia B.
Date: 2013-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Computer Simulation,Grade 5,Elementary School Students,Tutors,Case Studies,Vocabulary Skills,At Risk Students,Program Descriptions,Pilot Projects,Academic Achievement,Field Experience Programs,Tutoring,Achievement Gains,Program Effectiveness,Teacher Education Programs,Student Attitudes,Videoconferencing

This study details the experiences from a pilot program aimed at virtually pairing pre-service teacher education candidates with fifth-grade students for the purposes of raising achievement and creating meaningful field experiences. Researchers paired the difficulties of traditional field experiences with the difficulties in vocabulary comprehension for at-risk students to reach a solution of service-learning through virtual tutoring. Junior and senior level pre-service candidates majoring in middle school education used videoconferencing to tutor fifth-grade students in vocabulary at a nearby elementary school. Results suggest that the pilot program provided increased student achievement for elementary students as well as increased satisfaction concerning field experiences for pre-service teachers.