Addressing Academic Culture: Service Learning, Organizations, and Faculty Work

1998 ◽  
Vol 1998 (73) ◽  
pp. 73-80 ◽  
Author(s):  
Kelly Ward
Keyword(s):  
Service Learning ◽  
Learning Organizations ◽  
Academic Culture ◽  
Faculty Work

scholarly journals A Study on Task Commitment in Coaching Systems, Academic Culture, and Learning Organizations

2021 ◽  
Vol 13 (3) ◽  
pp. 2529-2534
Author(s):  
Ansori Ansori
Keyword(s):  
Data Analysis ◽  
Path Analysis ◽  
Random Sample ◽  
Learning Organization ◽  
Learning Organizations ◽  
Academic Culture ◽  
Education Institution ◽  
Analysis Technique ◽  
Systems Learning ◽  
Task Commitment

This study aims to determine the effect of coaching systems, learning organizations, and academic culture on task commitment. A survey and path analysis technique was used in the study. The study was conducted in an education institution (Indonesian Navy) using a proportional random sample of 52 lecturers. The data analysis revealed a direct correlation between task commitment, coaching system, learning organization, and academic culture. Finally, the study concludes that the coaching system's impact and the learning organization's influence on task commitment are critical. As a result, it is recommended that some programs be developed to strengthen the coaching system and learning organization.

Grounding Institutions of Higher Learning as Learning Organizations for Developing Intellectual-Knowledge Society

2019 ◽  
pp. 25-49 ◽  
Author(s):  
Ndwakhulu Stephen Tshishonga
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Learning Organization ◽  
Teaching And Learning ◽  
Learning Organizations ◽  
Knowledge Society ◽  
Dynamic Environment ◽  
Higher Learning ◽  
Institutions Of Higher Learning ◽  
Intellectual Knowledge

This chapter explores the complex and dynamic environment in which institutions of higher learning (HEIs) have to operate and the imperative for them to transform themselves into learning organizations. This chapter is underpinned by the concept of learning organizations as its theoretical exposition to gauge the capacity of universities to learn and transform themselves. The chapter argues that institutions of higher learning are strategically poisoned to transform themselves as learning organizations. Thus, learning organization-based HEIs could be advanced by transmitting knowledge through teaching and learning, knowledge production through research and managing, and disseminating knowledge through community engagement or service learning. These responsibilities form part of the integral and core business of the HEIs, especially of the universities.

scholarly journals Reading Experience as Communitist Practice: Indigenous Literatures and Community Service-Learning

2019 ◽  
Vol 5 (2) ◽  
pp. 213-232
Author(s):  
JD McDougall ◽  
Nancy Van Styvendale
Keyword(s):  
Service Learning ◽  
Language Learning ◽  
Community Service ◽  
Academic Culture ◽  
Indigenous Communities ◽  
Literary Study ◽  
Integrative Approach ◽  
Community Service Learning ◽  
Literary Scholarship ◽  
The Social

Our paper analyzes a community service-learning class on Indigenous literatures from the perspectives of graduate student and instructor. Enacting Jace Weaver’s theory of communitism (a portmanteau of “community” and “activism”), the class asks students to read Indigenous texts through the lens of their experiences at communitybased organizations in Saskatoon, Saskatchewan, and to consider how these readings shape their interactions with and responsibilities to Indigenous communities. First, the instructor discusses the complexities of community service-learning as an engaged approach to literary study in a settler colonial context. Informed by Tomson Highway’s novel Kiss of the Fur Queen, the second author then analyzes their1 contributions to the social justice club at Oskāyak High School, highlighting Oskāyak’s unique academic culture, where music and Indigenous language learning are incorporated into the fabric of everyday life. Ultimately, we argue that a communitist approach to Indigenous literary scholarship creates or furthers relationships with/in and responsibility to Indigenous communities, while encouraging an integrative approach to literary study through critical embodiment.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

Gifts from the Web: Service Learning

2005 ◽  
Vol 8 (1) ◽  
pp. 16-18
Author(s):  
Howard F. Wilson
Keyword(s):  
Service Learning ◽  
Web Service ◽  
The Web
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