scholarly journals How does US college students’ sense of life purpose relate to their emotional expectations of being a volunteer in the community as part of a service-learning course?

2019 ◽  
Vol 71 (3) ◽  
pp. 45
Author(s):  
Seana Moran ◽  
Randi Garcia
Keyword(s):  
College Students ◽  
Service Learning ◽  
Life Purpose

scholarly journals The Relationship Between Participation in Out-of-Class Activities and Cognitive and Social Outcomes of Korean College Students

2018 ◽  
Vol 6 (1-2018) ◽  
pp. 80-97
Author(s):  
Sang Hoon Bae ◽  
Sue Bin Jeon ◽  
Song le Han
Keyword(s):  
College Students ◽  
Service Learning ◽  
Learning Community ◽  
Industrial Revolution ◽  
Undergraduate Research ◽  
Hierarchical Linear Model ◽  
Positive Association ◽  
Social Outcomes ◽  
Korean College Students ◽  
The Relationship

In the era of the 4th Industrial Revolution, higher education institutions should change practices of educational programs and services, which are mainly based on traditional classroom-based instructions, to allow students to have more diverse experiences. Since college students spend relatively more time engaged in out-of-class activities than attending regular courses, it is necessary to examine how participating in out-of-class programs is related to cultivation of the competencies that the future demands. This study explores the relationship between out-of-class activity participation and perceived change in cognitive and social outcomes of Korean college students. Five out-of-class activities were examined: learning community, undergraduate research, service learning, internship, and residential college programs. K-NSSE (Korea-National Survey of Student Engagement) data were analyzed using hierarchical linear model analysis. The study findings are consistent with the results of previous research that demonstrated a positive association between participating in out-of-class activities and students’ cognitive and social outcomes.

Critical Pedagogy beyond the Classroom Walls: Community Service-learning and Spanish Heritage Language Education

2011 ◽  
Vol 8 (3) ◽  
pp. 293-314
Author(s):  
Jennifer Leeman ◽  
Lisa Rabin ◽  
Esperanza Román-Mendoza
Keyword(s):  
College Students ◽  
Elementary School ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Community Service ◽  
Heritage Language ◽  
Language Education ◽  
After School ◽  
Community Service Learning ◽  
Heritage Language Education

This article describes a critical service-learning initiative in which college students of Spanish taught in an after-school Spanish class for young heritage language (HL) speakers at a local elementary school. We contextualize the program within broad curricular revisions made to the undergraduate Spanish program in recent years, explaining how critical pedagogy and our students’ experiences motivated the design of the program. After describing the program, we analyze reflections from participants that show how the experience helped them take their critical language agency beyond the classroom walls and integrate university, school and community knowledges, as both the college students and the children they taught came to view their cultural and linguistic heritages to be of educational and public importance.

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