Promoting the Development of Civic Responsibility: Infusing Service-Learning Practices in First-Year "Success" Courses

2011 ◽  
Vol 52 (1) ◽  
pp. 20-38 ◽  
Author(s):  
Matthew J. Mayhew ◽  
Mark E. Engberg
Keyword(s):  
Service Learning ◽  
Civic Responsibility ◽  
First Year ◽  
Learning Practices ◽  
Success Courses ◽  
First Year Success

The Influence of Curricular-based Interventions within First-year "Success" Courses on Student Alcohol Expectancies and Engagement in High-risk Drinking Behaviors

NASPA Journal ◽  
2008 ◽  
Vol 45 (1) ◽  
Author(s):  
Matt J Mayhew ◽  
Rebecca J Caldwell ◽  
Aimee Hourigan
Keyword(s):  
High Risk ◽  
Alcohol Expectancies ◽  
First Year ◽  
Alcohol Intervention ◽  
Grade Point ◽  
Student Affairs Practitioners ◽  
Drinking Behaviors ◽  
High Risk Drinking ◽  
Success Courses ◽  
First Year Success

The purpose of this study was to examine the effect of curricular-based interventions housed within first-year success courses on alcohol expectancies and high-risk drinking behaviors. Specifically, we longitudinally assessed 173 students enrolled in one of ten first-year success courses, including five that received the alcohol intervention and five that did not. We then created a series of models accounting for demographic information (i.e., gender and self-reported expected grade point average), the pretest scores for the six outcome measures, and the intervention effect (i.e., whether students received the intervention or not). ANCOVA results showed that the intervention was effective in reducing high-risk drinking behaviors and alcohol expectancies for students enrolled in the success courses that received the intervention. Implications for student affairs practitioners and higher education scholars are discussed.

scholarly journals A Follow-Up Study of a First-Year Leadership and Service Learning Module

2020 ◽  
Author(s):  
Farzana Ansari ◽  
Jennifer Wang ◽  
Ryan Shelby ◽  
Eli Patten ◽  
Lisa Pruitt
Keyword(s):  
Service Learning ◽  
First Year ◽  
Follow Up Study ◽  
Learning Module

scholarly journals Preparing the Next Generation of After-School Educators: College Students’ Perceived Learning and Civic Engagement Associated with the CASE Program

2010 ◽  
Vol 5 (3) ◽  
pp. 27-Nov
Author(s):  
Briana M. Hinga ◽  
Joseph L. Mahoney
Keyword(s):  
Multicultural Education ◽  
Youth Development ◽  
After School Programs ◽  
After School ◽  
Civic Responsibility ◽  
First Year ◽  
School Programs ◽  
Course Material ◽  
The University ◽  
And Training

First-year evaluation findings from the University of California, Irvine Department of Education’s Certificate in After-School Education (CASE) program are reported in this paper. The goal of CASE is to promote positive youth development in diverse learners through education and training of the after-school workforce. CASE blends instruction across five, 10-week long courses with 70+ hours of fieldwork in local after-school programs (ASPs). CASE course and fieldwork enrollment, perceived understanding of course material, multicultural education, and civic interests and engagement were measured through student surveys. Students in CASE courses report higher levels of perceived course understanding (p < .01), civic responsibility (p < .01) and empowerment (p < .05) than students in the non-CASE courses. Students enrolled in CASE courses requiring fieldwork report greater perceived course understanding (p < .01) and academic engagement (p < .01) than CASE students without fieldwork. The findings suggest the program is achieving several of its early goals.

High-Impact Practices

2016 ◽  
pp. 337-355 ◽  
Author(s):  
Jean-Philippe Faletta ◽  
Jo A. Meier ◽  
J. Ulyses Balderas
Keyword(s):  
Service Learning ◽  
Cultural Sensitivity ◽  
High Impact ◽  
First Year Experience ◽  
First Year ◽  
Freshman Seminar ◽  
Global Learning ◽  
Diversity Awareness ◽  
Spring Semester ◽  
Freshman Students

This chapter explores how combining carefully selected high-impact educational practices in the critical first-year of college can benefit students, particularly traditionally underserved student populations, and promote cultural sensitivity and communication with a wider campus audience than is typically available to the traditional college freshmen. The First Year Experience Study Abroad (FYESA) program combines three high-impact educational experiences; freshman seminar, service-learning, and global learning, in one innovative program targeting freshman students in their second semester. The purpose of the program is to provide students with an extension of the Freshman Seminar through their entire first-year, coupled with strategies for increasing diversity awareness and sensitivity in the classroom and abroad by engaging in experiential learning in the form of service-learning. As part of the program, freshman students will plan a service-learning project in the host country over the spring semester and then deliver the project during the travel abroad portion of the course.

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