Using Service Learning To Integrate K 12 Outreach Into A First Year Engineering Program

This chapter explores a first-year ethnic studies course to highlight the importance of engaging the diversity within the classroom in relation to the diverse communities being served. Students participating in this course are self-identified Students of Color, many of whom are first generation college students, from lower socioeconomic communities. Introducing a Critical Race Service-Learning framework, the authors highlight how Students of Color in this course learn about race, class, gender, language, citizenship status, phenotype, sexuality, etc. to challenge the status quo while also actively engaging in service-learning with/in diverse communities as an empowering pedagogy. Findings indicate the foundational tools learned within the course pushed students to speak back to the educational inequities they witnessed at their service sites and experienced in K-12 to further empower them to continue giving back to their communities beyond college.

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“I See Myself in Them”

Research Anthology on Instilling Social Justice in the Classroom ◽

10.4018/978-1-7998-7706-6.ch080 ◽

2021 ◽

pp. 1404-1428

Author(s):

Liliana E. Castrellón ◽

Judith C. Pérez-Torres

Keyword(s):

Service Learning ◽

Students Of Color ◽

First Generation ◽

First Generation College Students ◽

First Year ◽

Lower Socioeconomic ◽

Diverse Communities ◽

The Status ◽

First Generation College ◽

K 12

This chapter explores a first-year ethnic studies course to highlight the importance of engaging the diversity within the classroom in relation to the diverse communities being served. Students participating in this course are self-identified Students of Color, many of whom are first generation college students, from lower socioeconomic communities. Introducing a Critical Race Service-Learning framework, the authors highlight how Students of Color in this course learn about race, class, gender, language, citizenship status, phenotype, sexuality, etc. to challenge the status quo while also actively engaging in service-learning with/in diverse communities as an empowering pedagogy. Findings indicate the foundational tools learned within the course pushed students to speak back to the educational inequities they witnessed at their service sites and experienced in K-12 to further empower them to continue giving back to their communities beyond college.

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MAKING THE SWITCH: REFLECTIONS ON INTEGRATING COMMUNITY SERVICE LEARNING INTO A FIRST YEAR DESIGN PROJECT COURSE

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.3796 ◽

2011 ◽

Author(s):

Brian Frank

Keyword(s):

Service Learning ◽

Student Perceptions ◽

Community Service ◽

The State ◽

Student Feedback ◽

First Year ◽

Community Service Learning ◽

Design Project ◽

Engineering Program ◽

Service Projects

This paper presents the objectives, technique, and student feedback after introducing community service projects into a first year design course in the engineering program at Queen's University. An overview of the state of community service learning (CSL) in Canada is presented. Results from a post-course survey are used to compare student perceptions of CSL projects with more traditional projects. Responses from the survey indicate that a greater proportion of students on CSL projects felt their projects required creativity to solve.

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The integration of a community service learning water project in a post-secondary chemistry lab

Chemistry Education Research and Practice ◽

10.1039/d0rp00374c ◽

2021 ◽

Author(s):

Karen Ho ◽

Boris S. Svidinskiy ◽

Sahara R. Smith ◽

Christopher C. Lovallo ◽

Douglas B. Clark

Keyword(s):

Service Learning ◽

Experiential Learning ◽

Secondary Students ◽

Community Service ◽

Positive Impact ◽

Methodological Approach ◽

Community Service Learning ◽

Secondary Chemistry ◽

Post Secondary ◽

K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

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Impact of a Service-Learning Course on First-Year Pharmacy Students’ Learning Outcomes

American Journal of Pharmaceutical Education ◽

10.5688/ajpe77234 ◽

2013 ◽

Vol 77 (2) ◽

pp. 34 ◽

Cited By ~ 17

Author(s):

Kevin R. Kearney

Keyword(s):

Service Learning ◽

Learning Outcomes ◽

Pharmacy Students ◽

First Year

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Service-learning effects on student civic engagement and community - A case study from India

Education Citizenship and Social Justice ◽

10.1177/17461979211041334 ◽

2021 ◽

pp. 174619792110413

Author(s):

Siamack Zahedi ◽

Rhea Jaffer ◽

Camille L Bryant ◽

Kala Bada

Keyword(s):

Middle School ◽

Service Learning ◽

Civic Engagement ◽

Focus Groups ◽

Empirical Studies ◽

Educational Policies ◽

Learning Effects ◽

School Classroom ◽

K 12

The development of student civic engagement has featured in Indian educational policies for decades as a critical goal of schooling. However, the narrowness of the prescribed K-12 curricula, and the intense focus on competitive exams, do not support such an outcome. To overcome this problem, ABC School in India decided to pilot service-learning in its middle-school classroom. The idea was to assess the effects of such a program on students and the community’s welfare. Analysis of data from surveys, focus groups, and interviews showed that the service-learning project might have supported increased civic engagement in some students while also enhancing the welfare of the community served. No prior peer-reviewed empirical studies have been published on the nature and effects of service-learning at schools in India.

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