scholarly journals Alternative Breaks: The impact of student-to-student connections in non-classroom service-learning experiences

2013 ◽  
Author(s):  
Zac D. Johnson
Keyword(s):  
Service Learning ◽  
Learning Experiences ◽  
Alternative Breaks ◽  
The Impact

scholarly journals Communication, Flexibility, and Resilience: Navigating the Shift to Virtual Service-Learning During COVID-19

2021 ◽  
pp. 107769582110225
Author(s):  
Carrie Reif-Stice ◽  
Sarah Smith-Frigerio
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Public Relations ◽  
Higher Education Institutions ◽  
Learning Experiences ◽  
Course Delivery ◽  
Academic Learning ◽  
Community Partners ◽  
Hybrid Course ◽  
The Impact

Major disruptions to traditional academic learning have occurred since the onset of the COVID-19 pandemic, as most higher education institutions have shifted to online or hybrid course delivery. This virtual shift has significant implications for service-learning. In this study, we explored the impact of virtual service-learning on public relations instructors and community partners. Interview respondents described challenges to virtual service-learning related to the pandemic but also noted unanticipated benefits, such as creativity and resilience. In addition, community partners and public relations instructors recommended a heightened focus on communication, flexibility, and adaptability to ensure successful virtual service-learning experiences for students and organizations.

scholarly journals Keeping Students in by Sending Them out: Retention and Service-Learning

2014 ◽  
Vol 4 (2) ◽  
pp. 38 ◽  
Author(s):  
Iris Mae Yob
Keyword(s):  
Service Learning ◽  
Student Retention ◽  
Learning Experiences ◽  
Student Attrition ◽  
Future Research ◽  
Key Factors ◽  
The Subject ◽  
The Impact ◽  
Tinto's Model

<p>This review of recent literature examines the research on the impact of service-learning on student retention.  The theoretical framework of the review draws on both Tinto’s model of student attrition and Knowles’s theory of adult learning, which together suggest that academic and social integration, active participation and engagement in learning, and application and relevancy of the subject-matter under study are key factors in student success. The role of these factors has been confirmed in a growing body of research around learning experiences in general and, as this review shows, particularly in service-learning experiences. Suggestions are made for how future research might expand and critically deepen this evidence and offers some implications for service-learning as a means of improving student retention.</p>

scholarly journals Impact of Mediator Mentors Service-Learning on College Student Social-Emotional Expertise and Cultural Competence

2021 ◽  
Vol 3 (1) ◽  
pp. 3-13
Author(s):  
Yanelly Torres ◽  
Nichole Walsh ◽  
Negin Tahvildary
Keyword(s):  
College Students ◽  
Service Learning ◽  
Cultural Competence ◽  
Growth And Development ◽  
Mixed Methods Research ◽  
Cultural Awareness ◽  
Learning Experiences ◽  
Social Emotional ◽  
Group Setting ◽  
The Impact

Mentorship in the field of service-learning has many variations. The utilization of peace circles has been on the rise as a way of bringing inclusion and cultural awareness when interacting with diverse perspectives in a group setting. Research on the impact of service-learning experiences on college students reflects that participation in these high-impact practices in higher education lead to positive outcomes through engagement in active learning practices that will impact their future careers. The purpose of this study was to investigate the potential factors that impact college students’ own growth and development within mentorship service learning experiences in virtual settings with school-aged students. Using Likert-style retrospective survey questions with open-ended responses, this mixed-methods research explored the impact of participating in mentorship service learning on college students’ development of social-emotional and cultural competence. The findings of the study are presented in a descriptive approach which led to conclusions and recommendations to improve the efficiency and effectiveness of the Mediator Mentors program at Fresno State University to positively impact the growth and development of college students in the areas of social-emotional expertise and cultural competence.  

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.

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