Browsing by Subject "Service-learning"

Now showing 1 - 8 of 8
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    Campus–Community Partnerships: The Terms of Engagement
    (2002-01-01) Bringle, Robert G.; Hatcher, Julie A.
    The emergence of service–learning in higher education and the renewed emphasis on community involvement presents colleges and universities with opportunities to develop campus–community partnerships for the common good. These partnerships can leverage both campus and community resources to address critical issues in local communities. Campus–community partnerships are a series of interpersonal relationships between (a) campus administrators, faculty, staff, and students and (b) community leaders, agency personnel, and members of communities. The phases of relationships (i.e., initiation, development, maintenance, dissolution) and the dynamics of relationships (i.e., exchanges, equity, distribution of power) are explored to provide service–learning instructors and campus personnel with a clearer understanding of how to develop healthy campus–community partnerships.
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    Editorial: Service Learning, Educational Innovation and Social Transformation
    (Frontiers Media, 2022) Bringle, Robert G.; Santos Rego, Miguel A.; Regueiro, Bibiana; Psychology, School of Science
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    How students display dialogue, deliberation and civic-mindedness
    (2014-04-02) Weiss, H. Anne; Sheeler, Kristina Horn, 1965-; Goering, Elizabeth M.; Rossing, Jonathan P.
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    “I Am So Angry I Could . . . Help!” The nature of Empathic Anger
    (2018) Bringle, Robert G.; Hedgepath, Ashley; Wall, Elizabeth
    Empathy is widely viewed as a precursor to civic engagement, a mediator of other responses during civic engagement, and an outcome resulting from civic engagement. However, empathic sadness is can be biased toward helping a lone victim, a member of an in-group, a person who is physically nearby, and an individual who is personally identified. Alternatively, empathic anger occurs when an observer experiences anger, rather than sadness, on behalf of a victim as the basis for inferring social injustice and for taking action. Empathic anger represents an untapped dimension of motivation that is not captured within other approaches to motives for civic engagement. This article details three studies which found that those reporting higher empathic anger were altruistic, not aggressive, oriented toward advocacy rather than charitable service, nonprejudicial, endorsed a social justice perspective, and active in communities outside (and independent) of campus activities. Implications for future research on motives for civic engagement are presented as well as implications for designing service-learning courses to promote empathic anger as a basis for action directed at social justice issues.
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    Institutional strategies to involve first-year students in service
    (2002) Hatcher, Julie A.; Bringle, Robert G.; Muthiah, Richard
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    Investigating the Long-Term Outcomes of Service-Learning
    (2022-10) Schmalz, Naomi Alexandra; Byram, Jessica N.; Hoffman, Leslie A.; Organ, Jason M.; Palmer, Megan M.; Wisco, Jonathan J.
    Anatomy Academy (AA) is a service-learning program in which pre- and current health professional students (Mentors) work in pairs to teach anatomy, physiology, and nutrition to children in the community. The purpose of this study was to investigate the short- and long-term Mentor outcomes in personal, social, civic, academic, and professional domains. Former Mentors were invited to complete a survey of Likert-style and free response questions evaluating the perceived impact of their AA experience on: teaching skills, personal and interpersonal development, civic engagement, and academic and professional development. Follow-up interviews with a subset of survey respondents were performed. The survey was completed by 219 Mentors and 17 survey respondents were interviewed. Over 50% of former Mentors reported moderate or major impact of AA participation on elements of personal and interpersonal development (e.g., selfesteem [57.6%], altruism [67.9%], communication skills [60.1%], and ability to work with others [72.6%]) and community service participation (54.2%) that endures in the years after the program. Mentors who worked with low-income or Special needs populations reported unique impacts in personal, interpersonal, and civic domains. A majority of former Mentors agreed that AA participation helped them learn practical skills (76.3%) and factual knowledge (65.4%) relevant to the their careers, with several current health professionals reported that they regularly employ teaching and interpersonal skills learned while Mentors in their roles as physicians, nurses, or physician’s assistants. A majority of former Mentors reported that AA validated their choice to either pursue a healthcare career or not (59.7%), increased their confidence in performing professional tasks (64.7%), and helped shape their professional identity (58.9%). These results indicate that a health education-based service-learning program offers undergraduate, graduate, and professional students interested in or actively pursuing a healthcare career benefits across personal, interpersonal, civic, and professional domains that support their academic progress and preparation for professional practice. This study contributes much-needed evidence of the long-term student outcomes of service-learning to the literature, with a particular focus on how the pedagogy can supplement the education and professional development of pre- and current health professional students.
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    “The interview inspired, shocked, and moved me”: Philanthropic informational interviews as a pandemic alternative to service learning
    (Sagamore-Venture Publishing, 2024) Shaker, Genevieve G.; Ho, Meng-Han; Ji, Chen
    The Covid-19 pandemic upended college classrooms, challenging instructors to deliver classes differently while still seeking to achieve pre-planned goals. Service-learning instructors faced a quandary: discontinuing activities could compromise course integrity, but requiring service was impossible, impractical, or inappropriate. Creative solutions were needed. This study explored the learning outcomes from a replacement activity, the philanthropic informational interview, in a philanthropy general education class and asked whether it could generate outcomes similar to service-learning. Data were drawn from student reflections (n=145) from 9 online course sections between spring 2020 and summer 2021. Thematic analysis identified 8 learning outcomes: engaging with social issues, nonprofit solutions to social issues, insights into nonprofits’ innerworkings, philanthropy as everyone’s responsibility, enhanced empathetic understanding, value-driven career inspiration, developing interview skills, and building career capacities. These outcomes align with research about service-learning and suggest that the philanthropic informational interview can be a meaningful alternative to service-learning in some situations.
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    Understanding the Process: How Undergraduate Students Develop Constructs of Disability in Service-Learning: A Constructivist Grounded Theory Approach
    (2024-12) Oliver, Any Renee; Stanton, Kathleen A.; Draucker, Claire; Urtel, Mark; Munk, Niki
    Little research exists on how undergraduate students develop constructs or an understanding of disability during community-engaged service-learning experiences in adapted physical activity. Many studies have been conducted on attitudinal change in undergraduates working with individuals with disabilities. The researcher conducted a previous constructivist grounded theory study (Reshaping Understanding) that used Small Moment Reflections to develop a framework to identify student constructions of disability through a service-learning experience. However, the study determined two limitations: questioning the authenticity of students’ reflections and the limited diversity of client disability. This study was conducted to resolve the identified limitations and gather data to support or refute the Reshaping Understanding framework. Data was collected using semi-structured interviews and a new sample of Small Moment Reflections, which included a diverse set of disability diagnoses. Using the constructivist grounded theory, the researcher analyzed the samples from both data collection methods and compared each separately to the original framework. Results from the data analysis supported the Reshaping Understanding framework in both studies. The new data supported undergraduate stages of change and threads of disability constructs with minor variations. Variations only existed when fine-tuning the coding within each stage and thread. Most codes fully supported the original framework. Some previous codes were not supported and were removed, while newly identified ones that were heavily supported were added to the existing framework. Since the stages and threads were consistent with the original framework, the researcher confirmed that a psychosocial process existed. The Reshaping Understanding framework transitioned into the Cultivating Understanding psychosocial process to better depict how the change process evolves metaphorically. While the threads remained unchanged in identification, the stages were re-identified. The results of this study provide evidence that pre-professionals working with individuals with disabilities experience a change in understanding disability as they move through service-learning experiences. This offers pedagogical implications for teaching students about disability in the classroom and through experiential learning. Additionally, it paves the way for new research studies that may help further develop the Cultivating Understanding psychosocial process.