Community Service Learning Increases Communication Skills Across the Business Curriculum

Tucker, Mary L.; McCarthy, Anne Marie; Hoxmeier, John A.; Lenk, Margarita M.

doi:10.1177/108056999806100211

Cited by 82 publications

(52 citation statements)

References 2 publications

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“…For example, Tucker et al (1998) and colleagues identified that students in entrepreneurship or strategy classes can make a positive impact on a community organization by using their knowledge to develop business plans for projects to benefit low-income communities. As identified by Ayers et al (2010), this form of community engagement improves a student's professional toolbox as well as provides an opportunity to interact in team settings.…”

Section: Service-learning In Higher Educationmentioning

confidence: 99%

The Impact of Service-Learning Curriculum at a Local at-Risk High School: An Examination of Preliminary Data

Helm-Stevens¹,

Fall²,

Havens³

et al. 2014

American Journal of Economics and Business Administration

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Over the years, there has been substantial research highlighting the effectiveness of service-learning from the perspective of the student in the classroom. Multiple studies have demonstrated student-learning outcomes as well as provided descriptions of service-learning projects and syllabi. However, limited research has been conducted exploring the effects of service-learning on the community. This pioneering study offers preliminary data on the contribution of service-learning to the community by exploring the relationships between a six-week service-learning project and the community partner. Utilizing STAR test results and principal and student feedback, the researchers examine the outcomes of a six-week college service-learning project at a local urban continuation high school. STAR test results from the California High School Exit Exam from 2008 through 2011 and classroom findings are examined. The results reveal positive changes among the high school student group based upon their evaluative attitudes towards individual strengths, motivation and career choices. Finally, the implications of this study are discussed.

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Section: Service-learning In Higher Educationmentioning

confidence: 99%

The Impact of Service-Learning Curriculum at a Local at-Risk High School: An Examination of Preliminary Data

Helm-Stevens¹,

Fall²,

Havens³

et al. 2014

American Journal of Economics and Business Administration

View full text Add to dashboard Cite

show abstract

“…Community service learning and service learning also enable students to develop a number of their skills. Thanks to community service activities, students improves their skills in such subjects as team work, leadership, conflict resolution, communication and time management (Tucker, McCarthy, Hoxmeier and Lenk, 1998). At the same time, in such process these students can also form their awareness of being able to evaluate their own perfection and features.…”

Section: Discussion Results and Suggestionsmentioning

confidence: 99%

“…Educators, researchers, and policy makers believe that community service activities provide valuable experiences and learning environment for students (Nathan and Kielsmeier, 1991; cited by Shiarella, Mccarthy and Tucker [42]). In the form of service-learning, community service presents an opportunity for students to improve numerous skills, including team building, leadership, conflict resolution, communication, organization, and time management (Tucker, McCarthy, Hoxmeier and Lenk, 1998).…”

Section: A Pattern For Metacognitive Awareness and Community Service mentioning

confidence: 99%

An Evaluation on the Regression Level of Prospective Teachers' Metacognitive Skills in terms of their Community Service Activities Perceptions

Kartal¹,

Demır²,

Kaya³

2017

ujer

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Metacognition, thinking, and learning are a continuous transformation in case of different aspects of the same event. In turn, metacognition is an inseparable part of the process of thinking to think. Recently, the definition of metacognition has been elaborated. And as defined in the past, it has only consisted of "thinking on think", but now it covers of awareness of one's own knowledge, cognitive steps, cognitive and effective situations, intentional and awareness monitoring ability, and regulating his/herself knowledge, as well. In such a process, social awareness and social dimensions of development thinking in the participants' individual learning and language are an inevitable necessity and the key to thinking rather than effective think. In this line, individuals are also supposed to effectively use the cognitive processes and skills. Herewith, metacognition could be accepted as a large structure consisting of the community service activities. As research findings also revealed, the teachers' participation in community service activities is being effective for the development of cognitive skills and higher-level thinking processes; in this regard, as it contribute the teachers' development of the responsibility for their own learning, it has positively contributed that the more their necessary skills increased, the more positive attitude toward student the teachers have. To determine the prospective teachers' personal traits, the perception on Community Service Activities, and to measure the cognitive skills respectively in this research, it was used "Personal Information Form"; "Community Service Activities Scale", and "Cognitive Awareness Scale". Las but not least, the overall aim of this study is to uncover what extent the prospective teacher's cognitive skills is predicted in terms of the variables of Community Service Activities Perception Scale.

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“…In spite of the many promises that service-learning offers, studies have found mixed results (Tucker, McCarthy, Hoxmeier, & Lenk, 1998). A recent study found that design, implementation and sustainability of service-learning.…”

Section: Students' Community Awarenessmentioning

confidence: 99%

Service Learning as Critical Pedagogy: Implications for Student Community Awareness and Citizenship Development

Said¹,

Ahmad

Hassan³

et al. 2015

MJSS

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As an innovative learning approach, service-learning possesses the potential to enhance community awareness of students and their citizenship growth. Through community awareness students understand their roles and responsibility as active citizens. Research has discovered that as critical pedagogy service-learning still lacks the ability to claim for developing real community awareness among students. This paper had two aims: first to evaluate the claim of service-learning on students' community awareness development and second, to assess the ability of service-learning to promote students' citizenship development. For this purpose, this paper investigated into the current literature on how service-learning provides real community based learning opportunities to the students in order to achieve these goals. Exploration of the existing literature revealed that despite of being termed as a time-consuming and expensive practice, service-learning has the potential to develop citizenship propensities of students as well as creation of community awareness. The review revealed that servicelearning achieves these two goals on the basis of its characteristic of reciprocity. The paper concludes that as a critical pedagogy service-learning plays an important role in developing students' community awareness and citizenship development.

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Community Service Learning Increases Communication Skills Across the Business Curriculum

Cited by 82 publications

References 2 publications

The Impact of Service-Learning Curriculum at a Local at-Risk High School: An Examination of Preliminary Data

The Impact of Service-Learning Curriculum at a Local at-Risk High School: An Examination of Preliminary Data

An Evaluation on the Regression Level of Prospective Teachers' Metacognitive Skills in terms of their Community Service Activities Perceptions

Service Learning as Critical Pedagogy: Implications for Student Community Awareness and Citizenship Development

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