Critical Service-Learning:
							Implications for Social Emotional Development

McKay-Jackson, Cassandra; Johnson, Ericka

doi:10.4135/9781483346625.n60

Cited by 1 publication

(2 citation statements)

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“…It echoes existing literature (e.g. Chung and McBride 2015;Golombek 2006;Mckay-Jackson and Johnson 2015) that an effective SL program thus can be utilized as a productive pedagogy for students to achieve positive development. In addition, the data of qualitative evaluation also indicates that PYD leads to sustainable positive effects towards SL.…”

Section: Discussionsupporting

confidence: 80%

“…Essentially aligned with SL, PYD also recognizes students as active social agents (Golombek 2006). As an asset-based model, it accents the role students assume as participants rather than passive recipient in civic affairs where they are encouraged to address the true community needs and expected to gain civic development (Golombek 2006;Mckay-Jackson and Johnson 2015). In a quantitative study, Dávila and Marie (2007) found that SL promoted scholastic performance, as participation in SL significantly improved the odds of college graduation.…”

Section: Positive Youth Development (Pyd) Modelmentioning

confidence: 99%

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Transformation and Development of University Students through Service-Learning: a Corporate-Community-University Partnership Initiative in Hong Kong (Project WeCan)

Shek

M.S.

Yang

2019

Applied Research Quality Life

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As service-learning is still at its infancy in Hong Kong, there is a need to systematically evaluate the effectiveness of service-learning projects and bring important implications to the curriculum. In this study, we evaluated the effectiveness of a service-learning initiative that involved a corporate-community-university partnership (Project WeCan). In total, 138 university students (service providers) were included. We evaluated the project through three mechanisms. First, pretest and posttest data showed that students changed in the positive direction in terms of the intended learning outcomes in the civic engagement, cognitive and academic domains. Second, students showed positive changes in terms of psychosocial competencies and self-leadership. Finally, qualitative analyses of the reflective journals showed that students demonstrated positive changes in the areas of social responsibility, interpersonal competence, and intrapersonal skills. The findings underscore the utility of service-learning as an effective pedagogy to promote holistic development of university students.

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Section: Discussionsupporting

confidence: 80%

Section: Positive Youth Development (Pyd) Modelmentioning

confidence: 99%