Exploring students’ perceptions of service-learning experiences in an undergraduate web design course

Lee, Sang Joon; Wilder, Charlie; Yu, Chien

doi:10.1080/13562517.2017.1379486

Cited by 27 publications

(26 citation statements)

References 22 publications

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“…In the field of education, subjective outcome evaluation in the form of course evaluation questionnaire has been widely used in higher education (e.g., Kember and Leung 2008;Spooren et al 2007). In the field of human and social services, program participants are commonly asked about their views of the program, implementer, and benefits after program completion (Burke and Bush 2013;Fraser and Wu 2016;Hsieh 2006;Lee et al 2018). In the health settings, health professionals usually ask the patients about their satisfaction with the service received and the perceived benefits (Perneger et al 2020).…”

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confidence: 99%

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Subjective Outcome Evaluation of Service-Learning by the Service Recipients: Scale Development, Normative Profiles and Predictors

et al. 2020

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This study validated a subjective outcome evaluation scale based on the perceptions of service recipients and examined the normative profiles as well as correlates of client satisfaction under a corporate-university-community Service-Learning (SL) programs, where university students conducted the SL programs with high school students as the service recipients. Based on data collected over three years from high school service recipients (N = 1854) who responded to a subjective outcome evaluation measure which assesses perceived program content, program implementers and benefits, exploratory and confirmatory factor analyses supported the three-factor model, and the three subscales showed good factorial validity, convergent validity, concurrent validity and internal consistency. Most of the service recipients had positive perceptions of the different aspects of the program. Regarding correlates of client satisfaction, the three aspects of satisfaction all had predictive effects on the overall client satisfaction. Client satisfaction ratings also differed significantly across different activities and grades.

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confidence: 99%

“…Subjective outcome evaluation is commonly used in the field of SL. For example, Lee et al (2018) showed that participants of a SL program serving rural community in the US perceived their experiences positively. They reported greater interest in applying knowledge into practice and having more clarity on their career development.…”

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confidence: 99%

Subjective Outcome Evaluation of Service-Learning by the Service Recipients: Scale Development, Normative Profiles and Predictors

et al. 2020

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“…In the higher education context, service learning that combines community service with problem-based learning has been gaining attention as a form of applied knowledge [34]. Studies through the years consistently reveal that student's learning, critical thinking, and personal growth are enhanced by service, which is undoubtedly important for educational innovation [35][36][37][38]. Interestingly, the study by Blakey et al [39] that focused on the faculty fellows' engagement with service-learning found that a large majority of teachers believed that they were also learning alongside students and that implementing service-learning made them better teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

Social Innovation in the Undergraduate Architecture Studio

Krstikj

2021

Societies

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Social innovation has been gaining attention as an alternative method for defining socially constructed problems and their solutions in times of failure of more conventional methods. This study focused on the potential of undergraduate architecture students for social innovation in public space production. A novel collaborative educational method was proposed based on a conceptual framework of social extrapreneurs’ platforms of exploration, experimentation and execution, and problem-based learning. The method was designed for 90 h synchronous and 90 h asynchronous work, in a remote teaching mode. The benefit of the method was foreseen in improving the social processes of public space production, especially in areas with pronounced discrimination. Social innovation in planning is crucial for the capacity of imagining better futures in the context of a system’s evolutionary resilience and has the potential for democratization of public place design. Preliminary results show that the proposed method enables critical thinking, sets the base of action on social justice, and turns students into active agents of social change; thus, it provides an important contribution to the necessary, but still uncharted, paradigm shift in architectural education from an object- to people-driven design.

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“…Student perceptions have also been used to justify and develop important streams of learning, such as service learning (Lee et al, 2018). Often, students completing service-learning projects appreciate hands-on learning opportunities and connections with the community (Hughes, 2002) and perceive that their critical thinking abilities and other job skills have been improved (Joseph et al, 2007).…”

Section: Implementing Cocurricular Pd Workhops In Our Collegementioning

confidence: 99%

Not Everything Important Is Taught in the Classroom: Using Cocurricular Professional Development Workshops to Enhance Student Careers

Bruni-Bossio

Delbaere

2020

Journal of Management Education

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Business schools and graduate business programs have struggled since their inception to ensure that what students learn in their courses will resonate with the skills needed in their careers. To date, there has been limited attention paid to cocurricular experiential learning opportunities to assist with this challenge. In this article, we discuss the process of implementing cocurricular professional development (PD) workshops as part of a college-wide initiative to increase experiential learning opportunities for students. This college-wide initiative challenged two assumptions: first, that the classroom is the best space for valuable learning and second, that faculty are the best equipped to lead decisions on what students should learn. The workshops help students develop both the tangible and intangible skills required to succeed in industry. We faced many challenges in implementing the workshops, including the need to challenge the predominant view that nothing of significant value could be learned in a workshop. We conclude our article by identifying the factors responsible for the ultimate success of the program and offer guidance for colleges looking to change perceptions of value in learning and broaden their experiential learning practices.

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Exploring students’ perceptions of service-learning experiences in an undergraduate web design course

Cited by 27 publications

References 22 publications

Subjective Outcome Evaluation of Service-Learning by the Service Recipients: Scale Development, Normative Profiles and Predictors

Subjective Outcome Evaluation of Service-Learning by the Service Recipients: Scale Development, Normative Profiles and Predictors

Social Innovation in the Undergraduate Architecture Studio

Not Everything Important Is Taught in the Classroom: Using Cocurricular Professional Development Workshops to Enhance Student Careers

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