Getting the Most Out of Service Learning: Maximizing Student, University and Community Impact

Chupp, Mark G.; Joseph, Mark L.

doi:10.1080/10705422.2010.487045

Cited by 110 publications

(95 citation statements)

References 25 publications

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“…Service-learning (SL) is recognized as one HIP (Brownell & Swaner, 2010;Kuh, 2008) and has become a popular pedagogical approach for enhancing student learning (Chupp & Joseph, 2010). SL is a pedagogy in which students learn by active participation in organized services that address community issues and is linked to academic study through structured reflection.…”

Section: Service-learning As High Impact Practice (Hip)mentioning

confidence: 99%

Service-Learning and Graduation: Evidence from Event History Analysis

Yue¹

2017

Michigan Journal of Community Service Learning

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Section: Service-learning As High Impact Practice (Hip)mentioning

confidence: 99%

Service-Learning and Graduation: Evidence from Event History Analysis

Yue¹

2017

Michigan Journal of Community Service Learning

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“…13 A risk of university-community partnerships is that university needs may be prioritised over those of the community. 14 To avoid this, HHS focused on aspects of social capital that are particularly relevant for rural communities: the Project worked within networks of trusted agents in the community (community-based facilitators, and clinical supervisors) 15 and through its projects attempted to support the service-capacity of essential health institutions in the community.…”

Section: -12mentioning

confidence: 99%

Building social capital with interprofessional student teams in rural settings: A service-learning model

Craig

Phillips

Hall

2015

Aust J Rural Health

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INTRODUCTIONInterprofessional learning (IPL) in health professional education is based on the notion that learning together will support more effective ways of working together. 1 IPL has the potential to improve interprofessional collaboration and the effectiveness and quality of patient care. Practice-based, rather than classroom-based, collaborative learning has been commended as an effective application of IPL. [2][3][4][5][6][7] However, it can be cumbersome to arrange and supervise. 8 In rural Australia with its relative workforce shortage, sustainable, practice-based IPL can be particularly challenging. 9In this paper, we describe a model of IPL -the Health 'Hubs and Spokes' (HHS) Project -which was based in rural towns and organised around locally-relevant priorities. HHS involved small teams of students from different disciplines, working together on a project identified by the host organisation. It was designed to be a sustainable model of interprofessional education using service learning -a type of practice-based learning where students engage with a community partner to collaborate, reflect and develop outcomes of real world benefit. 10 Although service learning is relatively new to Australian higher education settings, it is increasingly being adopted and is particularly well suited to students in the health professions. 11-12In theory service learning can lead to mutual benefits and outcomes for community organisations, universities and students, as a result of engaged scholarship and partnerships focused on clearlyarticulated local needs and service gaps. 13 A risk of university-community partnerships is that university needs may be prioritised over those of the community. 14 To avoid this, HHS focused on aspects of social capital that are particularly relevant for rural communities: the Project worked within networks of trusted agents in the community (community-based facilitators, and clinical supervisors) 15 and through its projects attempted to support the service-capacity of essential health institutions in the community. 16 Thus social capital was both an integral factor in the working of HHS and in the outcome of the individual team projects. Students' reactions, change in perceptions, and the impact of HHS on their behaviour have been described elsewhere. 17,18 In this paper, we describe the outcomes of the HHS at the level of the rural health service or community, and discuss potential programmatic tensions between focusing on service level outcomes, and outcomes that relate to individual attitudinal and behavioural characteristics. METHODSThe Health 'Hubs and Spokes' Project is described in Box 1.Study type. This was a qualitative study using semi-structured interviews with 43 local facilitators, academic staff and health professionals (ascertainment, 80% of those involved in delivering the project), and 14 representatives of local health or community services (Table 1).Setting. Six rural towns in South East NSW, the location for 37 IPL teams of 89 students (82% of the 108 students who ...

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“…This aspect of the program could be strengthened further by more intentionally involving other members of the students' families or school community. Chupp and Joseph (2010) state that "maximizing the impact on the local community requires engagement of community members, not merely as recipients …, but as partners in the design, implementation, and assessment of the activity." (p. 209) Thus far, the impact of the program beyond the core class has been seen as a positive side-effect rather than a goal that would be actively pursued.…”

Section: Discussionmentioning

confidence: 99%

Serious play in education for social justice - An exploratory study

Wartenweiler

2018

J. New Approaches Educ. Res.

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The main aim of the study was to explore the program's overall emotional, cognitive and behavioral impact on the students (n=16) of a small Swiss secondary school class and the general impact on their school as a whole. In addition, the study examined whether the pedagogical elements of serious play and service learning were seen as important or meaningful by key stakeholders. Despite its limitations in scope and generalizability, this explorative evaluation was significant because it was the first external evaluation of the program and because there exists little research on the impact of Swiss ESJ programs as well as on ESJ programs that incorporate serious play elements.The next section of this article describes the local Swiss context in which the program is implemented. Then, the Fair Battles program and the core pedagogical elements of serious play, social empathy and service learning are introduced. The following section describes the methodology and evaluative approach taken in this study. A further section presents results in a descriptive format and a discussion of these results in light of the research literature. A final section offers reflections and recommendations for the Fair Battles program and for ESJ programs in general. BACKGROUND Local Swiss Context and Program DescriptionThrough the introduction of the new national curriculum Lehrplan 21 in Switzerland in 2015, social justice education has come more into the focus of mandatory schooling. The added curricular area, called "education for sustainable development" (Bildung für Nachhaltige Entwicklung, BNE), explicitly introduces various aspects of education for social justice. The new BNE curriculum requirements have led to a considerable increase of social justice education programs. However, as Helbling and Schwarz (2015) point out, there is little control, coordination or evaluation of these new programs.Fair Battles is a school program developed by the private Swiss association Fairp(l)ay. Its goal is to sensitize students about global economic inequalities and about the impact of their personal consumer choices. The word "battle" symbolizes competition or effort on various levels: in the global economy, between school ABSTRACT Fair Battles is a 12-week Swiss education for social justice program with the goal of sensitizing high school students about the impact of their consumer habits on society. The pedagogical concept of Fair Battles is to employ the tool of serious play to enhance students' social empathy, which then leads to service learning projects. This exploratory mixed-methods study examined the impact of the program by using pre-and post-program student surveys (n=16) and post program semi-structured qualitative student interviews (n=10). The survey data were analyzed using SPSS and the interview data were analyzed using template analysis. The results were organized according to Kirkpatrick's four-level evaluation model. The quantitative results show a statistically significant increase in the post-program survey scores for the l...

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Getting the Most Out of Service Learning: Maximizing Student, University and Community Impact

Cited by 110 publications

References 25 publications

Service-Learning and Graduation: Evidence from Event History Analysis

Service-Learning and Graduation: Evidence from Event History Analysis

Building social capital with interprofessional student teams in rural settings: A service-learning model

Serious play in education for social justice - An exploratory study

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