Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies

Bringle, Robert G.

doi:10.3998/mjcsloa.3239521.0024.105

Cited by 63 publications

(82 citation statements)

References 27 publications

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“…Through practice, service-learning lends a variety of partnership models that can be applied to other forms of experiential learning (Bringle, 2017). The results of this study indicate that partnership grounded in collaboration and reciprocity is an important characteristic of the CBI.…”

Section: Resultsmentioning

confidence: 87%

“…The purpose of this action research project is to understand the effects of stakeholder (undergraduate students, community partners, and the university) participation in a CBI at a large urban public university with the intention of enhancing program development. Community-based internships or civic internships are defined as a hybridization of service-learning and internships since they combine the attributes of service-learning and internship pedagogies (Bringle, 2017). This study seeks to answer the following questions: How does participation in a CBI affect stakeholders?…”

Section: Purpose and Research Questionsmentioning

confidence: 99%

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Community-Based Internships: How a Hybridized High-Impact Practice Affects Students, Community Partners, and the University

Trager¹

2020

Michigan Journal of Community Service Learning

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This qualitative participatory action research project demonstrates how participation in a communitybased internship (CBI), a hybridization of service-learning and internship practices, affects undergraduate students, community partners, and the university at a large public university. This article outlines a rationale for the study, demonstrating that robust knowledge regarding the effects of service-learning and internships exists, but there is a need to understand how hybridization of these high-impact practices (HIPs) affects program stakeholders. Next, the participatory methodological procedures will be highlighted as they are integral to the presentation and interpretation of the data. The findings will demonstrate that although stakeholders in a CBI have similar experiences to traditional service-learning and internship programs, the hybridization of these HIPs creates a unique environment that shapes these experiences. Furthermore, the participatory inquiry raises questions regarding how research ought to be conducted in service-learning and community engagement. Higher education institutions (HEIs) are charged with preparing students for their future professional roles (Coker et al., 2017) while maintaining a civic mission of developing engaged citizens (Ehrlich, 2000). Internships and service-learning experiences have been proposed as pedagogical practices that fulfill these goals-internships as a means to prepare students for professional life (Silva et al., 2016) and service-learning as a means to support the university's civic mission (Nichols, 2016). Therefore, understanding the structure of a program that amalgamates these two high-impact practices (HIPs) (Kuh, 2008) through an examination of the experiences of stakeholders of a community-based internship (CBI) is important. Furthermore, both internships and service-learning are relatively well understood and conceptualized in existing literature, yet there is much less information regarding the hybridization of these practices. Both service-learning and internships have been recognized for their positive impacts on students and have evolved into widely implemented practices; therefore, combining the two into one learning experience seems to be a pathway for future educational practice that meets the goals of HEIs. Context Investigation of a CBI requires a familiarity with existing knowledge of internship and service-learning structures and impacts. Before exploring these pedagogical practices, a brief discussion of HIPs provides a rationale for conceptualizing the CBI as a hybridization of internships and service-learning. According to Kuh (2008), both internships and service-learning are high-impact educational practices, which are defined as teaching and learning practices that are grounded in student activity, engagement, and collaboration. Students who partake in HIPs have shown gains in deep learning and personal development. More recently, hybridization of these practices has been described in the literature. Bringle (2017) termed the pedago...

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Section: Resultsmentioning

confidence: 87%

Section: Purpose and Research Questionsmentioning

confidence: 99%

Community-Based Internships: How a Hybridized High-Impact Practice Affects Students, Community Partners, and the University

Trager¹

2020

Michigan Journal of Community Service Learning

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“…In addition to considering the hybrid pedagogies resulting from combining service learning with digital technology, practitioners can also consider other combinations of hybrids. For example, second order hybrids integrating three pedagogies (Bringle, 2017) could include distance education courses that integrate service learning with study abroad (Whitney & Clayton, 2011) or distance education courses that integrate service learning with internships.…”

Section: Resultsmentioning

confidence: 99%

Integrating Service Learning and Digital Technologies: Examining the Challenge and the Promise

Bringle

Clayton²

2020

RIED

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En este artículo pretendemos enmarcar la incorporación del aprendizaje-servicio y las tecnologías digitales en la enseñanza y el aprendizaje, a la vez que analizar la complejidad de algunos de sus desafíos y promesas. De esta forma, se compromete a los lectores con las preguntas y los problemas que se abordan en los artículos que componen este monográfico de RIED. Buscamos proporcionar perspectivas que puedan contribuir a la implementación de innovaciones e investigaciones pedagógicas que mejorarán la práctica y, en consecuencia, los resultados de aprendizaje. Comenzamos brindando una descripción general de lo qué es y el porqué del aprendizaje-servicio, para examinar, en una segunda parte, el cómo del aprendizaje-servicio en escenarios digitales. Finalmente, exploramos varios temas que pueden dar forma a nuevos desarrollos en el contexto de estas dos innovaciones pedagógicas.

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“…Service-learning, amongst several teaching practices, has been identified as a high-impact teaching practice that aids the development of business knowledge, human skills and civic responsibility amongst students (Blewitt, Parsons, & Shane, 2018;Bringle, 2017). Given the benefits, scholars have proposed different techniques to facilitate servicelearning, including a focus on establishing clear procedures, using reflection and creating multiple contexts to apply service-learning (Celio, Durlak, & Dymnicki, 2011;Molee, Henry, Sessa, & Mckinney-Prupis, 2011;Yorio & Ye, 2012).…”

Section: Introductionmentioning

confidence: 99%

Facilitating service-learning through competencies associated with relational pedagogy: a personal reflection

Chika-James

2020

Higher Education Pedagogies

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Service-learning is identified as a high-impact teaching practice as it aids the development of business knowledge, human skills and civic responsibility amongst students. In spite of the benefits of servicelearning, there are few studies that indicate the relational competencies of faculty members used to facilitate service-learning. This study shows how four relational competencies associated with relational pedagogy: care, interpersonal communication, an attentive presence and trust, facilitated service-learning amongst undergraduate students. Data for this study were drawn from personal reflections of teacher-student interactions during a service-learning course in change management. Findings show that although the demonstration of relational competencies associated with relational pedagogy created a conducive learning space that enabled students to gain practical knowledge, not all students in the study welcomed this approach. Based on the findings of this study, this article provides suggestions to educators in higher education engaged in servicelearning and directions for further research.

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Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies

Cited by 63 publications

References 27 publications

Community-Based Internships: How a Hybridized High-Impact Practice Affects Students, Community Partners, and the University

Community-Based Internships: How a Hybridized High-Impact Practice Affects Students, Community Partners, and the University

Integrating Service Learning and Digital Technologies: Examining the Challenge and the Promise

Facilitating service-learning through competencies associated with relational pedagogy: a personal reflection

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