Perceived Benefits of Service Learning: A Comparison of Collegiate Recreation Concentrations

Fisher, Eden; Sharp, Ryan L.; Bradley, Michael

doi:10.1177/1053825917700922

Cited by 16 publications

(9 citation statements)

References 11 publications

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“…Reflection in service-learning means that these projects allow for the construction of knowledge (Fisher, Sharp & Bradley, 2017). Reflection differentiates service-learning from other forms of experiential education as it specifically connects the service experience to desired learning outcomes.…”

Section: The Rise Of "Real Democracy"mentioning

confidence: 99%

“…Thus, individual needs should be identified and addressed so that students are not negatively impacted by the experience (Larsen, 2017). Poor design can also reinforce students' existing paternalistic and stereotypical ideas of community members as being deficient and them (students) acting as community savior (Chupp & Joseph, 2010;Fisher et al, 2017). Proper design can elicit positive emotions as well as increased positive outcomes overall (Chupp & Joseph, 2010).…”

Section: The Rise Of "Real Democracy"mentioning

confidence: 99%

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Service-Learning as a Tool to Cultivate Democratically Minded Students: A Conceptual Framework

Lebovits

Bharath

2019

J. Public Nonprof Aff.

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The field of public administration is intrinsically linked to a substantive experience of democracy and the development of a democratic community. This article employs John Dewey’s constructivist pedagogical approach to make the case that service-learning can be a vehicle to cultivate students’ understanding of democracy as a movement toward a common good. We use the term “real democracy” to describe the ways that substantive practices of Dewey’s communal democracy materialize in today’s public sector. We highlight the concerns “real democracy” presents for public administrators before arguing that Master of Public Administration (MPA) programs are a particularly suitable setting to cultivate Dewey’s constructivist approach to democratic education given that the spirit of the approach is already well-aligned with MPA core competencies. Finally, we present public administration educators with a democratic service-learning conceptual framework that ties together pedagogical goals, service-learning design and outcomes, and Dewey’s constructivist, democratic student experience.

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Section: The Rise Of "Real Democracy"mentioning

confidence: 99%

Section: The Rise Of "Real Democracy"mentioning

confidence: 99%

Service-Learning as a Tool to Cultivate Democratically Minded Students: A Conceptual Framework

Lebovits

Bharath

2019

J. Public Nonprof Aff.

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“…Prior research reported the personal and academic benefits (Fisher et al, 2017) of short-term service assignment in students within different professions. For instance, in medical students and residents, service trips have been shown to be constructive in creating insight into ethical and societal issues regarding global health (Abedini et al, 2012) while creating valuable experiences for professional development (Chetta et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

The perceived benefit of a short-term service trip of students and participants while working in an HIV community center in Puerto Rico

2019

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Introduction: Puerto Rico is among the top five territories in the USA to be affected by human immunodeficiency virus (HIV), which is why our goal is to help the island with service trips. Studies have reported the professional and personal benefits students can gain by participating in service activities. However, the benefits obtained by the Hispanic-Latino participants living with HIV in Puerto Rico, have not been outlined. The purpose of this study was to discuss the perceived benefits of a short-term week-long service trip for the students, participants, and personnel. Methods: A total of 11 physical therapy students and one professor travelled to Puerto Rico for a one-week service trip. The group partnered with an established organization named ‘La Perla de Gran Precio,’ which works with low-income Hispanic-Latino USA citizens participants that have been diagnosed with HIV. Students were involved in both academic and cultural components by providing physical therapy services to the participants. At the end of the week, surveys were given to all parties involved. Results: Students, personnel and participants reported the service trip as extremely positive. Students suggested that its integration should be considered in any physical therapy curriculum to improve the future of this profession further. Participants reported learning from this experience and have been able to implement the methods into their routine. Conclusions: The Puerto Rico service trip enhanced the education of physical therapy students and their ability to increase cultural awareness, boost communication skills, provide opportunities to overcome challenges, and foster a sense of purpose. Also, the Puerto Rico service trip was a beneficial and positive experience for all people involved. Consideration should be made to incorporate this initiative a much larger scale in a population that is vastly underserved.

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“…With this renewed visibility, service-learning began appearing more frequently as a requirement in credit-bearing courses, a pedagogical shift not initially garnering universal support. Some faculty were reluctant to try the new pedagogy “due to the large amount of time investment required to make it effective” (Fisher, Sharp, & Bradley, 2017, p. 188); others were skeptical of its educational value, viewing it as merely “fluffy, feel-good stuff” (Markus, Howard, & King, 1993, p. 411).…”

Section: Historical Traditionsmentioning

confidence: 99%

Reimagining Service-Learning: Deepening the Impact of This High-Impact Practice

Anderson

Boyd

Marin

et al. 2019

Journal of Experiential Education

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Background: Service-learning has historically been seen as a high-impact practice that empowers undergraduates to develop essential learning outcomes. Most service-learning discussed within the literature occurs as a required element of a credit-bearing academic course. Purpose: This study explored what happens when service-learning is reimagined to be disconnected from a specific course and credit hours, and available via application to all undergraduates regardless of the liberal arts/science major or year in the college. Methodology/Approach: HyperRESEARCH was used to identify themes and categories from 45 sets of weekly reflections submitted by 36 participants engaged in reimagined service-learning projects across five semesters. Findings/Conclusions: Key findings reveal that not only do undergraduates develop essential learning outcomes as delineated in the existing literature, but in many cases, their understandings, and abilities to execute these skills, are deepened when service-learning is reimagined. Findings also reveal that undergraduates may experience service-learning differently depending upon year in college. Implications: Results from this study suggest that practitioners should investigate ways to reimagine service-learning, with specific emphasis placed on the differential ways college students at various stages in their undergraduate career experience, and learn from, service-learning.

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Perceived Benefits of Service Learning: A Comparison of Collegiate Recreation Concentrations

Cited by 16 publications

References 11 publications

Service-Learning as a Tool to Cultivate Democratically Minded Students: A Conceptual Framework

Service-Learning as a Tool to Cultivate Democratically Minded Students: A Conceptual Framework

The perceived benefit of a short-term service trip of students and participants while working in an HIV community center in Puerto Rico

Reimagining Service-Learning: Deepening the Impact of This High-Impact Practice

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