Prospects for Integrating Service Learning into Short-Term International Study

Abstract

"The best part of the trip was the community work…I would have liked to build more homes…lots of meaningful things were exchanged between us and the community members." Student Testimonials, La Gloria, Mexico (2009) AbstractIn an era of significant social, political, and economic globalization, it is crucial for health and human services educators to adopt a more hands on international view vis-à-vis student education. This article presents information that will assist educators in extending domestic service learning concepts and activities into the undergraduate international study arena. The authors also introduce a research framework for further data collection and analysis. Finally, the article shares lessons learned and presents a continuum that features five milestones, institutional support, faculty buy-in, agency partnership, student engagement, and pre-post assessment that contribute to the successful incorporation of service learning activities.

Exploring Outcomes of Service-Learning Participantion: Evidence from Pakistan

“…For example, in their respective studies, Stewart (2012) and Bowen (2010) found that the inclusion of a service-learning course increased students' professional skills and civic abilities and knowledge about community issues. Kovarik (2010) and more recently, Daly et al (2014) indicated that participation in service-learning courses provided wider learning opportunities for students. By participating in service-learning, students would come across different people and issues in the community.…”

“…As the first step in developing the instrument, a vast amount of literature on outcomes of service-learning was reviewed (e.g., Ahmad, Said, Mansor, Mokhtar, & Ghani, 2014;Billig & Eyler, 2003;Bringle & Hatcher, 1995;Birdwell et al, 2013;Brown, 2015;Burns & Stokamer, 2011;Butin, 2010;Calvert & Kurji, 2012;Couse & Russo, 2006;Daly, Baker, & Williams, 2014;Daniel, 2013;Deba, Jabor, Buntat, & Musta'mal, 2014;Deba, Jabor, Sukri Saud, & Buntat, 2015;Deeley, 2010;Denby, 2008;Eyler & Giles, 1999;Eyler et al, 1997;Felten & Clayton, 2011;Ferrari & Chapman, 2014;Furco, 2010;Gershenson-Gates, 2012;Gerstenblatt & Gilbert, 2014;Greenman, 2014;Jacoby, 2003;Jacoby, 2013;Jerome, 2012;Lu & Lambright, 2010;O'Grady, 2014;Said, Ahmad, Hassan, & Awang, 2015;Said, Ahmad, Mansor, & Awang, 2015;Waterman, 2014). Afterwards important significant statements were collected, and out of these statements, three themes were extracted: content knowledge, interpersonal skills, and volunteering attitude.…”

Public Health in Practice: Development of an Undergraduate Domestic Off-Campus Public Health Program

“…Our program builds on the developing literature measuring the impact of service-oriented off-campus programs on student growth (Daly et al, 2014; Jones, LePeau, & Robbins, 2013; Niehaus & Crain, 2013). However, it differs from short-term, service-based travel experiences for students, such as the alternative spring break model.…”

“…A second high-impact practice is off-campus study, which is often equated with studying abroad (Kuh, 2008). Although there are multiple benefits cited for studying abroad, including learning about cultural differences, Sobania and Braskamp (2009) introduced the term study away to emphasize that domestic off-campus study may also be a transformative learning experience for students (Daly, Baker, & Williams, 2014). Domestic "study away" allows students to "further their knowledge in their own communities" and provides them the opportunity to "open their minds, hearts, and behaviors to difference and .…”