Proximate Outcomes of Service-Learning Among Family Studies Undergraduates

Jacobson, Jodi M.; Oravecz, Linda M.; Falk, Audrey Faye; Osteen, Philip

doi:10.26536/fsr.2011.16.01.02

Cited by 12 publications

(18 citation statements)

References 26 publications

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“…Despite the subscale scores, these scales demonstrated internal consistency in the present study and similar findings as reported by Diaz-Gallegos et al (1999). Previous research using the HESLQ scale with family studies students found that it measured the concepts reliably and measured positive changes in academic and career variables after a service learning experience (Jacobson et al, 2011).…”

Section: Methodsmentioning

confidence: 99%

“…Service learning is often emphasized in family science and human service education (Bannerjee & Hausafus, 2007;Hamon & Way, 2001;Jacobson, Oravecz, Falk, & Osteen, 2011;Nicholas, Baker-Sennett, McClanahan, & Harwood, 2011;Pollard & McClam, 2014;Toews & Cerny, 2006). The need to engage with populations and issues of interest outside the classroom is essential to socialization and development of a professional identity during the education process (Belous, Topor, & Gorton, 2013;Miller, 2013;Toews & Cerny, 2006).…”

Section: Service Learningmentioning

confidence: 99%

“…The community perspective was composed of "promoting health" and "awareness of diversity." This study examines students who are receiving their education in the family and human services major; therefore, indicators of professional self-perspective and community perspective will be changed slightly to concepts in family science and human services, service learning outcomes (Jacobson et al, 2011). Sedlak et al (2003) Figure 1.…”

Section: Service Learning and Critical Thinkingmentioning

confidence: 99%

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Outcomes of Service Learning Experiences as Predictors of Critical Thinking Skills

Hall¹,

Morris-Compton²

2018

FSR

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Service learning courses provide opportunities for students to experience human services work in the field and apply it to curricula. Learning objectives often pair experiences in the field with gaining knowledge and improving academic skills. The present study examined a model of critical thinking development from service learning that combines professional and community perspectives (Sedlak, Doheny, Panthofer, & Anaya, 2003). In a sample of 182 students at one university, a hierarchical multiple regression analysis found that service learning outcome variables had some influence on critical thinking skills after controlling for demographic and academic variables, as the model predicted. Implications of the findings support the role of service learning as a core pedagogy in family science and human services curricula.

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Section: Methodsmentioning

confidence: 99%

Section: Service Learningmentioning

confidence: 99%

Section: Service Learning and Critical Thinkingmentioning

confidence: 99%

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Outcomes of Service Learning Experiences as Predictors of Critical Thinking Skills

Hall¹,

Morris-Compton²

2018

FSR

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“…Service-learning courses pair community involvement and academic work to enrich both communities and students' understanding of civic engagement and social responsibility [38]. The benefits of service-learning have been widely recognized by many family science teachers [10,25]. In particular, service-learning serves as an effective and constructive tool for teaching diversity in the family science realm, as students simultaneously learn about multicultural issues, practice those skills and knowledge through the community service component, and are encouraged to reflect on their learning experiences in and outside the classroom [28].…”

Section: For Example Since the Asian Financial Crisis In 1997 Southmentioning

confidence: 99%

Diversity Education for Future Family Science Professionals: Interactive and Reflective Teaching Implications based on Hollinger’s Model

Lee¹,

Davis²,

Khaw

et al. 2014

Fam. Environ. Res

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The purpose of this study was to examine how an undergraduate family diversity course supported students to enhance undergraduate students' understanding of diversity issues and cultural competence that are necessary to work with diverse families and children as future family science professionals. We collected qualitative research data from 108 students who were enrolled in five sections of an undergraduate-level diversity course, Working with Diverse Families and Children, using nine open-ended questions. In the current study, we specifically focused on four questions in relevant to what undergraduate students learned and what they desired to learn more about diversity issues in families grounded in Hollinger's developmental model of ethical reflection. Using inductive and deductive iterative processes and triangulation, we conducted thematic analysis. Overall, our findings showed that undergraduate students understood the core concepts of diversity and cultural competence. However, they understood these issues at different stages of Hollinger's model of ethical reflection after taking the course. Most undergraduate students accomplished their cognitive and empathetic understanding of diversity and were primarily in Stages 1 and 2. We suggest interactive and reflective teaching strategies that may be effective for undergraduate students to challenge their own biases, practice ethical decision, and prepare for social actions as family science professionals.

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“…This collaborative approach allows students to engage in authentic and sustainable change which contributes to the development of transformational leadership (Gibson & Pason, 2003). Consequently, service-learning, along with other community-based learning strategies that can result in community engagement as well as overall leadership development (Eyler & Giles, 1999;Jacobson, Oravecz, Falk, & Osteen, 2011;Wurr & Hamilton, 2012), are captured in the FCS matrix. See Appendix for more detail on the specific FCS knowledge and skills included in the TVCL matrix.…”

Section: The Fcs Tvcl Matrixmentioning

confidence: 99%

Think-Value-Communicate-Lead (TVCL): A Framework For Developing Family Professionals

Ballard

Carroll

Baugh

et al. 2013

FSR

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Proximate Outcomes of Service-Learning Among Family Studies Undergraduates

Cited by 12 publications

References 26 publications

Outcomes of Service Learning Experiences as Predictors of Critical Thinking Skills

Outcomes of Service Learning Experiences as Predictors of Critical Thinking Skills

Diversity Education for Future Family Science Professionals: Interactive and Reflective Teaching Implications based on Hollinger’s Model

Think-Value-Communicate-Lead (TVCL): A Framework For Developing Family Professionals

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