Service-learning

Bordelon, Thomas D.; Phillips, Iris

doi:10.1177/1469787406064750

Cited by 24 publications

(6 citation statements)

References 9 publications

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“…Their open-ended responses indicated that the assistance they received on essays, on time management, on expanding their college set, and on understanding life on campus was helpful as well. In interviews, former high school students discussed the multiple options that working with the college students provided and the skills they honed or learned that were helpful when they enrolled in college (Bordelon & Phillips, 2006). Finally, every high school student, both on the survey and in interviews, reported the program was helpful as well, answering the second research question which asked how they described their experiences.…”

Section: Discussionmentioning

confidence: 99%

“…In interviews with the former high school students, many of these ideas were echoed, particularly expanding options for college and for majors (Bordelon & Phillips, 2006). One said, "just applying to college is pretty simple, but it was kind of scary for me."…”

Section: Former High School Student Interviewsmentioning

confidence: 99%

“…Students reported increases from prior to working with their mentors to after in visiting college websites (from 10 to 14 students reporting), submitting applications (from 3 to 12 students reporting), asking for letters of recommendation (from 5 to 9 students reporting), writing their application essays (from 5 to 12 students reporting), and talking with their parents about financial aid and the Free application for Federal Student Aid (FAFSA) (from 6 to 11 students reporting) (See Table 1). Table 1 shows an increase in the students' behaviors regarding aspects of the college application process, which is a positive reflection of service learning (Bordelon & Phillips, 2006;Cress et al, 2010). All 14 students reported that the meetings were helpful and most often reported that assistance with their essays, with organization and time management, and with expanding their range of college choices was the most helpful.…”

Section: Findings Survey Datamentioning

confidence: 99%

“…Service learning is perceived positively by college students (Bordelon & Phillips, 2006) and provides a host of benefits, including easing the transition to college, generating personal development, increasing engagement in the curriculum, increasing communication and leadership skills, as well as promoting cultural and racial understanding and a sense of social responsibility (Astin & Sax, 1998;Astin, Sax, & Avalos, 1999;Einfeld & Collins, 2008;Eyler, Giles., Stenson, & Gray, 2001;Ganss & Baker, 2014;Kilgo, 2015;Kuh, 2003;McDonald & Dominguez, 2015;Soria & Thomas-Card, 2014). Service learning may also increase retention for those students who participate (Keup, 2005(Keup, -2006.…”

Section: Literature Reviewmentioning

confidence: 99%

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Utilizing Service Learning in Master of Higher Education Programs

Walpole

Crockett

2018

JSPTE

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Aim/Purpose: Service Learning is not used in graduate education to the extent it is in un-dergraduate education. This paper utilizes a developmental evaluation methodological approach and a strategic partnership conceptual framework in examining a service learning course in which higher education master students gain valuable experience they can use in their careers while assisting high school students as they apply to college. Background: Little research has been done on service learning at the graduate level. Moreover, although service learning is growing on campuses, master of higher education students may not have experience with it. Additionally, gaps in college access by socioeconomic status and race continue to exist, yet little research has been done on how service recipients experience service learning. This paper evaluates a service learning course and addresses the service recipients who were high school students at the time and the experiences of graduate students who were enrolled in the course. The research questions are the following. To what extent do high school recipients report an increase in college application behaviors from the beginning to the end of the service learning experience? How do high school recipients describe their experiences with the graduate students? How do Master of Higher Education students describe their knowledge of the college admission process as a result of their experiences with service learning? How do they describe their experiences with service learning? What skills, if any, do they report improved as a result of the service learning experience? Methodology: The paper uses developmental program evaluation methodological ap-proach, and data collection strategies include survey responses and inter-views with former high school students as well as document analysis of former graduate students’ reflective essays and interviews with them. Contribution: Little is documented regarding graduate student experiences with service learning, particularly Higher Education master programs. Additionally, little research exists on service recipients experiences. Findings: The service learning course was helpful to the high school students’ college application process, and students reported increases in college application behaviors as a result of the service learning project. The course also strengthened the higher education master students’ communication skills, interpersonal skills, and awareness of diversity and equity issues. Recommendations for Practitioners: Service learning experiences can be utilized to strengthen higher education master students’ skills, and detailed information regarding the process of creating a service learning course are provided in the paper. Recommendation for Researchers: The paper recommends additional research on service learning in graduate programs and additional research on the experiences of service recipients and community partners. Impact on Society: This paper impacts master students who plan to work on college campuses and strengthen their skills in several areas that should positively affect the future students with whom they work. Additionally, the course resulted in high school students reporting increased college application behaviors, such as taking admission tests, seeking letters of recommendation, and writing essays, and may increase the number of students from underrepresented backgrounds who successfully enroll in college. Future Research: Additional research on service learning in graduate programs and additional research on the experiences of service learning recipients should follow this study.

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Section: Discussionmentioning

confidence: 99%

Section: Former High School Student Interviewsmentioning

confidence: 99%

Section: Findings Survey Datamentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Utilizing Service Learning in Master of Higher Education Programs

Walpole

Crockett

2018

JSPTE

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“…Since its introduction as a promising practice in 1993 via the National and Community Service Trust Act, research shows that successful service-learning arrangements are both possible and attainable (Baldwin, Buchanan, & Rudisill, 2007; Carrington & Saggers, 2008; Muwana & Gaffney, 2011). Even so, service-learning partnerships demand significant time and consideration (Bordelon & Phillips, 2006; Bringle & Hatcher, 1996). For the purposes of this article, we utilized the National Service-Learning Clearinghouse’s (Generator School Network, 2013) definition of service-learning, which states that it is a “teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.” This type of service is intended to meet community needs while offering reciprocal benefits for those providing and engaging in the service alike (Bringle & Hatcher, 1996).…”

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confidence: 99%

Partners in Learning

Bialka

Havlik

2016

Journal of Experiential Education

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This study describes a service-learning partnership between a Mid-Atlantic university and two private, urban high schools by examining the perspectives of those engaged in the service experience. The purpose of this study was to explore the shared experiences of service-learning in schools from the perspectives of both university and high school participants. The key findings of this study reveal that clear and consistent responsibilities, roles, and goals are critical to developing partnerships; relationship building engenders growth of both university and high school participants; service-learning allows for practical application of course content; high school participants desire non-hierarchical relationships with university participants; and participants are able to identify similarities despite their differences. These findings highlight important aspects of the service-learning experience for both sets of participants, as well as suggest directions for course instructors to build partnerships that foster reciprocal relationships and create environments that address issues of power and privilege.

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In Search of Something More: My PathTowards International Service-Learning in Engineering Education

Pinnell¹

2011

What Is Global Engineering Education For? The Making of International Educators, Part I &Amp; II

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Service-learning

Cited by 24 publications

References 9 publications

Utilizing Service Learning in Master of Higher Education Programs

Utilizing Service Learning in Master of Higher Education Programs

Partners in Learning

In Search of Something More: My PathTowards International Service-Learning in Engineering Education

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