Students’ Perceptions of Service-Learning in an Advanced Research Course

Deck, Stacy M.; Conner, Laneshia; Cambron, Shannon

doi:10.18060/21548

Cited by 3 publications

(4 citation statements)

References 37 publications

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“…In their research, Boran and Karakuş (2017) included the findings that the applications made within the scope of CSP course contributed to the pre-service teachers' getting to know the society more closely, integrating with the society, recognizing and cooperating with different institutions/organizations, tasting the emotional dimension and spirituality of the teaching profession, developing self-confidence and socialization. Deck et al (2017) stated in their research that Community Service Projects support students in social work and cooperation, and also provide students with experience. George et al (2017) stated in their research that community-based projects can be beneficial to professional development, educational experiences and social commitment.…”

Section: Discussionmentioning

confidence: 99%

Faculty of Sports Sciences Students' Opinions on the Community Service Practice Course

Bulut,

Çelen

2023

RREM

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Educational institutions play a major role in meeting social needs and expectations. Particularly, the Community Service Practices (CSP) course within universities offers students the opportunity to engage in social activities with the community, to gain awareness of social responsibility, and to get to know the community from different perspectives. For this reason, this research was carried out to determine the opinions of the Faculty of Sport Sciences students who took the 'Community Service Practices' course before taking it and their gains after the course. A total of 53 students who were studying at Bolu Abant İzzet Baysal University Faculty of Sports Sciences and taking Community Service Practices course participated in the research. The research was applied in two parts as before and after the application. Before the application, the students were asked about their expectations about the CPS course in the form of open-ended questions and their answers were requested in writing. At the end of the application process, 14 people were determined to participate in the interview voluntarily, and focus group interviews were held with semi -structured questions. The questions directed to the students were recorded using the note-taking technique. The data obtained from the students' opinions were coded independently by two researchers by making descriptive and content analysis. As a result of the research, it is observed that the students show positive progress in terms of social awareness, social responsibility, communication, professional experience and cooperation with the CPS course in the university programs.

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Section: Discussionmentioning

confidence: 99%

Faculty of Sports Sciences Students' Opinions on the Community Service Practice Course

Bulut,

Çelen

2023

RREM

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“…Students engaged in CSL community collaborations were found to have increased empathy and understanding of working with individuals with disabilities [26]. Additionally, Deck and colleagues also found that service-learning opportunities increased student perceptions of their selfefficacy [19].…”

Section: Community Service Learningmentioning

confidence: 98%

“…This practical application increases critical thinking skills as students are challenged to explore and problem-solve real world challenges [4,12,18]. Further it has a positive impact on students' understanding of social justice issues [19] and development of cross-cultural understanding [20,21]. CSL has long been accepted in the educational field as a pedagogical approach that creates meaningful ways to facilitate students' engagement in service and thereby increasing their commitment and internalization of civic responsibility.…”

Section: Community Service Learningmentioning

confidence: 99%

“…This approach is more than just combining hands on experiences with traditional class materials for students, it also provides opportunity for critical reflection on service experiences and facilitates a deeper understanding of course content and in many cases the field of study than compared to traditional learning methods [4,23]. This pedagogical approach can assist students particularly in helping professions to be more prepared for the work they will do in the future [19,23], providing them opportunities to engage with and be of service to individuals from vulnerable populations and community organizations [19,25]. Students engaged in CSL community collaborations were found to have increased empathy and understanding of working with individuals with disabilities [26].…”

Section: Community Service Learningmentioning

confidence: 99%

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Student Perceptions of Open Pedagogy and Community-Engaged Service Learning

Williams¹

2022

Active Learning - Research and Practice for STEAM and Social Sciences Education

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Open pedagogy is an approach to instruction that places the student as a partner in the learning environment moving beyond traditional methods of instructional delivery that center the instructor as the expert. Open pedagogy allows for student contributions to the classroom that move beyond traditional instructional methods such as disposable assignments and educator led classroom discussions that are created by faculty to provide students with a learning experience. Instead, open pedagogy facilitates a student-centered learning environment that engages students as co-creators of learning and allows them to play a role in the facilitation of the learning environment. This paper focuses on the role of open pedagogy in community engaged service learning and is based on a quasi-experimental research study that explored student perceptions of community engaged service learning with and without an open pedagogical approach. The results report student satisfaction with the experience, perceived value, and the likelihood that they would take a course that combines these pedagogies in the future.

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