The Development of a Service-Learning Program for First-Year Students Based on the Hallmarks of High Quality Service-learning and Rigorous Program Evaluation

Smith, Bradley H.; Gahagan, James S.; McQuillin, Samuel D.; Haywood, Benjamin; Cole, Caroline Pender; Bolton, Clay; Wampler, Mary Katherine

doi:10.1007/s10755-011-9177-9

Cited by 9 publications

(6 citation statements)

References 11 publications

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“…To that end, we put forth the Intrinsic Service-Learning Model (see Figure 1) to provide SBAE and the National FFA Organization with a framework to operationalize this concept. The model integrates conceptualizations from Deci and Ryan's SDT (1985, 2000, 2001a, 2001b, 2002, 2008, 2010 with the five stages of authentic service-learning (Haines, 2010;Kaye, 2004;Lake & Jones, 2008;Smith et al, 2011). By coalescing the two theories, the Intrinsic Service-Learning Model might catalyze intrinsic motivation in FFA members and agricultural education students throughout their service-learning experiences.…”

Section: Research Question Fourmentioning

confidence: 99%

“…A credit-bearing educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation for the discipline, and an enhanced sense of civic responsibility. (p. 222) Although service-learning remains an emerging pedagogical technique, various scholars have postulated the teaching approach has five major stages: investigation, preparation, action, reflection, and demonstration (Glickman & Thompson, 2011;Haines, 2010;Kaye, 2004;Lake & Jones, 2008;Smith et al, 2011). Throughout each phase of the service-learning process, teachers, students, and community members collaborate to resolve community issues while integrating purposeful contextual connections (Kaye, 2004;Smith et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Students’ Motivations, Value, and Decision to Participate in Service-Learning at the National FFA Days of Service

Roberts¹,

Terry²,

Brown³

et al. 2016

JAE

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As agricultural educators continue to seek methods of instruction to make learning impactful for students, service-learning has emerged as a desirable technique for meeting these educational objectives. A gap in the agricultural education literature exists, however, in terms of describing whether these learning experiences motivate students intrinsically. This investigation sought to describe FFA members' level of intrinsic motivation resulting from participation in a service-learning activity, specifically the 2013 National FFA Days of Service. Deci and Ryan's Self-Determination Theory (SDT) served as the theoretical base for understanding FFA members intrinsic motivation through three empirically based constructs interest, value, and perceived choice. Results from the study indicate FFA members were interested in and valued their service-learning experience; however, they had varied views in terms of their choice to participate. Findings also indicate a congruency between tenets of service-learning and axioms of SDT. We, therefore, offer the Intrinsic Service Learning Model in hopes of assisting practitioners of this pedagogical technique with delivering an intrinsically motivated service-learning experience for agricultural education students.

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Section: Research Question Fourmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Students’ Motivations, Value, and Decision to Participate in Service-Learning at the National FFA Days of Service

Roberts¹,

Terry²,

Brown³

et al. 2016

JAE

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show abstract

“…Benefits of SL have been identified in nursing and psychology courses (Acquadro Maran et al, 2019; Altman, 1996; Tyndall et al, 2020), with evidence that it reduces stereotypes and facilitates racial understanding, promotes a sense of social responsibility and citizenship, advances academic learning, and improves the ability to apply learning in the real world (Eyler et al, 2001). SL may be particularly well suited for the field of psychology given the focus on responsiveness to social issues and promoting justice, which serve as cornerstones in the field of psychology (Altman, 1996; Maistry & Lortan, 2017; Smith et al, 2011).…”

Section: Traditional Modelsmentioning

confidence: 99%

“…Including a boundary spanner in the planning and implementation of a partnership can build trust and understanding between the university and school partners, promote a shared vision, and clarify the roles and responsibilities of each partner. In defining the shared vision, the partners can look to the nine essential components of PDS that are laid out by NAPDS (2021) as well as the six hallmarks of high-quality SL spelled out by Smith et al (2011).…”

Section: Traditional Modelsmentioning

confidence: 99%

Collaborative community responsive training: University and community partnership.

Ney¹

2022

Training and Education in Professional Psychology

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In practice-based fields such as school psychology, students must not only develop a solid knowledge base regarding the theory that underlies practice but also the skills to apply the concepts that they learn. However, didactic coursework alone is often insufficient to provide the link between theory and practice. While fieldbased experiences offer more opportunities to make these connections, field experiences often are not integrated with classroom learning or are left to later stages of the graduate training. Therefore, innovative strategies are needed to promote the application of skills throughout all stages of graduate training. This article proposes a model that utilizes innovative approaches to learning to enhance skill development for school psychology graduate students. The Collaborative Community Responsive Training model focuses on building professional competencies in school psychology graduate students while meeting community needs by creating collaborative partnerships between graduate training programs and local school districts. Public Significance StatementThis study proposes a training model that aims to promote competency development through community responsive, collaborative partnerships between school psychology training programs and schools. This model simultaneously meets the needs of local schools while maximizing the opportunities for field-based experiential learning in school psychology training programs. By supplementing classroom learning with field-based learning continuously throughout their training, graduate students have more opportunities to build competence prior to graduating.

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“…According to Smith et al (2011), in order to create an effective service-learning course, there are a number of components that have to be considered:…”

Section: Hallmarks Of High-quality Service-learning Coursesmentioning

confidence: 99%

Service-learning for students of spanish: promoting civic engagement and social justice through an exchange tutoring

Burgo

2016

Rev. lingüíst. leng. apl.

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Service-learning courses are designed to promote civic engagement and social justice, and to connect the classroom with the community in an environment of cooperation and mutual interest. In this article, a service-learning course of Spanish at the university level is supported as a reciprocal language exchange between the campus and the community. According to this course proposal, students attend a Latino community site once a week, where their members are tutored in English and American culture, while students are tutored in Spanish and Spanish-speaking culture. This way, service-learning is connected to the Spanish classroom through "Reflection" sessions led by mentors visiting the class periodically. This course was designed so that students would be able to improve their conversation skills in this exchange tutoring service while they are involved with the community by seeing their members as equal peers.Keywords: civic engagement, community-based learning, cultural awareness knowledge, second language teaching, service-learning.Resumen: Los cursos de aprendizaje-servicio son diseñados para promover el compromiso cívico y la justicia social, y para conectar el aula con la comunidad en un entorno de cooperación y de interés mutuo. En este artículo se aboga por un curso de aprendizaje-servicio de español a nivel universitario como un intercambio lingüístico recíproco entre el campus y la comunidad. Según esta propuesta de curso, una vez a la semana los estudiantes asisten a un centro comunitario latino donde les dan una tutoría en inglés y en cultura americana a sus miembros mientras estos les dan una tutoría en español y de la cultura hispanohablante a los estudiantes. De esta manera el aprendizaje-servicio se conecta a la clase de español a través de sesiones de "Reflexiones" lideradas por mentores que visitan la clase periódicamente. Este curso fue diseñado para que los estudiantes pudieran mejorar sus habilidades conversacionales en este servicio de intercambio de tutorías mientras se involucran con la comunidad viendo a sus miembros como iguales.Palabras clave: compromiso cívico, aprendizaje basado en la comunidad, conocimiento de la conciencia cultural, enseñanza de segunda lengua, aprendizaje-servicio.

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The Development of a Service-Learning Program for First-Year Students Based on the Hallmarks of High Quality Service-learning and Rigorous Program Evaluation

Cited by 9 publications

References 11 publications

Students’ Motivations, Value, and Decision to Participate in Service-Learning at the National FFA Days of Service

Students’ Motivations, Value, and Decision to Participate in Service-Learning at the National FFA Days of Service

Collaborative community responsive training: University and community partnership.

Service-learning for students of spanish: promoting civic engagement and social justice through an exchange tutoring

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