The practice of professional skills and civic engagement through service learning

Abstract

Purpose The purpose of this paper is to explore the community service learning initiative among Taiwanese communication students by examining the link between the value of work-based learning and learning outcomes from the applied classroom projects. Design/methodology/approach This study involves the applied classroom projects. Data are captured in both quantitative (i.e. survey) and qualitative methods (i.e. reflective papers). The survey is designed to measure general attitudes and perceptions of service learning students. The reflective papers focus on the participants’ expectations of the service learning outcome. Findings The findings suggest that work-based and service learning projects are beneficial for the students, faculty, university and community partners. As an extension of experiential learning, students acquire a deeper understanding of the course material, gain practical expertise in the real world, develop interpersonal communication skills and engage in civic responsibility. Practical implications This study supports the notion that service learning engagements help students develop problem-solving skills. It is suggested that since the content of traditional learning in the discipline of communication has changed extensively over the past decades (i.e. from traditional media to new digital media), service learning can be a complimentary tool to not only broaden students’ learning, but to also expand their professional horizons and opportunities. Originality/value The current study expands existing theory and advances our understanding of service learning in the discipline of communication in a Taiwanese context. With practical roots embedded in Western educational initiatives linking service learning to higher education, this paper reveals that service learning does work across cultures as well.

Service-Learning as a pedagogical practice for the promotion of generic competencies: A systematic review

“…Although the methodology is positively evaluated by its participants, there are some limitations in applying it, such as the large investment of time and the difficulties in traveling to the communities where the service is provided. These same difficulties are found in other SL studies such as that of Castro et al [60] and Cheng [64]. It is suggested that teaching hours be allocated to dedicate to the implementation of this [54,57] or else the incorporation in the curriculum of a community work subject that works specifically with SL [57].…”

“…APS is a tool that works with the community and for the community and there-fore promotes the link with the environment and the development of social responsibility [55,57]. This idea coincides with that put forward by Mayor [20,61], Aramburuzabala et al [22,35], Aramburuzabala and Cerrillo [62], Mayor-Paredes and Guillén-Gómez [63] and Cheng [64] in explaining that it is a methodology that promotes social responsibility by disseminating its relevance to society [64].…”

“…In this sense, the SL methodology meets these characteristics because it develops the ability to learn by putting theoretical knowledge into practice, giving meaning to the contents [30]. This coincides with Anguita et al [68] and Cheng [64] when they point out that there is deep learning by relating theory and practice because learning takes place by doing. It strengthens the commitment of teachers and the participation of social actors in the promotion of sustainable development, which allows a positive perception of their professional future [54,55].…”

“…Cheng [64], Jouanett et al [69], Arque-ro-Avilés et al [70] in pointing out that SL fosters the acquisition of knowledge, skills, attitudes and values.…”

University Social Responsibility, Service Learning, and Students' Personal, Professional, and Civic Education

“…The goal was to develop students' personal, civic, and political competences as critical agents of social responsibility, involving them, in a more committed and profound way, with their universities and, more broadly, with higher education, hoping that this experience may translate into an increase in their employability and commitment to USR, but also of the quality of the University experience itself, through the contact with different University members and community organizations where the University is involved. In fact, this project is an example that “offers students, faculty, University, and community partners a distinct opportunity for improving their practical and communication skills, enhancing their sense of social responsibility and developing a better understanding of the connection between theory and practice” (Cheng, 2018 , 423), and also to strengthen the relations between the University and the community.…”