The Washington Study-Service Year of Eastern Mennonite University

Aberle-Grasse, Melissa

doi:10.1177/00027640021955504

Cited by 12 publications

(5 citation statements)

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“…However, participation in service has been found to be associated with entry into service-related occupations. In her retrospective study of the impacts of a service year on college students, Aberle-Grasse (2000) found that former students tended to choose service-related careers over just being active in volunteer community service.…”

Section: Discussionmentioning

confidence: 99%

Effects of a small‐scale, very short‐term service‐learning experience on college students

Reed

Jernstedt

Hawley

et al. 2005

Journal of Adolescence

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This study examined the effects of a small‐scale, very short‐term (8–10 h) service‐learning experience on college undergraduates. Repeated measures analysis of variance indicated that students participating in this experience reported maintenance of their sense of social responsibility, an increased sense of the meaningfulness of college, and an increased likelihood of choosing a service‐related occupation, when compared to non‐participating matched counterparts. These findings provide support for the notion that minimally resource‐intensive service‐learning programs can provide students with some of the benefits of service‐learning that have been identified in longer, more intensive experiences.

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Section: Discussionmentioning

confidence: 99%

Effects of a small‐scale, very short‐term service‐learning experience on college students

Reed

Jernstedt

Hawley

et al. 2005

Journal of Adolescence

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“…Such outcomes include opportunities for students to gain a deeper understanding about their own social locations and cross borders of power and privilege (Chesler et al 2006; Hattery 2003), to develop a more personal understanding about the connection between social structure and agency (Greenfield 2006), to promote civic engagement and social responsibility (Hironimus-Wendt and Wallace 2009; Kendrick 1996; Wright 2006), and to apply newly acquired research methods skills to “real world” situations (Collier and Morgan 2002; Potter, Caffrey, and Plante 2003). In one study that assessed both the short- and long-term effects of service learning, Aberle-Grasse (2000) found that service learning increased students’ understandings of cross-cultural issues and course concepts, helped students develop communication and interpersonal skills and a strong commitment to service and social change, and led to an increase in students’ self-understanding.…”

Section: Defining Service Learningmentioning

confidence: 99%

Developing a Sociological Imagination by Doing Sociology

Huisman

2010

Teach Sociol

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The author addresses the development and implementation of a service-learning project for an undergraduate course in which students interview immigrant women, incorporate the interviewees' experiences into an analytical paper, and present the findings at the end of the semester. Students are required to use C. Wright Mills's concepts of history and biography by situating the stories told by the women within the larger sociohistorical contexts in which they live. The article proceeds in four sections. The first section provides an overview of service learning and its benefits. This is followed by a detailed description of the service-learning project. In the third section, the author draws from a postclass survey, course evaluations, and her observations to illustrate the ways in which the project enhances student learning and enables students to deepen their understanding of the sociological imagination. The article concludes with suggestions for how the project can be applied in other courses.In this article, I discuss the development and implementation of a service-learning project for an upperlevel undergraduate course, Immigration, Women, and Society. The central objectives were to improve student participation and engagement, foster civic involvement, and bridge the chasm between abstract sociological concepts, research methods, and students' concrete experiences. This course is grounded in curricular content: immigration and the sociological imagination, a specific research method, and service. It provides a unique opportunity for students to engage in a service-learning project built on the three pillars of academe, linking pedagogy with both research and service.The course development was inspired by my own commitment to community-based field research with refugees in New England, a commitment that has deepened over time. In this work, service and research are integrated rather than separate and disjointed. My research with refugees is guided by feminist principles of reciprocity and reflexivity. As such, I strive for my work to be mutually beneficial, and although it is essential to be aware of issues of power and positionality, I view myself as ''on the same plane'' as my research participants. My research with men and women from the war-torn

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“…Recent research provides evidence of the positive benefits, particularly to students, of this aspect of pedagogy in areas of gerontological education (Aberle-Grasse, 2000;Blieszner & Artale, 2001;Brown & Roodin, 2001;Dorfman, Murty, Ingram, Evans & Power, 2004;Hanks & Icenogle, 2001;O'Quin, in press;Rhoads & Howard, 1998;Knapp & Stubblefield, 2000). Cavanaugh (2001) acknowledges, however, that the positive outcomes stem more from personal learning and community service than from content learning.…”

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confidence: 99%