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Jaye K. Luke and Joanna L. Morrissey

Many universities have limited resources yet aim to provide worthy learning opportunities to their students. This goal can be met through the offering of alternative delivery methods and service learning. Alternative delivery methods have evolved as technology has advanced. This paper addresses the benefits of blended learning for students, faculty, and universities. Through an institutional grant emphasizing innovative teaching strategies, the authors explain how a kinesiology course that includes service learning was transformed from a face-to-face class to a blended learning environment. Two flagship assignments are explained and comments from students are shared.

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Elizabeth Domangue and Russell Lee Carson

Following the devastation of hurricane Katrina, a university located in the south-eastern United States created a service-learning program. This program was established so that physical education teacher education (PETE) students could provide physical activities to children living in a temporary, government-funded housing community. The purpose of this study was to investigate how the service-learning program shaped preservice teachers’ cultural competency. The participants were 16 PETE students in a curriculum development course. A questionnaire was used to assess changes in the students’ cultural competency. Reflective journals and interviews were qualitative data sources used to identify significant elements of the service-learning program that elicited thoughts about the role of cultural competency in teaching. Findings revealed that there were changes in cultural competency. Triangulation of the data suggested that the service-learning participants identified consistent engagement, exposure to another culture, and an engaged instructor as key contributors to cultural competency within the service-learning program.

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Kim C. Graber, Wojtek Chodzko-Zajko, Jamie A. O’Connor, and Jenny M. Linker

Civic engagement and service learning opportunities provide students with unique real-world experiences they are unable to acquire in a traditional in-class setting. Students develop a commitment to the community in which they live, exposure to other populations, leadership abilities, skills to work successfully within a team, and a chance to learn from failure. The Carnegie Foundation for the Advancement of Teaching has recognized the importance of such opportunities and has added the Community Engagement Classification to the restructured Carnegie Classifications of Institutions of Higher Education. The purpose of this paper is to provide a synthesis of the literature that addresses civic engagement and service learning opportunities and to describe a university class that was designed to provide undergraduate students with a capstone service learning experience promoting wellness for older adults in the community. Data that were collected to evaluate the success of the class are also described.

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Cate A. Egan, Christopher B. Merica, Grace Goc Karp, Karie Orendorff, and Hayley Beth McKown

teachers trying to implement CSPAPs, as well as provide PPETs with practical experiences, is to utilize service-learning ( Webster et al., 2015 ). Service-learning is a form of experiential learning that actively engages learners in real-world experiences ( Cashman & Seifer, 2008 ), while also equally

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Christine Galvan, Karen Meaney, and Virginia Gray

Service-learning is a community-based method of teaching in which students fulfill academic course content while simultaneously contributing to the welfare of the community ( Bringle & Hatcher, 1999 ). Service-learning provides real-world experiences for students to apply, reflect, and understand

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Nneka Arinze, Jesse Mala, Max Klein, and Justine Evanovich

Although multiple forms of pedagogies fit under the umbrella of social justice education (SJE), service learning is of utmost mention. In addition to its potential to improve students’ social justice orientation ( Krings et al., 2015 ), service learning has been recognized as a high-impact practice

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Rebecca T. Marsh Naturkach and Donna L. Goodwin

Community service learning (CSL) is a pedagogical tool used to enhance academic learning and promote civic engagement by combining classroom theory with applied community practice ( Jacoby, 1996 ; Richards, Eberline, Padaruth, & Templin, 2015 ; Roper & Santiago, 2014 ). The general benefits of

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Louisa R. Peralta, Claire L. Marvell, and Wayne G. Cotton

should be interactive and transforming, leading to new knowledge and refined practice ( Boyer, 1990 ). Service-learning programs are an inclusive form of pedagogy, enabling teacher education programs to meet university standards of academic work and to begin to accumulate evidence of preservice teacher

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Carlos Capella-Peris, Jesús Gil-Gómez, and Òscar Chiva-Bartoll

The competence-based approach to train preservice teachers (PTs) promotes the implementation of active and experiential methodologies, allowing students to apply learning in real conditions ( Chambers & Lavery, 2012 ). In accordance with this view, service-learning (SL) is a teaching methodology

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James E. Johnson

The estimated economic value of the sport volunteer industry is more than $50 billion ( Chelladurai, 2014 ). Service learning is a subcategory that delineates itself from volunteering or general service because of its deliberate focus on active reflection leading to new learning experiences