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Journal of Service-Learning in Higher Education
Number of Followers: 1

This is an Open Access Journal

Open Access journal
ISSN (Print) 2162-6685
Published by U of Louisiana

[1 journal]

Journal of Service-Learning in Higher Education
- Authors: David Yarbrough
  PubDate: 2023-07-17
  Issue No: Vol. 17 (2023)
The Impact of Service-Learning on Occupational Therapy Doctoral Students
- Authors: Kristin Valdes, John V Rider, Christen Leach, Katherine Capistran Manalang
  Abstract: The aim of this study was to determine how participation in a community service project impacts entry-level OT doctoral (OTD) students at different time points in their OT education. This study employed a mixed-method, prospective cohort design. The Community Service Attitudes Scale (CSAS) is an instrument to measure college students’ attitudes about community service. Open-ended questions were asked after participation in the experience in addition to the CSAS to gather a deeper reflection of the S-L experience. A total of 62 OTD students participated in the study. There was no statistically significant difference between the CSAS scores between the OTD first-year and third-year students. Students reported that they gained knowledge regarding occupational justice and community-based interventions, how to establish a therapeutic relationship, and the impact of occupation-based interventions when asked what they learned from the experience. Through the participation in a S-L experience, the students gained knowledge regarding occupational justice and community-based interventions, how to establish a therapeutic relationship, and an awareness of the impact of occupation-based interventions on clients. S-L enables OT educators to provide opportunities for students to gain critical skills that will translate into clinical practice.
  PubDate: 2023-07-17
  Issue No: Vol. 17 (2023)
A Qualitative Study Exploring College Student Nutrition Behaviors Within a
Service-Learning Course
- Authors: Amanda W Gowin
  Abstract: This qualitative case study explored the influence that service-learning involvement has on undergraduate college students’ cognitive, environmental, and behavioral factors related to nutrition. As higher education is looking for ways to improve student health behaviors, service-learning is an unexplored area that has tremendous potential. Utilizing the major constructs of the social cognitive theory (Bandura, 1997; Glanz et al., 2015), the research questions guided the investigation of how participants in a previously established nutrition service-learning course described their cognitive, environment, and behavioral influences related to nutrition throughout the course. Participants also described their nutrition self-efficacy after participating in a service-learning nutrition course. Participants described their experiences through a pre-post survey, reflections, and voluntary interviews. Based on these constructs, this service-learning course was found to improve knowledge, awareness, values, and behaviors related to nutrition for all study participants. Findings show positive changes in nutrition-related self-efficacy, especially related to the meaning-making experience of the service-learning. Results from this study suggest that intentional reflection questions related to health behavior factors in health-based service-learning courses may be utilized to influence behavioral outcomes. Service-learning has been well established as a high-impact educational pedagogy (Astin et al., 2000; Kuh, 2015; Jacoby, 2015). As service-learning courses increase in higher education, understanding their effectiveness beyond academic outcomes is crucial. Service-learning courses have been demonstrated to influence positive health behaviors in community populations (Gray et al., 2017; Himelein et al., 2010; Jarvis et al., 2004), yet service-learning course outcomes have not been explored for health promotion among the students that are delivering the service. There is limited research available for evidence-based, comprehensive approaches to promoting health and student health behavior change during the college years (ACHA, 2018). An additional method to support improved student health behaviors through self-efficacy development could be through service-learning courses. Much of the research on non-environmental methods to influence health behaviors in college students is associated with self-efficacy development (Dinger, 1999; Kelly et al., 1991; O'Leary, 1985; Von Ah et al., 2004). Understanding student self-efficacy related to nutrition choices could be an indicator for positive nutrition behavioral changes (Bandura, 2004; Von Ah et al., 2004). The reflective methods already embedded into service-learning platforms can serve as a meaningful way to gather additional data related to the student experience, reflecting on health behaviors. Research has eluded to improved self-efficacy, growth, and self-understanding as a result from service-learning experiences (Astin, 2000; Jacoby, 2015; Kuh, 2015). Understanding students’ personal factors such as values, beliefs, and attitudes towards nutrition-related behaviors before, during, and after a service-learning course related to nutrition, can provide an in-depth understanding of the student experience that might lead to behavior change. The purpose of this study is to deepen the understanding of how service-learning courses might impact nutrition-related behaviors among the students providing the service.
  PubDate: 2023-07-17
  Issue No: Vol. 17 (2023)
Stepping Up to the Challenge: Human Services Students Help their Community
in a Time of Need
- Authors: Carly Redding, Michallene McDaniel
  Abstract: Research indicates that food insecurity among college students has been on a steady incline. The COVID-19 pandemic has intensified economic vulnerabilities, which has led to increased food insecurity among college students due to the closure of campus resources and high unemployment rates in jobs that college students typically hold. Universities have long recognized the need for on-campus pantries and the institutions' role in preparing students to apply the knowledge learned in their courses in real-world settings. This article uses a case study to illustrate how one university worked with service-learning students in its Human Services department to provide food support to the campus community by becoming essential workers during a crisis. This created a sustainable solution to improve the quality of life for an entire university community and provided Human Services students the opportunity for applied experience and professional growth and development.
  PubDate: 2023-07-17
  Issue No: Vol. 17 (2023)
The Impacts of Service-Learning Experience: An Exploratory Case Study of
Alumni Perspective
- Authors: Cheng-Fang Huang, Lih-Wei Lei
  Abstract: This article reports on the self-perceived impacts of service-learning experiences from the perspective of alumni who graduated from a technical university in Taiwan. Drawing on the alumni’s responses in a focus group interview, the study investigated how the alumni perceived of the impacts of participation in a service-learning project. Findings suggest that these experiences fostered a lasting change to the alumni’s personal development, particularly the communication skills, ability to adapt and persevere, learning attitude and commitment to service. In addition, the alumni reported not just these practical and personal benefits derived from the service-learning experiences, but also critical transformation that empowered them to face challenges after college.
  PubDate: 2023-07-17
  Issue No: Vol. 17 (2023)
Impact of Community-Based Service-Learning on Undergraduate Students
Self-Authorship
- Authors: Jade Frederickson
  Abstract: This qualitative study utilizes a phenomenological approach to assess impact of education-based service-learning experience on undergraduates’ self-authorship process at a 4-year university. Eight of 60 students enrolled in a community-based service-learning undergraduate course at a four-year land grant institution participated in the study. Research questions focused on implementing Boud et al. (1985) model of reflection as a framework for journaling; identifying participant variables indicative of self-authorship; and deciphering if a combination of service-learning activities and participant variables elicit self-authorship growth. Themes determined from participants’ journal entries indicate service-learning experiences combined with critical reflection elicit development in inner voice, or at minimum, engage students in recognizing internal dialogues. Several noted the benefit of classroom activities in helping them make meaning of experiences. Others drew on past experiences to shape how they acted and thought as a teacher for the students they were helping. Many noted they found it impactful or disheartening to learn about their students’ backgrounds; this internal conflict often served as an opportunity for participants to re-consider their worldview, at least from an educational sphere. Even though many enrolled to meet the university’s experiential learning course requirement, participants overall appeared to develop a stronger inner voice.
  PubDate: 2023-07-17
  Issue No: Vol. 17 (2023)
The Impact of an Online Service-Learning Framework on Students’
Understanding of the Complexity of Community Food Security and Development
of Professional Skills
- Authors: Hailey T. Bramley, Lauren D. Nolley, L. Suzanne Goodell, Natalie K. Cooke
  Abstract: The delivery method of course material and service component of a service-learning course can vary, spanning from fully in-person to fully online. The process by which community partners are identified can vary as well, and there are few studies exploring the impact of student self-selection of the community partner in an online service-learning course. Therefore, the purpose of this study was to evaluate student learnings from an online community food security service-learning course in which students self-selected a community partner for an in-person service experience. The research team analyzed student critical reflection papers using thematic analysis. Four major themes emerged from the data: (1) “food insecurity doesn’t have a single face,” (2) understanding of the complexities and nuances of food insecurity, (3) use of emotion to describe and discuss the service component of the service-learning experience, and (4) expression of appreciation and respect for organizations working to address food insecurity. This framework facilitated student understanding of the complexity of community food security and allowed students to engage in a high-impact practice to help develop professional skills and civic mindedness. The findings of this study support a scalable framework for online service-learning courses where students self-select their community partners.
  PubDate: 2023-07-17
  Issue No: Vol. 17 (2023)
Teacher Education Candidates Providing Educational Technology Professional
Development to the University Community through Service-learning
- Authors: Aimee Hollander, Sara Dempster, Leah Peterson
  Abstract: Technology use in education has grown at a rapid pace throughout the last decade. However, the COVID-19 pandemic created a lasting impact on technology use for instruction in pre-kindergarten through twelfth grade (PK-12) classrooms and college courses. This creates an even greater need for preservice teachers to be provided with opportunities to develop knowledge and skills related to technology integration so that they are prepared to use these skills when entering their classrooms as teachers upon graduation. It also has implications for the knowledge and abilities of university professors to adopt and utilize current technology within college courses. This study explored the impacts of an educational technology service-learning opportunity on undergraduate preservice teacher candidates as well as university instructors. Undergraduate teacher candidate participants completed a course assignment in which they researched and presented various educational technology tools. University professor participants attended these presentations and completed a brief survey on the experience. Through the study, the researchers determined the impacts on each group and implications for further study and development of resources related to the use of educational technology in college courses and preservice teacher candidate preparation.
  PubDate: 2023-07-17
  Issue No: Vol. 17 (2023)
Exploring Counselor Self-Efficacy Through a Service-Learning Project among
Youth with Unique Abilities
- Authors: Caitlin Frawley, Laurie Campbell, Viki Kelchner, Kathryn Babb
  Abstract: A service-learning project was conducted with counselors-in-training to increase self-efficacy for interacting with individuals with unique abilities/intellectual disabilities. Counselors-in-training (N=27) completed a semester-long service-learning project and took a pre and post assessment. The results indicated that self-efficacy improved for all counselors-in-training. The paired samples t-test identified that the mean increase in self rated self-efficacy was statistically significant with a medium to large effect size, t (26) = -4.052, p < .001, d = .742. However, the increase of self-efficacy was greater among the counselors-in-training who had no prior experience with individuals with unique abilities/intellectual disabilities.
  PubDate: 2023-07-17
  Issue No: Vol. 17 (2023)