Community engagement and service learning

The main purpose of this essay is to challenge and stimulate interest among Adventist Educators and Adventists' higher education institutions to engage in values-based service-learning immediate communities in order to meet both the needs of the participating communities, and those of the higher education institutions. The values-based service-learning model is the proposed tools for meeting this need. The values-based service-learning is a service-learning that is based and informed by the Bibleworldview. God is the centre and reason for values-based service-learning.

There  is a  huge  rise  in  social  vices  contemporarily  in  our  society  couple  with  high  level  deterioration of  civic  competence  and  social  values. Social  vices  have  been  attributed  mainly  to  youths  over  the years  but  the  new  trend  of  things  show  that  secondary  school  students  are  seriously  engaging  in social  vices  such  as  cybercrime  and  cultism  to  mention  a  few.  Though  effects  have  been  made  to incul cate  civic  behavior  and  social  values  into  secondary  school  students  in  Nigeria  with  the introduction  of  civic  education,  there  still  exists  a  decline  in  expected  social  values  among  the students. This  has  been  partly  attributed to the  use  of  teachercente red instructional  strategies  in  the teaching  of  the  subject,  the  consequent  lack  of  interest  among  the  students  and  their  inability  to  make connections  between  what  they  have  learnt  and  how  the  knowledge  could  be  used.  Literature  has shown  that  Service  Lea rning  strategy  (SLS)  has  been  used  to  enhance  academic  achieves  and  civic competence  in  Indonesia,  USA  and  on  very  few  occasions,  in  Nigeria  but  there  is  still  dearth  of evidence  of  the  adoption  of  SLS  on  curbing  social  vices  among  students  in  Nigeria.  Thi s  study therefore,  determined  the  effect  of  SLS  on  knowledge  and  attitude  of  senior  secondary  school  (SSS) students  in  Ondo  State,  Nigeria.  The  moderating  effects  of  gender  and  school  location  were  also examined. The  theory  of  experience  and  education  prov ided  a  framework  for  this  study  using  2x2x3  factorial matrix.  This  study  adopted  a  pretestposttest,  control  group,  quasiexperimental  design.  The participants  were  SSS2  students  and  a  total  member  of  154  in  which  males  were  87  while  females were  67.  Instr uments  used  for  this  study  were  the  Vices was tested at  (r  .69)  and Vices-- Related  Concepts  Knowledge  Test  which Related Concepts  Attitude  Scale  (r  .64)  were  used for  data  collection and were  analysed  using  Analysis  of  Covariance  at  level  0.05  significance. .. There  was  a  significant  main  effect  of  treatment  on  Students’  knowledge  of  vices(F (2,163) related  concepts =10.428;  P  <  0.05,  partial  =  0.113).the  Service  Learning  Strategy Group  (x=15.16)  performed better  than  the  Conventional  Strategy  Group  (x=12.76 ).  There  was  no  significant  main  effect  of treatment  on  attitude  of  students  to social  vices  related concepts.  There  was  also  no  significant  main effect  of  location  and  gender  on  students’  knowledge  of  and attitude  to  vices Service  Learnirelated concepts. ng  strategy  enhanced  student  acquisition  of  knowledge  of  social  vices  through  vicesrelated  concepts  related  topics  in  civic  education.  It  is  therefore  important  that  educators  adopt  this strategy  when  teaching  realistic  topics  such  as  social  vices  in  civi c  education.

Keywords :  Vicesrelated concepts, knowledge, attitude, Service  Learning  Strategy

This presentation discusses the definition of 'community'; the role of community in service-learning or SULAM projects; types of community - direct and indirect - and examples; ways to work with community partners; approaches to find community partners; and some tips to work in service-learning or SULAM projects.

De islam is niet meer weg te denken uit onze samenleving. België en Nederland sloten in de jaren zestig een overeenkomst met Turkije en Marokko, waardoor gastarbeiders met een islamitische achtergrond naar onze contreien migreerden. Sindsdien is onze leefwereld meer divers geworden. Deze diversiteit weerspiegelt zich ook in het onderwijs. Dit boek wil inspirerend zijn en handvatten aanreiken voor iedereen die in een superdiverse context met moslimjongeren werkt. De lezer krijgt zowel theoretische kaders als praktijkvoorbeelden mee die inzicht verschaffen in de islamitische referentiekaders.

Wat is een islamitische opvoeding? In hoeverre verschilt ze van de westerse opvoeding? Maakt religie een verschil? geeft een antwoord op deze vragen. Dit boek reikt voorbeelden, casussen en methodieken aan die de (onderwijs)professional ondersteuning kunnen bieden. Daarbij gaat bijzondere aandacht naar (inter)levens-beschouwelijke competenties en dialoog en levensbeschouwelijk-sensitieve onder¬steuning.

Dit boek is bedoeld voor iedereen die de islamitische referentiekaders beter wil begrijpen. Niet alleen onderwijsprofessionals, pedagogen, psychologen, hulp-verleners en sociaal werkers, maar ook studenten binnen de lerarenopleiding, sociaal werk, pedagogie, psychologie en sociologie zullen in dit boek handvatten vinden om te werken in een multireligieuze en -levensbeschouwelijke omgeving.

Recent poststructural and postcolonial critiques of service-learning have led to the call for a re-signification of service-learning and community engagement projects. In this paper I explore a postcritical pedagogical approach to service-learning that is responsive to these critiques. A postcritical approach aims to reframe ethical relationality with the 'Other'-beyond ethnocentric and salvationist agendas-by suggesting the possibility that one may 'be taught by the Other' (Biesta, 2013). This is a radical reorientation of service-learning as it invites the students into an encounter that is disruptive and destabilising to their often held prejudicial and paternalistic beliefs. In this paper I will firstly provide a very brief critique of existing service-learning practices in order to situate a rationale for thinking otherwise. Secondly, I will theoretically position a postcritical approach to service-learning by drawing upon poststructural and postcolonial ideas, with a particular focus on the need to consider and work delicately with psychoanalytic pedagogical processes. I conclude this paper by describing and critiquing the key pedagogical practices employed in postcritical service-learning, by drawing on the voices of my students and my own experiences as a teacher working with this

This handbook highlights the public and social mission of higher educational institutions (HEI) through Community Engagement, a term that brings forth the important use of Participatory Action Research (PAR) and Community Organizing for Community Development (COCD). The unique contribution of this handbook is that it specifically situates HEI Community Engagement within the unique historical context of the Philippines, thus adding a Philippine voice in the literature of Community-Engaged Scholarship (CEnS). It also provides activity exercises and case studies where readers can situate themselves and apply the theories, concepts, and tools they have learned so they can enhance the Community Engagement programs and projects of their respective colleges and universities with their partner communities.

Kegiatan Pengabdian pada Masyarakat ini bertujuan untuk mengadakan pendampingan dengan memanfaatkan IT bagi siswa SMA St. Yosef Lahat. Target khusus yang diharapkan dari kegiatan ini adalah para siswa mampu memahami dan menguasai materi tentang aritmatika, analitika, dan algoritmika menggunakan teknologi berbasis IT guna persiapan lomba OSK 2018. Metode pelaksanaan yang dilakukan dimulai dari penentuan mitra, justifikasi persoalan mitra, prosedur yang dilakukan, rencana kerja dalam kegiatan pengabdian kepada masyarakat. Dalam pelaksanaannya, pendampingan dilakukan oleh Tim yang terdiri dari 3 dosen dan 1 mahasiswa. Hasil kuesioner menyatakan bahwa kegiatan pendampingan lomba
OSK 2018 ini bermanfaat bagi siswa SMA St. Yosef Lahat dengan rata-rata sebesar 78 %. Luaran pendampingan ini adalah siswa SMA St Yosef Lahat memahami dan menguasai soal-soal OSK meliputi aritmatika, analitika, dan algoritmika dengan sebaiknya guna persiapan lomba OSK 2018.

Aunque generalmente se piensa que la manera más eficiente y exitosa para perfeccionar una segunda lengua es estudiar en el extranjero, la investigación empírica se ha enfocado en la adquisición de rasgos de la lengua estándar en oposición a aquellos variables. Por consiguiente, esta monografía investiga hasta qué punto aprendices de español como segunda lengua adquieren estructuras variables de la lengua –leísmo y laísmo– mientras realizan un programa de inmersión en el extranjero de cuatro meses de duración. Este trabajo está formado por dos grupos de aprendices de español matriculados en dos diferentes tipos de programas en Madrid (un programa académico ordinario vs. un programa académico con prácticas de voluntariado) y un grupo de hablantes nativos. Es una investigación longitudinal cuantitativa y cualitativa de datos orales y escritos. Este volumen contribuye a comprender mejor la adquisición de la variación dialectal, a documentar, de manera original, la relación entre las competencias intercultural y sociolingüística, y a dar a conocer, por primera vez, el impacto del tipo de programa en el desarrollo sociolingüístico de aprendices de español como segunda lengua.

This document describes an action research study conducted over the course of a nine month period between April and December 2004 in conjunction with the Barbados Community College Hospitality Institute.  The research sought a teaching and learning model which would help the instructor to enliven course modules, transform classroom sessions and at the same time give students a meaningful learning experience.  Action research was used to introduce the concept of Community Service Learning into the Tourism and Travel Curriculum.  The study employed qualitative and quantitative research methods.  Although community service learning was successfully introduced into the curriculum, the action research highlighted some issues pertaining to the cost of matriculating such programmes and the notion that they are time intensive.

Service learning in political science is driven by a commitment to expanding what is meant by civic education. Following this tradition, this article presents an example of a course informed by critical service learning centered in a grassroots social movement. Partnered with the California Domestic Workers Coalition and the National Domestic Workers Alliance, this course involved students in direct political engagement to explore cultural citizenship, the legislative process, and the possibilities and limitations of grassroots movements for social change. Challenging traditional notions of what counts as service and who counts as an expert, the example of this course speaks to the promise of service learning pedagogy as a strategy to connect students in meaningful ways to critical social issues and as a tool for political education.

This article explores the roots of the Canadian community service-learning (CSL) movement through a comparative discussion of service-learning in Canada and the United States. The article provides a brief overview of CSL's historical foundations in both countries, addressing especially how differences in CSL funding infrastructure have distinctly shaped the movement in each country. While national funding bodies and nationwide institutionalization remain central to CSL in the U.S., Canada's CSL efforts have predominantly been shaped by the efforts of private foundations and grassroots community agents. This essay analyzes the obstacles and problems currently within Canadian CSL, but also provides recommendations around documentation, sustainability, and the future of CSL in Canada, including the recommendation to maintain a community first approach in Canadian CSL. As it considers how the influence of the United States continues to shape CSL in Canada, and how the two national movements remain distinct from one another, we hope this examination will contribute an historical perspective to scholarship on Canadian CSL and will offer entry points to engage in critical conversations on the emergence of the field.

It has been two decades since service-learning began to take root in Hong Kong. Since then, it has become widely accepted in Hong Kong higher education and is extending to secondary education. Research about its learning outcomes, community impact, as well as good practices have been flourishing. Thus far, however, there has been no systematic compilation nor review of literature about service-learning in Hong Kong. This annotated bibliography was prepared by The Hong Kong Polytechnic University’s Service-Learning and Leadership Office to present service-learning practitioners and researchers, both newcomers and veterans, with key literature about service-learning in Hong Kong. Literature search was done in four databases following PRISMA guidelines. A total of 124 publications are annotated in this work.

The Ministry of Science and Higher Education in Ethiopia is encouraging higher education institutions to give more attention to their community service agendas, a responsibility which is often sidelined in favour of teaching and learning, and research. While this is a welcome development, its success depends on informed participation by the community.

This article centers disability justice, an ongoing and unfolding project of
LGBTQA disabled BIPOC, to help understand and challenge the work of
community literacy studies. By putting community literacy studies in conversation with disability justice through three themes—"Nothing About Us Without Us,” “Access is Love,” and “Solidarity Not Charity”—this essay moves to unpack how community literacy can resist not only ableism but also the interlocking systems of oppression which support it.

This paper deploys the adaptive cycle as a construct to understand the dynamics of community engagement and partnership building during an international service-learning project. A multi-disciplinary team of USA-based university students collaborated with a local community in Zambia to build two ventilated improved pit (VIP) latrines. Post-field project reflection challenged the “product-first” view commonly held in service learning projects. Time was a central point of post-field reflection. Through critical scrutiny, the student team came to recognize that contextually sensitive relationship building had been essential in enabling community ownership of the project. The construct of the adaptive cycle provided a crucial analytical tool for tracing the process through which partners from very different backgrounds achieved a sense of common purpose and opened the way for an understanding of community engagement as weaving a thread through the complex dynamics of partnership. The adaptive cycle may be useful as a preparation and implementation framework for other service-learning projects emanating from institutions of higher education.

A co-curricular approach to service-learning and community engagement (SLCE) designed to begin breaking through these institutional and personal silos that inhibit exchanges of knowledge between students, faculty and communities, is presented. This approach seeks to create a continuum of engagement and learning for students, faculty, and communities to redirect students and faculty away from the drive to solely produce a competitive product (or trophy) and toward an appreciation of the ongoing process of engagement. To construct this continuum, we draw on the idea of an intellectual apprenticeship. The students in this model serve as the apprentices, while the faculty, along with community partners and other colleagues, act as mentors in a guild of "artisans" dedicated to putting useful knowledge into action. We present the principles of engagement that underlay the entire process (respect, reciprocity and relationship), the stages of the apprenticeship, evidence that supports its effectiveness and challenges to the approach. The goal of the paper is to share the approach with the larger community so that others may borrow what they find useful and add what they believe to be missing to ultimately improve experiential education about SLCE for engineers and scientists.

This study explores the effects of the implementation of a community service-learning component in a foreign language teaching methodology course. Participants (N = 21), all heritage speakers of Spanish, were pre-service 7-12 Spanish teachers at two middle-sized, public postsecondary institutions in New York City. As part of their community engagement experience, participants selected a site from a list of middle and high schools where they would get the opportunity to work with heritage learners of Spanish. Throughout the semester, they had to identify classroom needs, select one of those needs, develop an action plan to address that specific need, and finally reflect on the impact of their intervention on student learning and on their own professional, academic, and linguistic growth. At the end of the semester they completed a post community service-learning survey consisting of 27 statements and 5 open-ended questions. The results show that the experience helped participants gain a better understanding of the teaching profession and how to become more involved in education. Moreover, it allowed participants to see how course content could be applied to the teaching of Spanish. Conversely, results do not show a direct effect on how pre-service teachers view their identities as Hispanics/Latinos and as speakers of Spanish. The study concludes with pedagogical implications for heritage language instruction and the implementation of further community service-learning in languages for specific purposes and proposes directions for future research.

This critical appraisal presents 16 publications on live project education and examines their methodologies, findings and contribution to knowledge within the context of an emerging global field of live project / designbuild / community design education. The publications are discussed in relation to each other in order to demonstrate how they form a coherent body of work. The published work can be broadly summarised as being concerned with the following questions:
• How has the emerging field of live project education developed to date?
• What can we learn from live projects about education, research, practice, society and the design process?
• How has our expanded knowledge progressed live project education?
The publications were produced at a time when the practices and boundaries of live project education were unclear and contested. There was also an increase in activity and dialogue that stimulated the emergence of live projects as a field of inquiry. Therefore the thesis includes a chronological literature review in order to capture an overview of activity at this time, thereby demonstrating how the publications fit within this context and how they contribute to knowledge and the development of the field.
The principal contributions to knowledge in the published work concern architectural education, research, practice, society, the design process and the relationship between them that is revealed by live project education. This critical appraisal articulates the ways in which the published work contributed to the development of live project education as a field of inquiry in itself. It evaluates the impact and influence of the published work on practice and inter-disciplinary pedagogy. It concludes with an assessment of the significance and limitations of the work, considering scope for further work that would enrich the development of the field.

This paper, delivered at Duke University in October 23, 1998, and later published in The Good Society argued that the concept of civil society and associated ideas of citizen education such as service to the needy as the exemplary model imprison citizenship and civic energies. Civil society takes work, workplaces, professions and institutional life off the civic map.

This paper was written and delivered in the context of an examination of what it would take to revitalize the public purposes and democratic mission of the University of Minnesota which led to a civic task force from 2000 to 2002, developing strategies for strengthening the public dimensions of work at the university (see this report for the Kettering Foundation, Public Engagement in a Civic Mission https://www.kettering.org/catalog/product/public-engagement-civic-mission-case-study ).

It also was used as the main basis for discussion at the Wingspread Conference on the civic mission and identities of higher education, involving higher education presidents, association leaders, faculty, staff and community organizers resulting in the "Wingspread Declaration," here https://digitalcommons.unomaha.edu/slceciviceng/8/

As the nation begins a transition to the new presidency of Biden and Harris, it is time to raise these questions of where citizenship takes place and what it means again.

This study aims to analyze partially and simultaneously the effect of accounting information systems and internal control systems on the quality of financial reports at PT. Semen Baturaja (Persero) Tbk. The data used came from observation and questionnaires to 60 respondents. This research method uses a quantitative approach using multiple linear regression. The results of the study partially show that both accounting information and internal control system variables have a significant positive effect on the quality of financial statements. The results of the study using the coefficient of determination (R2) obtained a value of 0.464. This shows that the large contribution of the accounting information system and internal control system variables can explain the quality of financial statements by 46.4%, the remaining 53.6% can be explained by other variables not included in this study.

As community engagement continues to be institutionalized within colleges and universities it is increasingly important it retain its founding mission to prepare engaged citizens to address societal issues and contribute to the public good. Unfortunately, dominant models of community engagement remain charity focused and thereby reinforce social hierarchies that undermine the public good mission of higher education. Though many studies have focused on critiquing charity focused models of community engagement few studies offer alternative approaches. Utilizing an intrinsic single-case study approach this study investigates what can be learned from the narratives of 12 students in a community engagement program that uses feminist pedagogy. The findings suggest that a feminist approach to community engagement can be a catalyst for students’ to development critical consciousness and social justice self-efficacy by addressing issues of privilege and oppression in community-engaged work in ways that current community engagement models have yet to operationalize.

This article illustrates our understanding, as a student team, of the challenges that conventional approaches can have when structuring joint student-community partnerships. Through the use of the metaphor “stuck in cement”, we wish to draw a distinction between viewing service learning through a results-focused lens with a sense of a clearly defined path rather than construction of partnerships. This paper will explore two main questions: Are we, as students who conduct service learning projects, stuck in a single-frame mindset? If so, how do we break free? These questions are explored through the combination of lived experience and post-field reflection. We have developed our thoughts within the context of previous work regarding approaches to international service learning projects, the challenges that are often faced, and the mindsets of those involved. This reflection, presented primarily from the perspective of student participants, is offered as an example of how our group ch...

This monograph examines the primary ways university faculty, students, and administrators have interacted with the residents and elected officials of geographic areas where they are located, and the effect of those interactions on the various participants. The interactions can be framed in three ways, emphasizing community and economic development, student learning, or faculty research objectives, respectively.

Service learning in higher education is an American creature. But outside the U.S., practices that resemble American service learning or that have begun self-consciously to describe themselves as “service learning” may also be found. This article gives an account of a proto-service-learning course on civil society in Singapore and discusses some similarities and differences between the U.S. and Singapore contexts in which the practices of service learning have evolved, identifying how this civil society course in particular was both a product of as well as a challenge to Singapore's somewhat different priorities in higher education, political culture, and attitudes to social justice and cultural diversity.

Co-editor Nancy Van Styvendale interviews Joan Kuyek, an Ontario-based social and environmental justice activist with nearly fifty years of experience as a community organizer and educator. Joan has been involved in a wide range of projects, including Better Beginnings, Better Futures (as Founding Program Coordinator), which develops programming for children and families in a low-income neighbourhood in Sudbury; MiningWatch Canada (as founding National Coordinator), an organization that works with community interests to educate the public about and influence policy on mining practices; and, most recently (as Chair), the GottaGo! campaign seeking action toward a network of
public toilets in Ottawa. She was shortlisted for Samara’s Everyday Political Citizen of the Year (“EPCitizen”) Award in 2015, which nationally recognizes citizens who are participating in Canadian democracy by enriching public life in the country. In addition to her book
Community Organizing: A Holistic Approach (2011), she has contributed a co-authored piece on the Northeastern Ontario Women’s Conference to the collection Changing Lives: Women in Northern Ontario (1996), has authored several digital publications on mining economies and
mining waste, and has also published on the impacts of mining on women’s health in Canadian Woman Studies (Fall 2003/Winter 2004). In 1995, she received an Honourary Doctorate of Social Work from Laurentian University for her community activities. Currently, she teaches at the School of Social Work at Carleton University in Ottawa.

Drawing, in particular, on Joan’s rich history working with universities and researchers on community-based projects, the interview discusses the realities, challenges, and benefits of such community-university partnerships, including the more specific experience of working
with faculty and students involved in community service-learning (CSL).

COVID-19 has brought up new and urgent needs, some of which can be faced through Service-Learning projects, as solidarity is central. We believe that through Service-Learning we can contribute to confronting and overcoming this common threat and its repercussions. For that, we have to design Service-Learning projects that respond to such needs. At a time when many higher education institutions are requiring virtual teaching, we also need to adapt existing Service-Learning courses to this new situation, even if the service needs are not directly linked to COVID-19. The European Association of Service-Learning in Higher Education (EASLHE), in collaboration with Pacto de América Latina por la Educación con Calidad Humana (Palech), the European Observatory of Service-Learning in Higher Education and the National Distance Education University (UNED) have developed this Practical guide on e-Service-Learning in response to COVID-19 to support adapting Service-Learning courses to our new re...

Cooperative learning is a strategy that teachers can use in the classroom to help students achieve better performance and also help in building positive interaction among students, giving all the learners chances to be active in the learning process. The world today is facing challenges in attaining inclusive education for all. The aim of this study is to examine the role of Cooperative learning in attaining Inclusive Education in the classroom. During presentation the presenters will present on the importance of Cooperative learning in attaining Inclusive Education in the classroom. Also the presenter will present on the challenges that hinder cooperative Learning in attaining inclusive learning in the classroom. Lastly, this paper discusses the basic strategies that would be employed to improve Cooperative learning as the strategies to attain inclusive Education in the classroom. The study employed qualitative methods in data collection. The targeted population was teachers and students in five secondary schools, purpose sampling technique employed to select English teachers while randomly sampling to select students. This paper concludes that, in Oder to attain inclusive Education, it is a vital for every educator to attain training on how to develop cooperative Learning. Also teachers should invest more in research and accept radical changes in the teaching and learning processes.

Announces the winner of the 2017 Teaching Literature Book Award, an international, refereed prize for the best book on teaching literature at the undergraduate or graduate level. The award is presented every other year by the faculty in the graduate programs in English at Idaho State University.

This article contributes to a long-standing conversation about the implementation of service-learning by proposing an updated revision for the 21st century: critically engaged civic learning (CECL). The term service-learning is problematic as it invokes inequitable power dynamics that inherently privilege one group over another, with more privileged groups providing “service” to marginalized groups (Bortolin, 2011). CECL shifts service-learning from a student-centered pedagogy to an equity-based framework that views all constituent stakeholders as invested partners in the co-design, implementation, and evaluation of CECL initiatives and is founded on redistributed power and authority to promote civic learning and social change. CECL is structured by six guiding principles: social justice, power dynamics, community, civic learning objectives, reflexivity, and sustainability. Consequently, we argue that CECL can be seen across four overarching outcomes—increased self-awareness, self-efficacy, and self-empowerment; increased awareness of civic agency; better understanding of community; and workforce preparation—which can be assessed through the CECL Inventory for Social Change (CECL-ISC) (Awkward et al., 2021).

In the evolution of information literacy from a competency based set of standards to one that is more holistic and reflects current trends in higher education, it is critical to evaluate the role of information literacy in social change. One of the key purposes of a university is not only to help students gain critical thinking and applied skills for the workplace but also to instill a sense of responsibility and desire to make a difference in the world around them. More than just focusing on data collection, it is important for academic libraries to, “shift our thinking to include affective (emotional) learning outcomes that address self-efficacy, student confidence, attitudes, motivation, and valuing what is being learned.” (ACRL Standard Review ACRL AC12 Doc 13.1). These key areas are all embodied within the learning outcomes of a service learning curriculum. The focus of this paper is two-fold: to examine how information literacy complements a service learning focused curriculum...