Relevant bibliographies by topics / Service Learning Program

Academic literature on the topic 'Service Learning Program'

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Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Service Learning Program"

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Hafidz, Nur. "Program Layanan Bimbingan Belajar untuk Anak Usia Dini." Educreative : Jurnal Pendidikan Kreativitas Anak 6, no. 1 (February 17, 2021): 69–83. http://dx.doi.org/10.37530/edu.v6i1.121.

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Tutoring service program for individual assistance in order to overcome problems in children's learning activities so that there are different styles of children's learning in achieving maximum learning performance. Children's tutoring focuses on improving children's learning, children's independent attitudes, children's growth and development, and children's learning achievement. Improving children's learning requires the cooperation of teachers and parents as a source of communication. This program is the first pathway in the Wadas Kelir Play Group non-formal education unit as a child's learning excellence. The organizer of this tutoring service program is the Wadas Kelir Purwokerto Play Group which has programs, orientation services, information services, coaching and distribution, excellence, and learning assistance. The research objective is to find out the aspects of child development through active, educational, and communicative tutoring services programs. So, the achievement of the implementation of tutoring services is having learning resilience in learning habits, such as accustomed to reading or reading books, art school, appreciation of work, and motivation for children's independence. The research method is descriptive qualitative with the subject; classroom teachers, and children involved in learning activities. The research object of the tutoring service program is in the Wadas Kelir South Purwokerto Play Group. The method is by collecting data in the form of documentation, interviews, and observations. As a result, children are confident, skilled in learning, increased language vocabulary, are independent, can read, and have increased reasoning power. From here, the main key to maximum child development is to program children to learn in a fun learning model.
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Solari, R. "SuperKids for SuperFoods Service Learning Program." Journal of the Academy of Nutrition and Dietetics 114, no. 9 (September 2014): A54. http://dx.doi.org/10.1016/j.jand.2014.06.173.

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Fowler, William E., O. Scott Stovall, and John D. Neill. "Service Learning: A Valuable Experience." College Teaching Methods & Styles Journal (CTMS) 1, no. 3 (July 22, 2011): 99. http://dx.doi.org/10.19030/ctms.v1i3.5243.

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In this paper, we describe how our department recently incorporated a major service learning component into the curriculum. Specifically, we employed participation in the IRSs Volunteer Income Tax Assistance (VITA) program as an effective means of experiential and service learning for the past two years for Masters of Accountancy students. We designed a course devoted entirely to serving in a VITA program operated on a local Air Force base. Our experience confirms that service learning can be a powerful tool in teaching. It has enhanced our students academic and professional development. It has given significance to our mission and it has strengthened community relationships. However, recent developments have made it difficult for us to maintain this service learning project in its present form. It appears that we, like many other programs, must consider again how to implement service learning as part of our curriculum, but we will do so now with a greater appreciation and enthusiasm for its unique contributions to learning.
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Pless, Nicola M., and Markéta Borecká. "Comparative analysis of International Service Learning Programs." Journal of Management Development 33, no. 6 (June 9, 2014): 526–50. http://dx.doi.org/10.1108/jmd-04-2014-0034.

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Purpose – International service learning is a new trend in management development and a new field of research. International Service Learning Programs (ISLP) are experiential corporate volunteering initiatives designed to give employees the chance to work for a short spell abroad (often in a developing or emerging market) on a service assignment with a partner from the social sector (e.g. NGO, social enterprise). The service assignment is a project defined with a social-sector partner on which the corporate employee works full-time on a pro-bono basis and contributes his/her knowledge and expertise in exchange for a rich learning experience. The purpose of this paper is to focus on the use of ISLP in business firms and conducts a comparative analysis of six programs set up by multinational corporations from three industries (health, technology, and accounting and professional services). It identifies characteristics and similarities among programs, discusses differences, offers criteria for program classification and areas for future research. As such, it is an important starting point for quantitative studies. Design/methodology/approach – This is a qualitative study based on six ISLP. The data were gathered through desk research, interviews with program representatives and a structured questionnaire containing closed and open-ended questions. Findings – Regardless of the stated aims (which usually stress value for the participants, the company and the communities), most programs had one clear focus (two programs in the area of leadership development, two in the area of community development) while two showed closely linked foci (with slightly greater emphasis on organization development than on the other areas). Research limitations/implications – The authors suggest that the type of ISLP has an effect on the learning outcomes. Since companies are still testing usefulness and outcomes of these programs, academic research that provides comparative quantitative data on the outcomes of such programs is of great value for business practice. Practical implications – This systematic overview and classification of ISLP is a starting point for empirical program comparisons as well as for the evaluation of different service learning approaches. This could prove very useful for other companies planning to set up or refine their own ISLP to achieve certain outcomes. Originality/value – This is the first paper that compares ISLP run by multinational corporations. It identifies a number of category areas in which they differ (e.g. in placement length, nature of the assignment – individual or in teams, learning methods used) and provides a typology for program classification (leadership development, organization development or community development).
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Phillips, Kerri, Pleasance Owen, Dana Reese, and Allison Freyaldenhoven. "Service Learning Project: Multimodality Language Learning." Perspectives on School-Based Issues 10, no. 4 (December 2009): 127–30. http://dx.doi.org/10.1044/sbi10.4.127.

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Abstract The goal of the project was to embed a service learning component into a graduate level child language course in speech-language pathology. A pilot program was developed to utilize multi-modality learning coupled with low-cost technology materials to provide educational enhancement and training in the traditional classroom setting.
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Asmiyah, Siti. "Program Service Learning Untuk Peningkatan Kompetensi Mahasiswa Program Studi Pendidikan Bahasa Inggris: Manfaat dan Tantangan." Jurnal Ilmiah Profesi Pendidikan 3, no. 1 (May 31, 2018): 1. http://dx.doi.org/10.29303/jipp.vol3.iss1.53.

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Despite its popularity in universities in developed countries, service learning as a program that integrates teaching-learning and community services is not yet popular in Indonesia. This qualitative research aims to explore the benefits and challenges faced by students of English Education Department at UINSA doing service learning. The data were collected using self-reported measures from 46 students’ reflective papers about their taking parts in 12 Islamic primary schools in the suburban areas in Surabaya. These schools have some limitations in terms of number of teachers and teaching-learning facilities. Some benefits reflected by the students include the development of their pedagogical and personal development. The challenges relate to issues of time and geographical location of the school, differences between the classroom concepts and real life context and dual position of the students at school as a learning community. Considering students’ positive reflection on the program, service learning should be integrated in every course to better develop students’ competencies.
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Nuangchalerm, Prasart. "Local Service Learning in Teacher Preparation Program." Journal of Education and Learning (EduLearn) 10, no. 1 (February 1, 2016): 8. http://dx.doi.org/10.11591/edulearn.v10i1.2821.

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Sánchez-Carracedo, Fermín, and David López. "A Service-Learning Based Computers Reuse Program." Sustainability 13, no. 14 (July 12, 2021): 7785. http://dx.doi.org/10.3390/su13147785.

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Higher Education Institutions are facing a challenging situation: how to introduce concepts such as Sustainability or the Circular Economy into their curricula. This study presents how to organize a Computer Reuse Program, an educational proposal for the Reuse, Repair, Refurbishment, Remanufacture and Recycling of computers into a Curriculum and a case study. The proposal is based in the Service-Learning methodology, by which students develop technical and professional skills while undertaking a project that has a direct and real impact on society. Students work on old or broken computers provided by donors, thereby acquiring technical skills. These now flawlessly functioning computers are donated to NGOs and other non-profit organizations, thus endowing the equipment with a much longer life as well as reducing e-waste, one of the fastest-growing waste streams in the world. As a case study, this paper presents the UPC Computer Reuse Program, carried out at Universitat Politècnica de Catalunya UPC-BarcelonaTech. Since the program started in 2004, some 2500 computers have been donated to 359 different organizations in 29 countries, and more than 5200 students have participated. The paper analyzes the impact of the program on society, on the reduction of e-waste, on the environment and on student awareness regarding social justice and sustainability.
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Sigarlaki, Benny Ismail, Andi Ahmad Gunadi, and Widia Winata. "PELAKSANAAN PROGRAM MAGANG TALENTA SERVICE MELALUI KEGIATAN BANK MINI DI PT. BANK MAYBANK INDONESIA, Tbk." Instruksional 1, no. 2 (April 30, 2020): 143. http://dx.doi.org/10.24853/instruksional.1.2.143-151.

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Talenta service program is a education program and training for fresh graduate from any university to get some knowledge in the world of banking. This program using the development comprehenship principle with combine learning in the class learning in the complete and modern mini bank facility and learning in the field through on the job training (OJT) activities. The purpose of this study is to measure the succes of student talent services at PT. Bank Maybank Indonesia, Tbk. This research method uses descriptive qualitative research method that is trying to describe implementation of education and training program at PT. Bank Maybank, Tbk with a sample of 10 (ten) student service talent/interships. The result of this study show that by using mini bank simulations/practicum on education and training programs, talent service program have made it easier for students to understand lessons and can increase students enthusiasm and interest in following the learning process.
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Zweekhorst, Marjolein, and Dirk Essink. "Integrating community service learning into a master’s program." Journal of Applied Research in Higher Education 11, no. 2 (April 8, 2019): 235–49. http://dx.doi.org/10.1108/jarhe-04-2017-0054.

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Purpose In order to address the complex problems of society, the innovation research process should incorporate technical, social, economic and ethical factors, but also actively involve a diverse group of non-scientific actors. One way to prepare students for this type of research is to create “Citizen Scholars,” students who want to work for the betterment of society. Arvanitakis and Hornsby (2016) argue that we need to change how we teach and train students in specific proficiencies. The purpose of this paper is to assess how the pedagogical approach applied within the program contributes to building the proficiencies and attributes as described by Arvanitakis and Hornsby (2016). Design/methodology/approach The authors conducted a total of 12 interviews with alumni who started their program in 2014, one focus group discussion with lecturers and 132 questionnaires with alumni to discuss to what extend the proficiencies are trained in the program and whether these are used in their current jobs. The authors also included data of an earlier study conducted in 2014. These data contain 26 interviews with students during the first year of the program. These students graduated in 2017 and are thus from the same cohort as the alumni. Findings The results show that the pedagogical approach in the management policy analysis program trains all the attributes. Important elements in the program are: the inquiry-based approach intertwined with community service learning (CSL) throughout the program; gradually increased complexity of the real-world problems addressed; students working in teams; and gradually reducing support of the lecturer. Research limitations/implications The authors conclude that our pedagogical approach applied in the program contributes to learning the proficiencies. The authors argue that for the training of inter- and transdisciplinary, the proficiency knowledge integration should be added. Practical implications The result show that more inquiry-based approaches and CSL programs can stimulate the four clusters of proficiencies, which should hold a central place in universities if we want to create citizen scholars. Social implications With the approach, students contribute to research issues of local communities. Originality/value Despite the increasing interest of higher education to involve civic activities in the curricula, few pedagogical approaches are described. The research shows that theoretical insights in the adaption of a model to realize a citizen scholar.
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Dissertations / Theses on the topic "Service Learning Program"

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Ballard, Maribeth D. "A plan for a kindergarten-sixth grade service learning program." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999ballardm.pdf.

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Nelson, LIsa V. "International Service Learning: Program Elements Linked to Learning Outcomes, and Six Participant Motivation Factors Revealed." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1418671274.

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Peacock, James O. "Transforming Perspectives Through Service-Learning Participation: A Case Study of the College Counts Program." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/117.

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A case study has been conducted on the College Counts program, a well-integrated service-learning program, to examine the experiential learning of 10 former participants. It was the objective of this investigation to view the learning of 10 college students, through the lens of transformational learning, as they reflect on their experiences as participants in the College Counts program. Transformational learning theory was used as a lens to determine if high school students have the ability to engage in transformative learning. Students reported in their own voices transformative learning in one or more of the following forms: increased cultural inclusiveness, commitment to social justice, and/or shift in personal perspective and choices. Results of the study suggested that Mezirow’s transformational learning theory should be expanded to include secondary students.
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Jackel, Daniel. "Evaluating the Effectiveness of an Internship Program." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1117.

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The traditional way to learn about social sciences in a university setting includes taking courses that teach theoretical frameworks and scientific methodologies that are required for one’s major area of study. The courses that are taught to students are determined by what major they sign up for. After a student has taken all required courses,what skills does the student have to take with him after graduation? Whether participation is pursued solely for academic credit, for career development, or for civic engagement, an experiential experience typically enhances a student’s connection between academic content and “real world” applications. Bridging the gap between “real world” situations and the classroom demonstrates the need for the application of knowledge. This project’s primary purpose was to examine the student’s internship experience and determine whether it helped to enhance his or her ability to achieve the predicted outcomes of the internship program. A combination of quantitative and qualitative methodologies was deemed appropriate for empirical analysis. This evaluation project measured enhancement outcomes of an internship program, which rationalized potential designs for the undergraduate sociology major/minor and the undergraduate criminology minor, offered by a higher educational institution.
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Duff, Cathy. "AN EXAMINATION OF THE SERVICE-LEARNING PROGRAM AT A COMPREHENSIVE UNIVERSITY THROUGH THE LENSES OF PROGRAM THEORY AND INSTITUTIO." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2514.

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Case study design, employing qualitative research methods, was used to document and examine a mandatory service-learning program at a new, comprehensive, public university. The study examined service-learning from multiple perspectives. Institutional theory provided a framework for examining the influence of the environment on the conceptualization, adoption, and implementation of service-learning. Program theory was used to identify and analyze the program's conceptual underpinnings, including goals and objectives, intended outcomes for students, and program processes. Knowledge of how a program is supposed to work is useful for developing assessment questions, evaluating institutional effectiveness, and improving program performance. The study included a review of the history of service-learning at the university. Data were collected during the fall 2005 semester and were analyzed using both process and variance modes. Data sources included the following: 35 documents, which spanned the years 1991-2005; interviews with seven faculty members and four academic administrators; and observations of three meetings of service-learning courses, a Government and Not-for-Profit Service Learning Job Fair, and five meetings where service-learning was a primary topic of discussion. Previous studies served as the basis for the following researcher-developed constructs used to code text across data sources: social/civic outcomes, personal outcomes, learning outcomes, and career outcomes. Findings suggest that the goals and outcomes associated with service-learning found in university documents clustered around social and civic involvement, while outcomes reported by faculty during interviews focused on students' personal development and learning related to course content. In general, university documents contained goals and objectives written in vague language, a finding consistent with previous studies.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Tannenbaum, Sally. "An analysis of an after-school service-learning program for elementary school children /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2002. http://uclibs.org/PID/11984.

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Thesis (Ed. D.)--University of California, Davis, 2002.
Degree granted in Educational Leadership. Joint doctoral program with California State University, Fresno. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses).
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Pauli, Valerie Marie. "An Evaluation of Service Learning for Associate Degree Nursing Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2135.

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The purpose of this study was to evaluate outcomes of the service-learning requirement in the Associate of Science in Nursing (ASN) curriculum at the local college. The problem addressed in this study was that the local ASN program lacked formal evaluation of the service-learning requirement. Guided by Kolb's model of experiential learning, a goal-based, summative evaluation employed as a qualitative case study explored the perceptions of 20 stakeholders including graduates, faculty members, and key community informants. The research questions focused on how service learning influenced a student's learning of cultural competence and the impact service learning had on the community. In-depth qualitative data were collected through face-to-face or phone, semi-structured interviews. Qualitative content analysis was the analytic method used in this study. To ensure trustworthiness, students' perceptions were triangulated with faculty's and community members' perceptions as related to outcomes of service learning, and interpretations were validated through member checking. Key results from the study indicated that service learning was perceived as a valuable component in the curriculum that influenced the students' knowledge of social and cultural factors, as well as their level of cultural competence in clinical practice. In addition, service learning was perceived as having a positive impact on the community. An evaluation report was created to provide administrators at the local college summative data upon which to base decisions regarding curriculum requirements or changes. Positive social change may result if nursing students are involved in civic engagement and have an opportunity to develop a more critical consciousness while serving the local needs of the community.
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Parajuli, Jyotsana. "EFFECT OF AN INTERGENERATIONAL SERVICE LEARNING PROGRAM ON STUDENTS’ ATTITUDES TOWARD PEOPLE WITH DEMENTIA." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438263576.

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Hutcheson, Jessica. "An Evaluation of a Service Learning Program for At-Risk Charter High School Students." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750392.

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This mixed-methods case study examined the impact of a mandatory service-learning intervention college preparatory elective class on at-risk students in a Southern California charter high school. At-risk was defined as, disadvantaged high school students from low income families and possessing poor health, cognitive problems and/or behavior issues that might hinder educational attainment. The embedded design analyzed two years of archival data from four student cohorts (n = 133), all of whom had the same instructor, who was trained to lead the class. The study included a quantitative survey taken by the students at the program’s beginning and end, demographic information, students’ GPAs, attendance records, and reflective journals and notes from the teacher of the class.

The examination of academic achievements of participating students found that student participants increased their school attendance and overall GPA following completion of the class. Including student voice in instructional activities and reflection in writing journals contributed to developing the students’ understanding of leadership capabilities. These leadership capabilities included their change in self-awareness that they and their friends could assume positive leadership roles. Following the class, female students significantly increased their participation in clubs and organizations on campus.

During data analyses, the data coders noted that over the course of the study, the instructor became more focused and included more activities into the class. In year one more than 50% of students were unable to participate in the service-learning project (SLP) prior to the semester’s completion. In year two, the program instructor decreased the time spent on formal curriculum to allow students the opportunity to increase their time spent working on actual SLP. Since then, the service-learning program has been embraced by students and administration as these at-risk students build relationships with their peers and identify student leaders based on their experiences in the ACT program.

Recommendations include that the SLP increase hands-on activities and seek formal opportunities to engage students in diverse communities. In that process, the SLP should garner student input in the implementation and design of the SLP to ensure that the curriculum, activities and projects remain relevant to at-risk SLP students.

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de, Leon Raymond F. "Developing a Service-Learning Program for Watershed Management: Lessons from the Stroubles Creek Watershed Initiative." Virginia Tech, 2002. http://hdl.handle.net/10919/37100.

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There has been a growing interest and support by many state and local programs to address aquatic resource protection and restoration at a watershed level. The desire by many programs to implement watershed management programs has become more than just a need, rather a necessity to ensure suitable water resources. However, many challenges arise when developing and sustaining watershed programs. One such challenge is that watershed programs are resource intensive. These programs require significant funds to support monitoring, research, effective management, and to provide public outreach. In addition, these programs require knowledgeable and skilled water resource professionals who can implement and manage these tasks. Integrating university-knowledge and resources into the watershed effort can meet many of these challenges. Faculty, students, and in-kind university support can contribute knowledge, technical support, research funds, and personnel to aid and enhance watershed management activities. Furthermore, connecting watershed management activities with academic work can foster the development of future environmental planning, policy, and science professionals. The overall goal of this paper is to explore the integration of service-learning in higher education within watershed management activities. The concepts and benefits of service-learning are explored in this paper. An example of a watershed-based, service-learning initiative in the Stroubles Creek watershed, Virginia is presented. In addition, perspectives gathered from the Initiative's students and project coordinator (the author) on their work experience as service-learners are provided. The lessons and recommendations presented in this paper pave way to means of sustaining and enhancing service-learning program in watershed activities.
Master of Urban and Regional Planning
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Books on the topic "Service Learning Program"

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1947-, Anderson Carolyn S., ed. How to establish a high school service learning program. Alexandria, VA: Association for Supervision and Curriculum Development, 1994.

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Gray, Maryann Jacobi. Combining service and learning in higher education. Santa Monica, CA: Rand, 1999.

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Barbara, Taylor. Expanding boundaries: Serving and learning. Columbia, MD: Cooperative Education Association, 1996.

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J, Erickson Fritz, and McEvoy Alan W, eds. Creating effective schools: An in-service program for enhancing school learning climate and achievement. Holmes Beach, Fla: Learning Publications, 1996.

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Carla, Cushman, ed. How to build an instructional coaching program for maximum capacity. Corwin Press: Thousand Oaks, 2012.

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Morel, Nina. How to build an instructional coaching program for maximum capacity. Moorabbin, Victoria: Hawker Brownlow Education, 2012.

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H.R. 782, the Older Americans Act: Title V--Community Service Employment Program : hearing before the Subcommittee on Postsecondary Education, Training, and Life-long Learning of the Committee on Education and the Workforce, House of Representatives, One Hundred Sixth Congress, first session, hearing held in Washington, DC, May 19, 1999. Washington: U.S. G.P.O., 1999.

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Hassel, Emily. Professional development: Learning from the best : a toolkit for schools and districts based on the National Awards Program for Model Professional Development. Oak Brook, Ill: North Central Regional Educational Laboratory, 1999.

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Evaluating service learning activities and programs. Lanham, MD: Scarecrow Press, 2000.

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Shaul, Marnie. Senior community service employment: Program reauthorization issues that affect serving disadvantaged seniors : statement of Marnie S. Shaul, Associate Director, Education, Workforce, and Income Security Issues, Health, Education, and Human Services Division, before the Subcommittee on Postsecondary Education, Training, and Life-Long Learning, Committee on Education and the Workforce, House of Representatives. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1999.

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Book chapters on the topic "Service Learning Program"

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Oakes, William, and Carla Zoltowski. "EPICS Program." In Service-Learning in the Computer and Information Sciences, 27–38. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118319130.ch2.

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Laverick, DeAnna M., and Kelli R. Paquette. "Service Learning Through a Literacy Tutoring Program." In Service Learning as Pedagogy in Early Childhood Education, 151–68. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42430-9_10.

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Fluharty, Arvan L., and Parvin Kassaie. "Reflections on an established service-learning program: The Developmental Disabilities Immersion Program at UCLA." In With service in mind: Concepts and models for service-learning in psychology., 178–89. Washington: American Psychological Association, 1998. http://dx.doi.org/10.1037/10505-014.

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VanLeeuwen, Charlene. "Interprofessional Field-Based Learning in a Program Planning and Evaluation Course for Students in Human Service Programs." In Field-Based Learning in Family Life Education, 121–32. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39874-7_12.

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Lorenzo, Covadonga, and Epifanio Lorenzo. "Opening Up Higher Education: An E-learning Program on Service-Learning for University Students." In Advances in Intelligent Systems and Computing, 27–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20135-7_3.

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Ofosu, Willie K., Francois Sekyere, and James Oppong. "Engaging Engineering Students in a Development Program for a Global South Nation through Service-Learning." In Service-Learning in the Computer and Information Sciences, 335–56. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118319130.ch16.

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Linos, Panagiotis K. "Ten Years of EPICS at Butler University: Experiences from Crafting a Service-Learning Program for Computer Science and Software Engineering." In Service-Learning in the Computer and Information Sciences, 39–75. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118319130.ch3.

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Grim, Frédérique. "5. Experiential Learning for L2 Students: Steps Toward a French Service-Learning Program in the Community." In Creating Experiential Learning Opportunities for Language Learners, edited by Melanie Bloom and Carolyn Gascoigne, 72–90. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097326-007.

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Richards, John. "Junior School Service Program." In Service-Learning, 115–22. Emerald Publishing Limited, 2017. http://dx.doi.org/10.1108/s1479-363620170000012008.

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"The Importance of Program Quality in Service-Learning." In Service-learning, 75–94. Routledge, 2014. http://dx.doi.org/10.4324/9781315045191-15.

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Conference papers on the topic "Service Learning Program"

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Soto, Mariantonieta Gutierrez, and Roger Dzwonczyk. "Maximizing service and learning in an international engineering service learning program." In 2015 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2015. http://dx.doi.org/10.1109/ghtc.2015.7343968.

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Osorio-Novela, Germán, Alejandro Mungaray-Lagarda, and Natanael Ramírez-Angulo. "Students service learning experiencies in Mexican Microenterprises." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5419.

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This paper presents an experience of a service learning program in underprivileged Microenterprises. It shares the experience of Program for Research, Assistance and Teaching of Small Enterprises, an innovative model of assistance to deliver Business Development Services to low value added Microenterprises, including technical assistance and training with the participation of senior students, which act as advisers to the Microenterprises, implemented in the State of Baja California, Mexico, by The Autonomous University of Baja California. This program was propused as compensatory mechanism for the unemployment burden created by the low growth prospects. From 2009 to 2016, with about 1,500 students, the program has assisted, trained, and formalized in the tax institution about 11,300 individuals running microenterprises, which in addition, most of them have become subject to and has been given financial support by the goverment. The paper suggests that service learning programs with the participation of college students can play an important role both in supporting disadvantaged microenterprises and in providing meaningful learning experiences to students.
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Copaci, Iulia A. "A Service-Learning E-Tutoring Program For Romanian Pre-Service Teachers." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.55.

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Young Bong Seo, Jiin Eom, and Min Jeong Jeong. "Problem based learning in engineering service design program." In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201087.

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Balagtas, Marilyn. "PRE-SERVICE AND IN-SERVICE TEACHERS’ PERCEIVED COMPETENCE IN ICT: INPUTS TO PROFESSIONAL ENHANCEMENT PROGRAM." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1285.

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Senties Santos, Maria Eugenia, Haydee Zizumbo Ramírez, Celia Del Pilar Garrido Vargas, María Esther Fragoso Terán, Marisol Pérez Mugica, and Celina Ruiz Garrido. "UNIVERSIDAD VERACRUZANA STUDENTS PROVISIONING SOCIAL SERVICE IN PERAJ-MÉXICO PROGRAM." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2661.

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Marqués-Sulé, Elena, Marta Inglés de la Torre, Jose Casaña, Gemma Espí, Yasmín Ezzatvar, Sofía Pérez-Alenda, Jorge Sánchez-Torrijos, Victor Girbés, and Jesús Blesa-Jarque. "PHYSIOTHERAPY PROGRAMS ADAPTED TO THE CARDIOVASCULAR FIELD: STUDENTS´ SATISFACTION REGARDING A SERVICE-LEARNING PROGRAM." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1725.

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Linos, Panagiotis K., Stephanie Herman, and Julie Lally. "A service-learning program for computer science and software engineering." In the 8th annual conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/961511.961523.

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Kelly, John. "SERVICE LEARNING EXPERIENCES OF PRESERVICE TEACHERS IN AN URBAN TEACHER PREPARATION PROGRAM." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1827.

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Reid, Jon, and Erick Slazinski. "Successful knowledge transfer and project deployment in a service learning program." In Proceeding of the 4th conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/947121.947170.

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Reports on the topic "Service Learning Program"

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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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Reynolds, Christian, Libby Oakden, Sarah West, Rachel Pateman, and Chris Elliott. Citizen Science and Food: A Review. Food Standards Agency, March 2021. http://dx.doi.org/10.46756/sci.fsa.nao903.

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Citizen science and food is part of a new programme of work to explore how we can involve the communities we serve when building the evidence-base on which policy decisions are made. Citizen science is an approach that can provide high volumes of data with a wide geographic spread. It is relatively quick to deploy and allows access to evidence we would ordinarily have difficulty collating. This methodology has been endorsed by the European Commission for Research, Science and Innovation. There is no one size fits all definition, but citizen science projects involves engaging with communities and asking them to be part of the project, either through engaging them in data collection or through other ways of co-creation. For participants, citizen science offers learning opportunities, the satisfaction of contributing to scientific evidence and the potential to influence policy. It can also give us data which is high in volume, has wide geographical spread, is relatively quick to deploy and that we couldn’t access any other way. Projects using these methods often involve engaging with communities and asking them to be part of the project. This can be either through working with them in data collection, or through co-creation. This report demonstrates that the research community are already undertaking numerous pieces of research that align with FSA’s evidence needs. This includes examples from the UK and other global communities. Participants in such research have collected data on topics ranging from food preparation in the home to levels of chemical contaminant in foods. The findings of this report outline that citizen science could allow the FSA to target and facilitate more systematic engagement with UK and global research communities, to help address key research priorities of the FSA.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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