Journal articles: '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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Priya, T. Jaba, and R. Wilfred Sugumar. "Service Learning Approach to Recycling." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 9, no. 1 (April 30, 2014): 108–16. http://dx.doi.org/10.24908/ijsle.v9i1.5281.

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Integrating curriculum-based service learning program into chemistry courses yields many benefits for the students such as improved cognition and practical skills. Additionally the community partner benefits from both the expertise and the services of the class. This paper describes the success story of one such program conducted by students at Madras Christian College. It involves the interaction with informal recyclers and the chemical recycling of polyethylene terephthalate (PET) waste. The stakeholders of the project were the students, informal recyclers, residential population, and an NGO. The marginalized informal recyclers were brought into mainstream society through formal solid waste collection system. This approach views the recyclers as catalysts to tackle climate change instead of viewing them as a social burden. The public was taught waste segregation and collection methods. On the whole the program resulted in improving the immediate environment and saving a wetland where dumping of waste was carried out.

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Krishnan, Lata A., Christi Masters, and Jennifer M. Simpson. "Community Involvement and Benefits From an International Service Learning Program." Perspectives of the ASHA Special Interest Groups 2, no. 7 (January 2017): 5–12. http://dx.doi.org/10.1044/persp2.sig7.5.

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Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

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Breen, Henny, and Melissa Robinson. "Service Learning Enhances Conceptual Learning in a RN to BSN Program." International Journal for Innovation Education and Research 4, no. 10 (October 31, 2016): 197–210. http://dx.doi.org/10.31686/ijier.vol4.iss10.609.

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A qualitative study using transcript analysis was conducted to examine the effectiveness of service learning in enhancing conceptual learning in RN to BSN students. As part of their capstone course in an on line program, students engaged in 64 hours of service learning in their local community. The transcripts of asynchronous discussions and journal entries formed the data for analysis. The findings illustrated that the student’s conceptual understanding was enhanced from the service learning experience. Further, the students demonstrated higher level thinking by linking concepts that could beapplied to nursing practice. Service learning reinforced the community based philosophy of the School of Nursing, and strengthened their abilities in leadership, teamwork, and collaboration with a greater orientation to community, vulnerable populations, and health promotion. Service learning was found to be an effective way to use the skills of the registered nurse for health related service in the community while also meeting their academic and individual learning needs.

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Udoewa, Victor, and Andrew Maier. "Agile Corps - A Public Service-Learning Program Part II." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 16, no. 1 (April 30, 2021): 58–89. http://dx.doi.org/10.24908/ijsle.v16i1.14491.

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Annually, the U.S. government invests $94 billion on IT products and services. The majority of these projects fail--they are late, over budget, canceled outright, or, if delivered, are outdated or not user-friendly. Due to barriers in hiring and training, the government tends to outsource IT talent at a premium through contractors, but outsourcing talent has not changed the results. Inside the government, the small amount of talent that exists tends to be senior, and there currently are very few, viable options for high-quality, junior and mid-level technologists to find a job in government and professionally develop and progress. Agile Corps is a program designed to identify, recruit, train, and retain junior and mid-level technology talent in the government. Agile Corps exemplifies public service-learning, a learning approach and strategy that combines learning objectives, instruction, and reflection with government service for the public. After completing a discovery research process followed by prototyping and testing the program design, we piloted the Agile Corps program at the US Department of Labor. This paper presents the Department of Labor pilot of Agile Corps and the concept of public service-learning, and measures the impact of the Agile Corps pilot at the Department of Labor.

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Udoewa, Victor. "Agile Corps - A Public Service-Learning Program Part I." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 13, no. 2 (October 30, 2018): 93–119. http://dx.doi.org/10.24908/ijsle.v13i2.11489.

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Each year the U.S. government invests more than $86 billion on IT products and services, yet the majority of these projects fail--they are delivered late, go over budget, are canceled, are outdated when finally delivered, or do not fit the user. Due to barriers in hiring and training, the government has tended to outsource IT talent at a premium price through contractors, but the results have not changed. The small amount of technology talent that exists in government tends to be senior, and there currently are very few, viable options for high-quality, junior and mid-level technologists to find a job in government and develop into senior roles. Agile Corps is a program designed to identify, recruit, train, and retain junior and mid-level technology talent in the government. This paper presents the design research and initial prototypes of the program and service called Agile Corps and introduces and prototypes the concept of public service-learning.

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Janich, Nicole, Natasha Mendoza, Cynthia Mackey, Nidia Hernandez, Abigail Henderson, Tama Reily, and Rachel Lundwall. "Supporting Independent Living Through Interdisciplinary Service Learning." Advances in Social Work 21, no. 1 (June 14, 2021): 59–76. http://dx.doi.org/10.18060/24056.

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Service learning within independent living facilities may be a highly effective means to address the service gaps that challenge older adults and people who are disabled. We present a new approach to service learning by leveraging opportunities for community–university partnerships. The Community Collaborative Model (CCM) represents synergy between organized independent living and higher education at Arizona State University and led by the School of Social Work. The CCM is a unique collaborative service learning program aligned with current thinking about independent living, supportive services, and community-based service learning. We share lessons learned from the challenges of establishing this program, which included institutional hurdles, maintaining adequate physical space, student-focused planning, varying levels of preparedness, and stigma related to service use. In conclusion, we recommend means to (1) build interprofessional teams, (2) seek support and commitment of faculty partners, (3) ensure sustainability via community liaisons and clinical supervisors, and (4) create space for reflective practice.

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Gök, Başak, and Hadi Gökçen. "Distance Education Service Quality in Turkey." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 29–43. http://dx.doi.org/10.31578/jebs.v6i2.229.

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Universities occupy an important place in the training of qualified manpower needed by a country, in the production of knowledge and in service to the society with the educational services they provide. Due to the limited capacity and increasing demand in higher education, distance education (DE) programs in universities are spreading rapidly. In this study, the components affecting the service quality perception of the DE service offered and the score of the students, who are the most important customers of the DE program, were determined. Service quality was measured by DE-SERVQUAL, which has a 4-factor structure: "e-learning environment", "trust", "accessibility" and "enthusiasm". In the study where 457 valid answers were evaluated, students indicated that accessibility is the most important dimension that determines the DE service quality. It is followed by e-learning environment, reliability and enthusiasm in the descending order. In addition, students gave the lowest score to the e-learning environment dimension in the program they were enrolled in. Keywords: service quality, distance education, DE-SERVQUAL, SERVQUAL

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Villeneuve, Michelle A., and Lyn M. Shulha. "Learning together for effective collaboration in school-based occupational therapy practice." Canadian Journal of Occupational Therapy 79, no. 5 (December 2012): 293–302. http://dx.doi.org/10.2182/cjot.2012.79.5.5.

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Background. School-based occupational therapy (SBOT) practice takes place within a complex system that includes service recipients, service providers, and program decision makers across health and education sectors. Despite the promotion of collaborative consultation at a policy level, there is little practical guidance about how to coordinate multi-agency service and interprofessional collaboration among these stakeholders. Purpose. This paper reports on a process used to engage program administrators in an examination of SBOT collaborative consultation practice in one region of Ontario to provide an evidence-informed foundation for decision making about implementation of these services. Methods Within an appreciative inquiry framework (Cooperrider, Whitney, & Stavros, 2008), Developmental Work Research methods (Engeström, 2000) were used to facilitate shared learning for improved SBOT collaborative consultation. Program administrators participated alongside program providers and service recipients in a series of facilitated workshops to develop principles that will guide future planning and decision making about the delivery of SBOT services. Findings. Facilitated discussion among stakeholders led to the articulation of 12 principles for effective collaborative practice. Program administrators used their shared understanding to propose a new model for delivering SBOT services. Implications. Horizontal and vertical learning across agency and professional boundaries led to the development of powerful solutions for program improvement.

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Handayani, Neng Erni, Husen Saeful Insan, and Farah Ruqayah. "LAYANAN RUMAH BELAJAR SEBAGAI MEDIA DALAM PEMBINAAN KREATIVITAS MEMBACA." Nusantara - Journal of Information and Library Studies 1, no. 2 (December 25, 2018): 177. http://dx.doi.org/10.30999/n-jils.v1i2.374.

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Layanan rumah belajar merupakan forum diskusi yang didirikan oleh sebuah komunitas yang di kenal dengan MAPUSTA (Masyarakat Perpustakaan) untuk membatu memberikan kebutuhan informasi bagi masyarakat. Program layanan rumah belajar menjadi salah satu media dalam pembinaan kreativitas membaca bagi peserta didik yang ikut bergabung dalam program tersebut di DISPUSIPDA. Tujuan penelitian untuk mengetahui layanan pada program rumah belajar sebagai media dalam pembinaan kreatifitas membaca. metode penelitian : kualitatif deskriptif dan studi kasus. Informan yang terdapat dalam penelitian ini dibagi menjadi 3 katogori yitu, 1. Peserta didik, 2. Fasilitator, dan 3. Komunitas Masyarakat Perpustakaan (MAPUSTA). Penelitian ini dilaksanakan di Dinas Perpustakaan dan Arsip (DISPUSIPDA) Jawa Barat. Dengan indikator yang terdapat pada penelitian ini seperti fungsi dan peranan program rumah belajar, faktor pendukung pada program rumah belajar, serta prantara sumber belajar yang terdapat pada program layanan rumah belajar. Dari hasil penelitian maka peneliti dapat menyimpulkan bahwa layanan pada program rumah belajar merupakan salah satu media dalam pembinaan kreatifitas membaca bagi peserta didik ABSTRACTHome learning services are a discussion forum founded by a community known as MAPUSTA (Library Society) to help provide information needs for the community. The home learning service program is one of the media in developing reading creativity for students who join the program at DISPUSIPDA. The purpose of the study was to find out the services in the learning home program as a medium in developing reading creativity. Research methods: descriptive qualitative and case studies. The informants in this study divided into three categories, 1. Students, 2. Facilitators, and 3. Community Library Community (MAPUSTA). This research was carried out at the West Java Library and Archives (DISPUSIPDA) Office. With the indicators contained in this study such as the function and role of home learning programs, supporting factors in the learning home program, and learning resources among the learning home service programs. From the results of the study, the researcher can conclude that services in the home learning program are one of the media in the development of reading creativity for students

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Krishnan, Lata A., K. Andrew R. Richards, and Jennifer M. Simpson. "Outcomes of an International Audiology Service-Learning Study-Abroad Program." American Journal of Audiology 25, no. 1 (March 2016): 1–13. http://dx.doi.org/10.1044/2015_aja-15-0054.

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Purpose The purpose of this study was to evaluate students' academic and civic learning, with particular interest in cultural competence, gained through participation in the Speech, Language, and Hearing Sciences in Zambia study-abroad program. Method Twelve female students participated in the program. Quantitative data collected included pre- and postprogram administration of the Public Affairs Scale (Levesque-Bristol & Cornelius-White, 2012) to measure changes in participants' civic learning. Qualitative data included journals, end-of-program reflection papers, videos, and researcher field notes. Feedback was also obtained from community-partner organizations via a questionnaire and rating scale. Results Comparison of the pre- and postprogram Public Affairs Scale data showed a significant increase in cultural competence and a marginal increase in community engagement at the conclusion of the program. Qualitative data showed that participants' cultural awareness was increased, they benefited from hands-on learning, and they experienced a variety of emotions and emotional and personal growth. Conclusions Results show that a short-term study-abroad program with a service-learning component can be a mechanism for students to enhance academic and civic learning, specifically cultural competence and clinical skills. Sustainability of programs is a challenge that needs to be addressed.

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Beck, David J., and Catherine Simpson. "Community Service and Experiential Language Learning." TESL Canada Journal 11, no. 1 (October 26, 1993): 112. http://dx.doi.org/10.18806/tesl.v11i1.628.

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Recent developments in experiential language learning have indicated a tremendous potential to go beyond the traditional classroom agenda. The following paper outlines some of the benefits of experiential learning and describes an experiential volunteer-work program along with a case study illustrating the wide range of opportunities for linguistic and personal growth offered by this type of program. Finally a discussion of some possible avenues for future development is offered.

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Barin Cruz, Luciano, and Marlei Pozzebon. "Managing Temporality: A Service Learning Program in Brazil." Academy of Management Proceedings 2013, no. 1 (January 2013): 11347. http://dx.doi.org/10.5465/ambpp.2013.11347abstract.

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Peralta, Louisa R., Claire L. Marvell, and Wayne G. Cotton. "A Sustainable Service-Learning Program Embedded in PETE: Examining the Short-Term Influence on Preservice Teacher Outcomes." Journal of Teaching in Physical Education 40, no. 1 (January 1, 2021): 39–48. http://dx.doi.org/10.1123/jtpe.2019-0055.

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Background: Studies have acknowledged the limitations of short-term service-learning programs. This highlights the importance of examining the influence of evidence-informed sustainable service-learning programs on preservice teachers’ learning outcomes. Purpose: To explore the short-term influence of a sustainable service-learning program on first-year physical education teacher education (PETE) preservice teachers. Methods: Written reflections from 15 students (73% women and 27% men) in the first year of a PETE course were analyzed using Butin’s conceptual model. Results: The service-learning experiences allowed first-year PETE preservice teachers to extend and refine their general pedagogical content, curriculum, and policy knowledge. However, PETE preservice teachers’ learning was limited in terms of cultural, political, and postmodern perspectives. Discussion: This study provides recommendations for improving preservice teachers’ learning in a sustainable service-learning program embedded in a PETE course.

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Rahardjo, Djoko, Sri Suharmini, and Majidah Majidah. "KAJIAN KEPUASAN MAHASISWA TERHADAP LAYANAN PROSES PEMBELAJARAN JARAK JAUH PADA PROGRAM STUDI D2 PERPUSTAKAAN." Jurnal Pendidikan Terbuka Dan Jarak Jauh 19, no. 2 (September 27, 2018): 99–118. http://dx.doi.org/10.33830/ptjj.v19i2.329.2018.

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Universitas terbuka is one of university in Indonesia that implement a remote and open learning system. Learning distance requirements are not carried out by using media, both print (module) and non-print (audio/video, computer/internet, radio broadcasting, and television). To serve students spread throughout Indonesia, excellent service is required. UT continues to increase its commitment to promoting academic quality and one of the academic qualities that need to be improved is the learning process where in the learning process there are general service aspects, aspects of registration services, tutorial service aspects, either TTM tutorials or online tutorials (TUTON), practicum services, services teaching materials, Online Bookstore services (TBO), SIPAS services and aspects of service for administering examinations. This study is intended to determine the level of satisfaction of students, especially D2 Library students of FISIP-UT Library, to the services provided by UT. The method used is quantitative and qualitative methods. The results of the assessment of satisfaction and importance are ≥ 50% of students are satisfied and feel an interest in the various services provided by UT.

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Chun, Eul Jung, Nancy B. Hertzog, Janet S. Gaffney, and Stacy K. Dymond. "When Service Learning meets the Project Approach: Incorporating Service Learning in an early childhood program." Journal of Early Childhood Research 10, no. 3 (March 27, 2012): 232–45. http://dx.doi.org/10.1177/1476718x11430199.

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Colman, Laura T., Robyn K. Sobelson, Corinne J. Wigington, and Andrea C. Young. "Assessing Participants’ Experiences in a Service-Learning Program: A Psychometric Evaluation." Journal of Methods and Measurement in the Social Sciences 9, no. 2 (June 12, 2019): 32–49. http://dx.doi.org/10.2458/v9i2.23488.

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There is currently a gap in the literature regarding the creation of psychometrically sound measurement tools assessing service-learning programs in health-related fields. Without comprehension of a survey's psychometric properties, evaluators cannot ensure that survey instruments are reliable or valid. This study describes the psychometric evaluation of the Public Health Associate Program (PHAP) Service-Learning Scale (PSLS). PSLS assesses participant experience in PHAP, a Centers for Disease Control and Prevention program. This paper explains survey development, scale validity and reliability, and the internal factor structure of the PSLS. The final scale consisted of 22 items with a high internal consistency (Cronbach’s α=.90). Exploratory Factor Analysis (EFA) was used to determine the scale’s factor structure; five factors comprising of all 22 items were retained. The factors, or subscales, were Learning Outcomes, Mentoring, Experiential Assignment, Self-Efficacy in Program Competency Domains, and Program Satisfaction. All were also found to have adequate internal consistency (Cronbach’s α .70). Service-learning is vital in developing the next generation of the workforce. These study findings suggest the PSLS fills a critical gap in the literature by providing a valid and reliable instrument to evaluate experiences and satisfaction in service-learning programs and other fellowships.

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Wati, Setyo. "Menumbuhkan Budaya Literasi Bahasa Inggris Melalui Extensive Reading di Taman Baca Masyarakat (TBM) Kota Tasikmalaya." LOYALITAS, Jurnal Pengabdian Kepada Masyarakat 3, no. 1 (June 26, 2020): 46. http://dx.doi.org/10.30739/loyal.v3i1.549.

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This community service program is motivated by the low level of literacy skills of the Indonesian people. This fact proves that the literacy value of Indonesian people reading is still very low. According to TBM West Java data in 2017, the Tasikmalaya region in the districts and cities has more than ten scattered community reading parks, but most have not been maximally utilized by the surrounding community, especially for the availability of English books. Seeing the above phenomenon, it is necessary to have a solution in the community. This community service program offers a language literacy program using the Extensive Reading method as an effort to foster community literacy. The main reason for this literacy program is that literacy is the right of everyone and is the basis for learning throughout time. This program combines foreign language learning with community literacy programs. This activity involved TBM managers and children as participants in the activity. The Extensive Reading method is used in community service programs to foster community literacy. The results of these community service activities include a literacy program that introduces extensive reading methods in improving integrated and effective English language skills to help equalize education through integrated reading services in Nagarasari, Tasikmalaya city

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Maynes, Nancy, Blaine E. Hatt, and Ron Wideman. "Service learning as an alternative practicum experience in a pre-service education program." Canadian Journal of Higher Education 43, no. 1 (April 30, 2013): 80–99. http://dx.doi.org/10.47678/cjhe.v43i1.1820.

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This paper presents research on the benefits of service learning for pre-service teachers in the final year of their concurrent education program. The purpose of the research was to determine whether liberatory learning (Chambers, 2009) occurred for those students during a four-week service learning placement in organizations other than schools. Liberatory learning involves transformational shifts in social consciousness and provides service of benefit to both the participant and the host organization. Seventeen pre-service teachers and service learning supervisors completed questionnaires. Results suggest that service learning has the potential to be liberatory for pre-service teachers, but learning may remain tacit rather than explicit unless substantial opportunities for reflection are included in the service learning experience. Debriefing activities following the experience may be a critical contributor to helping participants realize the nature and extent of their learning.

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Pazmino, Mario Fabricio Ayala. "Service-learning Education Improvement for Foreign Language Learners." Journal of Language Teaching and Research 10, no. 6 (November 1, 2019): 1173. http://dx.doi.org/10.17507/jltr.1006.05.

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The problem addressed in this study was the decreasing rate of enrolment in foreign language programs by Australian university students. A mixed-methods research methodology was used, with the quantitative data collected through tests conducted on participants and the qualitative data collected through semi-structured interviews. The sample consisted of 62 students enrolled in a Spanish foreign language program at a university in Melbourne. The student participants were divided into two groups: a control group, which had 31 students, and an experimental Service-Learning (SL) group, which also had 31 students. The students were also divided into two groups according to academic level: intermediate and advanced. Each group completed three academic tests: listening, oral and language use, reading and writing, both pre- and post-intervention. Findings were that oral language proficiency increased for students that had taken the SL program. They showed no significant increase in listening, reading, and writing. These effects did not differ significantly by level of academic achievement.

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Miller, Julie, Becca Berkey, and Francis Griffin. "International Students in American Pathway Programs: Learning English and Culture through Service-Learning." Journal of International Students 5, no. 4 (October 1, 2015): 334–52. http://dx.doi.org/10.32674/jis.v5i4.399.

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As the number of international students studying in the United States continues to grow, the body of literature about service-learning in English Language Learning (ELL) curricula is growing in tandem. The primary goal of this paper is to explore how service-learning impacts the development and transition of pathway program students in the United States. Authors present recent demographic shifts in ELL student education, a concise introduction to pathway programs, an overview of literature about service-learning with international students, and theoretical and practical factors to consider for facilitators of Learning English and Culture through Service-Learning (LECSL) based on data from 250 students at Northeastern University.

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Kahlke, Renate, and Alison Taylor. "Community Service-Learning in Canada: One Size Does Not Fit All." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 4, no. 1 (May 28, 2018): 1–18. http://dx.doi.org/10.15402/esj.v4i1.305.

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Community service-learning (CSL) is increasingly seen as an educational approach that can enhance student engagement and serve community needs. However, CSL programs are highly variable in their structures and goals, leading to variability in the outcomes sought and attained. In this paper, we map out the structures and priorities of CSL programs in Canada following a major influx of funding from the McConnell Family Foundation grant competition in 2004. We also contrast key features of these programs, including their institutional location, unit organization, and educational delivery approach, in order to demonstrate the potential implications of different program models. Our aim is to offer new and developing programs some guidance on the program structures that have been employed as well as their implications.

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Moors, Martins, and Juris Osis. "Evaluation of results of social rehabilitation programs for young people with behavioural problems." SHS Web of Conferences 68 (2019): 03001. http://dx.doi.org/10.1051/shsconf/20196803001.

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New targeted social service – social rehabilitation program for young people with behavioural problems is implemented in Riga since 2016. The program beneficiaries are young people from social risk families with multiple social problems – learning difficulties, delinquency, low communication skills, difficulties in problem and conflict resolution, addictions, social isolation, etc. The program is provided by two organizations – “The Samaritan Association of Latvia” and the “Social Services Agency”. The duration of the programs is 6 months and 8 months respectively, each Program provides services for 15 young people aged 13 to 18 years. The study analyses results of the Program implemented by the “Social Service Agency” for 15 young people. The main objective was to determine if the implementation of the Program improves the social functioning of young people having behavioural problems.

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Hervás-Torres, Mirian, Francisco D. Fernández-Martín, José Luis Arco-Tirado, and María Isabel Miñaca-Laprida. "Effects of a Service-Learning program on university students." Electronic Journal of Research in Educational Psychology 15, no. 1 (April 1, 2017): 126–46. http://dx.doi.org/10.14204/ejrep.41.16049.

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Nor Pazilah, Fetylyana, Harwati Hashim, and Melor Md Yunus. "Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences." Arab World English Journal 12, no. 2 (June 15, 2021): 377–98. http://dx.doi.org/10.24093/awej/vol12no2.26.

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As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.

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Flinders, Brooke A., Louis Nicholson, Allison Carlascio, and Katelyn Gilb. "The Partnership Model For Service-Learning Programs: A Step-By-Step Approach." American Journal of Health Sciences (AJHS) 4, no. 2 (April 3, 2013): 67–78. http://dx.doi.org/10.19030/ajhs.v4i2.7760.

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Service-Learning is a hot topic in higher education today, but the importance of streamlining processes for community service will never go out of style. Generally, universities, faculty, communities, and students value the concept of civic engagement. However, it is challenging for educators to provide meaningful service, which offers valuable learning opportunities, while trying to meet academic expectations of rigor and research. The Partnership Model for Service- Learning provides a visual framework for organizing sustainable programs and leads to collective impact. It is a model that “ties it all together”, seamlessly connecting teaching, scholarship, and service. In addition to a step-by-step framework for constructing a service-learning program, this article presents case examples to illustrate the differences between “project-based” and “program-based” pedagogical approaches. Finally, student-perceived impacts of service-learning are quantified, via Likert scale, in the associated areas (Callister and Hobbins-Garbett, 2000), of personal satisfaction, impact on professional development, critical thinking, awareness of unmet community needs, and feelings of preparedness for practice, for both the project-based and program-based case examples.

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Pillay, Mershen, and Ishara Ramkissoon. "Civic Responsibility and Global Health Care: Audiology Service Learning in Africa." Perspectives of the ASHA Special Interest Groups 5, no. 4 (August 17, 2020): 1075–84. http://dx.doi.org/10.1044/2020_persp-19-00161.

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Purpose Many health professions engage service learning via international humanitarian health care or study abroad programs toward an improved sense of civic responsibility, an aspect that has been inadequately analyzed in hearing health care. The purpose of this study is to evaluate how the curriculum of an international humanitarian health care program in South Africa influenced U.S. graduate students' civic responsibility and their educators' perspectives on audiology study abroad service learning programs. Method Participants ( n = 14) in this study abroad program included seven female graduate audiology students, five community partners, and two educators. Quantitative data were derived from pre- and postprogram administration of the Public Affairs Scale (Levesque-Bristol & Cornelius-White, 2012). Qualitative data sources included student journals, student exit interview, educator field notes and discussions, and responses to the community partner evaluation survey completed by host site personnel. Results A comparison of pre- and postprogram Public Affairs Scale ratings revealed that students demonstrated a significant increase in community engagement, cultural competence, and ethical leadership. Qualitative data revealed themes referenced to practitioners, clients, and context. Further thematic analysis identified three key results including foregrounding health as a development of people, educators and students as critically oriented public intellectuals, and global dialogue for pedagogic (audiology) justice. Discussion and Conclusion Carefully designed study abroad curricular contributed to audiology graduate students' increased service learning, civic responsibility, and civic engagement. Quantitative and qualitative analyses revealed that student service learning experiences were mediated by resources and people in the local context. This study abroad curriculum facilitated educators' thinking regarding the placement of audiology health services and audiology educational models in a globalized world. Health professional pedagogic considerations should be designed for humanitarian health care so that service learning focuses the production of critically oriented practitioners who are competent at enacting practices in global service learning programs.

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Mull, Charlotte, Patricia L. Sitlington, and Sandra Alper. "Postsecondary Education for Students with Learning Disabilities: A Synthesis of the Literature." Exceptional Children 68, no. 1 (October 2001): 97–118. http://dx.doi.org/10.1177/001440290106800106.

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This article is a systematic analysis and synthesis of published research from 1985–2000 recommending or reporting on postsecondary education services for students with learning disabilities. Twenty-six articles met the criteria of recommending services or describing services presently available. The 11 program factors examined were: definition of learning disability, characteristics of adult learners, type of institution, special admission procedures, assessment services, program accommodations, support services, instructional adjustments, instructional staff training, direct service staff training, and program evaluation. Implications and recommendations for postsecondary program development are presented.

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Powell, Kathryn, Nigel Stocks, and Caroline Laurence. "A new venture in interdisciplinary student learning in a co-located health service." Australian Health Review 40, no. 2 (2016): 205. http://dx.doi.org/10.1071/ah14241.

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Learning about interdisciplinary health approaches is important for students of health professions. Yet, interdisciplinary learning programs are sparse within primary health clinics. Larger health care complexes, such as superclinics in Australia, offer interdisciplinary learning opportunities for health, but also pose difficulties. This case study describes the introduction of an interdisciplinary student learning program in Adelaide, South Australia, over a 1-year period. The objectives of the program were for students to: (1) understand the range of patient needs in primary healthcare (PHC); (2) identify circumstances in which the involvement of another professional may benefit patients; and (3) learn more about team work. Despite barriers, the practice environment was found to be suitable for student learning. Program modifications were made in response to the need for scheduled time for clinic staff to work with students, non-simultaneous student placements, a need for a coordinator, the availability of discipline-specific supervision and the need to provide incentives for students to participate, particularly giving course credits or recognition. Embedding interdisciplinary programs in a clinic setting requires time and resources. The present case study demonstrates that larger PHC clinics have the potential to implement interdisciplinary learning programs based on an authentic learning approach.

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김지영. "Development of College Program Management Model for Service-Learning." Journal of Education & Culture 23, no. 1 (February 2017): 66–102. http://dx.doi.org/10.24159/joec.2017.23.1.66.

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Wolfe, Corinne, Lynne Oberle, Megan Myers, Andrea Haskell, and Allison Blakely. "Program Evaluation Regarding Domestic Versus International Service Learning Experience." American Journal of Occupational Therapy 69, Suppl. 1 (July 1, 2015): 6911510146p1. http://dx.doi.org/10.5014/ajot.2015.69s1-po5097.

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Kataoka-Yahiro, Merle, Karen Tessier, Clark Ratliffe, Jayne Cohen, and Dale Matsumoto-Oi. "Learning-service community partnership model: A pediatric program evaluation." Journal of Pediatric Nursing 16, no. 6 (December 2001): 412–17. http://dx.doi.org/10.1053/jpdn.2001.27882.

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Hou, Yu-Jen, Wen-Yu Liu, Yang-Hua Lin, Hen-Yu Lien, Alice M. K. Wong, and Chien-Min Chen. "A Pediatric Service-Learning Program in Physical Therapy Education." Pediatric Physical Therapy 30, no. 2 (April 2018): 149–54. http://dx.doi.org/10.1097/pep.0000000000000498.

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Johnson, Lisa G., and Birgitta L. Baker. "Implementing Service-Learning Through a Community-Based Fitness Program." Kinesiology Review 4, no. 4 (November 2015): 398–402. http://dx.doi.org/10.1123/kr.2015-0039.

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Louisiana State University’s School of Kinesiology has partnered with the Dr. Leo S. Butler Community Fitness Center in Baton Rouge, LA since 2003 offering our fitness studies concentration majors a unique service-learning experience. The center is located in a community with citizens battling many health issues, such as high blood pressure and diabetes, with limited access and resources that promote a heathy lifestyle. Students enrolled in a senior capstone course work with the community members in the Sensational Seniors fitness program. This fitness program addresses some of those needs by providing a variety of group exercise sessions promoting overall health and longevity for the participants. Our students are able to apply theoretical concepts learned in lectures and laboratories to address public health concerns in a real-life setting. The students lead group fitness activities, monitor blood pressures, and disseminate appropriate and updated health and exercise information for the seniors.

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Weglarz, Shirley G., and Jeffrey A. Seybert. "PARTICIPANT PERCEPTIONS OF A COMMUNITY COLLEGE SERVICE-LEARNING PROGRAM." Community College Journal of Research and Practice 28, no. 2 (February 2004): 123–32. http://dx.doi.org/10.1080/10668920490253618.

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Tong, E. Y. "Learning physiology through service." Advances in Physiology Education 277, no. 6 (December 1999): S100. http://dx.doi.org/10.1152/advances.1999.277.6.s100.

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A service-learning component has been successfully incorporated into an introductory physiology course at Wheaton College. In addition to regular course work, each of the 24 students spent 12 hours shadowing and assisting staff at Sturdy Memorial Hospital, Attleboro, MA, with 4 hours in the emergency room and 8 hours in two other departments. Every student kept a log of his or her observations, reactions, and learning in the field and wrote a paper on a pathophysiological condition encountered in the hospital. To compare and contrast the real hospital experience with a fictional one, the students also studied patients from the television show ER. Each week in lab, two students showed a short videotape of one particular patient and discussed the diagnosis, symptoms, treatments, and surgical procedures involved. Questionnaire evaluations indicated that this program is effective in helping students learn more physiology and exposing them to community service. Health workers and patients also agreed that providing social support to patients while shadowing and assisting hospital staff was a valuable service.

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Halim, Siana, and Juliana Anggono. "Enhancing Civic Engagement Through International Service-learning to Impact Village Community." SHS Web of Conferences 59 (2018): 01027. http://dx.doi.org/10.1051/shsconf/20185901027.

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Every year during semester break in July to August, Petra Christian University holds an international service-learning which is popularly known as Community Outreach Program (COP). This program has been conducted for 20 yr since 1996 in which more than 15 university partners from 10 different countries have participated in COP. In this research the impact of COP on the community served through a survey done on 140 residents of twelve villages in Mojokerto regency, East Java province in Indonesia is studied. Cultural exchange between the villagers and the students was also measured, particularly with the overseas participants. Additionally, the economic impact and the villagers’ wish for a better service that the coming COP can provide, is also investigated. The results indicate that the villagers were satisfied with the programs, either physical or non-physical programs implemented in the village during COP. The presence of the overseas students in their villages made them learn cultural, language, and religion diversities. Even though, languages were the barrier for them to communicate with the foreign students, but they treated those students as if they were their own children. The villagers hope that this program will be continued.

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Galvan, Christine, Karen Meaney, and Virginia Gray. "Examining the Reciprocal Nature of Service-Learning for Underserved Students and Preservice Teachers." Journal of Teaching in Physical Education 37, no. 4 (October 1, 2018): 363–72. http://dx.doi.org/10.1123/jtpe.2018-0051.

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Background: Although service-learning scholarship in physical education teacher education (PETE) programs has shown positive results, little is known about the reciprocal benefits of PETE service-learning programs on underserved students and physical education preservice teachers. Purpose: This study examined the impacts on students and teachers of integrating two physical education curricula within a service-learning program using a mixed-methods approach. Methods: A pretest–posttest design investigated changes in cardiorespiratory endurance training among students (n = 50). Reflective journals, interviews, and field notes assessed program impact on preservice teachers (n = 16). Results: Findings revealed a significant improvement in cardiorespiratory endurance among students, while qualitative data provide evidence of increases in general pedagogical content, knowledge of curriculum, and knowledge of educational contexts among teachers. Discussion/Conclusion: This study adds important reciprocity findings to PETE service-learning literature.

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Cate, Rachael, and Darlene Russ-Eft. "A Review of Current Methods to Develop Empowering Service-Learning Programs for Latina/o College Students." Journal of Hispanic Higher Education 17, no. 3 (September 21, 2017): 216–28. http://dx.doi.org/10.1177/1538192717729735.

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This review of research suggests a need for service-learning programs that empower Latina/o students. Research on the status of Latina/os in higher education and key challenges to Latina/o student success highlights the demand for innovative programmatic solutions. A review of postcolonialist educational and Latina/o student identity theory along with case studies from critical service-learning programs is presented to provide a framework for program innovation, and recommendations are made for future program development research.

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Bartleet, Brydie-Leigh, Naomi Sunderland, and Gavin Carfoot. "Enhancing intercultural engagement through service learning and music making with Indigenous communities in Australia." Research Studies in Music Education 38, no. 2 (October 6, 2016): 173–91. http://dx.doi.org/10.1177/1321103x16667863.

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This article explores the potential for music making activities such as jamming, song writing, and performance to act as a medium for intercultural connection and relationship building during service learning programs with Indigenous communities in Australia. To set the context, the paper begins with an overview of current international perspectives on service learning and then moves towards a theoretical and practical discussion of how these processes, politics, and learning outcomes arise when intercultural engagement is used in service learning programs. The paper then extends this discussion to consider the ways in which shared music making can bring a sense of intercultural “proximity” that has the potential to evoke deep learning experiences for all involved in the service learning activity. These learning experiences arise from three different “facings” in the process of making music together: facing others together; facing each other; facing ourselves. In order to flesh out how these theoretical ideas work in practice, the article draws on insights and data from Queensland Conservatorium Griffith University’s award winning Winanjjikari Service Learning Program, which has been running in partnership with Barkly Regional Arts and Winanjjikari Music Centre in Tennant Creek since 2009. This program involves annual service learning trips where university music students travel to Central Australia to work alongside Aboriginal and non-Indigenous musicians and artists on a range of community-led projects. By looking at the ways in which shared music making brings participants in this program “face to face”, we explore how this proximity leads to powerful learning experiences that foster mutual appreciation, relationship building, and intercultural reconciliation.

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Alkaraeen, Mohamed, and Ahmed Al-Ashaab. "Toward the Digitalisation of the Organisational Learning Capability to Enhance Organisational Performance." WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 18 (February 11, 2021): 444–54. http://dx.doi.org/10.37394/23207.2021.18.45.

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Public organisations provide training to enhance their employee’s capabilities to provide better services. Public organisations use different learning methods to enhance their employee’s skills and service offering. Therefore, public organisations are considering different learning programmes such as classroom training, coaching, mentoring etc. For the organisations to be effective in providing the learning programs to their employees, there is a need to have an approach to support these efforts. This study suggests that Organisational Learning Capability (OLC) is the right approach to do that. This is because OLC facilitates the learning process. The study proposes an OLC model consists of the key elements that represent the definition of OLC; these are the learning processes, enablers, influential factors. This paper explores how organisations can bridge the gap between investments in learning initiatives and improvement in service provision in public organisations. The context of this study is the creation of a set of learning and development programs in the public services organisations. The top OLC model helps to define all other learning programmes where the coaching learning program is presented in this paper.

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Journal articles on the topic 'Service Learning Program'

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