No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Service-learning and the development of empathy in US college students
Education + Training
Abstract
Purpose
The purpose of this study is to evaluate the influence of a service‐learning experience on the personal development of college students, particularly focusing on the expression of empathy.
Design/methodology/approach
Reflective writing papers were evaluated using a rubric with definitions for three types of understanding, as defined by Wiggins and McTighe in 2005, perspective, empathy, and self‐knowledge. The results were analyzed using Fisher's exact test to determine if there were significant differences in the expression of these types of understanding between the service‐learning group and the group that did not do service‐learning.
Findings
Students involved in the service‐learning assignment were significantly ( p < 0.05) more likely to express empathy in their reflective writing than the students who did not participate in service‐learning. There were no significant differences between the groups in the other two types of understanding.
Research limitations/implications
This was a small study in two classes taught by the researcher so the findings are limited by these factors. The self‐selection of the students into the two assignment groups also limits the conclusions that can be drawn from the findings.
Practical implications
Personal development can be fostered by service‐learning assignments that include opportunities to interact with people in need so that understanding through empathy is likely to be experienced.
Originality/value
This study focused on the type of service‐learning experiences that are likely to lead to experiencing empathy which contributes to personal development. This type of development is a component of the general education goals for undergraduates in the USA.
... Service-learning can be transformative for students and help them develop empathy and an ethic of care (Gredley, 2015;Jacobs & Walsh-Dilley, 2018;Langlois & Lymer, 2016;Wilson, 2011). Empathy is a hallmark of the social work profession, critical in effectively conveying support and assisting individuals, families, and groups. ...
... Educators must strive to develop and enhance the student's ability to be empathic to those they serve. Service-learning experiences also enhance the student's professional skills, ethics and behaviors (Langlois & Lymer, 2016;Wilson, 2011). They gain greater understanding of the struggles faced by prisoners, their needs, and the criminal justice system (Jacobs & Walsh-Dilley, 2018;Raikes & Balen, 2016). ...
... Critical self-reflection is a key element to deeper learning in service-learning projects (Asghar & Rowe, 2017;Langlois & Lymer, 2016;Wilson, 2011). Final service-learning reflections were reviewed for common themes and comments. ...
The high impact, experiential education of service-learning was utilized in a Forensic Social Work class to enhance students’ social work skills. Students and faculty, along with another community partner provided animal-assisted grief support groups to individuals who were incarcerated. Two support groups were provided to individuals who suffered a recent or unresolved loss, one with women and one with men. Social work skills of empathy, professional boundaries, social justice, group facilitation, and applying theory to practice were greatly enhanced through this service-learning, high impact practice. The added value of therapy dogs in enhancing the therapeutic process was also noted.
... Barr and Tagg (1995) state that the purpose of a university is not so much to transfer knowledge as to create environments and experiences leading students to discover and construct knowledge for themselves. SL is an approach to instruction with the potential to aid in achieving such a change (Wilson, 2011). SL incorporates this reflective component in such a way to have an impact on learning about social problems and the need to address them (Pechak and Thompson, 2009). ...
... Various studies have demonstrated the importance of empathy in the health context, whether in patients outcomes (Hojat et al., 2011), in adhering to courses of treatment (Vermeire and Hearnshaw, 2001), in the establishing of a relationship between physiotherapist and patient (Morera-Balaguer et al., 2018;O'Keeffe et al., 2016) or even in repercussions in modulating sensations in patients in persistent pain (Fuentes et al., 2014). It would appear that the SL methodology can trigger a change in the levels of empathy of students (Wilson, 2011). ...
... There can be no doubt that learning in a context of participatory and reflective processes develops greater understanding and awareness of the phenomenon being studied (Mandich et al., 2016;Wilson, 2011). The students proved capable of designing workshops to promote physical activity and healthy lifestyles while building up their knowledge in an active way (Mandich et al., 2016), adapting them to the needs of users and putting people at the heart of care. ...
Background
Research into service learning (SL) in education has increased since the 1990s. In higher education physiotherapy programmes, this technique is used to achieve real practical learning and to grasp how to recognize and manage emotions, to be concerned for others and to take decisions in clinical contexts.
Objectives
To create a community experience through SL methodology for physiotherapy university students and to analyse their perceptions of the learning experience and changes in empathy.
Design
A mixed research method, a quasi-experimental quantitative approach with pre- and post-measurements of a single group and a qualitative approach through reflective diaries subjected to a contents analysis.
Participants
29 students of the Faculty of Health Sciences (Department of Nursing and Physiotherapy) designed and put into practice a workshop for promoting physical activity in 277 children from the first and the sixth year of compulsory primary education.
Methods
The project was divided into three phases: planning, performing and reflecting on the service. At the start, participants completed a questionnaire to determine their scale of empathy on the Interpersonal Reactive Index (IRI). One week after performing the service they handed over reflective diaries and completed a second IRI scale survey. An analysis was carried out of the contents of the reflective diaries.
Results
Twenty-nine students agreed to participate. These learners consolidated their skills in the subject, indicating their satisfaction with the significant learning they achieved. The IRI scale showed a significant improvement in the Personal Distress dimension (p = 0.002).
Conclusions
Active learning in the context of processes of a participatory and reflective type implies greater understanding of the phenomenon studied. It allows an enhance awareness of the importance of inclusivity and involvement of users in the context of clinical practice. It also provides socio-emotional learning, improving interpersonal abilities and the capacity to face up to stressful situations.
... A host of other studies, such as those by Bernacki and Jaeger (2008) Wilson (2011) have established positive associations between service learning and a host of variables. For instance, greater sensitivity and empathy (Bernacki & Jaeger, 2008); social responsibility and civic leadership (Rutti et al., 2016); an improved attitude towards persons with colour blindness (Conner & Erickson, 2017); and improved commitment and obligation to social justice (Wilson, 2011). ...
... A host of other studies, such as those by Bernacki and Jaeger (2008) Wilson (2011) have established positive associations between service learning and a host of variables. For instance, greater sensitivity and empathy (Bernacki & Jaeger, 2008); social responsibility and civic leadership (Rutti et al., 2016); an improved attitude towards persons with colour blindness (Conner & Erickson, 2017); and improved commitment and obligation to social justice (Wilson, 2011). However, other studies (Erickson & Santmire, 2001;Hollis, 2004;Sperling, 2007) have found deficiencies with the application of service learning among students of higher educational institutions. ...
Complexities surround the social inclusion and socioeconomic independence of people who are deaf and/or hard of hearing (DHH). The socioeconomic challenges faced by the DHH have been exposed globally over the years and their experience of socioeconomic discrepancies in Nigeria as well as other countries in Sub-Saharan Africa is well documented in literature. Although government and non-governmental agencies have made some effort to alleviate the socioeconomic challenges faced by the DHH, such effort has not yielded the desired results. Leveraging on the assumptions and principles of social learning theory, this intellectual piece advanced service learning as a socio-learning approach to ameliorate the socioeconomic challenges and eliminate the social inequalities faced by the DHH. It was expected that the model presented in this study would respond actively to the goals of the Nigerian National Policy of Education and further enthrone a sustainable inclusive society where the DHH could lead an economically independent life. Implications for policies and research were presented in the paper.
... All but four (Brice, 2018;Jones & Hill, 2001;Ruso, 2012;Wilson, 2011) of the SL experiences involved direct-service where the participants were involved in face-to-face service with community members. There was considerable diversity in the groups that students engaged with for their SL experience however these were primarily community-based groups who experienced some form of disadvantage and marginalisation (see Supplementary File 3). ...
... The families were struggling and needed a "hand up" (not a hand out) … I was able to step into these people's lives for a few days and really see what it was like from their perspectives. (Wilson, 2011). ...
Higher education institutions seek not only to prepare students for their chosen profession, but also to develop graduates that are civic minded and make a positive social impact. The purpose of this paper is to review the literature on whether participation in service-learning leads to students reporting increased empathy. The study also examines the features within a service-learning placement that contribute to development of empathy. The review followed the 2020 Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. The authors searched Scopus, ERIC (EBSCOhost), PsycInfo, CINAHL, Web of Science, Medline Complete, Google Scholar and specific service-learning journals not indexed in major databases for studies published before Nov 23, 2020 that met the Bringle and Hatcher (1995) definition of service-learning and measured change in, or development of, empathy. Of 662 records identified, 35 met the inclusion criteria and were included in the review. Overall, across the 14 studies included in the meta-analysis, there was a significant small effect for increase in empathy for those who participated in service-learning compared to those who did not (g = 0.261) and from pre to post service-learning (g = 0.176). Across the 21 qualitative studies, the main feature which appeared to contribute to the development of students’ empathy was direct interactions with the community. This paper provides insight into the efficacy of service-learning as a pedagogy and contributes to our understanding of the educational value of service-learning for universities. We conclude with avenues for future research and implications for practice.
... Experiential immersion and prioritizing community-engagement in Earth Science curricula have also been shown to promote ethical development, even in the absence of explicit discussions on ethics in courses [83]. In general, service learning (SL) experiences were demonstrated to be useful pedagogical tools in developing empathy as a type of understanding, helping students to establish emotional connections with others, compassion, [9,42,54,71,80,[84][85][86] and a type of "critical consciousness" [42]. Direct observation overtly lead to seeing their points view, as well as how designs could be applied in real world contexts [9,80]. ...
... Additionally, it can create a pluralistic mindset [87] and foster altruistic thinking as students seek to enhance others' well-being [88]. In particular, SL has been shown to promote perspective, empathy, and self-awareness and knowledge learning when coupled with reflection to internalize the experience [54,71,84,85]. ...
As demand for qualified workers in science, technology, engineering, and mathematics (STEM) fields continues to rise, there is a need to not only consider how to improve engagement and retention, but also an opportunity to strive towards broadening participation. To create a more equitable workforce, and in particular, one that encourages the enrollment and persistence of underrepresented minorities, pedagogy centered around cultivating inclusivity is key. Along these lines, empathy as a construct can play a crucial role in aiding students to consider the impact of their own decisions and behaviors on others and society. Given the necessity of embedding the concept of empathy within post-secondary education, we sought to understand how others have approached empathy in curricula, projects, and practice. We applied Zaki’s model of empathy —which triangulates “sharing,” “thinking about,” and “caring about,” as the theoretical framework guiding the inquiry— and performed a systematic literature review. We sought answers to the following research questions: 1) How have educators integrated empathy development into learning activities in STEM?; 2) What pedagogical approaches have been shown to promote empathy of students in STEM?; and 3) How have scholars approached the development of different kinds of empathy in classrooms? After querying Google Scholar, analyzing more than 10,000 publications, and applying the inclusion/exclusion criteria, we identified 63 articles that centered on empathy development in STEM education, and specific learning activities or courses working to achieve this goal. The results were defined in terms of the patterns observed, topics assessed, and contributions made to the existing body of knowledge. Although there may be a range of approaches employed, such as through storytelling or role play, embedding empathy can not only shape students’ internalization of the concept, and the resultant shift of mindset, but it can also be critical to formulating their connection to the discipline and their exchanges with others. The publications obtained, and subsequent analysis, can be of tremendous value towards understanding how departments can create more inclusive curricula and environments. The conclusions from this analysis highlight the relevance of empathy and offers educators and academia ideas about how to foster compassion in students, and potential implementations which could enhance teaching in STEM fields.
... Service learning engages students in courserelated community service and enhances the classroom learning experience by requiring students to participate in activities that integrate course material with volunteer service (Petkus, Jr., 2000). Zlotkowski (1996) distinguished service learning from traditional internships by defining service learning as an experienced-based pedagogy that serves a community need and requires student reflection on the project. The structure and reflective component have been said to offer students "an effective curricular balance" (Post, Kundt, Mehl, Hudson, Stone, & Banks, 2009, p.18) to enhance ethics and values of a given area of study. ...
... Student learning outcomes associated with service learning include developing the ability to apply basic course-related concepts, honing skills for problem solving, learning to work within a team, and developing an appreciation for diverse needs and challenges of organizations (Klink & Athaide, 2004). Previous research demonstrates the value of service learning for students' mastery of course concepts (e.g., Astin & Sax, 1998;Carson & Domangue, 2012;Hagenbuch, 2006;Shaw, 2007) and development of moral sensibilities (e.g., Warnell, 2010;Wilson, 2011). In addition, previous research provides guidance to instructors who wish to implement service learning in their courses (e.g., Klink & Athaide, 2004;Metcalf, 2010;Petkus, Jr., 2000), and examines the importance of matching community partner goals with project goals (Lester, Tomkovick, Wells, Flunker, & Kickul, 2005). ...
Service learning is a pedagogy wherein students engage in providing a service to the community that is linked to the academic objectives of a course. There are multiple stakeholders in the service-learning experience, including students, instructors, and community partners. A significant body of research investigates experiences of students and instructors, exploring the impact of service learning on student learning and describing how to effectively design service-learning courses. While community partners are indispensable stakeholders in service learning, there are only a few studies that examine their experiences and needs. The present study addresses this weakness in our understanding by conducting a qualitative study that examines the value of service learning to community partners. Findings describe the service-learning experience from the viewpoint of community partners and report the dimensions of value created for our community partners.
... International projects arise from all academic disciplines, including education (Lowe, Dozier, Hunt-Hurst & Smith, 2008;Nero, 2009), nursing (Amerson, 2010), engineering (Borg & Zitomer, 2008), history (Greenberg, 2008), and the social sciences (Wessel, 2007). While subject matter objectives have always been interwoven into the goals of these ISL courses, an increasing number of programs focus on the linguistic and communicative competencies that students can develop through ISL (Nero, 2009;Shively, 2010) and the cultural transformation of students who experience service abroad (Amerson, 2010;Wilson, 2011). ...
... It is a critical aspect of any service-learning course for students to reflect on how they perceive the service-learning project and its impact on their overall experience and learning. As reported by Wilson (2011), service-learning goes beyond traditional methodologies in the college classroom: "[A] college's purpose is not to transfer knowledge but to create … experiences that bring students to discover and construct knowledge… to make students members of communities of learners that make discoveries and solve problems" (p. 208). ...
This article examines students’ perceptions of the relationship between the service-learning component of a four-week study-abroad program in Ecuador and the development of their linguistic and cultural competency. The data come from two sources: (1) students’ responses to a survey composed of Likert-scale and rank-order items and (2) student journals written for an introductory translation course after the completion of several service projects relative to dental care and hygiene. The quantitative survey solicited students´ perceptions of the effectiveness of the service-learning component and other characteristics typical of study-abroad programs. In general, students perceived a positive relationship between their participation in service-learning projects while abroad in Ecuador and the development of their linguistic and cultural proficiency. Analysis of students’ reflective journals concerning the service-learning experience resulted in the identification of several themes within the areas of language-related and culture-related learning, contributing to the discussion around the complexities of acquiring linguistic and cultural knowledge through International Service-Learning (ISL).
... Según diversos estudios, el ApS, proporciona a los estudiantes un cambio en sus niveles de empatía, dada la relación que se genera entre ellos y los receptores del servicio, contrayendo responsabilidad y desarrollando un trabajo significativo y reflexivo (Wilson, 2011). ...
... Se consiguió siguiendo el proyecto ideado durante el ApS (Rodríguez-Gallego, 2014). Se puede decir que los estudiantes comprendieron las necesidades de la población, contrajeron responsabilidades y desarrollaron un trabajo significativo y reflexivo (Wilson, 2011). ...
Introducción: El trabajo de fuerza, entendido como la capacidad motriz de superar una resistencia por medio de la oposición ejercida por la tensión de la musculatura, en la etapa de educación primaria y, concretamente, en Educación Física, está marcado por tópicos y desinformación que obvian los beneficios de su trabajo en estas edades, siempre y cuando se adapten los métodos y ejercicios a la población que nos referimos.
Objetivos: realizar una revisión sistemática de la investigación publicada a nivel nacional e internacional en el ámbito del trabajo de fuerza en educación primaria que nos permita hacer una propuesta de su trabajo de manera transversal a la enseñanza de diferentes deportes colectivos.
Método: se realizó una revisión de los artículos publicados en las bases de datos ERIC, Dialnet y Google Scholar teniendo en cuenta los principios establecidos por la declaración PRISMA para revisiones sistemáticas.
Resultados: no existe un consenso sobre si es beneficioso o perjudicial para la salud y el desarrollo del alumnado lo cual evidencia la necesidad de realizar investigaciones que indaguen en las potencialidades del trabajo de fuerza en la educación primaria.
Conclusiones: siguiendo los estudios e investigaciones que se muestran a favor del trabajo de fuerza en niños/as, consideramos importante atender a las bases fisiológicas y fases sensibles que presenta nuestro alumnado, adaptando tanto los métodos como los fines del entrenamiento de fuerza a fin de conseguir un adecuado desarrollo psicomotor, la creación de hábitos saludables y la creación de un ambiente lúdico en el que su inclusión en la enseñanza transversal de los deportes colectivos se muestra lógica y favorable por la amplia variedad de grupos musculares implicados.
... These reflection papers were ideal for the current study in order to gauge students' perceptions and learning outcomes through a qualitative content analysis. The technique of using reflection papers to provide descriptions of students' thoughts, perceptions, and experiences has been used effectively utilized in previous studies across multiple disciplines (see Carr & Carmody, 2006, Molee, Henry, Sessa, & Mckinney-Prupis, 2010Stacer et al., 2019;Tiessen, 2018;Wilson, 2011;Wilson et al., 2011). ...
... With justice-involved clients, this skill can increase their ability to motivate offenders to get out of the system and not return by targeting the underlying issues and evoking their own reasons to desist from engaging in criminal behavior (see Miller & Rollnick, 2013 for information on motivational interviewing). Previous research suggests that increased empathy is a common outcome for long-term experiential learning tactics such as service learning or Inside-Out teaching programs, where students develop relationships with others over a longer period of time (see Davis & Roswell, 2013;Enfield & Collins, 2008;Wilson, 2011). Our findings suggest that when long-term experiential learning opportunities are not feasible, short-term experiential learning tactics such as guest speakers, tours, and even documentaries can have a positive impact on students' empathy. ...
Experiential learning can be an effective practice to improve student engagement, comprehension, and application of course material in criminal justice classrooms. The current study analyzes 33 undergraduate students’ reactions to three experiential learning activities in an upper-level corrections course: a jail tour, a formerly incarcerated guest speaker, and/or a documentary on life without parole. As a course assignment, students submitted reflection papers in relation to two of the three activities. Students’ blinded papers were then coded and qualitatively analyzed to determine the impacts of experiential learning on connections to the course material and changes in perceptions of incarcerated persons and the correctional system. Three themes emerged from their papers, supporting the use of experiential learning tactics. The ethical concerns of the use of correctional tours are also discussed as well as areas for future research.
... The development of empathy through sociological pedagogy has had limited empirical investigation. The few existing studies have been limited to the effect of particular exercises or programs that were explicitly designed to increase empathy (Hubbard and De Welde 2003;Latshaw 2015;Wilson 2011). These scholars strongly argue that without empathy, there is no sociology; empathetic thinking is at the core of sociological pedagogy (Latshaw 2015). ...
... Evidence shows that elements common in sociology classrooms can increase empathy, including perspective taking (Batson et al. 1995;Gilin et al. 2013;Monroe 2006;Vescio et al. 2003), simulations (Cruz and Patterson 2005;Greitemeyer, Osswald, and Brauer 2010), and social interactions (Everhart 2016;Hubbard and De Welde 2003;S. White 1997;Wilson 2011). These classroom activities are often followed by writing assignments and/ or class discussions (see (Edwards 2010;Everhart et al. 2016;Hubbard and De Welde 2003;Latshaw 2015;MacNamara, Glann, and Durlak 2017). ...
Assessing course goals is often challenging; assessing an abstract goal, like empathy, can be especially so. For many instructors, empathy is central to sociological thinking. As such, fostering empathy in students is a common course goal. In this article, we report the initial findings of a semester-long assessment of empathy change in undergraduate students ( N = 619). We employ a mixed-methods research design that utilizes qualitative instructor data to determine independent instructor-level variables and student surveys to measure student empathy change. We compare empathy change between students enrolled in introductory sociology classes to students not enrolled in sociology classes and test which student and instructor variables predict empathy change. We find that students taking sociology classes have positive empathy change compared to those who do not. We interpret these findings as evidence that study of sociology promotes empathy development and discuss implications for the classroom and further research.
... The main reason why SSIs are controversial is that contradictory claims are made by various stakeholders. Conflicting claims emerge as a result of the evaluation of the positive and negative aspects of SSIs with their priorities, principles and prejudices (Wilson and Millican 2011). Recognizing different perspectives and assessing that each perspective is equally important contributes to SSR as well as improving empathy skills (Galinsky and Moskowitz 2000). ...
Background
Teachers should have a reasonable socio-scientific reasoning (SSR) level, both because they are intellectual members of society and because of their duty to teach reasoning skills to their students, who will become responsible citizens of the future, as indicated in the curriculum.
Purpose
The study aims to examine the SSR level of science, social studies and primary teachers and determine the effect of different variables on SSRquantitatively.
Sample
The participants were composed of 297 primary teachers, 80 scienceteachers and 53 social studies teachers (430 teachers in total) who worked in official institutions affiliated with the Ministry of National Education in Turkey.
Design and method
The descriptive survey model, a quantitative research method, was used to achieve the research goal. The research data were obtained via the Socio-Scientific Reasoning Scale (SSRS).
Results and Conclusion
Results show that the SSR of the science, social studies and primary teachers are at a medium level and there is no statistically significant difference between the teaching branches. In the sub-dimensions of SSR, the highest level of reasoning was obtained by all the teachers from three different branches for the sub-dimension of perspective. Science and primary teachers had the lowest level of reasoning for the sub-dimension of complexity; social studies teachers had the lowest level of reasoning for the sub-dimensionof inquiry. While education level does not affect SSR, SSR varies statistically significantly depending on the variables of branch, gender and professional experience.
Suggestion
Practices should be implemented to improve teachers’ SSR, which can be conducted through in-service training opportunities. In addition, our results can be used while determining the composition of the teachers who will participate in the training.
... significativos y adquieran responsabilidades importantes (Eyler et al, 2001). Los estudiantes pueden experimentar los conceptos del aula y luego reflexionar sobre la experiencia de servicio para obtener una comprensión más profunda (Wilson, 2011). El SL incorpora a propósito este componente reflexivo para incidir en el aprendizaje sobre problemas sociales, la necesidad de mejorarlos y la manera en que los estudiantes lo llevan a cabo (Pechak y Thompson, 2009). ...
La educación superior necesita adaptarse constantemente a un entorno cambiante y dinámico que demanda una constante evolución en la forma de entender el proceso de enseñanza-aprendizaje, y es en este contexto que surge la innovación docente como un elemento clave para asegurar la calidad y el progreso de la educación superior y, por lo tanto, el éxito académico y profesional de los estudiantes. En este sentido, las instituciones de educación superior se enfrentan a desafíos cada vez mayores en la preparación de los estudiantes para un constante y acelerado cambio en la sociedad, la economía y la tecnología. Por otro lado, la rápida expansión del conocimiento, la interconexión digital, la globalización, la diversidad cultural y las demandas de habilidades específicas en el mercado laboral, requieren respuestas innovadoras por parte de las instituciones educativas y de los docentes, ya que continuar con métodos tradicionales no es suficiente para preparar a los estudiantes de manera integral. De ahí la importancia de la innovación docente, ya que una de sus características principales es su capacidad para adaptarse a las cambiantes demandas y expectativas de los estudiantes, así como a las evoluciones en la sociedad y la tecnología
... Even though I had been down the same road as my students, I let personal matters take precedence over their needs. Wilson (2011) noted that people who find similarities in life circumstances with others are much more able to develop perspective on why people find themselves in the situations they do. As an instructor, I determined that I must be more tolerant of my student's concerns and hospitable to their questions and expectations since I had been through similar circumstance in my life. ...
This article explores the inevitable and unchecked conflicts that arise between people and how it can turn into unmanageable rage and harmed relationships. Both instigators and recipients of conflict are ultimately wounded by its accompanying outcomes. By sharing several examples from my life, including the threat of harm from a deadly weapon towards my three-year-old son by his uncle, I demonstrate the hurt caused by conflict and how principles of servant-leaders can help individuals restore positive associations. When faith is stronger than the bitterness and hostility that often plagues humanity, love offers a longer-term perspective thereby opening a way towards forgiveness. The foundation of healthy relationships and a strong community is established by serving one another rather than focusing on one’s own self-interests. By implementing ten characteristics of servant-leadership including awareness, listening, empathy, and healing, I contend that people can transcend conflict and overcome relational obstacles. This in turn allows people to exhibit a greater capacity for love and forgiveness for the optimal well-being of one another and society at large.
... ncrease in empathy compared to those who did not participate in such classes. Moreover, classes with group dynamics and discussions are often found in humanities courses. The literature has demonstrated that the inclusion of such dynamics throughout undergraduate courses promotes the greater development of empathic abilities (Everhart et al., 2016;J. C. Wilson, 2011). ...
Objective The aim of the present study was to compare levels of affective and cognitive empathy among university students of the health field, exact sciences, and humanities. Method A cross-sectional study was conducted in an online format with the participation of 519 students of the health field, exact sciences, and humanities. Data collection involved the use of a sociodemographic questionnaire and the Multidimensional Interpersonal Reactivity Index. Results The female sex predominated the overall sample (74.4%). Statistically significant differences were found regarding total empathy as well as the affective and cognitive domains. Students of in the health field had the highest levels of total and affective empathy. Students of the exact sciences had higher levels of cognitive empathy compared to those in the health sciences and humanities. Conclusion In conclusion, students of the health sciences have higher levels of empathy and the affective domain, whereas those of the exact sciences have higher levels of cognitive empathy.
... Several techniques have been used in the classroom to increase empathy. Common techniques include prompting difficult conversations through classroom discussions (Bayne 2011;Everhart 2016), perspective-taking (Batson et al. 1995;Gilin et al. 2013;Monroe 2006;Vescio, Sechrist, and Paolucci 2003), the simulations (Chen, LaLopa, and Dang 2008;Cruz and Patterson 2005), and social interactions (Everhart 2016;Hubbard and De Welde 2003;White 1997;Wilson 2011) and writing assignments that specifically focus on reflective writing (Everhart 2016). These techniques focus on exposing students to ideas centered around putting students in others' perspectives. ...
Empathy is linked to decreased relapse in patients with substance abuse. Educational programming for nursing and medical students focused on developing empathy, but no research has been done on how drug education can alter perceptions and empathy toward addiction. This study examined the influence of a drugs course on attitudes toward addiction. Pre-and post-course surveys measured empathy toward addiction, and qualitative descriptions. Overall empathy remained steady but students trended toward promoting more social programs and support. Descriptions changed from a focus on lack of willpower to vulnerabilities, suggesting that a single course could exert influence on perceptions of addiction.
... In this case study, we examine an LLP with community engagement as its central theme. This concept finds correspondence with the concept of 'servicelearning', which "connects theory and practice by giving students the opportunity both to participate in a service that meets community needs and to reflect on the experience in class in order to gain a deeper understanding of the course content and an enhanced sense of civic engagement" (Resch & service-learning in facilitating the development of civic responsibility (Reising, Allen & Hall, 2006), empathy for others (Wilson, 2011), and social justice advocacy (Grapin, Cunningham & Sital, 2021). ...
Living-Learning Programmes (LLPs) in Residential Colleges (RCs) foster leadership, learning and sense of belonging amongst students. Any community engagement or service-learning initiative that takes place in such a context would benefit from the unique outcomes of LLPs. Building on this principle, we argue that the Community Engagement Festival (CE Fest), a unique, student-led, flagship event of a RC in an Asian university, functions as a platform to develop a diverse range of benefits amongst students involved in the programme – both student leaders, who design and execute CE Fest, and students who are participants in the event. This assertion is tested through: (1) analysis of the types of learning outcomes achieved by both groups of students; and (2) analysis of the features of CE Fest that enable the development of these learning outcomes. We employ the validated SErvice LEarning Benefit (SELEB) scale to capture the range of benefits experienced by both groups of students. A factor analysis of all 20 benefits in the SELEB scale found three categories of benefits: (i) civic consciousness, (ii) skills, and (iii) interpersonal relationships. A means comparison found that civic consciousness was the most successfully achieved learning outcome by both student leaders and participants alike, which aligns with the ethos of the RC. Additionally, student leaders were more likely than participants to have achieved outcomes related to skills and interpersonal relationships. Triangulation of the findings from the survey with qualitative data collected from student leaders and participants indicates that various structures and processes of CE Fest facilitated the development of specific outcomes, such as empathy and civic consciousness. As such, CE Fest is a unique learning space within LLPs that offers differentiated learning opportunities for students across various roles, while ensuring civic consciousness remains a central benefit to all students regardless of the nature of their participation.
... (M.E.S.2) En relación con esta última categoría, más de la mitad de las y los entrevistados coincidieron al percibir como una ventaja el conectar al alumnado con problemas cotidianos y reales sobre la igualdad de género, lo que provoca el desarrollo de actitudes empáticas. En este sentido, autores expertos en la metodología ApS muestran en sus estudios cómo esta herramienta innovadora mejora los niveles de empatía del alumnado Batlle (Batlle, 2018;Wilson, 2011). ...
Esta investigación pretende: a) recopilar y describir aquellas experiencias educativas no universitarias realizadas entre 2017 y 2020 sobre igualdad de género recogidas en la Red Española de Aprendizaje-Servicio y b) conocer la percepción de los y las profesionales como coordinadores de los proyectos. Para ello, se han realizado entrevistas semiestructuradas (n=7) analizadas a través de la matriz DAFO. Entre los resultados obtenidos destaca la promoción de valores de igualdad y civismo, a la vez que se detectan dificultades como la escasa formación docente o la baja implicación del profesorado ajeno al proyecto.
... Similar observations were made in the study by Wilson that US college students who took part in service learning were more likely to express their sense of empathy as compared to those who did not involve in service learning. 12 Despite the heavy academic workload, the students were positive about their experience in community service projects. They were committed to contribute to the communities, often spending more time than that required in the course to prepare, plan, and execute the activities. ...
... Ahlaki ve etik duyarlılık, bilim ve teknoloji alanında yoğun bir şekilde yer alan sosyal konulara dikkat etme ve ilgili ahlaki ve etik sonuçları tanıma yeteneğini ifade eder (Lee vd., 2013). Bakış açısı alma boyutu, bireyler farklı bakış açıları ile karşılaştıklarında SBK ilgili konunun karmaşıklığını bilişsel olarak daha iyi anlama ve bir empati geliştirme süreci olarak tanımlanmaktadır (Wilson, 2011 (Lee vd., 2013). ...
Dünya vatandaşlığı için karakter ve değer, bireylerin sosyo-bilimsel konularla ilgili karar verme süreçlerinde kendilerini vatandaş sorumluluğunda hissetmelerini sağlayan önemli bir etkendir. Bu araştırmada fen bilimleri öğretmenlerinin dünya vatandaşlığı için karakter ve değer yargılarının belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubu Türkiye'nin her bölgesinden üçer tane tesadüfi örnekleme yöntemine göre belirlenmiş 21 ilde görev yapan 438 fen bilimleri öğretmeninden oluşmaktadır. Araştırmada nicel araştırma yöntemlerinden biri olan tarama (survey) modeli benimsenmiştir. Araştırma verileri araştırmacı tarafından hazırlanan "Kişisel Bilgi Formu" ve Lee vd. (2013) tarafından hazırlanan ve araştırmacılar tarafından Türkçeye uyarlanan "Dünya Vatandaşlığı için Karakter ve Değerler Ölçeği" ile toplanmıştır. Araştırmanın verileri SPSS 26 istatistik paket programı ile analiz edilmiştir. Araştırmanın verileri dünya vatandaşlığı için karakter ve değer yargılarının cinsiyet ve bilimsel yayın takibi değişkenine göre farklılaşma durumu ilişkisiz örneklemler t-testi, kıdem değişkeni ve yaşanılan bölgeye yönelik farklılaşma durumlarının tespiti için tek yönlü ANOVA testi ile analiz edilmiştir. Araştırma sonunda fen bilimleri öğretmenlerinin cinsiyet, bilimsel yayın takibi, mesleki kıdem ve yaşadıkları bölge değişkenleri açısından dünya vatandaşlığına ilişkin karakter ve değer yargıları anlamlı bir farklılık göstermemiştir.
... Furthermore, empathy can be built when students engage in service learning and reflection (Terry and Panter 2011); they experience a virtual global citizenship classroom that uses intercultural exchanges online; and they experience an increase in empathy, intercultural teamwork, acceptance, and knowledge of GCE (Patterson, Carrillo, and Salinas 2012). Service learning has also been shown to significantly increase the expression of empathy in reflective writing (Wilson 2007). ...
... 6 Service-learning experiences in particular have shown positive outcomes for college students, such as increased awareness of poverty-related prejudices and increased levels of empathy. 7 Furthermore, a course on gender-related oppression increased students' awareness of heterosexual privilege and support for same-sex marriage. 8 However, despite such positive empirical outcomes of diversity education and service learning, not all students are receptive to this process of social justice education. ...
Many colleges and universities encourage students to engage with social justice issues in their education and career discernment. However, a variety of individual attributes and life experiences may predict how college students develop an awareness of and attitudes toward social justice, perhaps including ways in which students relate to their own challenging life experiences and encounter others' experiences of injustice. This study explored the relationship between individual attributes, educational experiences and social justice attitudes among a sample of 347 college students who completed self-report surveys. Specifically, this study examined a) help-seeking attitudes, b) self-compassion, c) prior experience receiving mental health support, and d) prior experience participating in service activities as predictors of social justice attitudes. As hypothesized, higher willingness to seek help in times of personal distress and higher levels of self-compassion were positively correlated with awareness and concern for social justice issues, with help-seeking attitudes being the stronger predictor. Significant differences were also observed across gender, help-seeking history, and service experience. Furthermore, the association between help-seeking attitudes and social justice attitudes was moderated by gender and by prior service experience and mental health support. Implications of these findings for social justice education and college student well-being are discussed.
... Overall, research has found the use of SL in undergraduate courses is associated with positive academic, personal, social, and citizenship outcomes for students (Celio et al., 2011;Conway et al., 2009;Novak et al., 2007;Warren, 2012). Studies have found SL enhances the development of personal efficacy (Astin et al., 1999), personal identity (Driscoll et al., 1996), moral development (Boss, 1994), and interpersonal skills (Driscoll et al., 1996); reduces stereotyping (Astin et al., 1999); and increases social responsibility (Eyler et al., 1997), empathy (Everhart, 2016;Wilson, 2011) and exam scores (Lundy, 2007). These research studies suggest SL experiences have a positive impact on factors related to students' personal, academic, and professional lives, which align with learning goals for the undergraduate psychology major (APA, 2013). ...
Background
Limited research has examined how service-learning (SL) outcomes align with learning goals proposed for the undergraduate psychology major by the APA Board of Educational Affairs Task Force on Psychology Major Competences.
Objective
To obtain student perspectives of SL, and to evaluate learning and inform curriculum development of SL specific to psychology learning goals.
Method
Undergraduate psychology students ( N = 400) participated in a concurrent mixed-methods survey examining empathy, civic engagement, and professional identity between students who had and had not taken an upper-division SL course.
Results
SL students reported increased engagement with APA learning goals of Ethical and Social Responsibility and Professional Development compared to students who did not take SL. SL students scored higher on civic engagement behaviors and professional identity. Students reported wanting more exposure to a range of psychology subdisciplines, various service opportunities, and multicultural diversity to support professional development.
Conclusion
SL is a high-impact teaching practice that aligns with psychology learning goals.
Teaching Implications
Findings informed the development of a generalist psychology SL course that introduced students to different domains of psychology. We discuss how to integrate learning activities to increase multicultural and other awareness, motivate social justice action, enhance career clarification, and increase professional self-efficacy.
... Service learning allows students to apply their theoretical knowledge in a real-life context while developing important transferrable skills relevant for their future careers. More importantly, since many of these skills cannot be measured by exam scores, service learning has been shown to promote the students' personal development and enhance their sense of civic responsibility (e.g., Bamber & Hankin, 2011;Wilson, 2011). ...
This chapter presents a novel pedagogical approach of “remote service learning” (RSL), which was applied in an undergraduate health degree program at an Austrian university. Remote service learning is a form of active blended learning that combines academic learning with practical experience and social commitment, using a range of tools and methods from online didactics. Drawing on emancipatory pedagogies such as transformative learning, an RSL-focused course pursues the ambitious goal of promoting reciprocal empowerment, that is, the promotion of mutual educational processes. “Reciprocal” refers to all stakeholders involved in the course, directly or indirectly: university students, the local community, the Austrian NGO, and the educator. Survey and qualitative data results have shown that the fundamental triad of learning, acting, and reflecting in remote service learning not only leads to a deeper understanding of the course content and discipline but also increased self-awareness, empathy, and a heightened sense of the highly complex social realities in different parts of the world.
... Although empirical work on the subject of SL and sensemaking and decision-making in any form is limited, a few notable studies have pointed to the potential for SL pedagogy to promote and facilitate sensemaking processes and strategies. Wilson (2011), for instance, analyzed students' reflections and showed that those participating in SL assignments were more likely to consider other people's perspectives and understand how the context influenced the behavior of those they served. Moreover, there were significant differences between students participating in SL and their non-SL counterparts with respect to expressions of empathy within their reflective writing. ...
Using the sensemaking model of ethical decision making (EDM) as the framework for this effort, we explored the effectiveness of service-learning (SL) pedagogy on how students approach ethical decision making in terms of sensemaking and reflection in a matched sample of undergraduate business students. Participants were asked to read a relevant business ethics case, identify critical causes and constraints, forecast downstream consequences, and provide a final decision for the problem. Furthermore, participants reflected on various components of the case in a written format. All responses were content-coded by raters blind to the study’s hypotheses. Findings indicated that students with SL experience utilized many more ethical sensemaking strategies to aid in the EDM process than the control group, demonstrated increased consideration for the welfare of others, and their reflections considered community needs and discussed personal goals and values. Additionally, an exploratory analysis revealed the impact of reflection on EDM. Specifically, quality of participants’ reflections and their consideration of community needs within those reflections positively predicted EDM. The implications of these findings for understanding the impact of SL and reflective activities in teaching business ethics are discussed.
... Conway et al. (2009) recommend that educators increase their use of SL, and this view is supported by Yorio and Ye (2012), who found that SL has a positive effect both on students' understanding of social issues and on their cognitive development. SL has also been found to give rise to a host of other positive developmental outcomes, including greater sensitivity, relationship and team skills, and self-awareness (Conner & Erickson, 2017;Lau & Snell, 2021;Snell & Lau, 2020;Wilson, 2011). ...
Through qualitative research, which involved qualitative interviews and focus group meetings with members of four student teams, we identified a number of barriers to the development of cohesiveness in teams of local and international exchange (IE) students, who were undertaking service-learning (SL) together. Lack of cohesiveness in such teams resulted in the psychological withdrawal of some of the IE students and appeared to reduce opportunities to derive developmental benefits. Barriers to cohesiveness identified by the students included language, conflicting priorities, and East-West cultural differences. We also identified how students took action to remove the barriers to cohesiveness. These actions included conducting internal team meetings in English and arranging for local students to provide interpretation in meetings with community stakeholders. Students reported that the major developmental benefits associated specifically with working cohesively in a cross-cultural team were improved English language skills, greater interpersonal adaptability, and appreciation of diversity. We offer practical suggestions about how educators can prepare local and IE students to work together effectively on SL projects and about further research. Studies of projects undertaken by inter-cultural SL teams at host universities in other jurisdictions would facilitate the generalizability of the findings.
... Many studies have been carried out on the academic aims of SL (Conner & Erickson, 2017). Authors point to various objectives, such as an increase in the sensitivity and empathic competence of participants (Bernacki & Jaeger, 2008;Wilson, 2011), engagement in challenges dealing with social justice (Eppler, Ironsmith, Dingle, & Erickson, 2011;Fenzel & Dean, 2011;Simons et al., 2011), cultural and multicultural competences (Einfeld & Collins, 2008;Meaney et al., 2008), and invalidating stereotypes (Conner, 2010;Meaney et al., 2008;Wright, Calabrese, & Henry, 2009). ...
In order to answer the call of Agenda 2030 (UN, 2015), higher education must assist in giving form to a new society in which democracy is cultivated in both the minds and practices of our society. A democratic education is the answer to the challenges of contemporary society, which is characterized by indifference and an unwillingness to engage for the common good. Educational practices are often aligned to this trend so that they are planned with the aim of developing competences useful for individual success and the economic improvement of society. It is necessary to envision a new design for higher education that promotes in people the disposition to engage in the construction of a society where everyone has an equal opportunity to live a good and fulfilling life. Useful for this purpose can be a rediscovery of the classical position of Plato, Socrates, and Aristotle that present virtue and ethics as a theoretical framework for education. This framework can be used as a foundation upon which to renew academic practices by planning and designing experiences able to translate theory into actions. Service learning is an interesting model that would allow for this and would guide practices that support a democratic education informed by virtue and ethics. If useful for redirecting higher education, service learning is particularly suitable for educating teachers, the practitioners who have a great responsibility for transforming society through education. In this paper, after developing the appropriate theoretical framework, we present, as an example of service learning, the Community Research Service Learning experience carried out at the University of Verona in the Primary Teacher Education master's degree program. Keywords: higher education; service
... Service learning has been utilized as a methodology for developing ethical reasoning and communication skills in students (Sabbaghi et al., 2013;Blewitt et al., 2018). In one study, students who engaged in service leaning were significantly more likely to express empathy in reflective writing assignments than students who did not (Wilson, 2011). In each of these studies, direct interaction with others was an important factor in student development. ...
The Organizational Leadership class is a staple in most undergraduate and graduate management curricula. Faculty teaching leadership courses recognize the need for experiential learning, but often struggle to find meaningful and manageable learning opportunities. Based on the high-impact practices of service and community-based learning, we offer three high-impact experiences designed to complement an organizational leadership course. These experiences utilize experiential learning to reinforce the critical leadership skills of demonstrate empathy, professional networking, and lifelong self-development. These experiences, coupled with self-reflection, enable students to grow their leadership capability while building demonstrable professional skills.
... These citizen-volunteers not only consent to take responsibility for public goods and services that the state has shifted to the private sphere but are also focused on building their human capital. For instance, through exposure to various people and cultures, they learn empathy (Wilson, 2011), expand their appreciation for multiculturalism (Astin et al., 2000;Steinkopf Rice & Horn, 2014), and enhance their moral development (Chien et al., 2016). These qualities not only produce "civic-minded" citizens (Steinberg et al., 2011) but also taxpayers (Feher, 2009). ...
National service legislation in the early 1990s allowed for the institutionalization of civic engagement programs in U.S. higher education. While these programs are often celebrated for promoting civic and democratic engagement among college students, the broader political, social, and economic context for why the legislation progressed is often ignored. Utilizing historical discourse analysis with national service proposals and associated congressional documents from 1989 to 1993, we examine policy makers' rhetoric to 1) highlight their rationales for national service and 2) illustrate who and what they posit that national service is for. Through this investigation, we argue that political leaders used service and the amelioration of social problems as a way of instituting neoliberal logics, both in terms of economics (e.g., defunding social programs, thereby shifting civic and social responsibility to individuals and communities) and governance (e.g., through social control). We further contend that the mechanism of civic engagement has been one way that higher education has motivated youth to perform ideas and behaviors that align with the state, thereby further enabling neoliberalism's advancement.
... Within the framework of the SSI program, the preservice biology teachers encountered many different views during discussions on scenarios. According to Wilson (2011), individuals who encounter different perspectives can have a better understanding of a complex issue. In this research, this interaction can be shown as one of the most important factors for the difference in preservice teachers' opinions before and after the SSI program. ...
... Over the last two decades, scholarship documenting the benefits of service-learning courses has burgeoned in the field of higher education. Participation in service-learning courses has been positively associated with significant gains in academic outcomes (Astin & Sax, 1998;Furco, Jones-White, Huesman, & Gorny, 2016;York, 2016), social and affective outcomes (Eyler & Giles, 1999;Furco et al., 2016;Weiler et al., 2013;Wilson, 2011;York, 2016), citizenship self-efficacy (Iverson & James, 2013), and students' overall sense of political and civic responsibility (Astin, Vogelgesang, Ikeda, & Yee, 2000;Weiler et al., 2013). However, amid the extant research on service-learning, very few authors have explored the potential for service-learning courses to positively impact undergraduates' sense of belonging. ...
The purpose of the study discussed in this article was to investigate the differential effects of service-learning experiences on students’ sense of belonging based on students’ social-class background. We utilized Student Experience in the Research University (SERU) survey data from eight large public research universities and propensity score matching to construct matched pairs of students who did (and did not) complete service-learning. The results suggest that service-learning courses had significant positive effects on lower/working-class students’ sense of belonging but no effects on middle-/upper-class students’ sense of belonging.
Empathy is the ability to understand the thoughts, behaviors, and feelings of others. In addition to fostering strong relationships and overall personal growth, empathy plays a crucial role in college students achieving positive academic outcomes. However, a knowledge gap exists concerning the role and impact of empathy among college students, particularly Black/African American students at historically Black colleges and universities (HBCUs). This research aims to address this gap by examining those students’ empathy levels and their association with academic achievement. The study found relatively low levels of empathy and a negative association between empathy and academic performance. Further research is needed for a deeper understanding of the complex interplay between empathy and academic achievement among HBCU students.
Introduction. Service learning is a relatively new phenomenon and pedagogical approach in Russian higher education, with its widespread implementation starting in September 2023. The growing attention from researchers to the topic of service learning, along with the lack of corresponding scholarly publications, has sparked our scientific interest. This article is dedicated to the specifics of implementing service learning in the national context. Materials and methods. The study was conducted from March to August 2023. The case study method was chosen as the research strategy. 18 Russian universities participated in the research. The study design included semi-structured interviews and document analysis. Results. Through our research, we identified the peculiarities of implementing the “service learning” approach in Russian universities during the nascent stages of this practice. The analysis of the results allowed us to identify the reasons, sources, and motives for applying the service learning approach in higher education, as well as to determine the characteristics of implementing the service learning approach during its emergence in Russia. Discussion and Conclusion. Firstly, we observed a polarization of service learning practices regarding key categories – learning and service. Some practices were labeled as “learning without service”, focusing predominantly on students’ professional training. Another set of practices was termed “service without learning”, due to the predominant interest in social activities at the expense of students’ development as future professionals. Secondly, the identified lack of attention to interpreting results, setting goals, and achieving them led to discussions about a specific “non-reflective pedagogy” within the framework of the service learning approach.
Service-learning is a pedagogical tool that bridges the gap between classroom knowledge and real-world experiences. The study aimed to assess the impact of service-learning projects on whole person education among the students. Service-learning project was planned and executed to economically empower the tribal women of Yercaud, Salem district, by the post graduate students of the Department of Home Science, Women's Christian College, Chennai, India. A pre-test, post-test questionnaire was formulated and validated. The questions were framed based on personal and social growth and development, academic and spiritual learning. The students showed a significant improvement in personal and social growth and development, improvement in the ability to apply knowledge of nutrition and entrepreneurial skills and also enhanced their spiritual learning. The continuous reflection process enabled them to gain better insights about their civic responsibility. The project had a profound effect on the students and was effective in developing whole person education.
Thischapterdiscussesacasestudybasedonsix-weekteacherplacement in a bachelor program. The placement, which provides training to students who will become primary school teachers in the future, is treated at the same time as a research project in which data are collected from participants’ reflective journals. The purpose of the study is to serve the improvement of the program as much as it serves student learning. A cohort of 28 student teachers volunteered to participate in an eight-week placement. Their major task is to teach basic English to disadvantaged primary- school-age children in Thu Dau Mot suburban areas. The disadvantaged children include orphans, members of low-income families, and children with disruption or absence of schooling. Findings from the study reveal participants’ rich, hands-on experience with real-world challenges in bringing education to at-risk children, a deep understanding of multiple perspectives on the teaching profession, and insight- ful lessons from the everyday struggle to motivate children learning. Involving participants in the dual role of both teacher and researcher, the project demonstrates how a higher-education curriculum can be negotiated by the students themselves. The study also expands literacy practice by prioritizing new experience over current knowledge, by accepting student self-discovery over expert authority, and by constructing mutual support over the transfer of academic skills.
In the face of COVID-19, higher education in the United States was challenged to deliver virtual lectures and services in ways never imagined. The need to pay close attention to the psychological well-being of students became even more evident both in and out of the classroom. During the past two years, students experienced tremendous uncertainty and loss. Moreover, studies continue to show students who are first-generation, historically underrepresented, and from low-income backgrounds were most adversely affected. To expect students to return to campuses in the same way they entered in prior years would be unrealistic. This means educational leaders must lean into ways of creating spaces for students to feel seen, heard, and validated. Utilizing principles of servant-leadership and emotional intelligence, educational leaders can redefine their purpose to empathically serve their campus communities considering the effects of COVID-19 and the racial and social injustices the pandemic revealed.
Thirty-six undergraduate students were required to complete a compulsory intergenerational service-learning subject that aims to develop them ability to communicate with elderly and apply essential principles to promote health in community setting. Students organized center activities or conducted home visits in nine weeks. A content analysis on students’ reflective essay after the intergenerational service-learning subject was conducted to evaluate their personal growth and insights into elderly community health services. Results indicated that students were able to apply the skills of health promotion, show empathy, identify needs of elderly services and build community engagement.
Students who participate in service-learning courses are given the opportunity to apply the knowledge they develop in the classroom to real-world settings while meeting community needs. This study explores how service-learning pedagogy contributes to interpersonal professional skill development in pre-health undergraduate students attending a small, liberal arts college in the mid-Atlantic region of the United States. Students were enrolled in a required course within the health and exercise science department and were pursuing health-related careers. They partnered with local organizations where they engaged marginalized community members in physically active games and programs to promote health. Students then participated in reflective assignments that were qualitatively analyzed. In total, 103 essays and 10 focus groups were coded and interpreted. Three themes emerged as pre-health professional skills developed through the course: communication, perspective taking, and motivating others. Students indicated that service-learning experiences helped them improve in these areas or brought awareness to their struggles with these skills. This study describes how service-learning pedagogy can be used to expand the interpersonal skills of undergraduate students necessary to promote health in all related professions.
The Inside-Out Prison Exchange Program unites college students and incarcerated individuals for semester-long courses. The present study assessed the association between Inside-Out participation and perceptions of incarcerated populations, as well as criminal justice activism. Specifically, we compared Inside-Out participants to students who submitted a request to enroll in Inside-Out but ultimately did not participate, and students who neither participated nor requested enrollment, on: empathy, social closeness and similarity to incarcerated individuals, and criminal justice activism importance and confidence. Inside-Out students expressed greater affective, but not cognitive, empathy, and felt closer and more similar to the incarcerated, compared to their non-participating peers. Inside-Out students and those who requested enrollment did not differ in activism. Both groups scored higher than students who neither participated nor requested enrollment. Present findings demonstrate that empathy and social connectedness towards incarcerated populations are uniquely associated with Inside-Out Program participation, not simply an interest in its curriculum.
Financial performance is vital importance for every organization, and it is affected
by many factors. The ownership structure is one of the main determinants that
influence the firm’s financial performance. Many researchers have given the
importance of company’s ownership structure in corporate governance
mechanisms, whereas studies on ownership structure and financial performance of
firms have yielded non-conclusive empirical findings. Limited studies have
observed, explored, and quantified in Sri Lanka. Further, extant studies have not
examined the impact of ownership structure with ownership identity on financial
performance. Hence, the purpose of this study is to investigate the relationship
between ownership structure and financial performance and then examine the
impact of ownership structure on the financial performance of companies listed on
the Colombo Stock Exchange. Based on the ownership diversification, three sectors
were selected as the population and 24 companies were selected as the sample as
per the availability of information. Data collection period was 2015-2019. This
study reveals that institutional ownership and foreign ownership are significantly
and positively correlated with financial performance, while individual ownership
and ownership concentration are negatively correlated with financial performance.
Further, ownership concentration has a significant impact on company’s financial
performance, and the ownership identity has no significant impact on company’s
financial performance. These findings may help investors and policymakers to make
decisions regarding ownership structure.
Keywords: Foreign ownership, individual ownership, institutional ownership,
ownership concentration, ownership structure.
This chapter discusses a case study based on six-week teacher placement in a bachelor program. The placement, which provides training to students who will become primary school teachers in the future, is treated at the same time as a research project in which data are collected from participants’ reflective journals. The purpose of the study is to serve the improvement of the program as much as it serves student learning. A cohort of 28 student teachers volunteered to participate in an eight-week placement. Their major task is to teach basic English to disadvantaged primary-school-age children in Thu Dau Mot suburban areas. The disadvantaged children include orphans, members of low-income families, and children with disruption or absence of schooling. Findings from the study reveal participants’ rich, hands-on experience with real-world challenges in bringing education to at-risk children, a deep understanding of multiple perspectives on the teaching profession, and insightful lessons from the everyday struggle to motivate children learning. Involving participants in the dual role of both teacher and researcher, the project demonstrates how a higher-education curriculum can be negotiated by the students themselves. The study also expands literacy practice by prioritizing new experience over current knowledge, by accepting student self-discovery over expert authority, and by constructing mutual support over the transfer of academic skills.
Soft skill development of university students has been identified by researchers as key to their employability. The objective of this study is to systematically review the existing literature on the applicability of Service-Learning on soft skill development for university students. the researcher expects to identify gaps in Service-Learning literature. The current study systematically reviewed 17 research articles that have been dedicated to university student outcomes of soft skill development due to Service-Learning programs. Popular research journal articles published in electronic databases were explored and filtered. The findings reveal that Service-Learning exposure commonly improved seven soft skills. Another seven soft skills found specific to certain studies only. In literature, there was little evidence of soft-skill development due to Service-Learning in the Sri Lankan context. Implications of this study include upgrading of present university curricula to improve the employability of the students and to introduce Service-Learning to the university curriculum of the Sri Lankan universities. Also, conducting an empirical study in the area is recommended.
Purpose
Despite an ever-diversifying student population, it is still commonplace for US public schools to present Christmas concerts. These concerts can force minority students to choose between their own religious convictions and school participation. For some students, participation in public-school Christmas concerts can damage their personal identity and assimilate them into ways of being that are not their own. This study aims to test a method for teaching preservice teachers to empathize with minority students.
Design/methodology/approach
Using the framework of action research, the study followed a one-group pretest-posttest design. Participants (N = 19), all of whom identified as some kind of Christian, were asked to perform a concert featuring Satanic Worship prayers and a children’s Christmas song. This intervention was meant to induce empathy for religious minority students who feel uncomfortable performing Christmas songs because they are antithetical to their own faiths. Participants’ perceptions of public-school Christmas music performance was measured before and after the intervention.
Findings
The intervention effectively increased empathy for minority students. As a result, participants expressed altered teaching philosophies that were inclusive of religious minority perspectives.
Originality/value
This study demonstrates the effectiveness of empathy-fostering interventions as tools for teaching teachers to work with diverse student populations. The intervention tested in this study is of the researcher’s original design.
The objective of this article is to describe the development process of incorporating community-engaged learning activities in the Mississippi Delta to an undergraduate, community nutrition course for didactic programs in dietetics (DPD) students. Lessons learned from this experience indicate that it is crucial to include service-learning experts in the planning process, meet the needs of key stakeholders, and obtain student buy-in. These lessons as well as others learned have important implications for pedagogy practice. Integrating community-engaged learning activities into community nutrition courses is one way of serving at-risk communities.
Purpose
The purpose of this paper is to test whether engaging in course service-learning projects can impact interpersonal oral communication confidence and skill development beyond that of traditional course research projects.
Design/methodology/approach
Three sections of a university management course were randomly assigned to have a service-learning team project, while the other three retained the traditional research team project. All projects were student-generated. Survey data were collected at the beginning of the semester and at the end four months later.
Findings
Results indicated that service-learning produces greater oral communication self-efficacy. For female students, service-learning projects also increased their interpersonal communication self-efficacy and interpersonal communication competence (but not for males).
Research limitations/implications
The sample was limited to students in a management course, service-learning projects were only completed by groups and the study did not examine outcomes beyond four months. Future research could examine outcomes from projects by individuals, and examine what service-learning components create differing results between men and women.
Practical implications
Oral communication confidence can be bolstered through service-learning. Benefits may depend upon participant characteristics (like gender). Inasmuch as different service-learning projects positively impacted oral communication, students can be given flexibility in the kinds of projects they undertake.
Originality/value
This study answered the widespread calls for empirical data to support the claims of service-learning as a beneficial pedagogical tool. The experimental and measurement design overcame the limitations of some previous research. In addition, the study examined the crucial skill area of interpersonal oral communication.
Cambridge Core - Cognition - Deep Learning in a Disorienting World - by Jon F. Wergin
This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings,
This paper describes the process of developing a revising service-learning component in an undergraduate psychology and family consumer science course through a reflective process of continual modification. Service-learning can be an effective pedagogical tool if it involves reflection, but facilitating student reflection can be challenging. Reflection upon student learning drove continual modification of the service-learning component over the course of five semesters. Lessons learned from this process, illustrated by excerpts from student course evaluations and reflection papers, are outlined and related suggestions for teachers and researchers interested in service-learning are included.
Using 3 experiments, the authors explored the role of perspective-taking in debiasing social thought. In the 1st 2 experiments, perspective-taking was contrasted with stereotype suppression as a possible strategy for achieving stereotype control. In Experiment 1, perspective-taking decreased stereotypic biases on both a conscious and a nonconscious task. In Experiment 2, perspective-taking led to both decreased stereotyping and increased overlap between representations of the self and representations of the elderly, suggesting activation and application of the self-concept in judgments of the elderly. In Experiment 3, perspective-taking reduced evidence of in-group bias in the minimal group paradigm by increasing evaluations of the out-group. The role of self-other overlap in producing prosocial outcomes and the separation of the conscious, explicit effects from the nonconscious, implicit effects of perspective-taking are discussed.
The current interest in service learning provides universities with a unique opportunity to engage their students in community service, expand their educational agenda, and build reciprocal partnerships with the community. This article discusses the implementation of service learning by delineating a set of activities for four constituencies: institution, faculty, students, and community.
Purpose
– In light of the research‐practice gap in youth leadership development, the purpose of this paper is to examine the effectiveness of youth leadership development in Australia, on the basis of a multidimensional and holistic framework of servant leadership.
Design/methodology/approach
– In total, three separate studies were conducted to achieve the above purpose, namely 33 interviews with student leaders; ten interviews with secondary college teachers and principals, as well as youth leadership facilitators; and 97 survey responses from recent secondary college graduates.
Findings
– There exists a significant gap between the perceptions of the students and those of the teachers/facilitators on what is being taught and what is required in youth leadership development programs. The study reveals that students have little exposure to ethics training throughout their leadership programs. The application of a holistic framework of servant leadership in youth leadership development programme is recommended and discussed.
Originality/value
– A framework in which to develop holistic leadership concepts, characteristics and competencies within students was developed from the findings. This framework can be used as the basis for teaching and developing young leaders in particular, as well as in more general leadership programs.
Abstract Service learning is a pedagogical technique that integrates traditional coursework with activities outside the classroom that meet needs of the community. Gerontology focused service learning has been incorporated into many courses that cover aging content and is believed to be beneficial to the learning process. Other research has demonstrated that service learning in general has benefits, regardless of the age of the service recipient. It is unclear whether benefits associated with gerontology focused service learning are unique to experiences with older adults or are a product of the general benefits associated with this pedagogy. The current study examined student responses to gerontology focused service learning compared to youth focused service learning. The results revealed that students working with older adults reported more negative expectations related to the assignment, more positive experiences interacting with the service recipients, and more reports of learning benefits attributed to service learning.
On behalf of the Association of American Colleges and Universities (AAC&U), researchers at the University of Michigan's Center for the Study of Higher and Postsecondary Education surveyed 23,000 undergraduate students and 9,000 campus professionals (faculty, academic administrators, and student affairs staff) at 23 institutions participating in the Templeton Foundation-supported initiative, "Core Commitments: Educating Students for Personal and Social Responsibility." Data from the initial administration of the "Personal and Social Responsibility Institutional Inventory" (PSRII) in Fall 2007 assessed the campus environment along five dimensions of personal and social responsibility: (1) Striving for excellence; (2) Cultivating personal and academic integrity; (3) Contributing to a larger community; (4) Taking seriously the perspectives of others; and (5) Developing competence in ethical and moral reasoning. Reported findings include: (1) Across all categories, students and campus professionals strongly agree that personal and social responsibility should be a major focus of a college education; (2) Across all groups surveyed, far fewer individuals agreed that personal and social responsibility was currently a major focus on their campus; there is a significant gap between what they perceive "should be" and what "is;" and (3) Across all groups, significant numbers, although not a majority, of students and professionals think that students leave college having become stronger across various dimensions of personal and social responsibility during college. List of Core Commitments Consortium members and Background Material are appended. (Contains 4 figures.) [Report prepared under direction of Eric L. Dey.]
This exploratory study attempts to answer the question: can a required service-learning experience of limited intensity and duration have an impact on the development of college students as participating citizens of their community? Students who provided community service as part of a one credit "community service laboratory" showed a significant increase in their belief that people can make a different, that they should be involved in community service and particularly in leadership and political influence, and in their commitment to perform volunteer service the following semester. They also became less likely to blame social service clients for their misfortunes and more likely to stress a need for equal opportunity. They indicated that their experience had led them to more positive perceptions of the people they worked with.
At a Glance: What We Know About The Effects of Service-Learning on College Students
- J Eyler
- D E Giles
- C M Stenson
- C J Gray
Investigating student learning within and across linked service-learning courses
- J K Jameson
- P H Clayton
- R G Bringle
Understanding by Design
- G Wiggins
- J Mctighe