Relevant bibliographies by topics / Service-learning; experiential learning

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Service-learning; experiential learning'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Service-learning; experiential learning"

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Cho, Ei Maung, Thundar Myat Khin, and Aye Tun Aye. "A Glance on Service-Learning Project at Dagon University: Teaching English at No. (11) Basic Education Post-Primary School in Dagon Myothit (East), Yangon, Myanmar." Dagon University Research Journal Vlo.7, No.1, no. 2016 (2019): Pg.187–196. https://doi.org/10.5281/zenodo.3554757.

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This paper deals with a Service-Learning program organized by Dagon University in which 16 English major specialization students made their contributions to a post-primary school situated in East Dagon Township. The main purposes of this paper are (i) to explore how ServiceLearning is related to becoming better citizens for students and (ii) to investigate in which ways they become different in themselves after participating in Service-Learning activity.
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Beck, David J., and Catherine Simpson. "Community Service and Experiential Language Learning." TESL Canada Journal 11, no. 1 (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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Lim, Sook, and Catherine Bloomquist. "Distinguishing service learning from other types of experiential learning." Education for Information 31, no. 4 (2015): 195–207. http://dx.doi.org/10.3233/efi-150952.

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Canales, Mary K., and Helen French. "Experiential Learning as Service for Others." AORN Journal 77, no. 6 (2003): 1232–39. http://dx.doi.org/10.1016/s0001-2092(06)60984-8.

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Smith, Michaela D. M., Len Jennings, and Sharada Lakhan. "International Education and Service Learning." Counseling Psychologist 42, no. 8 (2014): 1188–214. http://dx.doi.org/10.1177/0011000014557499.

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The field of counseling psychology continues to see a perpetual underutilization of mental health resources by many cultural groups, including international populations. Underutilization of services is due, in part, to psychologists’ deficiency in cultural and international competency. International education—an experiential learning technique that involves cultural contact—has been proposed as an alternative method for training students to work effectively cross-culturally. The current article examines the effects of service learning embedded in a study abroad diversity course in Singapore. T
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Mooney, Linda A., and Bob Edwards. "Experiential Learning in Sociology: Service Learning and Other Community-Based Learning Initiatives." Teaching Sociology 29, no. 2 (2001): 181. http://dx.doi.org/10.2307/1318716.

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Lin, Pearl M. C., YongHee Kim, Hanqin Qiu, and Lianping Ren. "Experiential Learning in Hospitality Education Through a Service-Learning Project." Journal of Hospitality & Tourism Education 29, no. 2 (2017): 71–81. http://dx.doi.org/10.1080/10963758.2017.1297716.

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Hren, Darko. "Volunteering as service learning." Školski vjesnik 74, no. 1 (2025): 107–30. https://doi.org/10.38003/sv.74.1.5.

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This paper explores the impact of volunteering, as a form of servicelearning, on students in teacher education programs. Based on the theoreticalfoundations of experiential learning and the importance of connecting theoryand practice in the education of future teachers, 58 student reflections onvolunteering with children with special needs were qualitatively analyzed.Each student wrote a review of their experience at the end of the volunteering.The results indicate a significant impact of volunteering on students’ cognitive,emotional, motivational, and social development, highlighting the impo
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Gerlach, John David, and Tyler P. Reinagel. "Experiential Learning in MPA Programs: A Case for Complementarity between Internship and Service Learning Requirements." PS: Political Science & Politics 49, no. 01 (2016): 132–38. http://dx.doi.org/10.1017/s1049096515001158.

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ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities
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Long, Elizabeth M., and Ginger Gummelt. "Experiential Service Learning: Building skills and sensitivity with Kolb’s learning theory." Gerontology & Geriatrics Education 41, no. 2 (2019): 219–32. http://dx.doi.org/10.1080/02701960.2019.1673386.

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Dissertations / Theses on the topic "Service-learning; experiential learning"

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Snyman, Andries. "Service-learning and experiential learning as forms of experiential education : similarities and dissimilarities." Journal for New Generation Sciences, Vol 3, Issue 1: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/473.

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Published Article<br>In 2003 is vier technikons genooi om deel te neem aan die "Community Higher Education Service Partnership" (CHESP) inisiatief van die "Joint Education Trust" (JET). Die doel is om diens-leer modules oor verskeie dissiplines heen te ontwikkel en op die wyse technikons meer effektief betrokke te kry by gemeenskapsontwikkeling en die kapasiteitsbou van gemeenskapsleiers, akademici en deelnemers uit die dienste sektor. Technikons neig om diens-leer te identifiseer met hulle praktyk van ervaringsleer. Die doel van die artikel is om die neiging aan te spreek deur te wys op die
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Pesta, Nancy Jean, and Patricia Ubrun. "Service learning: Students benefitting the community." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1248.

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Service is a powerful tool for the development of youth. It transforms the young person from a passive recipient to an active provider. When combined with formal education, service becomes a method of learning known as "Service Learning." Service learning enables teachers to employ a variety of effective teaching strategies that emphasize student-centered, interactive, experiential education.
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Cagenello, Scott Anthony. "Plugged into the heart : service-learning and student development /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11534060.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: L. Lee Knefelkamp. Dissertation Committee: Dawn R. Person. Includes bibliographical references (leaves 269-274).
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Flores, Ruben Michael. "Student perceptions of service-learning in the community college /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008326.

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Taylor, Teresa Brooks, and Jamie Branam Kridler. "Reflections on the Impact of Service-Learning/Experiential Education for the Field of Human Services." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3630.

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This article will address the importance of a holistic approach for human services by exploring the concept of community and utilizing service-learning/experiential education in human service courses. ACCESS (Achievement, Collaboration, Community, Education, Standards, and Services) will be covered by illustrating how service-learning/experiential education is a great pedagogy for collaborative partnerships between the university, community, students and faculty. Important elements of service learning/experiential education will be reviewed to provide a better understanding of the concepts. Re
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Taylor, Teresa Brooks, and Jamie Branam Kridler. "Reflections on the Impact of Service-Learning/Experiential Education for the Field of Human Services." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3631.

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The article addresses the importance of a holistic approach to human services by exploring the concept of community through utilizing service-learning/experiential education in human service courses. ACCESS (Achievement, Collaboration, Community, Education, Standards, and Services) illustrates that service learning/experiential education can offer a viable pedagogy for collaborative partnerships between the university, community, students, and faculty. The article reviews important elements of service-learning/experiential education to provide a thorough understanding of the concepts, includin
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Sykes, Chris. "Efficient management, wasted knowledge? : a critical investigation of organisational knowledge in community services organisations." Thesis, Faculty of Business and Economics, 2007. http://hdl.handle.net/2123/12309.

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Chamberlin, J. Shannon. "College Faculty Experiences Assigning Service-Learning and Their Inclination to Continue." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/510.

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The academic benefits and enhanced social responsibility that students derive from service-learning (SL), defined as experiential learning that ties community service to academic courses, have been well documented. However, for a college to fully institutionalize SL, a high proportion of faculty needs to include SL in their courses. Based in Kolb's experiential learning theory, the purpose of this study was to enhance planners' understanding of how college faculty's past experiences assigning SL influence their inclination to assign SL in future courses. In this basic qualitative interpretive
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Peacock, James O. "Transforming Perspectives Through Service-Learning Participation: A Case Study of the College Counts Program." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/117.

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A case study has been conducted on the College Counts program, a well-integrated service-learning program, to examine the experiential learning of 10 former participants. It was the objective of this investigation to view the learning of 10 college students, through the lens of transformational learning, as they reflect on their experiences as participants in the College Counts program. Transformational learning theory was used as a lens to determine if high school students have the ability to engage in transformative learning. Students reported in their own voices transformative learning in o
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Jordan, Kathryn Lee. "The relationship of service learning and college student development." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40127.

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The purpose of this research was to explore the relationship of the use of service learning in teaching and selected dimensions of college student development. The research was guided by the question, "To what extent do three levels of experience in community service, including participation with and without reflection about the service and no participation, affect students' sense of civic or citizenship responsibilities, respect for diversity, development of skills, and knowledge of self?" A pretest/posttest design was employed to measure the four dimensions of growth associated with partici
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Books on the topic "Service-learning; experiential learning"

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Watts, Margit Misangyi. Service learning. Pearson/Prentice Hall, 2007.

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Emily, Cousins, Mednick Amy, and Expeditionary Learning Outward Bound, eds. Service at the heart of learning: Teachers' writings. Kendall/Hunt Pub. Co., 1999.

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1943-, Albert Gail, University of Vermont. Center for Service-Learning., and National Society for Experiential Education (U.S.), eds. Service-learning reader: Reflections and perspectives on service. National Society for Experiential Education, 1994.

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S, Greenberg Jerrold, ed. Service-learning in health education. American Association for Health Education, 1999.

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1955-, Gelmon Sherril B., and Billig Shelley, eds. From passion to objectivity: International and cross-disciplinary perspectives on service-learning research. IAP/Information Age Pub., 2007.

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Alverno College. Experiential Learning Committee. Fostering professional development through experiential learning. Alverno College Institute, 2002.

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University of Michigan. Edward Ginsberg Center for Community Service and Learning., ed. Strategic directions for service-learning research. OCSL Press, 2000.

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Bryant, Alison J. Integrating service-learning into the university classroom. Jones and Bartlett Publishers, 2011.

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Bryant, Alison J. Integrating service-learning into the university classroom. Jones and Bartlett Publishers, 2011.

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1947-, Collier Peter J., and Reitenauer Vicki L. 1964-, eds. Learning through serving: A student guidebook for service-learning across the disciplines. Stylus Pub., 2005.

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Book chapters on the topic "Service-learning; experiential learning"

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Kiely, Richard, Jeanne Moseley, and Rebecca Stoltzfus. "Understanding service-learning basics and best practices." In Global Health Experiential Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315107844-10.

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Tabor, Lisa. "Service-Learning and Geospatial Skills: What Do the Students Think?" In Experiential Learning in Geography. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82087-9_9.

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McDougle, Lindsey M. "Engagement through Experiential Philanthropy." In Engaged Learning in the Public Service Classroom. Routledge, 2024. https://doi.org/10.4324/9781032671253-11.

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Yomantas, Elizabeth Laura Hope. "Student Conceptions of Culturally Responsive Service Learning." In Developing a Model for Culturally Responsive Experiential Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003293699-5.

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Reeb, Roger N., and Amanda R. Barry. "The Processes of Reciprocity and Reflection in Service-Learning Pedagogy." In Diverse Pedagogical Approaches to Experiential Learning. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42691-0_6.

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Kratcoski, Peter Charles, and Peter Christopher Kratcoski. "Experiential Learning in Victim and Social Service Agencies." In SpringerBriefs in Psychology. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80331-5_6.

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Uhlman, James Todd. "Writing the History of the Dayton Arcade: Experiential Learning Through Immersion, Collaboration, and Service." In Diverse Pedagogical Approaches to Experiential Learning. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42691-0_11.

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Kong, Kaishan. "Experiential and Transformative Learning Through Community Service in China." In International Students in China. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78120-4_8.

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

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Tocaimaza-Hatch, Cecilia, and Laura C. Walls. "4. Service Learning as an Ecological Resource: Providing Learning Opportunities for Mixed Second and Heritage Language Classrooms." In Creating Experiential Learning Opportunities for Language Learners, edited by Melanie Bloom and Carolyn Gascoigne. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097326-006.

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Conference papers on the topic "Service-learning; experiential learning"

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Elisa, Boiss�zon. "Sociotechnical Transition: An Exploratory Study on the Social Appropriability of Users of Smart Meters in Wallonia." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.154060.

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Optimal and autonomous daily use of new technologies isn�t a reality for everyone. In a societal context driven by sociotechnical transitions [1] many people lack access to digital equipment and skills, preventing their participation in digital social life, including energy services. Our exploratory and phenomenological research, guided by European Union directives [2], explores the social appropriation [3] of new technologies during the deployment of smart meters in Wallonia. The study investigates social behaviour of audiences with support during smart meter installation and identifies barri
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Ramanathan, Jayashree, Rajiv Ramnath, Michael J. Herold, and Benjamin J. R. Wierwille. "Innovation-directed experiential learning using service blueprints." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685063.

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Hub, Qianhui. "Service-Learning in the Digital Age: Understanding Nontraditional Students and Their Experiential Journey Through Electronic-Service-Learning." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2108779.

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Ekpornprasit, Punsa. "Development of a Learning Model Integrating Service-Learning and Experiential Learning in the Educational Communication Technology Curriculum." In The Asian Conference on Education 2024. The International Academic Forum(IAFOR), 2025. https://doi.org/10.22492/issn.2186-5892.2025.38.

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Dong, Janet, and Janak Dave. "Experiential Learning for Engineering Technology Students in 21st Century." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37457.

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Experiential Learning (EL) is a philosophy in which educators purposefully engage learners in direct experience and focused reflection in order to maximize learning, increase knowledge, and develop skills. Based on the learning cycle proposed by Lewin and the philosophy of Dewey, in that each experience builds upon previous experiences and influences the way future experiences will affect the learner, Kolb[1] developed the experiential learning model to describe the learning process. The four stages of the model are: Concrete Experience, Reflective Observation, Abstract Conceptualization and A
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Dong, Pingjun, Biao Ma, and Fengchun Wang. "Development and Evaluation of an Experiential Learning Service in 3D Virtual World." In 2010 International Conference on Service Sciences. IEEE, 2010. http://dx.doi.org/10.1109/icss.2010.37.

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Lau, Ka Hing, and Robin Snell. "Assessing Community Impact after Service-Learning: A Conceptual Framework." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10969.

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Service-learning integrates experiential learning with community service, yet its community impacts have not been systematically studied. This may reflect the lack of a conceptual model for impact assessment, and failure to investigate the end-beneficiary’s perspective. This study proposes a tripartite model, in which the community impact of service-learning is analyzed from three perspectives: that of the community partner, the end-beneficiary, and the service-learning intervention itself. The model identifies three impact domains salient for the community partner: the level of capacity for s
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Wright, Angela. "Collaborative learning: Businesses and HE co-create." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.02.

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This novel research pivoted around a collaborative cyclical learning experience between businesses in a City Centre scape and a local Higher Education Institution. This concept provided for a dual aspect to learning; third level MBA students in parallel with business operatives in a City. The students were tasked with addressing a business problem in cooperation with City Hall and to write a ‘service charter for this city’, while being assessed for progression for their MBA. This Collaborative experiential learning (Kolb, &amp; Kolb, 2017) centred on a group of 22 MBA students while they inter
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Iqbal, Muhammad Nelza Mulki. "Fragile Foundations: Indonesian Architecture Students’ Struggles in Experiential Learning and Community-Based Pedagogy." In Eleventh International Conference on Higher Education Advances. Editorial Universitat Politècnica de València (edUPV), 2025. https://doi.org/10.4995/head25.2025.20225.

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Experiential learning in architecture education has gained momentum globally, often framed as a transformative bridge between theory and practice. It takes various forms— live projects, design-build programs, service learning, or community-based design—however the existing scholarship overlooks the systemic challenges students face, particularly in non- Western contexts where institutional instability frequently shape the operational reality of such programs. Drawing on ethnographic research across three university–community collaborations in rural Indonesia, this paper exposes the fragile fou
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Lau, Ka Hing, and Robin Snell. "Conceptual Framework for Assessing Process Variables Salient for Service-Learning Experience." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10976.

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Service-learning is an established pedagogy which integrates experiential learning with community service. It has been widely adopted in higher education around the world including in Hong Kong, yet the key ingredients that determine its successful impacts for its stakeholders have not been fully assessed. This study reviewed the past literature, which indicates the key ingredients that may be found in successful service-learning programmes. We identify six key ingredients: students provide meaningful service; the community partner representative plays a positive role; effective preparation an
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Reports on the topic "Service-learning; experiential learning"

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Magie, Anna A., and Deborah D. Young. Experiential Learning and Service Activities for University Students: Development of the Fashion Earth Project to Foster Leadership and Management Skills through Volunteerism. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1537.

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