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

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

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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Leary, Miriam P., and Lori A. Sherlock. "Service-Learning or Internship: A Mixed-Methods Evaluation of Experiential Learning Pedagogies." Education Research International 2020 (August 1, 2020): 1–9. http://dx.doi.org/10.1155/2020/1683270.

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Experiential learning pedagogies, including internship and service-learning experiences, are becoming increasingly popular in higher education. An internship engages students with hands-on experiences that enhance their learning or skills within their fields of study. In contrast, service-learning is a type of experiential education in which students participate in service, typically within the community, and reflect on their involvement to gain further understanding of the discipline as well as its relationship to societal needs. To date, no study has directly compared these teaching modaliti

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Haussamen, Brooke. "Service Learning and First-Year Composition." Teaching English in the Two-Year College 24, no. 3 (1997): 192–98. http://dx.doi.org/10.58680/tetyc19973824.

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Contends that service learning--community service linked to academic courses--adds a valuable experiential dimension to composition classes. Describes service learning at Raritan Valley Community College where in composition it fits as an optional alternative for the research paper assignment that is the culminating course project. Discusses how projects are developed and implemented.

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Sterling, Mary. "Service-Learning and Interior Design: A Case Study." Journal of Experiential Education 29, no. 3 (2007): 331–43. http://dx.doi.org/10.1177/105382590702900305.

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The case study approach was used to analyze experiential learning through its three components: knowledge, action, and reflection. Two interior design courses were integrated through a university service-learning project. The restoration/adaptive reuse of a 95-year-old library building was to serve as a prototype for future off-campus discipline-based service-learning activities. In two experiential learning courses, interior design students provided their consulting services throughout the last seven weeks of the semester and reflected upon their experiences using course content as the basis

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Tran, Khanh Nguyen Phuong, Cathy Weng, Phuong Lan Tran-Nguyen, Nguyen-Phuong-Dung Tran, and Nicholas O. Awuor. "Experiential Learning: The Effects of a Digital Learning Companion Project on Tutors’ Service-Learning Outcomes." Journal of College Student Development 65, no. 5 (2024): 543–59. http://dx.doi.org/10.1353/csd.2024.a940720.

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Abstract: Community-oriented education has witnessed an increasing interest in online service-learning opportunities. Digital Learning Companion is an online service-learning project supported by Taiwan’s Ministry of Education to give students experiential learning opportunities and practice social responsibility. As part of the initiative, 189 local and international students served as tutors for remote children. A mixed-methods design, including pre- and post-questionnaires and sharing videos, was employed to evaluate its effects on service-learning outcomes. The results revealed that all tu

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Mendez-Carbajo, Diego, and Stephanie Davis-Kahl. "Experiential and Service Learning through Local Data Projects." Scholarship and Practice of Undergraduate Research 2, no. 4 (2019): 23–29. http://dx.doi.org/10.18833/spur/2/4/8.

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Mendez-Carbajo, Diego, and Stephanie Davis-Kahl. "Experiential and Service Learning through Local Data Projects." Council on Undergraduate Research Quarterly 2, no. 4 (2019): 23–29. http://dx.doi.org/10.18833/spur/2/48.

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Gao, Xuesong. "Promoting experiential learning in pre-service teacher education." Journal of Education for Teaching 41, no. 4 (2015): 435–38. http://dx.doi.org/10.1080/02607476.2015.1080424.

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Geithner, Christina A., Jean Ann Scharpf, and Jema Delistraty. "EXPERIENTIAL LEARNING AND COMMUNITY SERVICE ENHANCE PROFESSIONAL DEVELOPMENT." ACSM's Health & Fitness Journal 15, no. 3 (2011): 19–28. http://dx.doi.org/10.1249/fit.0b013e3182160f67.

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Andrade, Maureen Snow, and Jonathan H. Westover. "Engaging Millennial Students through Community-Engaged Experiential Learning." Experiential Learning and Teaching in Higher Education 2, no. 2 (2022): 24. http://dx.doi.org/10.46787/elthe.v2i2.3387.

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Millennial students and workers are high-achieving, have a strong desire for ongoing personal and professional development, and tend to be invested in making a sustainable impact on society and in the communities in which they live and work. One avenue to engage these students is community-engaged experiential learning (or service learning). While service learning is not new, this “civically-engaged” pedagogy has increased in popularity and usage. It provides meaningful community-service opportunities that simultaneously teach civic responsibility and encourage life-long civic engagement, whil

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Sherlock, Lori Anne, and Miriam P. Leary. "Service-learning Or Internship: A Mixed-methods Evaluation Of Experiential Learning Pedagogies." Medicine & Science in Sports & Exercise 52, no. 7S (2020): 1095. http://dx.doi.org/10.1249/01.mss.0000687572.24417.f1.

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Seed, Allen Hugh. "Cohort Building through Experiential Learning." Journal of Experiential Education 31, no. 2 (2008): 209–24. http://dx.doi.org/10.1177/105382590803100207.

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Universities are exploring ways to better prepare teachers for the classroom and to keep them there. Building cohorts of pre-service teachers is one of the ways currently under scrutiny. The University of Memphis began a new cohort-based, grant-funded program entitled Recruitment and Retention through Reinvention of Teacher Education (3Rs) to prepare middle-school math and science teachers in the summer of 2006. This article presents the results of a qualitative study on the effects of a four-day experiential learning program on the development of the 3Rs cohort of middle school pre-service te

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May, Don R. "Student Perceived Value of Intensive Experiential Learning." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 12, no. 1 (2017): 1–12. http://dx.doi.org/10.24908/ijsle.v12i1.6662.

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Experiential learning has become a common part of many engineering students undergraduate experience and is frequently accomplished using the service learning model. Intensive service learning for engineers is typically characterized by the type of “high risk” projects associated with developing world, humanitarian based service programs. In this research an expectancy-value theory model is used to evaluate student perceived value of service learning experiences. The model is applied to a case study where both engineering and non-engineering student participated in more than 25 projects over a

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Poole, Alex H., Denise Agosto, Xia Lin, and Erjia Yan. "“Librarianship as Citizenship”: The Promise of Community-Based Learning in North American Library and Information Science Education." Journal of Education for Library and Information Science 63, no. 2 (2022): 153–69. http://dx.doi.org/10.3138/jelis-2020-0090.

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This article argues for the usefulness of experiential learning as a vehicle for democratic civic engagement in North American library and information science programs. First, we explore the literature on service learning, traditionally the primary type of experiential learning in LIS. We define and provide historical context and scrutinize service learning’s benefits and challenges for students, faculty, LIS programs, and parent institutions. Second, we trace the evolution of experiential learning from service learning to community-based learning (CBL); we underline the ways in which such an

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Haque, M., M. Baker, C. Roper, et al. "ETHNOBOTANY EDUCATION AND OUTREACH THROUGH EXPERIENTIAL LEARNING." HortScience 40, no. 3 (2005): 877e—877. http://dx.doi.org/10.21273/hortsci.40.3.877e.

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The term Ethnobotany describes the study of people's relationships to plants as foods, fibers, medicines, dyes, and tools throughout the ages. Using the student active technique of experiential learning, undergraduate students enrolled in landscape design and implementation classes at Clemson University planned and installed an Ethnobotany garden in partnership with the South Carolina Botanical Garden (SCBG) staff, volunteers, and Sprouting Wings children. Sprouting Wings is an after-school gardening and nature exploration program for under-served elementary school students. College students a

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Dorasamy, Nirmala, and Soma Pillay. "Advocating Service Learning for Developing Citizenship in University Students in South Africa." Industry and Higher Education 24, no. 4 (2010): 287–96. http://dx.doi.org/10.5367/000000010792609736.

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An effective and efficient public sector is largely dependent on employees who accept the responsibility for providing high-quality public services. It can be argued that public management students, as future employees in the public sector, need to be educated for responsible citizenship. Higher education institutions in South Africa are expected to promote social and economic development, and service learning can serve as a catalyst for developing responsible citizenship among public management students. This article investigates how service learning, as an experiential form of learning which

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Choe-Smith, Chong Un. "Service Learning in Philosophical Ethics." Teaching Ethics 20, no. 1 (2020): 91–112. http://dx.doi.org/10.5840/tej202141594.

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Ethics training is becoming increasingly common in pre-professional contexts to address ethical misconduct in business, medicine, science, and other disciplines. These courses are often taught by philosophers. The question is whether such ethics training, which involves philosophical reflection, is effective in cultivating ethical behavior. This paper takes a closer look at the goals of teaching ethics and how our current methods are ineffective in achieving the affective and active goals of teaching ethics. This paper then suggests how experiential learning and, specifically, service learning

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Petker, Gadija Mia, and Nadine Petersen. "Service learning in foundation phase teacher education: Experiential learning opportunities for student teachers." South African Journal of Childhood Education 4, no. 3 (2014): 14. http://dx.doi.org/10.4102/sajce.v4i3.231.

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This paper reports on the implementation of a model that infuses service-learning into a four-year foundation phase teacher education programme. We argue for an integrated curriculum design utilising specifically the teaching (laboratory) school of the faculty, not only for clinical experience or work-integrated learning, but also for service-learning. In this way, the relation of the teacher education programme to the teaching school and its location within Soweto, an area within Johannesburg, optimises the affordances of learning from and through experience for students. The service-learning

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Barone, T., and Beth Ritter. "Applied Anthropology and Community Service-Learning." Practicing Anthropology 32, no. 2 (2010): 21–25. http://dx.doi.org/10.17730/praa.32.2.c19n7216230p5r5j.

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Community Service-Learning (CSL) in higher education is a pedagogical approach embraced by many disciplines as a form of experiential learning that is rewarding for students, faculty and community partners. Although applied anthropology and CSL seem natural partners, applied anthropologists have published very little on CSL experiences. In this presentation of our experience, we argue that applied anthropologists should consider participating and publishing on CSL. We believe with a little preparation applied anthropologists are ready to jump into CSL, and that this will benefit their communit

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Et. al., Lillian I. Olagoke-Oladokun. "Challenges of Implementing Service-Learning Pedagogy In Nigeria Public Universities." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 4805–16. http://dx.doi.org/10.17762/turcomat.v12i3.1983.

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Service-learning is a form of experiential learning that enables students to apply the knowledge acquired in the classroom towards the development of their immediate environment. Service-learning as experiential learning advocates active learning contrary to the passive form of learning associated with the traditional method of teaching and learning in most Nigerian public universities. This study explores the challenges encountered by students in Nigeria public universities during service-learning implementation. Participants: Students and faculty members were interviewed to generate informat

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Haenilah, Een Yayah, Rizky Drupadi, and Ulwan Syafrudin. "Pelatihan Merancang Desain Pembelajaran Daring Berbasis Experiental Learning bagi Guru Paud di Bandar Lampung." Jurnal Pengabdian Pada Masyarakat 8, no. 1 (2023): 258–64. http://dx.doi.org/10.30653/jppm.v8i1.229.

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Kegiatan Pengabdian ini bertujuan untuk para guru PAUD dapat;1) mendeskripsikan konsep pembelajaran berbasis experiential learning; 2) merumuskan tujuan pembelajaran berdasarkan pengalaman belajar; 3) merancang pembelajaran berbasis experiential learning; 4) mengembangkan instrumen penilaian autentik berdasarkan experiential learning; 5) Kegiatan ini sangat bermanfaat bagi guru PAUD dalam merancang dan mengembangkan pembelajaran adaptif di tengah kondisi pandemi, tuntutan teknologi, dan kebutuhan perkembangan belajar anak, sehingga diharapkan dapat mengantisipasi terjadinya defisit kualitas pe

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Annette, John. "Service Learning in an International Context." Frontiers: The Interdisciplinary Journal of Study Abroad 8, no. 1 (2002): 83–93. http://dx.doi.org/10.36366/frontiers.v8i1.95.

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Service learning is an important form of learning in higher education in the United States and the United Kingdom, and increasingly in universities internationally. Service learning is defined as an experiential learning program where students learn through engaging in service in partnership with a local community. It involves reflective learning activities which enable a student to develop key skills and capabilities, and a greater sense of civic awareness and active citizenship. The experience should be of sufficient length to enable students to benefit fully from it, and they must be challe

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Perrin, Jeffrey. "Features of Engaging and Empowering Experiential Learning Programs for College Students." Journal of University Teaching and Learning Practice 11, no. 2 (2014): 4–16. http://dx.doi.org/10.53761/1.11.2.2.

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This study describes three collegiate programs that have a high interest in creating engaging learning environments outside of the classroom. The three settings in this study are a three-year degree granting college focusing on internship-based learning, a nationally recognized service-learning program at a private university, and a small private college emphasizing work and service. Research was guided by two exploratory questions: (1) How can students, faculty, administrators, and community partners’ work together to create engaging learning experiences? (2) How can students feel empowered t

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Poonputta, Apantee. "The Impact of Project-Based and Experiential Learning Integration on Pre-Service Teacher Achievement in Evaluation and Assessment." International Journal of Learning, Teaching and Educational Research 22, no. 7 (2023): 356–70. http://dx.doi.org/10.26803/ijlter.22.7.19.

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The present study aimed to explore the effectiveness of integrating project-based learning (PBL) and experiential learning in fostering the evaluation and assessment skills of pre-service teachers. To assess the impact of this integration, a self-efficacy assessment form and evaluation of teacher performance, learning achievement and mentality aspects were employed. The findings of the study indicated that the integration of PBL and experiential learning yielded positive outcomes, enhancing the evaluation and assessment skills of pre-service teachers. This research contributes to the existing

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Kaak, Paul, and Michelle LaPorte. "A Faith-Informed Model for Experiential Learning Applied to Faith Integrated Service-Learning." Christian Higher Education 21, no. 1-2 (2022): 11–30. http://dx.doi.org/10.1080/15363759.2021.2004563.

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Boneck, Robin, Jeffrey N. Barnes, and Tyler F. Stillman. "VITA Experiential, Service-Learning, Learned Competencies, And Changed Mindsets." Journal of College Teaching & Learning (TLC) 11, no. 2 (2014): 71–84. http://dx.doi.org/10.19030/tlc.v11i2.8545.

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The authors describe how Southern Utah University has integrated the U.S. Internal Revenue Service (IRS) Voluntary Income Tax Assistance (VITA) program as an experiential service-learning activity for over a decade and a half. First, we describe the value of experiential service-learning. Second, we detail the program, its oversight, its student volunteers, and its purposes. Third, we provide a quantitative assessment of professional competencies based on a sample of 29 recent VITA student volunteers. Fourth, we describe a qualitative analysis of VITA student volunteers perceptions of their pa

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Berv, Jason. "Service Learning as Experiential Education's Bridge to Mainstream Education." Journal of Experiential Education 21, no. 3 (1998): 119–23. http://dx.doi.org/10.1177/105382599802100302.

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Dobos, Ágota. "Experiential Learning for Professional Development in the Civil Service." Procedia - Social and Behavioral Sciences 116 (February 2014): 5085–90. http://dx.doi.org/10.1016/j.sbspro.2014.01.1078.

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Bailis, Lawrence Neil. "The National Society for Experiential Education in Service-Learning." New Directions for Higher Education 2001, no. 114 (2001): 61. http://dx.doi.org/10.1002/he.14.abs.

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Kassabgy, Nagwa, and Yasmine Salah El-Din. "Investigating the Impacts of an Experiential Service-Learning Course." TESOL Journal 4, no. 3 (2013): 571–86. http://dx.doi.org/10.1002/tesj.92.

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Bailis, Lawrence Neil. "The National Society for Experiential Education in Service‐Learning." New Directions for Higher Education 2001, no. 114 (2001): 61–65. http://dx.doi.org/10.1002/he.14.

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AbstractProfessors do not have to reinvent the wheel when they teach service‐learning courses. The National Society for Experiential Education provides a variety of resources to help both novices and veterans succeed.

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

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In this paper, we describe how our department recently incorporated a major service learning component into the curriculum. Specifically, we employed participation in the IRSs Volunteer Income Tax Assistance (VITA) program as an effective means of experiential and service learning for the past two years for Masters of Accountancy students. We designed a course devoted entirely to serving in a VITA program operated on a local Air Force base. Our experience confirms that service learning can be a powerful tool in teaching. It has enhanced our students academic and professional development. It ha

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Read, Catherine Y., Ronna E. Krozy, and Lauren K. Yarkony. "Faculty survey of service-learning and its impact on nursing students." Journal of Nursing Education and Practice 9, no. 3 (2018): 78. http://dx.doi.org/10.5430/jnep.v9n3p78.

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Objective: Service-learning experiences (SLEs) help instill cultural competence and prepare nurses for practice with diverse populations in varied settings. This study describes SLE activities implemented by supervising nursing faculty, explores faculty opinions about the importance of those activities to uncover disparities between practice and values, and solicits faculty opinions about the impact of service learning on the students.Methods: An online, quantitative survey collected data from faculty who lead SLEs in US nursing programs. Results: A total of 77 US nursing faculty from 32 state

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Coyer, Caitlin, Desta Gebregiorgis, Kaitlin Patton, Daniela Gheleva, and Lynette Bikos. "Cultivating Global Learning Locally Through Community-Based Experiential Education." Journal of Experiential Education 42, no. 2 (2019): 155–70. http://dx.doi.org/10.1177/1053825918824615.

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Background: Global learning outcomes (GLOs) are increasingly emphasized within higher education because of the advantages they provide in navigating globalized contexts. The process of global learning may be understood through Mezirow’s theory of transformational learning, in which presentation of dissonant information results in more open, inclusive frames of reference. Purpose: We propose that local community-based experiential learning may facilitate development of GLOs through a process of transformational learning. Methodology/Approach: We used consensual qualitative research-modified (CQ

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Zechner, Michelle, Sean Karyczak, Ann Murphy, et al. "Evaluating the Impact of an Educational Program on Stigmatizing Attitudes in Dental Hygiene Students." American Journal of Psychiatric Rehabilitation 23, no. 3-4 (2020): 121–41. http://dx.doi.org/10.1353/jpr.2020.0007.

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ABSTRACT: People living with serious mental illness (SMI) are at high risk for poor dentition, poor oral health, and increased tooth loss. This mixed methods research study assessed the impact of an interdisciplinary education program on dental hygiene student attitudes toward people with SMI. Senior dental hygiene students ( n = 38) from a large northeastern university participated in 3 hours of didactic learning, followed by experiential service learning. Quantitative surveys and qualitative questions were administered at three time points. Results showed a decrease in stigmatizing attitudes

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Joseph-Mathews, S., M. A. Lee, and N. Kreidler. "Creating a Multidisciplinary Collaboration Service-Learning Experience in Design Education." Proceedings of the Design Society 2 (May 2022): 2293–302. http://dx.doi.org/10.1017/pds.2022.232.

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AbstractThe design process in most organizations is often collaborative and interdisciplinary in nature. Yet most institutions of higher learning do not offer students the opportunity to work in multidisciplinary teams. This study follows an experiential service-learning project over 3 years to explore the role of multidisciplinary project teams on design education outcomes. Findings suggest that the quality of designs improved over time and students consider experiential learning in multidisciplinary teams to be a valuable component in their education, increasing their job readiness upon grad

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Chamane, Nkosinothando, and Tivani Phosa Mashamba-Thompson. "Experiential Learning Curriculum Delivery Approach for Quality Improvement in Resource Limited Settings: Mobile Learning for Point-of-Care Technologies." Global Journal of Health Science 11, no. 13 (2019): 158. http://dx.doi.org/10.5539/gjhs.v11n13p158.

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BACKGROUND: Despite impressive progress that has been made in the provision of health care services to all, the issue of quality service delivery still remains a challenge particularly for point-of-care (POC) diagnostics in resource-limited-settings. Poor competency of primary health care workers in these settings has been shown to be amongst the main contributors to poor quality service delivery.  FINDINGS: Participatory-based continuous professional development (CPD) strategies to support technology advancements in health care are recommended. Experiential learning approaches hav

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Huda, Miftachul, Dedi Mulyadi, April Lia Hananto, Nasrul Hisyam Nor Muhamad, Kamarul Shukri Mat Teh, and Abdul Ghafar Don. "Empowering corporate social responsibility (CSR): insights from service learning." Social Responsibility Journal 14, no. 4 (2018): 875–94. http://dx.doi.org/10.1108/srj-04-2017-0078.

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Purpose This paper aims to explore service learning with its insights in empowering corporate responsibility awareness. Attempts to build corporate responsibility widely in incorporating into the sustainability engagement could be demonstrated in fostering the transformative experiential learning with extensive evaluation and reconfiguration of existing programs. The focus on enhancing the learning experience in emphasizing the community engagement would be applied with strengthening the actual performance in encompassing the ability raising awareness about the environmental issues. Design/met

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Jones-Eversley, Sharon D., Diane M. Harnek Hall, and Cynthia M. Vejar. "Appreciative Inquiry in Service-Learning Courses." Journal of Baccalaureate Social Work 23, no. 1 (2018): 77–90. http://dx.doi.org/10.18084/1084-7219.23.1.77.

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Service-learning provides an opportunity for BSW students to actively apply course concepts in the field. Experiential learning can transform abstract theories that substantiate multidimensional contexts into practical scenarios in the field. Although service-learning courses are encouraged, faculty workload concerns and the need for guided, structured experiences deter many faculty members from participating. Appreciative inquiry, a strategy focused on using strengths to build solutions in agencies, can provide a framework for student assignments that entail student-group work with community

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King, Michael E. "Social Work Education and Service Learning." Journal of Baccalaureate Social Work 8, no. 2 (2003): 37–48. http://dx.doi.org/10.18084/1084-7219.8.2.37.

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In order to increase the collaboration between communities and schools of social work, this article urges educators at both the undergraduate and graduate levels to consider the benefits of including service learning in social work curricula. An approach to social work education via service learning places an equal emphasis on meaningful community service and student skill development, in contrast to other forms of experiential learning. An empowering approach to integrating theory and practice, service learning embodies specific social work values, such as respect for diversity, self-determin

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

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

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