The International Journal of Research on Service-Learning and Community Engagement (IJRSLCE)
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Updates to the “Common Rule”: Implications for International Service-Learning and Community Engagement Research
Get PDFThis article provides an overview of recent changes to 45 C.F.R. § 46, the policy that undergirds human-subjects protections in research and that is manifested in institutional review board (IRB) review of research. Originally published in 1991, this policy was updated on January 19, 2017, with the changes set to be implemented in early 2018. This article discusses the unique process of engaging with local IRBs and addresses how updates to federal policy regarding international research may impact service-learning and community-engaged scholarship. Specifically, researchers should be familiar with regulations outside of the United States and engage thoughtfully with the study design process such that IRB submission and review are most effective and expedient. These goals are fortified by considering the updated regulatory framework as justice-oriented
Evolution of a Profession: A Review of The Community Engagement Professional in Higher Education: A Competency Model for an Emerging Field
Get PDFIn The Community Engagement Professional in Higher Education: A Competency Model for an Emerging Field, editor Lina D. Dostilio and her co-authors collectively assemble—through rigorous literature reviews and a survey of more than 400 respondents—a comprehensive list of competencies and personal attributes of community engagement professionals (CEPs), professional staff whose primary role on a university campus is to manage and support a wide spectrum of initiatives around community-campus partnerships. The volume is an important one, both for its attempt to identify the core characteristics and expertise needed to negotiate these increasingly nuanced partnerships and for its ability to illuminate the magnitude of responsibilities and resources that institutions of higher education need to employ in order to successfully impact their surrounding communities
Does Location Really Matter? Exploring the Role of Place in Domestic and International Service-Learning Experiences
Get PDFAlthough increasingly popular, international/global service-learning programs are not without critique; in fact, the role of crossing national borders in service-learning is highly contested. The purpose of the study discussed in this article was to explore this role of crossing borders within the context of a particular experience: participation in an alternative break (AB) program. The authors sought to understand whether there is an aspect of learning in specific places, namely learning across national borders, that is separate (and separable) from what happens in those places. Participants reported a high level of influence of their AB experience on both their intentions to volunteer and to travel internationally, although there were a number of differences between students who participated in domestic and international ABs. Mediation analysis showed that the relationship between program location and the influence of the AB on students’ plans to volunteer was mediated completely by features of the AB program itself, while the relationship between program location and the influence of the AB on students’ plans to travel internationally was only partially mediated by program features
From Community Engagement to Community Emergence: The Holistic Program Design Approach
Get PDFUniversity-community engagement has the potential to positively transform higher education, but community-engaged institutions must overcome challenges related to defining, planning, and assessing engagement activities. The 2015 Carnegie Community Engagement Classification application process and the results of the 2015 Campus Compact member survey revealed that there is room for improvement in engagement efforts within public and private institutions alike. The authors propose the holistic program design approach to curricular-based engagement as a new framework for building individual and institutional capacity. Utilizing interactional field theory, the framework shows how university-community engagement can promote the emergence or formation of community between a university and local participants. Curricular-based engagement experiences serve as venues for interaction in which students, faculty, and local residents communicate and work to address common, place-based needs. The authors provide operational definitions of university-community engagement and curricular-based engagement, describe a theoretical and philosophical rationale for engagement, and present a conceptual model of student and community development outcomes. They also highlight potential assessment metrics, address five recommendations of the Carnegie Foundation, and suggest directions for future research and development
The Institutionalization of Service-Learning at Spanish Universities
Get PDFService-learning is conceived of as an active pedagogical approach that integrates community services into learning processes. Although this practice has a long history in the Americas, it is still emerging in some European countries. Since the Bologna Process, Spanish universities have faced challenges associated with introducing learner-centered pedagogies and fostering students’ social responsibility. However, service-learning fuses these two lines of intervention.This article aims to provide data about the degree to which service-learning has been established and institutionalized at Spanish universities. To obtain these data, an electronic questionnaire based on a self-assessment rubric for the institutionalization of service-learning in higher education was sent to selected informants at Spanish universities. The results showed that most Spanish universities are at a very early stage in the institutionalization of service-learning; in fact, only a few appear to have mechanisms in place to achieve such institutionalization. The authors reflect on the need to support this emerging pedagogical practice to improve the quality of education and community engagement in the context of Spanish higher education.
Book Review: Where’s the Wisdom in Service-Learning?
Get PDFReviewed in this article: Where’s the Wisdom in Service-Learning? Edited by Robert Shumer. Information Age Publishing, Charlotte, NC. April 1, 2017. ISBN: 978-1681238647. 204 pages
The Role of the School Counselor in Service-Learning
Get PDFIn recent years, the perception of the role of school counselors has undergone a significant change. Within this framework, it is particularly relevant to know the role of the school counselor in service-learning. This is the objective of the case study that is being carried out at a secondary school in Madrid that is considered a reference point in the use of this methodology. Results of the study show the pedagogical leadership of these professionals, who can act as promoters, coordinators, consultants, developers, and ambassadors of S-L in their schools
Service and Service-Learning in International Baccalaureate High Schools: An International Comparison of Outcomes and Moderators
Get PDFThe International Baccalaureate (IB) Organization asks high school students in its Diploma Programme to engage in service as a way to become more civic-minded, develop leadership and other skills, and develop an ethic of service. The study discussed is this article investigated the ways in which IB students in Canada, the United States, and Central and South America provided service, and the self-perceived outcomes of their participation. The study also examined the extent to which program design characteristics influenced perceived outcomes, demonstrating the strong effect sizes associated with students’ reports of meaningfulness, links to curriculum, student voice, and frequency and depth of reflection. The study was limited by student self-reporting but was suggestive of hypotheses that can be investigated further
Hearts on Our Sleeves: Emotions Experienced by Service-Learning Faculty
Get PDFCompared to more traditional pedagogical approaches, service-learning has been shown to offer unique experiences for students and faculty. With the growth of service-learning within higher education, it has become increasingly important to understand service-learning faculty, namely faculty emotions, which can impact students in many ways. Utilizing ecological momentary assessment (EMA) and focus groups, the study discussed in this article assessed the emotions of 17 service-learning faculty with varying levels of experience over the course of one semester. Results revealed that service-learning faculty experience a number of emotional highs and lows related to class logistics, community partners, and student engagement. Additionally, more experienced service-learning faculty handled their emotions differently than newer faculty. The authors also highlight implications and opportunities for service-learning faculty and administrators, based on the study results
Pre-Service Educator Preparation to Teach Children with Disabilities Through Service-Learning
Get PDFThe purpose of the multi-year study discussed in this article was to investigate the impact of pre-service educator participation in a community-based service-learning program for children with disabilities. Pre-service educators who were enrolled in either an adapted physical education or introduction to special education course participated in the Children’s Adaptive Physical Education Society!, a skill-development program for 35 children (ages 5-12) with developmental disabilities. Two measures—a modified regular education initiative survey and a reflective blog assignment—were administered to the participants to identify changes in their beliefs and attitudes toward teaching and including children with disabilities in their future classrooms. The results revealed statistically significant gains in their understanding, confidence, willingness, skill set, and educational satisfaction. Responses in the reflective blogs further supported the statistical findings, suggesting that a community-based learning program provides pre-service educators with sufficient experiences to positively and effectively change their beliefs and attitudes toward teaching and including children with disabilities in their future classrooms