Michigan journal of community service learning最新文献

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Optimizing Service-Learning for Self-Efficacy and Learner Empowerment 优化服务学习促进自我效能和学习者赋权

Michigan journal of community service learning

Pub Date : 2019-09-17 DOI: 10.3998/mjcsloa.3239521.0025.202

Joanna Gonsalves, E. Metchik, Cynthia E. Lynch, Charlotte N. Belezos, Paula Richards

A framework widely used in the field of industrial-organizational psychology, the Job Characteristics Model (JCM) (Hackman & Oldham, 1976), was applied in the current study to measure the quality of students’ servicelearningexperiencesastheyrelatetostudentoutcomes.Itwashypothesizedthatservice-learningprojectswithhigher motivating potential, in terms of characteristics underlying job satisfaction according to the JCM, would lead to greater increases in learner motivation and general self-efficacy. Study participants were 228 students engaged in service-learning courses at five community colleges and one state university in the Northeastern United States. The results showed that changes in students’ self-efficacy scores were moderated by the motivating potential of servicelearning courses. Furthermore, learner empowerment appeared to be a partial mediator of this relationship. The study provides support for the application of the JCM in designing service-learning experiences to strengthen students’ coursemotivationandself-efficacy.

在工业组织心理学领域广泛使用的一个框架，工作特征模型(JCM) (Hackman & Oldham, 1976)，在当前的研究中被用来衡量学生的服务学习经验的质量，因为它们与学生的成果有关。假设基于JCM的工作满意度特征，具有更高激励潜力的服务学习项目会导致学习者动机和一般自我效能感的更大增长。研究对象是美国东北部五所社区学院和一所州立大学的228名参加服务学习课程的学生。结果表明，服务学习课程的激励潜能对学生自我效能感的变化有调节作用。此外，学习者授权似乎是这种关系的部分中介。本研究可为JCM在服务学习体验设计中的应用提供支持，以增强学生的课程动机和自我效能感。

引用次数: 6

Assessing the Impacts and Ripple Effects of a Community-University Partnership: A Retrospective Roadmap. 评估社区-大学合作关系的影响和涟漪效应：回顾性路线图。

Michigan journal of community service learning

Pub Date : 2019-01-01 DOI: 10.3998/mjcsloa.3239521.0025.106

Emily B Zimmerman, Gwen Corley Creighton, Chimere Miles, Sarah Cook, Amber Haley, Chanel Bea, Andrea Robles, Alicia Aroche

Each community-based participatory research (CBPR) partnership may incur "ripple effects" - impacts that happen outside the scope of planned projects. We used brainstorming and interviewing to create a roadmap that incorporated input from nine CBPR participants and five community/academic partners to retrospectively assess the ripple effects observed after five years of participatory research in one urban community. The resulting roadmap reflected a range of community impacts which we then divided into four key areas: impacts in the community (i.e., strategies, programs, and policies implemented by community partners), impacts on the CBPR team, impacts on individuals (participants and community members), and contributions to the field and the university. Our approach focused on observing what happened in the community that was directly or indirectly related to our partnership, process, products, and relationships. Much of the impact we observed reflected the synergy of sharing our research and community voice with responsive partners and stakeholders.

每个基于社区的参与式研究（CBPR）合作项目都可能产生 "涟漪效应"--即在计划项目范围之外产生的影响。我们采用头脑风暴和访谈的方式，结合九位社区参与式研究参与者和五位社区/学术合作伙伴的意见，绘制了一份路线图，以回顾性地评估在一个城市社区开展参与式研究五年后观察到的连锁反应。路线图反映了一系列社区影响，我们将其分为四个关键领域：对社区的影响（即社区合作伙伴实施的战略、计划和政策）、对 CBPR 团队的影响、对个人（参与者和社区成员）的影响以及对领域和大学的贡献。我们的方法侧重于观察社区中发生的与我们的伙伴关系、过程、产品和关系直接或间接相关的事情。我们观察到的大部分影响反映了我们与积极响应的合作伙伴和利益相关者分享研究成果和社区声音所产生的协同效应。

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引用次数: 0

Review Essay: Student Development and Social Justice: Critical Learning, Radical Healing, and Community Engagement by Tessa Hicks Peterson 评论文章:学生发展和社会正义:批判性学习，激进治疗和社区参与，作者:泰莎·希克斯·彼得森

Michigan journal of community service learning

Pub Date : 2018-12-12 DOI: 10.3998/mjcsloa.3239521.0025.107

Beth Berila

引用次数: 1

Service Involvement and Civic Attitudes of University Alumni: Later Correlates of Required Public Service Participation during College 大学校友服务参与与公民态度:大学期间公共服务参与的后期相关关系

Michigan journal of community service learning

Pub Date : 2018-12-12 DOI: 10.3998/mjcsloa.3239521.0025.103

Barbara E. Moely, Vincent Ilustre

How is required public service during college related to later civic behavior? This article reports findings from a survey of 359 alumni, conducted two years after they completed their undergraduate studies at Tulane University. The alumni held positive views of the substantial public service requirement they had completed before graduating and saw it as influencing their later civic attitudes and career development. Public service activities in which they engaged post- graduation involved community service (volunteer-ing, program development) and donations to local and national agencies; they reported little political or formal civic participation. Both co- curricular service and service- learning/public service academic course work during college predicted alumni service activities and civic attitudes. Especially, participation in more advanced and individualized public service academic experiences (public service internships, community- based research, and other advanced service- learning course work) was related to later civic outcomes.

大学期间需要的公共服务与后来的公民行为有什么关系?本文报告了一项对359名校友的调查结果，该调查是在他们完成杜兰大学本科学业两年后进行的。校友们对他们在毕业前完成的大量公共服务要求持积极态度，并认为这影响了他们后来的公民态度和职业发展。他们毕业后从事的公共服务活动包括社区服务(志愿服务、项目开发)和向地方和国家机构捐款;他们很少参与政治或正式的公民活动。大学期间的课外服务和服务学习/公共服务学术课程都能预测校友服务活动和公民态度。特别是，参与更高级和个性化的公共服务学术经历(公共服务实习、社区研究和其他高级服务学习课程)与后来的公民成果有关。

引用次数: 8

Performance, Pedagogy, Potential: Utopian Performance as Community-based Education 绩效、教育学、潜能:乌托邦式绩效作为社区教育

Michigan journal of community service learning

Pub Date : 2018-12-12 DOI: 10.3998/MJCSLOA.3239521.0025.101

L. Howard

This article examines the intersection of critical pedagogy, servicelearning, and interactive performance epistemology to describe the impact performance events and processes have on student learning. Specifically, this research extends Jill Dolan’s concept of utopian performance and illustrates the potential of performance not only to generate a utopian impulse essential to social change and transformation but also to stand as an intervention for social change. It clarifies the potential of utopian performance to change people, provoke action, and stand as an intervention.

本文探讨了批判教学法、服务学习和互动表演认识论的交集，以描述表演事件和过程对学生学习的影响。具体而言，本研究扩展了吉尔·多兰的乌托邦表演概念，并说明了表演的潜力不仅可以产生对社会变革和转型至关重要的乌托邦冲动，还可以作为社会变革的干预手段。它阐明了乌托邦表演的潜力，可以改变人们，激发行动，并作为一种干预。

引用次数: 0

How Sustained Service-Learning Experiences Inform Career Pathways 持续的服务学习经验如何影响职业发展

Michigan journal of community service learning

Pub Date : 2018-12-12 DOI: 10.3998/MJCSLOA.3239521.0025.102

Tania D. Mitchell, Colleen Rost-Banik

Developing values, interests, and skills for future careers, an important part of career development, is an outcome alumni perceive from participation in servicelearning. Using indepth interviews, this qualitative study of 33 alumni from three servicelearning programs suggests rich connections between sustained servicelearning experiences (i.e., coursebased community engagement programs lasting two or more consecutive terms) and career decisions. More specifically, alumni perceive their engagement in servicelearning as facilitating exploration of career possibilities connected to public service and social responsibility.

培养未来职业的价值观、兴趣和技能是职业发展的重要组成部分，这是校友参与服务学习的结果。通过深度访谈，这项对来自三个服务学习项目的33名校友的定性研究表明，持续的服务学习经历(即持续两个或两个以上连续学期的基于课程的社区参与项目)与职业决策之间存在丰富的联系。更具体地说，校友认为他们参与服务学习有助于探索与公共服务和社会责任相关的职业可能性。

引用次数: 9

From Critical to Decolonizing Service-Learning: Limits and Possibilities to Social Justice-based Approaches to Community Service Learning 从批判性到非殖民化的服务学习:基于社会正义的社区服务学习方法的限制和可能性

Michigan journal of community service learning

Pub Date : 2018-12-12 DOI: 10.3998/MJCSLOA.3239521.0024.204

Aurora Santiago-Ortiz

Diverging from the traditional approach to servicelearning, critical servicelearning focuses on the root causes of inequality by addressing power and oppression. By incorporating critical pedagogy in the classroom, and action and reflection outside of it, critical servicelearning looks to find solutions to social issues through university— community partnerships. In this article, I review relevant literature that centers social justice– based approaches to critical servicelearning and argue that while these approaches are vital to student understanding of oppression, an anticolonial framework is needed to broaden notions of critical servicelearning that challenge settler colonial logics. This article engages with the question “Can we decolonize critical servicelearning?” and concludes by offering practices, such as solidarity to counter coloniality in higher education, that are responsible to the communities involved in the servicelearning partnership.

与传统的服务学习方法不同，批判性服务学习通过解决权力和压迫问题来关注不平等的根源。通过将批判性教学法纳入课堂，并在课堂外采取行动和反思，批判性服务学习希望通过大学与社区的合作关系找到解决社会问题的办法。在本文中，我回顾了以社会正义为基础的批判性服务学习方法的相关文献，并认为尽管这些方法对学生理解压迫至关重要，但需要一个反殖民主义的框架来扩大挑战定居者殖民逻辑的批判性服务学习概念。本文讨论的问题是“我们能去殖民化批判性服务学习吗?”，最后提出了一些做法，例如团结起来反对高等教育中的殖民主义，这些做法对参与服务学习伙伴关系的社区负责。

引用次数: 36

Irving Babbitt and the Service-Learning Ethic: An Early Critique of Deweyan Progressivism 欧文·巴比特与服务学习伦理:对杜威进步主义的早期批判

Michigan journal of community service learning

Pub Date : 2018-12-12 DOI: 10.3998/MJCSLOA.3239521.0025.105

Kipton D. Smilie

Service- learning has become an integral component of American education, and scholars continue to debate its definition, purposes, and outcomes. Service- learning in the classroom is not without critics at present, however. This article provides an introductory examination of Irving Babbitt’s critiques of the service- learning ethic at its inception in the beginning of the 20th century, particularly of the ideas espoused by John Dewey. This consideration offers an incisive perspective on the service- learning ethic (and its critiques) in our own time.

服务性学习已经成为美国教育不可分割的组成部分，学者们继续争论它的定义、目的和结果。然而，目前课堂上的服务性学习并非没有批评。本文介绍了欧文·巴比特在20世纪初对服务学习伦理的批判，特别是对约翰·杜威所支持的思想的批判。这一考虑为我们这个时代的服务学习伦理(及其批评)提供了一个深刻的视角。

引用次数: 3

From the Publisher 来自出版商

Michigan journal of community service learning

Pub Date : 2017-11-21 DOI: 10.3998/MJCSLOA.3239521.0024.101

Mary Jo Callan

引用次数: 0

Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies. 混合高影响力教学法:整合服务学习与其他三种高影响力教学法。

Michigan journal of community service learning

Pub Date : 2017-11-06 DOI: 10.3998/MJCSLOA.3239521.0024.105

R. Bringle

This article proposes enhancing student learning through civic engagement by considering the advantages of integrating servicelearning with study away, research, and internships and preprofessional courses into firstorder, secondorder, and thirdorder hybrid highimpact pedagogies. Servicelearning contributes numerous attributes to the other pedagogies (e.g., civic learning, regular and structured reflection, reciprocal partnerships, diversity, democratic values) that can produce outcomes that are more extensive, more robust, more transformational, and more distinctive than traditional pedagogies or a single highimpact practice. Possibilities for future research and implications for course design and implementation are proffered.

本文建议通过考虑将服务学习与学习、研究、实习和职业前课程整合到一级、二级和三级混合高影响教学法中的优势，通过公民参与来提高学生的学习。服务学习为其他教学法(如公民学习、定期和结构化反思、互惠伙伴关系、多样性、民主价值观)提供了许多属性，这些属性可以产生比传统教学法或单一的高影响力实践更广泛、更强大、更具变革性和更独特的结果。提供了未来研究的可能性以及对课程设计和实施的影响。

引用次数: 20

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