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The Relationship between Service-learning and Civic Engagement in the 2-Year College
Title
The Relationship between Service-learning and Civic Engagement in the 2-Year College.
Creator
Koopmann, Shari, Hewitt, Randall, Allen, Kay, Kaplan, Jeffrey, Morrison, Elizabeth, Miller, Margaret, University of Central Florida
Abstract / Description
This study examined the relationship between service-learning and civic engagement in the 2-year college and also investigated specific differences between service experiences to determine whether those differences moderated the relationship between service participation and civic engagement outcomes. The study yielded 110 matching pre- and post-Student Civic Engagement surveys from service-learners in five different course subject areas at a large southeastern community college. The findings...
Show moreThis study examined the relationship between service-learning and civic engagement in the 2-year college and also investigated specific differences between service experiences to determine whether those differences moderated the relationship between service participation and civic engagement outcomes. The study yielded 110 matching pre- and post-Student Civic Engagement surveys from service-learners in five different course subject areas at a large southeastern community college. The findings of the paired-samples t tests suggest that students experienced significant gains in four of the seven dimensions of civic engagement after participating in service. Students in comparable courses in subject matter but without service-components were also surveyed, yielding 117 matching pre- and post-surveys. A comparison of the mean differences between pre- and post-responses of the non-service-learners and service-learners suggests that the service-learners had a higher tendency than the non-service-learners to participate in the majority of assessed civic engagement activities. The data were sorted by subject area to allow for an analysis of the service-learners and the non-service-learners in comparable courses. Those results, however, were inconclusive, and no clear trends emerged. ANOVAs and independent-samples t tests were used to determine the relationship between gains in civic outcomes and select variables. The findings suggest that the type of service-learning activity, the duration of the service experience, the participant-perceived quality of the service experience, the amount of required student reflection, and the teacher's frequency of use of active and passive instructional strategies significantly moderate the relationship between service participation and a number of measures of civic engagement.
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Date Issued
2013
Identifier
CFE0004706, ucf:49807
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004706
THE SERVICE LEARNING EXPERIENCE: HOW STORYTELLING EVOLVES IN PEOPLE WITH ALZHEIMER'S AND DEMENTIA AND WHY THIS IS IMPORTANT TO THE CREATIVE WRITING STUDENT AND THE COMMUNITY
Title
THE SERVICE LEARNING EXPERIENCE: HOW STORYTELLING EVOLVES IN PEOPLE WITH ALZHEIMER'S AND DEMENTIA AND WHY THIS IS IMPORTANT TO THE CREATIVE WRITING STUDENT AND THE COMMUNITY.
Creator
Spicer, Alice, Thaxton, Terry, University of Central Florida
Abstract / Description
All meaningful communication is a form of storytelling, according to Walter Fisher, who introduced the narrative paradigm to communication theory, and storytelling is universal across cultures and time as the manner in which people comprehend life. Storytelling is also a creative form of art. This interdisciplinary, multimedia work will explore the creative use of non-traditional storytelling to gather information about how creativity evolves in people with Alzheimer's and dementia and why...
Show moreAll meaningful communication is a form of storytelling, according to Walter Fisher, who introduced the narrative paradigm to communication theory, and storytelling is universal across cultures and time as the manner in which people comprehend life. Storytelling is also a creative form of art. This interdisciplinary, multimedia work will explore the creative use of non-traditional storytelling to gather information about how creativity evolves in people with Alzheimer's and dementia and why this is important to both academia and the community. Currently, there is a lot of research available about the debilitating affects of memory loss, but there is very little research available about retained abilities. Perhaps, just as the blind significantly outperform the sighted in tactile experiments, there are some forms of creativity in storytelling in which people with Alzheimer's and dementia may demonstrate more ability than their fully cognizant peers. My goal is to contribute to a small but growing effort to explore "memory loss as more than just memory loss" (Dr. Anne Bastings).
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Date Issued
2013
Identifier
CFH0004442, ucf:45104
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004442
AN EXAMINATION OF THE SERVICE-LEARNING PROGRAM AT A COMPREHENSIVE UNIVERSITY THROUGH THE LENSES OF PROGRAM THEORY AND INSTITUTIONAL THEORY
Title
AN EXAMINATION OF THE SERVICE-LEARNING PROGRAM AT A COMPREHENSIVE UNIVERSITY THROUGH THE LENSES OF PROGRAM THEORY AND INSTITUTIONAL THEORY.
Creator
Duff, Cathy, Tubbs, Levester, University of Central Florida
Abstract / Description
Case study design, employing qualitative research methods, was used to document and examine a mandatory service-learning program at a new, comprehensive, public university. The study examined service-learning from multiple perspectives. Institutional theory provided a framework for examining the influence of the environment on the conceptualization, adoption, and implementation of service-learning. Program theory was used to identify and analyze the program's conceptual underpinnings,...
Show moreCase study design, employing qualitative research methods, was used to document and examine a mandatory service-learning program at a new, comprehensive, public university. The study examined service-learning from multiple perspectives. Institutional theory provided a framework for examining the influence of the environment on the conceptualization, adoption, and implementation of service-learning. Program theory was used to identify and analyze the program's conceptual underpinnings, including goals and objectives, intended outcomes for students, and program processes. Knowledge of how a program is supposed to work is useful for developing assessment questions, evaluating institutional effectiveness, and improving program performance. The study included a review of the history of service-learning at the university. Data were collected during the fall 2005 semester and were analyzed using both process and variance modes. Data sources included the following: 35 documents, which spanned the years 1991-2005; interviews with seven faculty members and four academic administrators; and observations of three meetings of service-learning courses, a Government and Not-for-Profit Service Learning Job Fair, and five meetings where service-learning was a primary topic of discussion. Previous studies served as the basis for the following researcher-developed constructs used to code text across data sources: social/civic outcomes, personal outcomes, learning outcomes, and career outcomes. Findings suggest that the goals and outcomes associated with service-learning found in university documents clustered around social and civic involvement, while outcomes reported by faculty during interviews focused on students' personal development and learning related to course content. In general, university documents contained goals and objectives written in vague language, a finding consistent with previous studies.
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Date Issued
2006
Identifier
CFE0000978, ucf:46691
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000978
EXAMINING THE MORAL DEVELOPMENT OF YOUNG CHILDREN AND THEIR NATURALISTIC DISPLAYS OF EMPATHY THROUGH SERVICE-LEARNING EXPERIENCES IN PRESCHOOL
Title
EXAMINING THE MORAL DEVELOPMENT OF YOUNG CHILDREN AND THEIR NATURALISTIC DISPLAYS OF EMPATHY THROUGH SERVICE-LEARNING EXPERIENCES IN PRESCHOOL.
Creator
Paris, Elizabeth, Szente, Judit, University of Central Florida
Abstract / Description
Moral development in preschool is a component of social and emotional development, which also includes self-regulation, interpersonal skills, and school readiness. While service-learning has demonstrated significant benefits to the social-emotional development of older students, very little research has examined the effects of service-learning with young children. The purpose of this study was to create an academic curriculum that would provide preschool children (3 to 5 years old) with a...
Show moreMoral development in preschool is a component of social and emotional development, which also includes self-regulation, interpersonal skills, and school readiness. While service-learning has demonstrated significant benefits to the social-emotional development of older students, very little research has examined the effects of service-learning with young children. The purpose of this study was to create an academic curriculum that would provide preschool children (3 to 5 years old) with a developmentally-appropriate approach to service-learning, and determine if such a curriculum had a measurable effect on naturalistic empathy. Children in two classrooms received a preliminary empathy score based on number of empathetic behaviors relative to time observed. Children in the experimental classroom engaged in a series of lesson plans designed to guide their self-selected service-learning project. Participants in the experimental classroom created an intergenerational project that directly served the residents of a nursing home across the street from their school. A subsequent assessment of empathy measured moral development as a result of the service-learning in comparison to the normal growth and development observed in the control classroom. Results indicate if participation in service-learning increases the number of observed empathetic behaviors. Implications and recommendations for further research are also discussed.
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Date Issued
2011
Identifier
CFH0003851, ucf:44709
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0003851
Writing for Change and Changing Writing: Service Learning, First-Year Composition and Writing about Writing
Title
Writing for Change and Changing Writing: Service Learning, First-Year Composition and Writing about Writing.
Creator
Bormann, Vanessa, Scott, John, Wardle, Elizabeth, Young, Beth, University of Central Florida
Abstract / Description
Through a piloted model of curriculum designed for ENC 1101 this teacher-research study investigated how service-learning can shape the experiences of both teachers and students in the first-year composition classroom. The research aimed to determine the ways in which enhancement occurred for students and teachers through evaluation of student coursework, a post-semester student focus group and a faculty interview. Focusing on the impacts of this curriculum on a part-time teacher, this study...
Show moreThrough a piloted model of curriculum designed for ENC 1101 this teacher-research study investigated how service-learning can shape the experiences of both teachers and students in the first-year composition classroom. The research aimed to determine the ways in which enhancement occurred for students and teachers through evaluation of student coursework, a post-semester student focus group and a faculty interview. Focusing on the impacts of this curriculum on a part-time teacher, this study also aimed to bring to light some of the challenges inherent in service-learning within FYC, while offering ways to mediate those challenges in both course design and departmental implementation. As a result of this project, recommendations were made for modification of this curriculum to be used as an option for instructors alongside appropriate professional development, which is essential to the success of service-learning in FYC. Continued research dealing with various approaches to using service-learning in FYC was also recommended.
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Date Issued
2012
Identifier
CFE0004292, ucf:49479
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004292
Institutionalizing Service-Learning as a Best Practice of Community Engagement in Higher Education: Intra- and Inter-Institutional Comparisons of the Carnegie Community Engagement Elective Classification Framework
Title
Institutionalizing Service-Learning as a Best Practice of Community Engagement in Higher Education: Intra- and Inter-Institutional Comparisons of the Carnegie Community Engagement Elective Classification Framework.
Creator
Plante, Jarrad, Cox, Dr. Thomas, Robinson, Sandra, Bryer, Thomas, Bowdon, Melody, University of Central Florida
Abstract / Description
Service-learning, with a longstanding history in American higher education (Burkhardt (&) Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system (-) Carnegie Community Engagement Classification (-) for institutions of higher education to demonstrate the breadth and depth of...
Show moreService-learning, with a longstanding history in American higher education (Burkhardt (&) Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system (-) Carnegie Community Engagement Classification (-) for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton (&) Crosby, 2011; Hurtado (&) DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, (&) Korn, 2007). Community engagement (")is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening (-) rhetoric versus reality(") (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types (-) a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders.
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Date Issued
2015
Identifier
CFE0005864, ucf:50852
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005864
WRITE THE COMMUNITY: THE EFFECTS OF SERVICE-LEARNING PARTICIPATION ON SEVEN UNIVERSITY CREATIVE WRITING STUDENTS.
Title
WRITE THE COMMUNITY: THE EFFECTS OF SERVICE-LEARNING PARTICIPATION ON SEVEN UNIVERSITY CREATIVE WRITING STUDENTS.
Creator
Hodges, Lauren, Kaplan, Jeffrey, University of Central Florida
Abstract / Description
Research in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students' interactions with the "real world" through service-learning and the effects of these experiences on deepening students' knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However,...
Show moreResearch in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students' interactions with the "real world" through service-learning and the effects of these experiences on deepening students' knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However, aside from the existing literature on service-learning and composition and writing, there has been virtually no examination of the relationship between service-learning and creative writing. The purpose of this study was to investigate how seven creative writing students experienced the process of creative writing differently after engaging in service-learning in a creative writing course at a large, urban university in the southeastern United States and to determine if students experienced a transformative learning experience as indicated by Mezirow's (2000) transformational learning theory. This research study employed an instrumental narrative case study design to determine how seven university creative writing students experienced the process of creative writing differently after taking a creative writing course with an optional service-learning component. The results of the study indicated that service-learning invoked a transformative learning experience in these seven higher education creative writing students, each in different ways-some in their writing processes and writing content, some in how they reflected upon themselves and their writing in relation to the "outside world," and some in their sense of civic duty.
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Date Issued
2011
Identifier
CFE0003988, ucf:48655
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003988
A SURVEY OF PRESERVICE TEACHERS' ATTITUDES ON INTEGRATING STUDENTS WITH DISABILITIES IN INCLUSIVE EDUCATION CLASSROOMS
Title
A SURVEY OF PRESERVICE TEACHERS' ATTITUDES ON INTEGRATING STUDENTS WITH DISABILITIES IN INCLUSIVE EDUCATION CLASSROOMS.
Creator
McNamee, Kelsey K, Marrett, Caroline Pratt, University of Central Florida
Abstract / Description
There are more than 2.4 million American public school students identified with learning disabilities who are served under the Individuals with Disabilities Education Act (IDEA). General education preservice teachers are expected to effectively teach all students, including those with disabilities. However, most teacher preparation programs only require a single course in teaching students with disabilities. Research shows that that teachers� attitudes regarding inclusion are the greatest...
Show moreThere are more than 2.4 million American public school students identified with learning disabilities who are served under the Individuals with Disabilities Education Act (IDEA). General education preservice teachers are expected to effectively teach all students, including those with disabilities. However, most teacher preparation programs only require a single course in teaching students with disabilities. Research shows that that teachers� attitudes regarding inclusion are the greatest predictor of a successful inclusion classroom. This study explored the attitudes of preservice elementary and preservice secondary teachers regarding integrating students with disabilities into general education classrooms. A quantitative research design with a survey method was used in this study. The survey method included a questionnaire via Qualtrics, an online survey system used at the University of Central Florida. Findings of this study revealed that 40% of preservice teachers indicated that integrating students with disabilities in the general education class was a burden. However, due to information limitations the results for preservice elementary and preservice secondary teachers� attitudes regarding the integration of students with disabilities in the general education classroom and the number of hours of service learning completed was inconclusive.
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Date Issued
2016
Identifier
CFH2000072, ucf:45507
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000072
Boots on the Ground: A Participant-Oriented Approach to Program Evaluation
Title
Boots on the Ground: A Participant-Oriented Approach to Program Evaluation.
Creator
Djak, Nikki, Vitale, Thomas, Cox, Thomas, Boote, David, Swan, Bonnie, Goodman, Constance, University of Central Florida
Abstract / Description
Despite best efforts to fully prepare pre-service teachers (PSTs) with the knowledge and skills they will need as educators, many universities nationwide fall short of doing so. Poor or unrelated pre-service preparation of education majors prior to graduation creates disconnects between college coursework requirements and real-world expectations of educators, which decreases the value of these education programs. It also leaves many PSTs entering internship and subsequent first-year...
Show moreDespite best efforts to fully prepare pre-service teachers (PSTs) with the knowledge and skills they will need as educators, many universities nationwide fall short of doing so. Poor or unrelated pre-service preparation of education majors prior to graduation creates disconnects between college coursework requirements and real-world expectations of educators, which decreases the value of these education programs. It also leaves many PSTs entering internship and subsequent first-year employment ill-prepared to handle all of the classroom responsibilities expected of them, which contributes to another nationwide problem: low retention of novice teachers. To address comprehensive preparation of PSTs, professors at one large metropolitan university in the southeastern United States initiated the Boots on the Ground (BotG) program, which exposes PSTs to direct instructional opportunities with K-12 students concurrently with early coursework. Multiple studies have found that closely integrating field experience with coursework is highly influential in increasing both the preparedness of PSTs and their self-efficacy as educators. This study is a mixed methods, participant-oriented program evaluation of the BotG program, meant to explore stakeholders' perspectives on the program's influence and inform improvement. It looks at the affect the BotG program has on perceived preparedness and self-efficacy of PSTs as well as its impact on different stakeholder groups. Study findings indicate that the early exposure to the profession and experience working with K-12 students provided to pre-service teachers who participated in the Boots on the Ground program may provide them with a means to increase perceptions of preparedness and self-efficacy for teaching. Findings also detail the program's influence on other stakeholders, including provision of extra support for the academic and behavioral support of K-12 students. The researcher also suggests implications for education and recommendations for further research.
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Date Issued
2018
Identifier
CFE0007171, ucf:52287
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007171
Investigating Place in the Writing Classroom: Designing a Place-Based Course with a Local Service-Learning Component
Title
Investigating Place in the Writing Classroom: Designing a Place-Based Course with a Local Service-Learning Component.
Creator
Pompos, Melissa, Bowdon, Melody, Pigg, Stacey, Rios, Gabriela, University of Central Florida
Abstract / Description
Drawing on literature about place-based education and service-learning, as well as three groups' perspectives about their service-learning experiences, this research describes how place (understood simultaneously as a material agent, a setting for human activity, and a factor in an individual's situatedness) and identity (understood in terms of one's social position) are socially- constructed concepts that impact students' writing and learning experiences. More specifically, this project...
Show moreDrawing on literature about place-based education and service-learning, as well as three groups' perspectives about their service-learning experiences, this research describes how place (understood simultaneously as a material agent, a setting for human activity, and a factor in an individual's situatedness) and identity (understood in terms of one's social position) are socially- constructed concepts that impact students' writing and learning experiences. More specifically, this project presents place-based education as a teaching method that can focus and reinvigorate service-learning in a writing course.Including place-based content and service-learning projects in a writing course requires careful design and reflection. However, course design should not be an activity limited to just teachers. In alignment with feminist research methods and standpoint theory, this research values and privileges the perspectives of stakeholders who are not normally included in the course design process: students and community partners. To present a rich account of these stakeholders' experiences designing, implementing, and participating in a place-based service- learning project, a combination of qualitative data methods (interviews, classroom observations, and textual analyses) is used. This information serves as the basis for the design of a place-based writing course with a local service-learning component. The proposed course asks students to work with community partners to identify a place-based need that can be addressed(-)at least in part(-)by writing-related service. By collaborating with community partners, creating writing products that address community needs, and reflecting on how their identities and learning experiences have been impacted by the places they've worked and the communities they've worked with, students can apply their knowledge in meaningful contexts, write for real audiences, and develop more thorough understandings of the places where they study, work, and live.
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Date Issued
2015
Identifier
CFE0005865, ucf:50853
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005865
University Students' Citizenship Shaped by Service-Learning, Community Service, and Peer-to-Peer Civic Discussions
Title
University Students' Citizenship Shaped by Service-Learning, Community Service, and Peer-to-Peer Civic Discussions.
Creator
Winston, Haley, Cintron Delgado, Rosa, Welch, Kerry, Malaret, Stacey, Bowdon, Melody, University of Central Florida
Abstract / Description
Citizenship is often referred to as the forgotten outcome of colleges and universities. The present study examined the relationship between undergraduate students' perceived citizenship level and different types of civic experiences (service-learning, community service, and peer-to-peer civic discussions) and also different demographic factors (gender, race/ethnicity, and parental level of education) at a public institution using the Personal and Social Responsibility Inventory. This study...
Show moreCitizenship is often referred to as the forgotten outcome of colleges and universities. The present study examined the relationship between undergraduate students' perceived citizenship level and different types of civic experiences (service-learning, community service, and peer-to-peer civic discussions) and also different demographic factors (gender, race/ethnicity, and parental level of education) at a public institution using the Personal and Social Responsibility Inventory. This study used structural equation modeling and multiple regression analysis. This marks the first time these variables have been researched together. This study found a significant correlation between both community service and peer-to-peer civic discussions in relation to citizenship level. Yet, service-learning frequency was not found to be a significant factor. On the other hand, all three civic experiences together was found to be significantly correlated to citizenship aptitudes. Leading the researcher to find that a holistic (both inside and outside the classroom) approach to student citizenship is valuable for student development. Also, only one significant relationship was found between citizenship levels and any demographic variable (parental education level of doctorate or professional degree).
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Date Issued
2017
Identifier
CFE0006927, ucf:51695
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006927