We provide an empirical investigation of leadership characteristics and social justice issues in the context of financial literacy service-learning. Using a unique dataset of student self-ratings, we find that students experience statistically significant increases in 8 of the 10 leadership dimensions and 7 of the 7 social justice issues examined in this study. Leadership dimensions include: persuasion, building community, “commitment to the growth of people,” stewardship, empathy, awareness, foresight, and listening. Interest in social justice issues include: dignity of (...) the human person, community and the common good, rights and responsibilities, option for the poor, dignity of work, solidarity, and care for God’s creation. The statistically significant increases in these dimensions following the completion of the service-learning suggest positive effects on students’ self-perception of leadership qualities and interests in social justice issues: business school students sense improvement in nurturing growth of employees and colleagues, commitment to serving the need of others, understanding and empathizing with others, ethics, ability to foresee the likely outcome of a situation, and listening intently to others. As a consequence of the financial literacy service-learning, we believe that business students become more prepared toward becoming ethical leaders and citizens with compassion to serve the world for the well-being of all people, rich and poor alike. (shrink)

In this article, the author explores a model of alternative medical education being pioneered at Loyola University Chicago Stritch School of Medicine. The five-year Global Health Fieldwork Fellowship track allows two students per year to complete an extra year of medical education while living and working in a free rural clinic in the jungle lowlands of Bolivia. This alternative curricular track is unique among other existing models in that it is longitudinally immersive for at least one full additional year of (...) medical education, grounded in clinical and service learning, and heavily focused upon global health and the social components of medicine. Studies have shown that both longitudinal alternative medical curricular tracks and short-term global health electives have long-term benefits upon the professional development of participants, suggesting that the GHFF is likely to do the same. The author also argues that the GHFF is an advantageous model of global health education compared to standard offerings and provides a unique curricular model by which to foster the development of social values—such as professionalism, advocacy, and social justice—that are widely considered lacking in today’s medical education. (shrink)

Inequities in global health are increasingly of interest to health care providers in developed countries. In response, many academic healthcare programs have begun to offer international service learning programs. Participants in these programs are motivated by ethical principles, but this type of work presents significant ethical challenges, and no formalized ethical guidelines for these activities exist. In this paper the ethical issues presented by international service learning programs are described and recommendations are made for how academic (...) healthcare programs can carry out international service learning programs in a way that minimizes ethical conflicts and maximizes benefits for all stakeholders. Issues related to project sustainability and community involvement are emphasized. (shrink)

This paper explores ways in which service-learning programs can enhance ethics education in engineering. Service-learning programs combine volunteer work and academic study. The National Society for Professional Engineers (NSPE) and American Society for Civil Engineers (ASCE) codes of ethics explicitly encourage engineers to seek opportunities, beyond their work-related responsibilities, to serve their communities. Examples of how this can be encouraged as a part of the educational experiences of engineering students are explored. Calvin: How good do you (...) have to be to qualify as good? I haven’t killed anybody. See, that’s good, right? I haven’t committed any felonics. I didn’t start any wars. I don’t practice cannibalism. Wouldn’t you say I should get lots of presents? (shrink)

Emmanuel Levinas, a twentieth century French Continental philosopher, proposed an original understanding of ethics which has serious implications for the particular activities within higher education designated as service learning and community service. First I will define service learning and community service and briefly review the theoretical and philosophical justifications typically employed to substantiate and ground these activities within higher education. Next, I will explicate key aspects from Levinas’ ethical philosophy important for reconceptualizing service (...) learning, and discuss their significance for related concerns in higher education about language and justice. Finally, in light of these considerations, I will suggest the profound implications of a Levinasian conception of service for higher education. (shrink)

This study investigates the development of service-learning models for business school students in Azerbaijan. Drawing on the United Nations Sustainable Development Goals, this study identifies field projects and financial literacy immersions that benefit society while also promoting partnerships between Azerbaijan’s business schools, Central Bank, and international non-profit organizations. Based on the conceptual framework of Brower (Academy of Management Learning & Education 10:58-76, 2011) and theoretical underpinnings of Kolb (2015), this article develops two service-learning models for (...) business schools in Azerbaijan and presents new corollaries between issues of sustainable community development, service-learning, and experiential learning theory. In one service-learning model, business school students complete a service-oriented consulting project based on real-world assignments from the United Nations Food and Agriculture Organization. In a separate service-learning model, business school students partner with the Central Bank of Azerbaijan and Junior Achievement in exerting servant leadership by serving as mentors for Azerbaijan’s schoolchildren in the area of financial literacy. The service-learning models in this study are distinctive and innovative in the context of Azerbaijan, both in terms of management education development and the potential to infuse and teach the United Nations Sustainable Development Goals into the business curricula. (shrink)

As a form of experiential education, service learning (SL) shows great potential for promoting students' knowledge transfer as it offers students opportunities to apply what they have learned in classrooms to serve communities in real-life contexts. To explore how students' knowledge transfer evolves during SL, we collected longitudinal survey data from 96 Chinese college students in a 9-week SL program. Results indicate that (a) students' perceived knowledge transfer in SL did not follow a linear trajectory. Although students' perceived (...) knowledge transfer at the end of SL was significantly higher than those at the beginning, a slight drop was observed in the middle of SL; (b) the developmental pattern of perceived knowledge transfer varied across students; and (c) students' perceived knowledge transfer development during SL was associated with mastery goal orientation and perceptions of psychologically controlling behaviors from their SL supervisors. By providing evidence of the dynamic process and mechanisms of students' knowledge transfer development, the present study adds to our understanding of how, when, and why the benefits of SL are realized. (shrink)

International service learning (ISL) programs are growing more popular with students looking to advance their skills and knowledge to become global citizens. While the benefits of these programs among students are well documented, little is known about the implications they have on host communities themselves. This volume explores the impact of ISL programs on members of host communities (e.g. host families and local partner NGOs) who are increasingly influenced by the presence of international students in their lives. Drawing (...) upon post-colonial, feminist and other critical and decolonizing theories, it examines the complicated power relations between North American ISL students and host communities in East and West Africa, the Caribbean and Central America. It stresses the importance of developing trusting relations between ISL students, faculty and individuals in the host communities to create mutually engaging learning experiences. (shrink)

Service learning provides many challenges and opportunities for the instructor who wishes to test its potential. This paper looks at some of the promise for service learning in the undergraduate Business Ethics course and describes one experience with this project. Quotations from student journals and reflective papers are utilized to present the student's perspective on the project. Some suggestions are offered for insuring effective service learning in courses like Business Ethics.

In this essay, we describe a form of civic engagement for ethics classes in which students identify a community problem and devise a project to address that need. Like traditional service learning, our civic engagement project improves critical thinking and expressive philosophical skills. It is especially effective in meeting pedagogical goals of engaging and expanding student agency and independence while connecting class materials with individual students’ interests. The project can be adapted to a variety of ethics classes and (...) institutional settings. We demonstrate its effectiveness by examining student projects and class evaluations, as well as reporting our own observations, with emphasis on the skills that students develop. We also address details of implementation and answers to theoretical and practical objections. Although students often find this project challenging, they also see it as deeply rewarding; they have been impressed with their own performance and the skills they develop. (shrink)

Service-learning has received a great deal of attention in the management education literature over the past decade, as a method by which students can acquire moral and civic values as well as gain academic knowledge and practice real-world skills. Scholars focus on student and community impact, curricular design, and rationale. However, the educational environment (“context”) in which service-learning occurs has been given less attention, although experienced educators know that the classroom is hardly a vacuum and that (...) students learn a great deal from the non-curricular aspects of their educational experience. Moral values in particular are conveyed by what is not said. Given this, I argue that the contexts in which service-learning takes place are as important as the activity itself. Three perspectives on context will be described and assessed: the “hidden” curriculum, the educational atmosphere, and the university’s orientation towards social responsibility. (shrink)

This article explores Academic Service Learning as a teaching method which bridges the gap between academic requirements for learning and the need of society to have individuals willing to give their time and effort to benefit others in need. Students as part of a course learning requirement engaged in a consulting project whereby a non-profit organization was advised on both short term and long term planning. Students were exposed to the operational needs of the organization as (...) well as the dependency of the needy on their services. A pre- and post- survey was administered which focused on any perceived changes in Emotional Intelligence experienced by the students upon completion of the project. The results indicated that student’s EI was affected by the learning project in terms of how they feel about themselves and their overall effort levels. (shrink)

Those of us engaged in the education of future businesspersons need to ask about the efficacy of our efforts. The business person is, first and foremost, a member of the community, a citizen, attempting to meet the needs of that community by providing goods and services.The general public often perceives the businessperson as violating the ethical standards of the community. Business risks losing its social legitimacy by such activity. Universities are the appropriate institutions in which to inculcate the importance of (...) ethics and should go as far as it can to influence the ethical reasoning of graduates. However, research suggests that the traditional way of integrating ethics education into required functional courses actually results in a decline in moral reasoning. It is suggested that ethics educating needs to be personalized based on the individual student and that there is a need for experiential learning methods which would supplement and enhance standard classroom based ethics education. An appropriate goal for business ethics courses would be to make students aware of the ethical and social dimensions of the business decision making process. (shrink)

This article explores the civic republican conception of citizenship underlying the Labour government's programme of civil renewal and the introduction of education for democratic citizenship. It considers the importance of the cultivation of civic virtue through political participation for such developments and it reviews the research into how service learning linked to character education can lead to the civic virtue of duty or social responsibility.

Examining alumni perspectives from three multi-term service-learning programs, this study highlights the dimensions of the cohort experience that alumni credit as critical to their learning and dev...

One of the implicit goals of service leaming and community service projects that students are required to participate in is the fostering of empathy. Often this is stated as a learning objective which focuses on a desire for students to increase their understanding of and knowledge about the poor. This implicit goal has not been empirically tested. The purpose of this reasearch is to measure individual changes in student empathy after participation in service leaming projects using (...) validated empathy scales (Davis, 1995) to assess whether service learning projects strengthen empathy. (shrink)

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 may be one way forward in achieving these goals. While some pre-professional programs have implemented service learning, the ethics courses offered by philosophers also may be improved by giving students more opportunities to engage their communities through service learning. (shrink)

This volume offers a crucial resource for those interested and involved in linking schools and higher education with communities to foster justice-oriented curriculum and instruction. Noted scholars explore the connections, limits, and possibilities between service-learning and social justice education. Exemplary models, unexpected hurdles, and synthesis of justice-oriented research are some of the important topics explored. This is a critical addition to the literature for teachers, teacher educators, and scholars committed to community-based teaching and learning that truly grapples (...) with and engages issues of diversity, democracy, and civic activism. (shrink)

This book provides everything administrators and teachers need to build service-learning programs that prepare students as engaged citizens committed to equity and justice. Cipolle describes practical strategies for classroom teachers along with the theoretical framework so readers can deftly move beyond the book to a meaningful program for their schools.

This article provides a review of sociology student’s reflection papers discussing their service-learning hours with the College Brides Walk (CBW). CBW is a campus-community collaboration in its fifth year. Based in South Florida, the initiative is intended to help raise awareness about domestic and dating violence and to inspire a community response. It is designed as a form of Human Rights Education (HRE). Student papers show that most gained knowledge of sociological concepts and theories as well as personal (...) insights through their participation. Many also expressed desire for continued effort with this or related initiatives. Despite these positive findings, the paper shows that there are significant differences in how students connect their service to course material and gaps in students’ ability to articulate what has been learned. Recommendations for organizers and others involved in similar campaigns are provided. (shrink)

Despite the great promise that service learning has shown and the attention paid to it by educators, it is not commonly taken up in the courses or discussions of ethicists. But service learning should concern ethicists (especially applied ethicists) if it should concern anyone: ethicists frequently devote their courses and studies to questions of social responsibility and service learning provides a unique opportunity for students and teachers to fulfill that responsibility. After rehearsing several arguments (...) for the basis of social responsibility, the author relates these arguments to the duties of ethics teachers and ethics students and discusses the practical question of how to incorporate service learning into ethics classes. After recounting in detail his own attempt to do so, the author analyses a student survey from the course and summarizes the benefits and problems with his course’s implementation of service learning. Though students frequently found their service opportunity emotionally challenging, the author argues that the results of the class are encouraging. (shrink)

This text aims to rethink educational activity inspired by the thought of the philosopher Ignacio Ellacuría, in what we have synthesised as a pedagogy of poverty. This should be understood as a pedagogy that, in the neoliberal context of Western societies, takes poverty as its motor—its efficient cause—and as its essence or fundamental structure—its formal cause –, in the duality of dimensions of its genitive. It is concretised in what is presented as Problem-Based Service-Learning (PB-SL). Through specific pedagogical (...) guidelines for implementing this methodology, this study indicates how the teaching action can show the learner what is immediate, what is not constructed, what consciousness does not establish but rather encounters: reality—weak, limited, imperfect, needy; in short, poor—as a problem and, in its deficiency and insufficiency, as a task towards which the subject has a responsibility. This reveals the fundamental anthropological structure to the learner: its intrinsic relational character—its reality as a being-in-a-suffering-world, who lives-with and lives-to save the needy who share its humanity. It is then possible to perceive the scale of the ultimate aim of PB-SL: the need to create the social conditions for a praxis that enables a dignification of reality. (shrink)

Service learning is an innovative methodology, which is extensively known worldwide. The implementation of this methodology involves classroom learning and real practice. It is based on a cooperative methodology, integrating community service and learning in a connected way. Its main strength lies in its great potential as a transformative social movement to reduce inequality. The main aim of this study was to understand and describe the field of S-L and inequality in higher education through a (...) bibliometric analysis. A descriptive, retrospective, and cross-sectional methodology is used to describe the information obtained from the 20 references on the topic registered in the Scopus and Web of Science databases using a mixed methodology. The quantitative and qualitative results show that most of the publications are concentrated in 2016, with the United States being the country with the largest amount of scientific production on this subject. It is also worth noting that most of the authors reported this approach as a powerful tool to develop consciousness, commitment, and responsibility toward inequality and social problems. (shrink)

The SERVE Program at Ignatius University seeks to foster the ethical development of its participants by combining academic study of philosophy and theology with a year-long community service project. This study considered the impact of the SERVE Program upon Ignatius University students majoring in business in comparison to students pursuing majors in the liberal arts, education, and nursing. Findings from this study offer insight into the response of business students to ethical content in comparison to students pursuing degrees in (...) other disciplines. Such findings hold significant implications for business school faculty and administrators committed to the civic and ethical development of individuals pursuing careers in business and private industry. (shrink)

Service-learning is an important and effective educational pedagogy that has grown tremendously in Spain. Research shows that service-learning has positive effects on the professional and personal development of future teachers. Since future teachers, in turn, influence the education of the next generation, it is important to understand how service-learning may influence the life purposes of student-teachers themselves, specifically, how emotions influence this development process. Statistical analyses of 198 Madrileño student-teachers’ responses to online questionnaires suggested (...) that service-learning involves positive emotions like interest, enthusiasm, inspiration and determination. Surprisingly, these positive emotions decrease during service, except for the 53 student-teachers whose purposes changed. Most reported positive changes in all dimensions of life purpose, with some also noting strengthened relationships between 10 pairs of dimensions, such as between stronger impetus to help others and a clearer understanding of who would benefit. This study supports teaching as a calling and how service-learning can strengthen that calling. (shrink)

The long-standing vision of universities as the “alma mater” of students and graduates is a demonstration of its role as sustaining the person, the expert/professional, and the citizen. This role has persisted in the face of rising global challenges such as the emergence of new learning spaces, the growing diversity of publics, the call for productivity and performativity, and the hope for a significant engagement with the community and the public good. These sometimes conflicting tendencies have also stimulated higher (...) education institutions to further pedagogical strategies that articulate in novel ways the classical elements of learning: action/experience and reflection/theory. In this context, service learning received a new impetus, particularly in the post-Bologna European Higher Education Area, as universities were looking for ways in which to articulate the social dimension of HEI and their “third mission” as institutions not only committed to addressing and solving societal problems, but also committed to fostering public-minded alumni through powerful experiences of engagement for both the students and the community.This paper is based on the experience of Erasmus+project ESSA, a service earning based project focused on University social responsibility (USR). ESSA engaged four groups of students from three European universities (Edinburgh, Porto, and Kaunas) in conducting a 1-week on-site USR audit based on an ecologic and situated concept of social responsibility. We will consider the perceived impact of ESSA on 44 students through a thematic analysis of focus group discussions and student self-assessment reports produced during and after their participation in the USR audit. (shrink)

Historical re-enactment is an emerging social practice in the knowledge society, and it helps us better understand aspects of the past and heritage. The knowledge gained through historical recreation contributes to the construction of quality citizenship. The deepening of democratic values requires that educational systems commit to the promotion of critical citizenship. Service-learning constructively develops experiences that connect science, education and society. Our research describes a systematized praxis of historical recreation. It has been developed by university students, and (...) it has been carried out from the perspective of service-learning, in a manner consistent with the concepts of public history and public archaeology, to contribute to the promotion and defense of heritage history and the preservation of historical memory. (shrink)

Economic growth requires a focus on building the assets of the poor, a strategic approach that is considerably broader than developing the poor only asconsumers and workers. The long-term sustainability of business and society will be enhanced if corporate investments that impact on poverty alleviation are far reaching, multi-faceted, and built through multi-sector partnerships. Emerging evidence indicates that corporations are increasingly involved on two important fronts: directly investing in ways that reduce poverty, and advocating for public policy investments to build (...) the assets of the poor. Corporate involvement in asset policy can be understood as a new manifestation of corporate/business citizenship. (shrink)

Economic growth requires a focus on building the assets of the poor, a strategic approach that is considerably broader than developing the poor only asconsumers and workers. The long-term sustainability of business and society will be enhanced if corporate investments that impact on poverty alleviation are far reaching, multi-faceted, and built through multi-sector partnerships. Emerging evidence indicates that corporations are increasingly involved on two important fronts: directly investing in ways that reduce poverty, and advocating for public policy investments to build (...) the assets of the poor. Corporate involvement in asset policy can be understood as a new manifestation of corporate/business citizenship. (shrink)

Economic growth requires a focus on building the assets of the poor, a strategic approach that is considerably broader than developing the poor only asconsumers and workers. The long-term sustainability of business and society will be enhanced if corporate investments that impact on poverty alleviation are far reaching, multi-faceted, and built through multi-sector partnerships. Emerging evidence indicates that corporations are increasingly involved on two important fronts: directly investing in ways that reduce poverty, and advocating for public policy investments to build (...) the assets of the poor. Corporate involvement in asset policy can be understood as a new manifestation of corporate/business citizenship. (shrink)

Participation in service-learning courses has always been considered a part of the informal education in tertiary education worldwide. Originating from the assumption that service-learning courses increase students’ civic engagement and bridge the gap between knowledge and practice, service-learning courses have gradually acquired the status of compulsory courses at universities. This being as it may be, it would seem that the nature of such courses would benefit from further analysis and discussion regarding their function in (...) knowledge reproduction, and their role in teaching and education. The aim of this article is to examine and analyze a university service-learning course—the National Taiwan University Star-Rain course with a commitment to serving children with autism—from a Foucaultian perspective, and reflect on how the process of putting knowledge during a service-learning course into practice comes to constitute the subjectivity of students who work with children who are autistic. We argue that the course under investigation has, in effect, become wholly entangled in the medical system’s treatment of autism in Taiwan. The service-learning process involves knowledge acquisition as well as long-term, detailed, concrete hands-on experience, and shapes, in a very complete way, students’ construction of their subject knowledge of autism. (shrink)

Business has been under scrutiny from government agencies, employees, and community members regarding management’s over emphasis on the bottom line while ignoring the consequences of managerial decisions on other stakeholders. After the excesses of the ‘80s and the widespread coverage given to Michael Milken, Ivan Boesky, the Savings and Loans fiasco, and the fall of British Bank in Singapore, just to mention a few, the professional literature has been inundated with books and articles on servant leadership (Greenleaf, 1977; Block, 1993), (...) the role of spirituality at work (Hawley, 1993; Conger, 1994) and principle centered leadership (Covey, 1990). Management educators must act prudently to explore ways in which we can educate students to become effective in their fiduciary responsibilities to corporation stockholders as well as in their civic responsibilities to the communities in which their organizations function, to their employees and their families, and to their customers. This paper explores the uses of service-learning as a valuable teaching tool within the dominion of management education by focusing on three main areas: an introduction to service-learning theory, pedagogy and academic integrity, and teaching management through service-learning. (shrink)

For the past five years at the Daniels College of Business at the University of Denver a community service or service learning component has been included in the Values in Action class (now Values-Based Leadership), a core MBA course that integrates ethics, law, and public policy perspectives on business issues. This paper summarizes the educational philosophy and the mechanics of this required component. Few empirical studies have been conducted to gauge the perceived value and impact of a (...) service learning requirement on students. Thus, several surveys were conducted to understand better the choices made by students as well as the impact of the requirement on students. Preliminary results reveal generally a positive effect on students, including some evidence that such a service learning requirement may influence students to make a greater lifetime commitment to community service. (shrink)

It may be commonplace hearing people accuse the discipline of philosophy of irrelevance, especially when it comes to societal issues. Hannah Arendt, a contemporary political thinker, remarked that philosophy and political action are irreconcilable spheres of thought—that the space for contemplation is nowhere near the space for action. Granting Arendt’s observation, how can philosophy courses cross the chasm brought about by disciplinal borders? How can philosophy classes help produce active and more engaged citizens? In this paper, I dispute the former (...) claim by way of undertaking two tasks. First, to lay down the groundwork, I provide a philosophical analysis that underlines Hannah Arendt’s political position and most important ideas, particularly those that surface in one of her greatest works, “The Human Condition.” Second, I point out how Arendt’s notions inspire some practices in education and pedagogy, thus paving the way for a genuine application of a philosophical theory to society. By drawing on experiences in teaching philosophy by employing social reconstructionist education and its corollary pedagogical tool, service-learning, this paper hopes to bring back some space to a reconsideration of philosophy as a relevant discipline in society, particularly in education. In the end, I conclude that philosophy and action, contrary to the claim of Arendt herself, are fully compatible. In doing philosophy, the germ of genuine action may be found. (shrink)

In addition to preparing students for graduate school or emphasizing transferable skills that are useful in any career, philosophy departments ought to give majors the education and work experience that will train them to become ethics officers outside of academia. This is a growing field that allows students to engage non-philosophers in setting corporate policies and addressing morally significant social issues. Using a course in medical ethics as an example, I show how incorporating service-learning into philosophy classes benefits (...) students both academically and professionally, and also demonstrates the value of philosophy to the community and to academic administrators. (shrink)

Transformative learning is a compelling approach to learning that is becoming increasingly popular in a diverse range of educational settings and encounters. This book reconceptualises transformative learning through an investigation of the learning process and outcomes of International Service-Learning (ISL), a pedagogical approach that blends student learning with community engagement overseas and the development of a more just society. Drawing upon key philosophers and theorists, Bamber offers an integrated, multi-dimensional approach, linking transformative (...) class='Hi'>learning to the development of the authentic self, and analysing the aesthetic, moral and relational dimensions of ISL in an increasingly globalized world. Chapters explore rich empirical data to provide a timely framework and ethical ecology of transformative learning, detailing the challenges facing the approach, and how it can be embedded at the levels of practice, institutional ethos and partnership. Transformative Learning through International Service-Learning will appeal to academics, researchers, teachers, instructors and leaders in the fields of service-learning, international education, character education and in adult learning and education. It will also be of interest to practitioners working in international education, development education, volunteering, service-learning and community engagement. (shrink)

This paper proposes a new definition of vocation that honors the concept’s ancient roots, is consistent with how the term is used in modern contexts, and also expands the concept for greater versatility. We discuss the centrality of service in the concept of vocation locating it as part of the bridge between a student’s core values and their embodiment in community life. The commitment to one’s profession begins before independent status as a practitioner of that profession. It begins in (...) training during which service-learning is a laudable and increasingly popular way to connect to the charitable aspects of professionalism. We further discuss how the concept of vocation is especially appropriate in the context of citizenship. Citizenship is a way of belonging to a community. It is a relationship that requires giving and taking. Service-learning is an ideal way to practice good citizenship on a local scale, and prepare future professionals for understanding their communities and commitments morebroadly. We discuss how these concepts are being emphasized in the medical informatics master’s degree program at Saint Louis University through the incorporation of a service-learning module. We describe the module, discussing how it can be applied to curricula at other institutions and modified for inclusion in other types of courses. (shrink)

With contributions from leading experts across disciplinary fields, this book explores best practices from the field's most notable researchers, as well as important historically based and politically focused challenges to a field whose impact has reached an important crossroads. The comprehensive and powerfully critical analysis considers the history of community engagement and service learning, best teaching practices and pedagogies, engagement across disciplines, and current research and policies - and contemplates the future of the field. The book will not (...) only inform faculty, staff, and students on ways to improve their work, but also suggest a bigger social and political focus for programs intended to seriously establish democracy and social justice in their communities and campuses. (shrink)

This paper describes a course on war and morality that involves a service-learning dimension. Motivated by the hypothetical imperative that if political philosophers have any special responsibility in a democratic society, then it is to acquaint citizens with political violence, the paper discusses the nature of political responsibility and political violence, the purpose of including a service requirement in a course on war and morality, and describes the content of just such a course. While reporting that (...) class='Hi'>service-learning students did not seem to leave the course with a clearer understanding of the relationship between war and other varieties of political violence, they appeared to acquire a clearer understanding of the effects of the violence of war, thereby preparing them to make the former connection in the future. (shrink)

This book guides teachers from all content areas and grade levels to create outstanding Service Learning projects with students like no other book does.

Surveys of faculty in various disciplines, as well as my own discussions with colleagues, suggest that teachers of philosophy believe service learning is not relevant to their discipline. In this paper I argue that service learning is a valuable pedagogical tool even (and perhaps especially) in abstract disciplines like philosophy. After a short review of the literature on service learning’s effectiveness, I discuss four of the most common objections to its use in philosophy classes, (...) addressing the objections at both theoretical and practical levels. Finally, I describe service-learning components I have used successfully in two introductory philosophy courses. (shrink)

Today’s business students are tomorrow’s business leaders. To ensure they have skills in creating profitable, pro-social, ethical organizations, we need to consider alternative methods of teaching CSR. In this proposed symposium, we will present different approaches to international CSR/Service-Learning.

In this study, we investigate the impact of frequent service learning on the emotional, personal development, and leadership characteristics of business students at a Catholic university in the United States. We examine the aforementioned impact of frequent service learning through a novel panel data set provided by the University’s Institute for Leadership and Service, ranging from the years 2008 through 2015. Specifically, we conduct an empirical analysis across the emotional, personal development, and leadership dimensions, and (...) examine the too-much-of-a-good-thing effect of Pierce and Aguinis in relation to service learning. Our results suggest that business students experience statistically significant increases in several emotional, personal development, and leadership dimensions as the number of service learning experiences increases. We provide mixed evidence of the TMGT effect when aggregating the emotion and personal development dimensions against the number of service-learning experiences via examination of cross-dimensional averages. Our study yields implications for the optimal number of service learning projects for business schools. (shrink)

This empirical study reports the implementation and assessment of service learning in management education. Principles of Management students worked in teams to support Campus Kitchens, a national program affiliated with colleges and universities, in recovering surplus food and delivering it to community members. Student perceptions regarding civic engagement and social responsibility, application of skills, and professional development were assessed. Two complete cycles of implementation and assessment are chronicled. The sample size for Cycle 1 was 123 students and for (...) Cycle 2 the sample size was 91 students. The authors describe how empirical as well as anecdotal data drove the changes made to improve the service-learning experience. (shrink)

Projects that challenge students to practice service leadership for civic improvement can address the aim of developing civic-mindedness in undergraduates. We conducted two qualitative studies. First, we investigated the learning experiences of four teams of undergraduate business students, who undertook semester-long course-embedded service-learning projects in partnership with four Hong Kong-based social enterprises. The students described five modes of civic engagement as project purposes, mentioned applying six types of service leadership practice for civic improvement, and described (...) eight types of developmental outcome within the domain of civic-mindedness. Comparisons suggested that besides relational support through training and guidance, empowering infrastructure, opportunities to exercise autonomy, and opportunities to demonstrate competence, three project-related features that varied between projects were important in fostering civic-mindedness. These were direct contact with grassroots-based beneficiaries; the experience of making a tangible difference; and linking the campus with the wider community. A second qualitative study indicated that course-embedded team projects with these features that were undertaken in mixed teams that included freshman and senior year business students fostered civic-mindedness for both categories of student. (shrink)

La Universidad debe apostar por la formación integral de sus estudiantes. Este proyecto de Aprendizaje-Servicio presenta una experiencia educativa inclusiva con estudiantes del Grado en Psicología y estudiantes con discapacidad intelectual en formación para su incorporación al mundo laboral mediante simulaciones de entrevistas de trabajo. La experiencia muestra cómo ambos grupos realizan aprendizajes académicos y sociales, destacando un mayor conocimiento de las características de las personas con discapacidad intelectual. Respecto a los destinatarios, se detecta la necesidad de mejorar las habilidades (...) de expresión en futuras entrevistas de trabajo y respecto al proyecto, la necesidad de apostar por proyectos más duraderos. (shrink)