Subject Index
Role of Education and Pedagogical Approach in Service Learning
ISBN: 978-1-80071-189-1, eISBN: 978-1-80071-188-4
ISSN: 2055-3641
Publication date: 7 November 2022
This content is currently only available as a PDF
Citation
(2022), "Subject Index", Sengupta, E. and Blessinger, P. (Ed.) Role of Education and Pedagogical Approach in Service Learning (Innovations in Higher Education Teaching and Learning, Vol. 46), Emerald Publishing Limited, Bingley, pp. 169-174. https://doi.org/10.1108/S2055-364120220000046012
Publisher
:Emerald Publishing Limited
Copyright © 2023 Enakshi Sengupta and Patrick Blessinger
INDEX
Note: Page numbers followed by “n” indicate notes.
Active learning
, 144
Active participation
, 4
Adaption
, 97
Adult learning
, 145
Agency
, 81, 133, 140, 148, 155
Agents of change
, 79–80
2019 cycle of JMS3 service-learning course
, 79–80
communication as process
, 84–89
contextualizing case study
, 77
engaging with service-learning
, 80–84
goals of course
, 79
journalism education
, 76–77
theoretical framing
, 77–79
Analytical skills
, 30
Animal Psychology
, 104
Antifoundational perspective
, 106
Applied research
, 61
Applied social research project
, 61
Arts Design and Humanities (ADH)
, 119
Assessing learning
, 154
Assessment
, 154
Austrian Lifelong Learning Strategy
, 99
Avant-garde of certainty
, 6
Awareness
, 26, 31–34
Babes-Bolyai University, Romania
, 101–102
Becoming process
, 28
Belizean grade-school curriculum
, 36
Blogs
, 151
Business and Law (BAL)
, 119
Career
, 41
Career aspirations
, 144
Career validation
, 130
Case study
contextualizing
, 77
international service-learning case study
, 31–39
Charity
, 5
Citizenship
, 115
Civic education
, 14
Civic engagement
, 5, 7, 14, 51, 97, 106, 117, 133, 139
Civic learning
, 130
Civic-mindedness
, 130, 133
Civic-mindedness
, 133
Civil society
, 64
Class
, 147
Classroom
learning
, 128
practices
, 4
Client
, 100
Climate change
, 60
Co-curricular activities
, 13
Co-curricular service-learning
, 136, 139
Co-production
, 67–69
College
, 144
college-level literacy skills
, 144
reading instruction and support
, 143
reading support
, 145–146
Communal problems
, 14, 19, 21
Communication
dimensions
, 78
discursive layer
, 85–86
individual dimension
, 87
as intervention
, 87
mass media dimension
, 88–89
organizational dimension
, 87–88
as process
, 84
social layer
, 86
technological layer
, 84–85
Communicative dimensions
, 76
Communicative ecology
, 7, 78, 79
Communicative layers
, 79
Communicative practice
, 7, 77
Community activity, assessing
, 122–123
Community Based Experience
Community benefits
, 133–134
‘Community education’ approaches
, 99
Community engagement
, 61, 63
Community involvement
, 128–129
Community Link initiative
, 61
Community needs identification
, 138–139
Community organizations
, 6
Community partner
, 129
engagement
, 34
service-learning from community partners’ perspectives
, 80–82
Community service
, 4, 12–14, 57, 79, 118, 128–129, 133
Community-based agents
, 12
Community-based learning
, 60, 116
Community-engaged teaching practices
, 115
Comprehensive Action Plan for SL (CAPSL)
, 110n3
Computing Engineering and Media (CEM)
, 119
Construction technology
, 100
Constructivism
, 29
Cooperative learning
, 128
Coronavirus pandemic
, 64
Cost effectiveness
, 100
Course assessment
, 148
Course file
, 15, 17, 19
Course knowledge
, 128
COVID-19
, 24, 137
Crick Report
, 115
Critical mass building
, 103
Critical reading skills
, 148
Critical reflection
, 63, 130
Critical Service-learning
, 7, 77
Critical thinking
, 130
Critical thinking skills
, 30
Cultural awareness
, 132, 133
Cultural competence
, 133–134
Cultural immersion and excursions
, 34–35
Cultural intelligence
, 25, 31
Cultural sensitivity
, 30
Cultural-based learning
, 60, 69
Curfew
, 19
Curriculum
, 4, 14
De Montfort University (DMU)
, 117
Dearing Report
, 115
Demonstration
, 154
Didactic design
, 107
Discipline based curriculum
, 115
Discipline-specific experiences
, 41
Discomfort
, 69
Discursive layer
, 85–86
Diversity
, 5
Document analysis
, 15, 17–19
Education
, 4, 76
Education community
, 79
Education for Sustainable Development (ESD)
, 115
Educational approach
, 144
Educational design research
, 108
Effective reflection
, 131
Emotions
, 69
Empathy
, 63, 129, 132, 136
Energy optimization
, 100
Equity
, 5
Ethics
, 5
European Observatory on Service-Learning in Higher Education (EOSLHE)
, 114, 118–119
Experience
, 128
Experiential education theory
, 30
Experiential learning
, 61, 66, 128
Experimental learning
, 134
Expertise
, 65
Extra-curricular activities
, 13
Faculty development
, 144
Fall 2019
, 15
extracts of instructors mapped courses to LiWC in
, 18
Field experience
, 136
Field placements, supplement
, 136–137
Field-education
, 13
First-year students
, 145, 146
Food insecurity
, 60
Framework
, 124–125
for community walking survey
, 35
ISL
, 34
service learning
, 8, 144, 148
General education
, 17–20, 146–147
General reading strategies
, 150
Georgia Learning Outcomes of Students Who Study Abroad Project (GLOSSARI Project)
, 26
Global citizenship
, 25–26, 31
insights
, 41
pathway to
, 29
Global competence
, 25
Global competitiveness
, 24
Global cooperation
, 24
Global engagement
, 27
Globalization
, 4, 25–27
Good design practice
, 25
Google Search
, 15
Grahamstown
, 86
Hands-on learning
, 128
Health and Life Sciences (HLS)
, 119
“Hidden” service-learning
, 117
High-impact learning practices
, 146–147
Higher Education (HE)
, 4–6, 8, 144
in UK
, 61
Higher education institutions (HEIs)
, 13–14, 96–97, 113
Higher education service-learning
best practices in higher education service-learning implementation
, 134
co-curricular
, 139
community benefits
, 133–134
experimental learning
, 134
identifying community needs
, 138–139
impact
, 129
implementation scenarios
, 136
joining partner events
, 138
service-learning implementation process and procedures
, 134–136
student benefits
, 129–133
supplement field placements
, 136–137
virtual service-learning
, 137–138
Host-country teacher impact assessment
, 44–46
Immersion
, 132
Immersive in-country service-learning experience
, 28
In-class academic coursework
, 34
Income inequality
, 60
Individual development
, 105
Individual dimension
, 87
Individual transformation
, 78
Information access
, 146
Information literacy
, 9, 150
Inquiry process
, 4
Institutionalization
, 7, 103, 107, 109
Institutionalization stage
, 103
Instructional approach
, 50
Instructors
, 152
Integrated approach
accredited community-based learning at Wolve rhampton
, 61–63
co-production and social pedagogy enhance service learning
, 67–69
current context, current concerns
, 64–65
knowledge
, 65–66
service-learning framework
, 60–61
theoretical debates
, 65
Integrative curriculum
, 128
Inter-professional environment
, 31
Intercultural competence
, 25
Intercultural competence development
, 131–133
Interdisciplinary approach
, 31
Interdisciplinary learning
, 29–30
International service learning (ISL)
, 6, 30, 34
all students on board construction project
, 36–38
awareness
, 31–34
case study
, 31
cultural immersion and excursions
, 34–35
in-class teaching
, 35–36
participation
, 34
responsibility
, 38
Internships
, 13
Interpersonal skills
, 30, 61
JMS3 program
, 77–78
2019 cycle of JMS3 service-learning course
, 79–80
Joining partner events
, 138
Journalism and Media Studies (JMS)
, 7
Journalism education
, 76–77
Knowledge
, 66, 128
Knowledge Exchange Framework (KEF)
, 118
Knowledge of the powerful
, 66
Kolb’s model
, 134
Language
, 5, 7, 17, 19, 21, 25, 57, 101, 114, 117, 132, 138–139
Leadership
, 25
Learning
, 69
assessing
, 154
in service activities
, 154
Learning communities
, 149
Learning in Workplace and Community (LiWC)
, 5, 14–15
Lebanon
, 5, 14
Likert scale
, 40, 42
Literacy
, 50
Literacy skills
, 144
Lockdown
, 19
Mass media dimension
, 88–89
Media
, 151
Millennial generation
, 25
Mix-methods research
, 6
assessment
, 24
Mixed methods approach
, 15
Module assessment
, 122
Multi-dimensional course assessment
, 39–40
Multi-disciplined international service learning
, 27–29
360 Global Ed model
assessment results and observations
, 39
catalog description
, 50–55
constructivism
, 29
host-country teacher impact assessment
, 44–46
illustrative syllabus
, 50
interdisciplinary learning
, 29–30
international service-learning case study
, 31–39
post-survey results
, 40–42
role of globalization
, 25–27
self-ratings in series of question
, 42–43
service learning
, 30
student reflections
, 43–44
theoretical underpinnings
, 29
transformational leadership
, 30
unintended impacts
, 46
walking survey
, 56–58
Mutual benefit, achieving
, 121–122
National Academy of Engineering (NAE)
, 24
National Strategy for Tertiary Education
, 102
News
, 151
NextGen generation
, 29
Not-for-profit organization
, 61
Note-taking strategies
, 150
One-size-fits-all approach
, 97
Online learning
, 4
Open-access university
, 146
Open-ended questions
, 44
Organizational dimension
, 87–88
Pandemic
, 4–5, 15–20, 21, 24, 60, 64, 66
Participation
, 34
Participatory approaches
, 76
Partners
, 100
Pedagogical approach
, 4, 14, 128
Pedagogical practice, service-learning as
, 121
Pedagogy
, 4, 6, 62, 68, 69–70, 131–132
Personal growth
, 41
Phoenicia University (PU)
, 14
Photovoice
, 138
Physical distancing
, 19
Policy
, 67, 70, 116–117, 120, 155
Popular reading
, 148
Positive design approach
, 108
Post-COV ID-19 pandemic
, 13, 15
Post-trip assessment
, 40
Powerful knowledge
, 66, 68–69
“PR Concept”
, 100
Practice-based learning
, 13
Practices of global citizenship
, 28
Practicums
, 13
Pre-planned readings
, 150
Pre-trip classroom
, 31
Problem resolutions
, 134
Problem-solving abilities
, 130
Profession validation
, 130
Professional programs of study
, 136
Professionalization of journalism
, 76
Project artifacts
, 154
Project management
, 61
Psycho-biology of sexuality
, 104
Public education
, 85
Public good
, 76–79, 82
Public policy
, 120, 148
Qualitative analysis of official documents
, 99, 102–103
Quality building
, 103
Quantitative data analysis
document analysis
, 17–19
interest over time
, 16–17
Reading choice
, 149–150
Reading in service
, 144–145, 146–147
action, reflection, and demonstration
, 153–154
assessing learning
, 154
first implementation of
, 147–148
need for college reading support
, 145–146
preparation, planning, and reading
, 152
preparing to teach
, 149–150
reading in service, as educational approach
, 148–149
reading in service of investigation
, 150–152
service learning stages and reading support
, 150
Reading instruction
, 144–146, 150, 155
college
, 143
explicit
, 9
in service-learning framework
, 8
Reading logs
, 151
Reading remediation
, 147
Reading strategies
, 9, 146, 148, 150–151
Reading support
, 144, 145–146, 149, 150
Real-world learning activities
, 114
Reciprocity
, 61, 63
Reflection
, 38–39, 128
activities
, 13
log
, 5
Reflective activities
, 4
Reflective learning
, 115
Reflective practice
, 130–131
Research Excellence Framework (REF)
, 117–118
Respect, reciprocity, relevance and reflection (4 R’s framework)
, 4
Responsibility
, 38–39
School of Journalism and Media Studies (JMS)
, 77
Science, Technology, Engineering, and Math (STEM)
, 24, 26
Self-empowerment
, 87
Self-evaluation
, 130
Self-ratings in series of question
, 42–43
Service-learning (SL)
, 4–7, 30, 60–61, 77–78, 96, 113–114, 143
5Ws of
, 13–14
achieving mutual benefit
, 121–122
assessing community activity
, 122–123
differing levels of service-learning adoption
, 119–121
engaging with
, 80
LiWC
, 14–15
methodology
, 15–16
quantitative data analysis
, 16–19
service-learning as pedagogical practice
, 121
service-learning from students’ perspective
, 82–84
survey findings
, 119
from teachers’ and community partners’ perspectives
, 80–82
in UK context
, 114–117
uncovered practice and prospects for adoption
, 123–124
uncovering service-learning at UK University
, 117–119
Service-learning experiences
, 128, 136
best practices in higher education service-learning implementation
, 134–139
higher education service-learning impact
, 129–134
Service-learning implementation
best practices in higher education
, 134
process and procedures
, 134–136
Service-learning in Higher Education (SLIHE)
, 97
Babes-Bolyai University, Romania
, 101–102
case studies
, 97
characteristics of service learning
, 96–97
comparison of different conceptualizations
, 105–107
examples of courses with SL components
, 99–101, 103–105
qualitative analysis of official documents
, 99, 102–103
recommendations
, 107–109
university for continuing education, Austria
, 98–99
Site report
, 121
Social agents
, 12
Social change
, 5, 60, 68, 76
Social dimension
, 65
Social geographers
, 101
Social intelligence
, 31
Social justice-oriented approach
, 4
Social layer
, 86
Social location of service-learning course
, 77
Social media
, 151
Social mobility
, 144
Social need
, 7
Social pedagogy
, 60, 67–69
Social practice
, 76
Social responsibility
, 102
Social science curriculum
, 61
Solidarity
, 97
Spring 2020
, 15
Student benefits
, 129
application of higher-level thinking skills
, 130–131
cultural awareness
, 133
intercultural competence development
, 131–133
personal development
, 129
profession/career validation
, 130
Student Link (see Community Link initiative)
Students’ leadership development
, 130
Students’ perspective, service-learning from
, 82–84
Supplement field placements
, 136–137
Sustained institutionalization
, 103
Systemic transformation
, 78
T-student approach
, 29, 31
Teachers’ perspectives, service-learning from
, 80–82
Teaching Excellence Framework (TEF)
, 118
Teaching reading
, 146–147
Teamwork
, 41
Technical rationality
, 65
Technical skills
, 154
Technological layer
, 84–85
Technology-based concerns
, 25
360 Degree Model for Educating Socially Responsible Global Citizens (360 Global Ed model)
, 6, 24, 27–29, 31, 40, 43–44
Trade publications
, 151
Traditional education models
, 30
Transformational leadership
, 30
Transformational learning
, 128
Transformative instructional approach
, 27
Transformative interdisciplinary learning
, 28
Triangle model
, 134
“Triangle of knowledge”
, 102
Triangulation
, 15
Uncovering service-learning at UK University
, 117–119
United Kingdom (UK)
, 8
current UK practice
, 115–117
emerging practice in
, 114
“hidden” service-learning
, 117
service-learning in
, 114
UK policy and sectoral influences
, 115
uncovering service-learning at UK University
, 117–119
United Nations Sustainable Development Goals (UN SDGs)
, 118
United States (US)
, 114
Universitatea Babes-Bolyai (UBB)
, 101–102
University for continuing education, Austria
, 98–99
University for Continuing Education Krems (UWK)
, 98
University Learning Outcomes (ULO)
, 31–34
University-based practices
, 97
University/universities
, 12, 19, 64, 96–97
Vice Chancellor (VC)
, 77
Village Network framework
, 50
Virtual service-learning
, 137–138
Volunteering in Community (ViC)
, 61
Vygotsky’s framework
, 129
Walking survey
, 56
Corozal/Chan Chen Walking Survey
, 56
observations
, 56–58
Websites
, 151
What, Why, When, Where, and How (5Ws)
, 13
of service-learning
, 13–14
Wicked problems
, 64
- Prelims
- Part I: Agents Of Change
- Chapter 1: Introduction to Role of Education and Pedagogical Approach in Service Learning
- Chapter 2: The Integral Role of Service-Learning in Higher Education Prior to, During, and Post-COVID-19
- Chapter 3: Multi-Disciplined International Service Learning: A Pedagogical Model and Case Study
- Chapter 4: Service-Learning and Community Engagement – An Integrated Approach
- Chapter 5: Agents of Change: Journalism Education as Critical Service-Learning
- Part II: The Concept & Practice
- Chapter 6: Facets of Service Learning in Higher Education: A Cross-Case Analysis of Diverging Conceptualizations
- Chapter 7: A Rose by any Other Name Would Smell as Sweet: Uncovering the Hidden Service-Learning in UK Higher Education’s Pedagogical Practice
- Chapter 8: Implementing Service-Learning to Enhance Undergraduate Teaching and Learning
- Chapter 9: Reading in Service: Building Community, Scholarship, and Service Through College Reading
- About the Authors
- Name Index
- Subject Index