Subject Index
International Case Studies in Service Learning
ISBN: 978-1-80071-193-8, eISBN: 978-1-80071-192-1
ISSN: 2055-3641
Publication date: 16 November 2022
This content is currently only available as a PDF
Citation
(2022), "Subject Index", Sengupta, E. and Blessinger, P. (Ed.) International Case Studies in Service Learning (Innovations in Higher Education Teaching and Learning, Vol. 47), Emerald Publishing Limited, Leeds, pp. 185-192. https://doi.org/10.1108/S2055-364120220000047015
Publisher
:Emerald Publishing Limited
Copyright © 2023 Enakshi Sengupta and Patrick Blessinger
INDEX
Academic achievement
, 49–50
Academic development
, 122–123
Academic results
, 78
Academic skills
, 78, 104, 122
Acadia University
, 152
Aftercare and enrichment program (AE program)
, 16
Aging process
, 52
American Indian
, 139, 140, 143
Art
, 123
education
, 123
forms
, 121
station
, 125–126
Articulate Learning
, 42
Arts-based educational research approach (ABER approach)
, 120–121
Asset-based community-led development
, 19, 22
Assisted living
, 51, 53, 54
Association for Persons with Physical Disabilities (APD)
, 20
Atlas. ti project
, 90, 156
Between-group factors
, 154
Blackboard
, 87
Blogging
, 9, 138, 139, 140
Blood pressure (BP)
, 140
Built Environment and Information Technology (EBIT)
, 86
Business enterprises
, 103
Campus Compact
, 62
Canada
action research case study
, 152
Community Campus Engage Canada
, 152
undergraduate university in
, 9
union contracts in
, 160
Cape Peninsula University of Education (CPUT)
, 130
Case study
, 129
arts-based approach
, 129
childhood disability and mental health
, 19–21
community psychology
, 18–19
developmental psychology
, 16–18
Service Learning Project in Flensburg, Germany
, 103–108
Center for Community Engagement and Work Integrated Learning
, 124
Cerebral palsy (CP)
, 20
Charity-based model
, 14
Child health
, 141
Childhood disability
, 19–21
Citizenship
, 28, 34, 67
City of Tshwane
, 88
Civic learning
, 48
Civic-social competences
, 77–78, 82
Civil society
, 104, 106, 112
Co-created partnerships
, 157
Co-development
of class
, 37
by community partners and students
, 42
Collaboration readiness questions
, 154
Collaborative service-learning
art station
, 125–126
background and development of program
, 123–125
challenges experienced by stakeholders
, 131–132
community engagement
, 120–121
conceptual framework
, 121–123
findings
, 130
Human Movement station
, 126–127
methodology
, 129–130
reading station
, 127–128
value of day
, 130–131
wellness station
, 129
writing literacy
, 128–129
Collaborative work
, 16, 81–82
Commitment
, 157
Communication campaigns
, 108
Communities of practice
, 158
Community Based Participatory Research
, 129–130
Community engagement (CE)
, 4, 12, 120–121, 151–152
Covid-19 in South Africa
, 87–89
developments in community engagement theory and practice
, 152–153
findings
, 156
findings
, 90–95
focus groups
, 155
institutional assessment of community
, 163–165
institutional supports and barriers
, 159–163
investigating Acadia’s community engagement capacity
, 155–156
limitations
, 95
methodology
, 90, 154
power and positionality of university
, 156–159
program framework for CE day
, 122
reciprocity and mutual benefit in literature
, 153–154
reflection assignments
, 86–87
and social perspectives
, 48
in South Africa
, 87
Community First: Impacts of Community Engagement (CFICE)
, 153
Community health promotion
, 136
Community Impact Scale
, 153, 165
Community norms
, 37
Community partnerships
, 136
Community psychology
, 18–19
Community-based Project
, 86
Community-based service learning (CBSL)
, 5, 12–13
childhood disability and mental health
, 19–21
community psychology
, 18–19
developmental psychology
, 16–18
engagements
, 22
findings
, 15
investment in
, 21–22
methodology
, 14–15
psychological assistance
, 23
relevant literature
, 13–14
Community-university partnerships (CUPs)
, 151–152
Comunicar
, 62
Conference of Rectors of Spanish Universities (CRUE)
, 62
Conscientizacion
, 156–157
Contextual factors
, 154
Continuing Care Retirement Community (CCRC)
, 51
Continuous design thinking process
, 109
Contracting
, 22
Coronavirus Disease 2019 (COVID-19)
, 87
in South Africa
, 87–89
Critical consciousness
, 14, 22
Critical hope
, 166
Critical reflection
, 4, 30, 41
Critical thinking
, 4
Critical-service-learning
, 29
carefully curate readings and other media to represents multiple viewpoints
, 37–38
challenges to implementing service-learning pedagogies
, 28–29
creating final product co-developed by community partners and students
, 42
DEAL model to assess student learning and community partner outcomes
, 41–42
design assignments to reinforce critical-service learning goals
, 38–40
design course assignments and LOs to explicitly tie service learning
, 34–36
design critical-service-learning experience
, 40–41
engage long-term partners regularly through codevelopment of course outcomes
, 36–37
experience
, 37
Food Systems and Metabolic Rift course
, 33–34
framework in action
, 33
proposed framework for
, 30–33
Cross-case analysis
, 15
Cross-faculty service-learning project
, 120
Cultural activities
, 142–144
Culture
, 106, 123, 136, 146, 147, 153, 160, 164
Curricular knowledge
, 78
DEAL framework
, 30–31, 41–42
Debriefing
, 164
“Deepens” learning
, 31
Deficit perspective
, 102
Deficit-oriented perspective
, 29
Democratic civic engagement model
, 154
Democratic community engagement
, 153
Democratic engagement
, 48, 154
Department of Education (DoE)
, 87
Department of Health (DOH)
, 20
Department of Higher Educational and Training (DHET)
, 87
Design thinking
, 35, 105
Developmental psychology
, 16–18
Dialnet database
, 66
Dialogue
, 30, 34, 157, 164, 166
Digital storytelling
, 19
Document analysis
, 156
“Documents” learning
, 31
E-learning management system
, 87
Early childhood development (ECD)
, 16
Economic sciences
, 100
Educational resources
, 7, 78, 86, 89
Employability
, 79
Entrepreneurship & Small Business Management
, 100, 101, 103
Environmental rift
, 36
Equivalence perspective
, 102
Europa-Universität Flensburg (EUF)
, 100
teaching “small business management” at
, 100–103
Experience
, 100, 140
cultural activities
, 142–144
service initiative
, 140–142
Experiential continuum
, 29–30
Experiential learning
, 5, 30, 41, 110, 122, 138
Faculty of Education
, 123–124
Faculty of Engineering
, 86
Family-school relationship
, 79
Farming support
, 43
Festive end-of-project event
, 106
Fierce warriors
, 137
Flensburg management studies program
, 104
Food Systems and Metabolic Rift course
, 33–34
Food-themed case study
, 33–42
Formal teaching
, 18
Fortitude
, 145
Fundraising campaigns
, 108, 109
General project management
, 109
“Generates” learning
, 31
Generosity
, 144
Gerontology
, 53
Giving psychology away
, 23
Goals
design assignments to reinforce critical-service learning
, 38–40
research question and definition of
, 63
service learning
, 103–104
Google Classroom
, 88
Health disparities
, 8, 136, 137, 141
Health promotion
, 8, 136, 138–143, 148
Higher education (HE)
, 120
Higher education institution (HEI)
, 87, 120
“Hilltop Legacy”
, 124
Homelessness
, 7, 88
Human Movement station
, 126–127
Institutional assessment of community
, 163–165
Institutional barriers
, 9, 156
Institutional supports and barriers
, 159–163
Institutional transformation
, 151
Institutional-level strategy
, 152, 154
Instructor
, 30, 33
Integrated change
, 152
Intercultural field notebooks (IFN)
, 81
Intergenerational service learning
, 50
Interviews
, 6, 8, 51–52, 155
Joint Community-based Project (JCP)
, 7
Kick-off event
, 105
Kinship
, 144
Klein
, 36
Lakota and Pine Ridge Indian Reservation
, 136–138
Leadership
, 7, 49, 78, 82, 164
Learning Management System
, 139
Learning outcomes (LOs)
, 28
to explicitly tie service learning to both student and community outcomes
, 34–36
Liberal arts education
, 152, 155
Library
, 79, 124, 127–128, 131
Life skills
, 7
Lionheart Contest
, 107
Lockdown
, 7, 87, 92
academic programme during
, 94
adapting course to challenges posed by COVID-19 lockdowns
, 88–89
Long-term partnerships
, 34, 163
Management studies
, 100–101, 104, 105, 109
Masifunde program
, 18–19
Mathematics
, 7, 86, 87
Meaningful learning
, 4, 30, 74
Memorandum of Understanding (MOU)
, 15
Mental health
, 19–21
Mentalization-based model
, 17
Metabolic rift
, 35
Mitakuye Oyasin
, 137
Mobile application
, 7, 86
Module
, 4, 16, 19, 20, 139
CBSL
, 13, 19
coordinators
, 14, 15, 89
credit
, 86
elective
, 13
Psychology Honors
, 14–15
Psychology Honors-level modules
, 5
Motivated Strategies Learning Questionnaire (MSLQ)
, 77
Motivation
, 9, 13–14, 28, 79, 110
National Qualifications Framework (NQF)
, 15
National Task Force on Civic Learning and Democratic Engagement
, 48
New bonus partners for volunteer card
, 108
Non-governmental organization (NGO)
, 19, 88
Non-profit organizations
, 8, 100, 103, 104–105, 108, 111–112
Nursing students
, 8–9, 136
experience
, 140–144
Lakota and Pine Ridge Reservation
, 136–138
reflection on service
, 140
service learning initiative
, 139–140
theoretical foundation
, 139
NVIVO 11 software
, 51
Object Relations Theory
, 17
Objective agreement
, 104
Oglala Lakota College (OLC)
, 136, 142
Oglala Lakota culture
, 136
Oglala Lakota Nation Indian Relays
, 136
Oglala Lakota Nation Wacipi
, 136
Oglala Lakota Nation Wacipi Rodeo Fair
, 141
Older adult
benefits to
, 54–55
desire to engage more with
, 53
desire to learn more about
, 53
participants
, 51
service learning with
, 50
Oral tradition
, 137
Organizational consultants
, 112
Outcomes
, 147–148
Participatory research
, 129–130
Partnership development
, 5
Personal competences
, 78–79
Personal development
, 48–49
Personality development
, 101
Pervasive
, 151, 152, 154
Photovoice
, 30
assignment
, 37
critical reflection example
, 38
Pine Ridge Indian Reservation
, 136
experience
, 140–144
Lakota and
, 136–138
limitations
, 148
outcomes
, 147–148
reflection on service
, 140
service learning initiative
, 138–140
theoretical foundation
, 138
Planning
, 31, 33
Poetry Writing
, 128
Positionality
, 152–153, 156–159
Power
, 156–159
Power dynamics
, 153, 157
Practical learning
, 18
Practice
communities of practice
, 158
developments in community engagement theory and practice
, 152–153
Praxis
, 157
Pre-service student teachers
, 122
Pre-service teachers
, 125–126
Pre-travel preparation
, 139
Preparation
and (content-related)implementation of seminar
, 109
pre-travel
, 139
vocational
, 101
PRISMA Statement
, 63
Professional development
, 48–49
Professional expectations
, 78
Project documentation
, 104
Project management
, 105, 109
Psychology
, 12–13, 14
community
, 18–19
developmental
, 16–18
Psychosocial model
, 20
Public purpose
, 153, 158, 165
Public schools
, 88
Qualitative content analysis
, 66
Qualitative systematic review
, 6
Readiness
, 157
Reading station
, 127–128
Reciprocal processes
, 153
Reciprocity
, 4
Reflection
assignments
, 86–87
on service
, 140
Reflective facilitator
, 30, 33
Relationships
, 17, 24
community-oriented relationships
, 138
quality of
, 50
reciprocal
, 157
systems to support
, 161
Research ethics board approach (REB approach)
, 163
Resource endowment
, 102
Rhodes University (RU)
, 12
Rhodes University Community Engagement (RU CE)
, 13
Saltmarsh’s model
, 156
Scholarly identity mapping
, 35
Scopus database
, 66
Self-assessment questionnaires
, 77
Self-efficacy
, 112
Self-esteem
, 49, 79, 123
Self-interested partnerships
, 158
Self-reflection
, 164
Semi-structured interviews
, 77–78
Service
initiative
, 140–142
reflection on
, 140
Service learning initiative
, 138
general information
, 138–139
pre-travel preparation
, 139
travel
, 139–140
Service learning pedagogy
, 138
Service Learning Portfolio
, 40
Service Learning Project (SLP)
, 100
A Bus for the Refugee Aid
, 106–107
A Short Film and Poster Competition Against Violence in the Family
, 107–108
A Street Soccer Field for an Out-of-School Learning Site
, 107
assignment
, 104–105
course structure and schedule
, 105–106
in Flensburg, Germany
, 103
further projects
, 108
lighthouse projects
, 106
new bonus partners for volunteer card
, 108
service learning goals
, 103–104
Service-learning (SL)
, 4, 13, 14, 28–29, 48, 62, 121, 123
impact of
, 55–56
academic achievement
, 49–50
benefits to older adults
, 54–55
benefits to students
, 52–53
community engagement and social perspectives
, 48
desire to engage more with older adults
, 53
desire to learn more about older adults
, 53
findings
, 52
methods
, 51
older adult participants
, 51
personal and professional development
, 48–49
service learning with older adults
, 50
student participants
, 51–52
study context
, 51
Six Thinking Caps of De Bono
, 90
Size-dependent preconditions
, 102
Small and medium-sized enterprises (SMEs)
, 7–8, 101
Small business management (SBM)
, 8, 100
collaboration with project partners
, 110–111
collaboration with students
, 109–110
cooperation and support
, 111–112
core principles of teaching management at EUF
, 100–101
preparation and (content-related)implementation of seminar
, 109
rounds of service learning
, 108
Service Learning Project in Flensburg, Germany
, 103–108
social realities of small businesses as subject of practical SBM teaching
, 101–103
teaching “small business management” at EUF
, 100
Smaller non-profit organizations
, 103
Social connections
, 6, 52, 54–56
Social responsibility
, 101
Socially integrative coordination mechanisms
, 102
Sociology of Aging
, 51
South Africa (SA)
, 12, 120, 121
HEIs in
, 123
Spanish Universities, SL experiences in
, 63
benefits
, 81–82
data collection process and data items
, 66–67
data on studies included in review
, 69–73
distribution of experiences by geographic area
, 75
eligibility criteria
, 65–66
environment targeted by ApS service
, 76
experiences in the field of education
, 68
implementation of SL experiences
, 80–81
information sources, search and study selection
, 66
methodology
, 63
participation in SL experiences
, 78–79
planned methods of analysis
, 68
protocol and registration
, 63–65
risk of bias in individual studies
, 67–68
semi-structured interviews
, 77–78
word cloud with titles of analyzed articles
, 74
Sport Pirates
, 107
Spread your wings
, 121, 124, 125, 128
Strengths, Weaknesses, Opportunities, and Threats analysis (SWOT analysis)
, 40
Student engagement
, 5, 12, 30
Student learning outcomes
, 28
Student participants
, 51–52
Student-centric approach
, 29
Student-centric service-learning model
, 30
Sustainable Development Goal (SDG)
, 120
SDG 3
, 123
Systematic review
, 63–64
eligibility criteria
, 65–66
qualitative
, 6
Systemic inequities
, 27
Systemic oppressions
, 158
Systems thinking
, 35–36
Tangible resources
, 160–161
Teacher education
, 81
Teaching management at EUF
, 100–101
Theory-practice applications
, 14, 15, 16, 21, 79
Train-the-trainer
, 18
Transcultural nursing
, 9, 136
Transformation
, 5, 13, 100, 120, 136, 151–152, 156, 165
Transformative learning theory
, 138
Transformative model
, 14
Travel
, 139–140
Tshwane Leadership Foundation
, 88
Undergraduate
, 4, 7, 13, 23, 29, 86, 120, 155, 156–157
Union contracts
, 160
University dominant partnerships
, 158
University of Pretoria (UP)
, 86
University partnerships
, 163
University Social Responsibility (USR)
, 80
University-community relationship
, 6, 63, 66–68, 80, 82
Utrecht Work Engagement Scale for Students (UWES-S-9)
, 77
Value of art
, 123
Value of day
, 130–131
Values
, 36
Visual literacy
, 123
Vlog
, 87
Vocational preparation
, 101
Voluntary activities
, 79
Volunteer card, new bonus partners for
, 108
Wacantognaka (see Generosity)
Wacintaka (see Fortitude)
Web of Science
, 66
Wellness station
, 129
Western, Educated, Industrialised, Rich and Democratic societies (WEIRD societies)
, 12
Western Cape Education Department (WCED)
, 130
WhatsApp
, 7, 86, 95
Wisdom
, 145
Within-case analyses
, 15
Within-group factors
, 154
Woksape (see Wisdom)
Word Cloud
on negative aspects of project
, 91
on positive experiences during project
, 93
Wotitakuye (see Kinship)
Writing literacy
, 128–129
YouTube
, 87
- Prelims
- Part I: Integrating Service Learning Into Curriculum
- Chapter 1: Introduction to International Case Studies in Service Learning
- Chapter 2: Case Studies of Community-Based Service Learning in Honors Psychology at Rhodes University, South Africa
- Chapter 3: Food Systems as a Civic Lens to Design Critical-Service-Learning
- Chapter 4: Benefits of Service Learning for Student Participants and Older Adult Recipients
- Chapter 5: Service-Learning Experiences in Spanish Universities
- Chapter 6: The Changing Face of Community Engagement in a Time of Crisis – Insights into an Undergraduate Service-Learning Course
- Chapter 7: Service Learning as an Approach to Teaching Small Business Management
- Part II: Community Engagement
- Chapter 8: “Spreading Our Wings” Toward Collaborative Service-Learning: A South African Case Study
- Chapter 9: Nursing Students and the Pine Ridge Indian Reservation
- Chapter 10: A University’s Community Engagement Ethos: Understanding the Capacity for Democratic Community Engagement
- About the Authors
- Name Index
- Subject Index