Student Benefits Following an International High-Impact Practice Service-Learning Experience

Autor/inn/en	Christaldi-Sullivan, Joanne; Bodzio, Jessica Rae
Titel	Student Benefits Following an International High-Impact Practice Service-Learning Experience
Quelle	In: Journal of Service-Learning in Higher Education, 14 (2022), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Service Learning; Educational Benefits; Student Attitudes; Foreign Countries; Study Abroad; Learning Readiness; Interprofessional Relationship; Undergraduate Students; Measures (Individuals); Scores; Cultural Awareness; Outcomes of Education; Futures (of Society); Educational Experience; Transformative Learning; Individual Development; Student Surveys; Attitude Change; Student Characteristics; Honduras; Guatemala + Suchen Sie Ihr Suchwort? Service-Learning; Bildungsertrag; Schülerverhalten; Ausland; Studies abroad; Auslandsstudium; Lernbereitschaft; Messdaten; Cultural identity; Kulturelle Identität; Lernleistung; Schulerfolg; Future; Society; Zukunft; Bildungserfahrung; Pädagogische Transformation; Individuelle Entwicklung; Schülerbefragung; Attitudinal change; Einstellungsänderung
Abstract	The use of high-impact practices (HIPs) in education has been shown to increase rates of student retention, engagement, and learning. The purpose of this survey research was to examine students' perspectives of international service-learning experiences and their readiness for interprofessional learning. Students from two Universities (N=56) traveled to either Guatemala or Honduras for a one-week, servicelearning experience and completed three questionnaires: Readiness for Interprofessional Learning Scale (RIPLS), International Service Learning (ISL) Evaluation Survey, and Health Professions Schools in Service to the Nation (HPSISN) Service-Learning Survey. Total RIPLS score was positively correlated to total ISL score (r=0.47, p<0.001). HPSISN sub scores 'perspective about service-learning' and the 'influence of service-learning on future work' were positively correlated (r=0.31, p=0.02), as were 'future work' and 'attitude toward community involvement' (r=0.40, p=0.002). Three themes emerged from the qualitative survey questions: students (1) were changed by the experience; (2) gained a stronger cultural awareness; and (3) overwhelmingly described the experience positively and want to continue service work. Students who participate in international, service-learning experiences are open and accepting of interprofessional learning, value hands-on learning, report enhanced cultural awareness, and experience personal growth. (As Provided).
Anmerkungen	University of Louisiana System. 1201 North Third Street Suite 7-300. Baton Rouge, LA 70802. Tel: 337-482-1015; Fax: 337-482-5374; e-mail: service@louisiana.edu; Web site: http://journals.sfu.ca/jslhe/index.php/jslhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01