Online Abstract - Love Journey: Community Engagement through

Transcription

KEYNOTE SPEECHES
COMMUNITY ENGAGEMENT AS SOCIAL RESPOSIBILITY:
REDEFINDING UNIVERSITY COMMUNUTY RELATIONS
28
TH
May 2015, 10:30am-11:00am, MD152
Moderator, Prof. Shang-Shing P. CHOU, Vice President for Academic Affairs, Fu Jen Catholic University, Taiwan
Community Engagement as Social Responsibility: Redefining university community relations
Dr. Rajesh Tandon
President, Participatory Research in Asia
UNESCO Chair in community based research and social responsibility in higher education
In the rapidly changing world order, there is increasing demand for finding solutions to the ever-so-pressing human and ecological
challenges facing humanity today. It is in this sense that new knowledge for innovations becomes critical. The critical question of our times is
the nature of such knowledge and the modes of production and dissemination of this knowledge. It is precisely in responding to these
questions that the multiple epistemologies of knowledge gain significance. Universities can contribute to finding such innovative solutions if
they co-produce this knowledge in partnerships with communities and civil societies. What are the factors that enable such
community-university research partnerships?
Asian societies are historically old societies and cultures with more than five thousand years of recorded history. Yet, today, majority of
population in Asia is young. The median age in India is 24 years, in China 29 years. Nearly 1.75 billion Asians are below the age of 30 years.
Increasingly larger proportions of these are attending post-secondary educational institutions. How can the curriculum and teaching in
Asian post-secondary educational institutions embed the youth of Asia into the diversity of its socio-economic and cultural contexts? How
can the future leaders of Asian societies learn to appreciate inequalities, migrations and conflicts manifested in the societal transformations
occurring in these countries?
KEYNOTE SPEECHES
EDUCATING IN THE DIGITAL AGE:
WHY SERVICE-LEARNING IS MORE IMPORTANT NOW THAN EVER
28
TH
May 2015, 11:00am-11:30am, MD152
Moderator, Prof. Shang-Shing P. CHOU, Vice President for Academic Affairs, Fu Jen Catholic University, Taiwan
Educating in the Digital Age: Why Service-Learning Is More Important Now Than Ever
Prof. Joseph A. Erickson
Professor, Augsburg College Education Department
Licensed Psychologist, Associated Clinic of Psychology, Minneapolis, Minnesota
During the past several years, we have heard several long-time advocates of service-learning integration into teacher education
express concerns about how service-learning fits into the mix of pedagogies in the 21st Century school. In this age of hyper-accountability,
is service-learning too hard to document and too complicated to implement? Has service-learning’s time passed? Does service-learning fit
in the 21st Century school? Why service-learning now?
Today we are faced with unprecedented new challenges in educating our youth: the Internet and other forms of mass media can be a
huge impediment to helping out youth become full and able participants in our society. Google, Alibaba, Facebook, “reality” TV, etc. all
create alternate nodes of information and socialization for our youth that run counter to the belief systems promoted by most of us.
I want to ensure that we don’t lose sight of the core duties of our schools. That means that students not only need to read and
compute, but also must relate, conflict, reconcile, judge, decide, and reflect. Education enables our children to do more than make a living; it
enables them to make a life.
Service-learning not only helps students and teachers improve their test scores, it also deepen their community engagement, and
develop skills and attitudes necessary for a well-rounded life. Service-learning is also one of only a few teaching strategies to have evidence
of impact across the entire spectrum of school outcomes.
As we continue our work to reform and strengthen our schools, there is a risk that policymakers will confuse pragmatic efficiency with
authentic effectiveness—an oversimplification that may be seductive. We must remember that the most effective teachers are not narrowly
focused in any one specialty or technique, but instead employ different strategies for different learning situations and therefore possess the
power to reach the greater number of students.
KEYNOTE SPEECHES
SERVICE LEARNING AT GERMAN AND EUROPEAN HIGHER EDUCATION INSTITUTIONS –
SOME OBSERVATIONS OF A NEW PHENOMENON
29
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May 2015, 9:30am-10:20am, MD152
Moderator, Fr. Leszek Niewdana, SVD, Vice President for Mission, Fu Jen Catholic University, Taiwan
Service Learning at German and European Higher Education Institutions – Some observations of a new phenomenon.
Dr. Peter A. Zervakis
Project Coordinator nexus II: “Forming Transitions, Promoting Student Success” at the German Rector’s Conference
Over the past few years, several new key terms have enriched the educational debate. Whilst previously conducting research in the
interests of technical and economic progress as well as educating the future elite were among the noblest responsibilities of universities,
today further aims are coming into focus that are of increasing significance. Universities are now expected to make a growing contribution
to social integration and to prepare young people for conditions of life and work that are becoming ever more complex, international, and
nuanced. A glance at German statistics reveals the extent of the changes that this entails: Within a few decades, the number of students in
Germany has more than doubled; today, half of the secondary school graduates will go on to a university. These substantive challenges have
been significant factors behind the national reforms in the frame of the “Bologna Process” that have taken place in Europe since 1999: the
conversion of long degree programs to Bachelor’s and Master’s is a response to the question of how universities deal with the new social
demands.
Universities have embraced these changes with enormous commitment, which directly benefits students. Though their active
involvement is as varied as their different profiles and subject areas are themselves. Traditionally, responsibility for society tended to be
implicit in university teaching. The other aim of knowledge transfer was not as pronounced. It is a new phenomenon for students to leave
their institutions and learn in social settings. In the meantime, it has become a valuable addition to classical teaching formats because
students can apply what they have learned to practical situations and, at the same time, gain impressions that prompt them to ask new
questions. Opening up universities to society is no longer a postulated aim, but is increasingly becoming a reality.
Ultimately, it proves that it is worthwhile for students to become actively involved. Over time, this creates a culture of recognition for
committed students – the future pillars of the often-invoked European civil society.
BREAKOUT SESSION 1A
Social Enterprises and Community Developments
28
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May 2015, 1:30pm-2:40pm, MD204
Moderator, Dr. FLORENCIA V. BAUTISTA, Morong, Rizal, University of Rizal System, PHILIPPINES
1.
Guidance and Assistance…My Offer To You
Dr. FLORENCIA V. BAUTISTA
Morong, Rizal, University of Rizal System, PHILIPPINES
Guidance touches every aspect of an individual’s personality, his physical, mental, emotional and social aspects.
individual to integrate all his activities using his potentials and environmental opportunities.
developed in a day or in one night.
It seeks to help the
But individual’s personality cannot be
If we want to improve personality specially that of a child, a program of personality development must
be crafted and implemented.
Therefore, this project has been conceptualized which is anchored on the mission of the university to engage in a social service to the
community.
The project is an extension service of the college to the children housed at Felicisimo-Aurora Bahay Kalinga, Inc. located in Baras, Rizal.
Its main focus is to provide guidance services for the emotional, social, moral and psychological stability of the children.
giving attention to the whole individual, his development and adjustments must be prioritized. Such activity
The need of
assist the children to become
productive, responsive, morally and socially responsible individuals for the upliftment and a quality life towards self-reliance and
productivity, thus, become successful individuals.
The children in the institution come from broken families, street children, deserted/abandoned/neglected by their parents, orphans,
stow-away children, child of separated parents, and children who are brought by their relatives who cannot afford to support their material
and non-material needs.
These children need love, affection and sense of security for their psychological stability. It is the hope of this project that through this
engagement to the undeserved and underprivileged children in the community, the proponent could touch the lives of every child “A
LOVE JOURNEY” towards personality adjustments and development.
The project emphasizes the promotion of efficient and happy lives and sustains
through the conduct of different activities such as
“Getting to Know Each Other”, Talent and Skill Development (Singing, Dancing, Art, etc), Counseling Sessions, Values Reorientation
Lessons and Socialization Activities. This is done with the assistance of the faculty and student facilitators, whose academi c knowledge is
being put into practice through social service.
The activities of the project are evaluated to assess its impact to the children.
activities conducted.
It also served as the basis for the improvement of the
2.
Sustainable Development with Geomatics
Mr. Joseph LAM
Department of Land Surveying and Geo-Informatics, The Hong Kong Polytechnic University, Hong Kong
Dr. Geoffrey SHEA
Ms. Ran ZHANG
Dr. Xiang RONG
Department of Sociology and Social Work, School of Public Management, Yunnan University, China
Learning for service is the main objective in service learning, students in the Hong Kong Polytechnic University (PolyU) are
encouraged to apply their learning outcomes to serve the community for rather long term benefits. This paper will discuss how PolyU
students with Geomatics knowledge committed a service learning project with local social enterprises-Hosteling International.
Together with students from both Peking University and Yunnan University with different disciplines, a group of students from PolyU
joined a service learning project in Yunnan. These students applied their knowledge in mapping and other professional skills to serve the
community at Yuan Jie Township by enhancing guest reception capabilities of a local Youth Hostel. They crossed over between learning and
serving. They learnt the difficulties in local community development with SWOT analysis approach to their collected local information and
identified focus of their service through the inter-disciplines dialogues in this student group.
They aware that people can use all forms of tools, like web maps to obtain geographical information about the surrounding areas in
the well-developed cities, but as the infrastructure was not as well-developed in local as their living community in city. Local community and
travelers had no such access in Tuan Jie Township, making the locals difficult to identify the natural resources and assets surrounding them
and travelers not able to navigate around during their visits. By using Global Positioning System (GPS) and GeoIT technique, students
collected important geographical information, survey the map and painted it on the wall of youth hostel. This helped to empower the local
community development in recognizing and promoting their rural assets to visitors and in long-run revitalize the local community for future
local cultural conservation and youth development. They also arranged the map application workshop to teach local kids map reading and
applications so that they could ascertain the local youth identity and introduce this special community to visitors.
3.
How can Hong Kong social enterprises survive in money supremacist economy?
Miss WONG Sin Yan
Lingnan University, Hong Kong
In Hong Kong, the term “social enterprise” is a relatively new term. As a result, those living in Hong Kong often do not unde rstand
the term’s meaning or what a social enterprise is and how it works. In fact, many people living in Hong Kong tend to confuse “social
enterprises” with “charitable organizations” – thinking that the two terms have the same meaning.
In addition to the many misconceptions about the concept of “social enterprise,” it is also important to recognize the difficulties
that operating social enterprises (SEs) face in Hong Kong. Many SEs are struggling to survive because of the economic structu re in Hong
Kong. Due to the money supremacist economy of Hong Kong, many residents of Hong Kong place emphasis on making money and
acquiring profit, rather than acknowledging their civic responsibility for addressing social issues. Business-minded and profit-driven
individuals believe that it is the government’s responsibility to fix society’s problems and issues. As a result of this social mindset, it is
often difficult for SEs to sustain in Hong Kong.
Service-Learning, in effect, can be a way to help SEs with their difficulties and help them continue to exist in Hong Kong. The
Service-Learning project “Strategic Planning for ‘Natural Network,’” organized by the Office of Service-Learning (OSL), serves as a case
study for how university students can help benefit social enterprises and vice versa. This research will demonstrate how students from the
“Strategic Management” course at Lingnan University have partnered with the social enterprise “Natural Network” to support its efforts
and services.
Findings show that by partnering with Natural Network, Lingnan students have helped Natural Network brainstorm ideas to outreach
to more schools and NGOs and assisted in developing pricing strategies for Natural Network’s services. The project has also enhanced
students’ knowledge of SEs and the difficulties SE’s face, along with increasing students’ academic knowledge and research skills.
BREAKOUT SESSION 1B
Outcomes and Experiences of K-12 and Higher Education Collaborative Programs
28
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May 2015, 1:30pm-2:40pm, MD203
Moderator, Prof. Yen-Hui LU, Chung Yuan Christian University, Taiwan
1.
Service-learning as a Reflective Pedagogy for Pre-service English Teachers
Prof. Yen-Hui LU
Chung Yuan Christian University, Taiwan
Most teachers claim that most of what they know about teaching came from firsthand experiences. They generally say that student
teaching was the most valuable part of their experiences during their formal preparation. However, some researchers argue that without
reflection, these experiences may become a pitfall in the future teaching. In order for pre-service English teachers to build up reflective
teaching knowledge, this study uses service-learning as a pedagogy to provide pre-service teachers with classroom-based practice and
reflection.
The purpose of this study is to examine the construction of learning to teach by exploring English pre-service teachers’ teaching
reflections during the service-learning activities in a remote middle school. This study discusses a model of utilizing service-learning as a
reflective pedagogy for pre-service English teachers. The reflective activities include journal writings, peer-reviews, teaching problem
analysis, video analysis, group discussions, letters to students, and presentations.
Qualitative content analysis is used as a research
technique to analyze the texts from the data based on four dimensions of critical reflection, continuous, connected, challenging, and
contextualized, proposed by Barbara Jacoby (2014).
Research results indicate that pre-service English teachers’ reflections upon service-learning activities provide researchers with a true
voice from a realistic context. Through variety of reflective activities and dialogues, the pre-service teachers are able to reorganize their own
teaching experiences into explanatory framework. Moreover, the research results indicate that a model of well-structured reflective activities
through service-learning is able to provide the pre-service teachers with opportunities to critically examine their own perspectives on the
students with low motivation and achievement. The model also provides as a bridge for pre-service English teachers to better understand
the students in the remote area so that they are able to develop effective teaching strategies for the students.
Reference
Jacoby, B. (2014). Service-learning course design: what faculty need to know. At the International Service-Learining Seminar. Taiwan.
2.
Embedding Service Learning in Special Education Teacher Preparation Program
Dr. Lusa LO
University of Massachusetts Boston, U.S.A
Background
As the demographics of the student population continue to get diverse, U.S. teachers need to be prepared to work with students with
different learning needs. This is especially true for special educators. Approximately 43 percent of the students in the U.S. are from diverse
background (U.S. Department of Education, 2014), while 44 percent of them are students with disabilities (U.S. Department of Education,
2013). Research suggests that one of the greatest barriers to effectively teaching students with disabilities is that teachers feel inadequately
trained to address their students’ individualized needs (e.g., Pijl 2010). Pre-service teachers need to integrate theory and practice. This
integration must be done throughout the program, and not just during their final internship semester. The purpose of this presentation is to
share how one special education teacher preparation program in the U.S. successfully incorporates service learning throughout the
program of study, so pre-service teachers start their fieldwork as soon as they enter the program.
Discussion Focus
The Special Education Program at the University of Massachusetts Boston is a graduate program, which prepares individuals to be
special educators at the elementary, middle, and high school levels. Students who are admitted in the licensure program are expected to
take seven courses and one internship course. Service learning is embedded in each course. In addition to attending course sessions at the
university, students are required to complete specific assignments in the field. For example, in an assessment course, pre-service teacher is
required to select a student with a disability, collect background information of the student by interviewing parents and teachers, conduct
the required assessments, analyze test data, and write a formal evaluation report. Each student’s performance is evaluated by both the
course instructor and a local school teacher.
Suggestions
As indicated in the recent accreditation, embedding service learning opportunities in the Special Education Program is one of the
program strengths. In the past years, approximately 85 percent of our graduates received job offers prior to their graduation. In order to
have a successful implementation of service learning in the program, developing collaborative partnerships with local schools is a must.
References
Pijl, S. J. 2010. Preparing teachers for inclusive education: Some reflections from the Netherlands. Journal of Research in S pecial Educational
Needs, 10, 197–201.
U.S. Department of Education. (2013). 2012 IDEA Part B Child Count and Educational Environments. Washington, DC: Author. Retrieved from
https://www.ideadata.org/resource-library/#public-data
U.S. Department of Education. (2013). Fast facts: Students with disabilities. Washington, DC: Author. Retrieved from
http://nces.ed.gov/fastfacts/display.asp?id=64
U.S. Department of Education. (2014). Racial/ethnic enrollment in public schools. Washington DC: Author. Retrieved from
http://nces.ed.gov/programs/coe/indicator_cge.asp
3.
Deep Ploughing Localized Services; Expanding International Horizons– Collaborative English Teaching Service-Learning Program
between Minghsin University of Science and Technology and Primary & Junior High Schools
Dr. Hsiao-Chi CHIU
Director, Service-Learning Center, Minghsin University of Science and Technology, Taiwan
Shin-Fa TSENG
Assistant Professor, Department of Applied Foreign Languages, Minghsin University of Science and Technology, Taiwan
Yu-Chun WU
Instructor, Service-Learning Center, Minghsin University of Science and Technology, Taiwan
On the basis of our experience in promoting localized service-learning programs over the past 6 years, our school, in collaboration
with local primary and junior high schools, planned a Cooperative Service Learning Program with an emphasis on “reflection” and
“reciprocity” in service learning. This Program was implemented in coordination with a Service-Learning Program (named Professional
Ethics) initiated by the Department of Applied Foreign Languages of our school. In practice, college students are dispatched to primary and
junior high schools to teach their students English and lead the primary and junior high school students to establish a campus English
catchphrases environment. In the meantime, through structured reflective activities, this Program allows both college students and primary
and junior high school students to benefit from service learning.
The results of this Program include: 1) shared and handed over the experience and resources of colleges and universities in promoting
service-learning to primary and junior high schools so as to push ahead the deep ploughing and sustainability of service learning in the
local communities; 2) achieved the goal of mutual benefit between service providers and service receivers and assisted in improving the
problem of lack of international education resources in remote villages in Hsinchu County so as to realize the spirit of social justice that is
emphasized in the concept of service learning; 3) planned diversified and structured service-learning reflective activities for different target
groups to allow both college students and primary & junior high school students to grow in actual service-learning experience in order to
cultivate students’ awareness of social care and civic engagement and inspire students to agree with the concept of service learning so as
to make a commitment to turn it into their personal value; 4) organized service-learning teacher training activities to cultivate
service-learning seed teachers in primary and junior high schools so as to establish a localized service-learning network and build up a
transformative service-learning partnership with local primary and junior high schools.
BREAKOUT SESSION 1C
Theories and Conceptual Models of Service-Learning
28
TH
May 2015, 1:30pm-2:40pm, MD202
Moderator, Dr. Sophia Suk Mun LAW, Department of Visual Studies, Lingnan University, Hong Kong
1.
Service-learning as pedagogy for study of art and community
Dr. Sophia Suk Mun LAW
Department of Visual Studies, Lingnan University, Hong Kong
The study of art in higher education has long focused on art history and practice, masters and masterpieces. Art, in its fundamental
sense, is a language written in images that applies to all, not just to the talented and privileged. It has a close relationship with and
considerable influence on the development of both individuals and communities. Art and Well Being, a programme elective offered by the
Department of Visual Studies at Lingnan University, investigates the intrinsic nature of art as a language for expression and communication.
It provides students with a new perspective on seeing art, provoking an inquiry into how the expressive and communicative nature of art
can promote the well-being of individuals and communities alike. Such an inquiry is best scrutinised through service learning. The
incorporation of a well-structured service-learning research scheme (SLRS) into the aforementioned course gives students the opportunity
to apply the theories learnt in class to real-life situations. Many of the art-related scenarios encountered in reality are so immediate and
direct that they induce critical thinking, in-depth intellectual inquiry and genuine reflection, causing the individual to enact a process of
internalisation from knowing to acting. More significantly, interaction with a cross-section of society draws students’ attention to social
issues and concerns, fostering a desire to care for others.
The aim of this paper is to demonstrate a new art pedagogy in higher education exemplified by the course Art and Well Being, to show
how it provides new insights into the study of art and community and show how service learning constitutes the best pedagogical tool for
the course. The services in question are not ordinary leisure activities, but art facilitation workshops for specific target groups that can
benefit from art and creativity, including intellectually disabled adults, ethnic minority children, autistic children, youth with behavioural
problems and adult wheelchair users. The outcomes of the SLRS are encouraging. This paper elucidates the theoretical framework and
structure of the scheme.
2.
Biyaheng JEEP: SL-DB Initiatives in the Junior Engagement Program (JEEP)
Ms. Ma. Criselda Dana P. BU AG
OSCI – Ateneo de Manila University, Philippines
Ms. Ara Marie Leal R. RODRIGUEZ
OSCI – Ateneo de Manila University, Philippines
The Junior Engagement Program (JEEP) is one of the four subcomponents of the Integrated Ateneo Formation (InAF) Programs. As a
formation program designed for third year undergraduate students of the Ateneo de Manila University, it serves as the praxis component
for the Philosophy of the Human Person class. This class is part of the core curriculum of the university, making this program mandatory for
all its students. The JEEP program enables students to go beyond themselves by engaging with the ”other,” or those outside of their
social milieu. This is done through their experience of labor in marginalized sectors. The program uses the image of a jeepney, the most
common and cheapest form of transportation in the Philippines where an encounter and/or interaction with the ‘other’ occurs.
JEEP is pilot-testing several program innovations through the entry of service-learning. Different models are being designed and
tested, in partnership with academic departments. There are two basic approaches in incorporating service-learning in JEEP.
The first is
service-learning (SL) as a credit-bearing experience, where students participate in activities that help a community or institution. These
activities are related to their course content (Bringle & Hatcher, 1996). The other approach being practiced in JEEP is the discipline-based
approach. The discipline-based (DB) approach is defined by Alzona (2013) as “an Ateneo approach to formation that makes use of
knowledge and skills related to one’s discipline or course to serve development institutions and marginalized communities.”
This paper shares the current initiatives taken by the program as it moves towards service-learning and discipline-based approaches.
It will discuss the experiences of students with service-learning and discipline-based JEEP. It will also identify different challenges
experienced by the program with the entry of service-learning and discipline-based approaches. Lastly, it will look at corresponding learning
and recommendations for SL-DB JEEP.
Establishing service-learning and discipline-based approaches may have been far from easy in JEEP. But with small steps and
continuous explorations being done, JEEP can be an innovative tool for service-learning.
1
Biyahe is a Filipino word for journey.
3.
Implementing Service-Learning in the Digital Imaging Photography Course
Dr. Ling-Chin KO
Department of Information and Communication, Kun Shan University, Taiwan
Jui-Feng HO
Department of Information and Management, Far East University, Taiwan
This article outlines the development of an undergraduate project-based Digital Imaging Photography Course, specifically designed
to provide students with a community service learning experience. It’s focus on integrating service learning into existing Di gital Imaging
Photography courses and on helping children at local elementary school to learn the skills of photo shooting through the comm unity
service. The course goal is on strengthening student’s photo shooting skills and understanding the meaning of service-learning through
earlier coursework; then helping students to develop their broader work-related to practice skills, interpersonal skill, civic engagement, and
personal responsibility through service-learning assignments fit the scope course. This research study incorporates a questionnaire and a
reflection writings to assess students learning outcome. A framework for course design is presented, and a set of pedagogical materials is
provided that other Imaging Photography related educators can use to develop and launch a significant community service learning course.
Key Words: Service Learning、Digital Imaging Photography Course
BREAKOUT SESSION 1D
Theories and Conceptual Models of Service-Learning (Interactive Workshops)
28
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May 2015, 1:30pm-2:40pm, MD215
Moderator, Dr. Kristen SCHOLLY, Health Promotion Chair, University of Hawaii, U.S.A
Mānoa Alcohol Project:
Service Learning, Social Norms and Alcohol Abuse Prevention
Dr. Kristen SCHOLLY
Health Promotion Chair, University of Hawaii, U.S.A
College heavy episodic drinking, or binge drinking is a serious and chronic young adult health problem in the United States. Heavy
episodic drinking is also associated with college students falling behind in schoolwork and an overall lower grade point average.
The Mānoa Alcohol Project (MAP) is a service learning program that seeks to reduce high-risk alcohol use at the University of
Hawai‘i at Mānoa (UHM). There are two major objectives of the MAP program. The first objective is to present accurate norms and
education about alcohol use on campus and the second is to reduce the harmful consequences of alcohol abuse among UHM
undergraduate students.
Research has shown that campus-wide educational strategies to reduce high-risk alcohol use behaviors among college students
should incorporate accurate information regarding alcohol use norms. These evidence-based norms are then widely distributed, or
marketed to correct students’ perceived over estimation of their peers alcohol consumption and the underestimation of students
protective alcohol use behaviors.
As a result, the MAP program incorporates the principles of social norms theory into a cam pus-wide
alcohol education social norms marketing campaign, specifically designed to target the undergraduate student population.
UHM service learning students working with the MAP program to put social norms theory into practice by providing alcohol
education outreach to the campus community. The service learners work throughout the school year to develop and implement several
campus-wide social norms marketing poster campaigns. These creative data-driven educational campaigns promote healthy
decision-making related to alcohol and other substance use and encourage students to achieve college success. Multi-year evaluation data
shows that MAP’s social norms marketing campaigns successfully contribute to an increase in healthier behaviors related to al cohol use
and a decrease in negative health consequences of excessive alcohol consumption among UHM students.
This interactive conference presentation will showcase implementation strategies and educational materials created for the MAP
social norms marketing campaigns. The presentation will also demonstrate how conference participants can utilize service learning and
social norms marketing campaigns on their own university campuses, as a means of contributing to the well-being and academic success of
their college student population.
Reference: Scholly, K., Katz, A.R., Kehl, L. (2014). Examining factors associated with heavy episodic drinking among college undergraduates.
Health Psychology Research. 2.2. p 49-52.
BREAKOUT SESSION 1E
International and Intercultural Subjects on Service-Learning (Panel)
28
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May 2015, 1:30pm-2:40pm, MD214
Moderator, Dr. Gregory Yee MARK, California State University, U.S.A
History, Memory, Identity: Building the Wayne Maeda Asian Studies American Archive
Dr. Gregory Yee MARK
California State University, U.S.A
Mr. Daniel LUO
Ms. Maria Angela SARTE
Mr. Ivan TIET
Wayne Maeda, as a student was one of the founders of the Asian American Studies Program (AAS) at Sacramento State University.
For 42 years, he was the primary professor for AAS. When Wayne passed away in February 2013, he donated his private library a nd
collection to Ethnic Studies. In response to his wishes Dr. Mark (also a pioneer in the founding of AAS) created the Wayne Maeda Asian
American Studies Archive to serve university students, faculty, researchers, and the community-at-large.
The panel will explore the creation of the Archive, the Archive as it is today, the role of students, community partnerships, and its
outreach programs locally, regionally, nationally and international. The foundations of the Archive are its four components; Japanese
Americans in California, Filipinos in the United States, Korean Americans in California, and Hmong Americans in the U.S. The Hmong
American/Hmongs in Southeast Asia collections and outreach programs will be in scope national and international.
In conclusion, the panel, “History, Memory, Identity: Building the Wayne Maeda Asian American Studies Archive,” will examine the
historical development and purpose. There will also be specific details about the exhibit created by the Archive. The three events that were
provided by the Archive and the partnerships will also be elaborated. Lastly, it exams how an Archive can be a Service-Learning tool for
California State University, Sacramento students, and other Asian American student groups. Future projects will also be briefly presented.
BREAKOUT SESSION 1F
Campus-Community Partnerships
28
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May 2015, 1:30pm-2:40pm, MD217
Moderator, Dr. Lilian I JASPER, Associate Professor, Department of English, Women’s Christian College, Chennai, India
1.
Community Partnerships through Local Knowledge awareness – WCC Initiative
Dr. Lilian I JASPER
Associate Professor, Department of English, Women’s Christian College, Chennai, India
Dr. Florence CHANDRAN, Librarian
Associate Professor, Department of English, Women’s Christian College, Chennai, India
Campuses in India for a long time were exclusive domains of the academia and the community usually featured only in extension
activities. But of late the recognition of the importance of experiential learning and drive towards an interdisciplinary approach has brought
the focus on networking with the community. Colleges are also keen to promote this endeavor as this also takes care of the social
responsibilities of academic institutions.
One such initiative of Women’s Christian College, was the local knowledge project which arose out of the Ecoliterature course of the
English department. This program documented information about some of the lesser known facts of a few tribal communities in and around
Chennai. This paper analyses the outcomes of this campus community partnership and its outcomes.
One of the major outcomes was the partnerships that we had with various NGO’s to further this project. Most of the tribal
communities have been exploited by the mainstream society and so are wary of sharing information with people other than the one’s they
trust implicitly. So the NGO’s served as entry points. The NGO’s in turn gained by their relationship with us as we shared all our photos
and documented material with them. This would help the NGO’s to submit projects to the government for the benefit of the tribal
community.
The college became a repository of precious knowledge which was fast disappearing. Documentation of local knowledge was very
essential as most of their valuable knowledge regarding nutrition, traditions and customs were fast disappearing. One could see the change
just within two to three years. Most of the tribal communities in Kolli Hills had switched from a millet diet to rice which was supplied by the
Government’s ration shops. Their traditional thatched homes made from locally sourced materials were replaced by Government built
brick and cement structures. Leaving behind their traditional occupations as hunter gatherers they were busy laying roads or working as
construction laborers. The knowledge garnered was made available in a public domain globally through the web portal lkwcc.
The mutual dialogues, making public concerns visible has spurred initiatives and dialogues with the community. In 2012 the college
adopted a village 50 km away from the campus at Tirukandalam which has about 50 Irula tribal families. All the departments on campus go
there on a regular basis to conduct participatory action research which has brought in a new teaching learning methodology to all
departments on campus.
2.
Curatorial Service-Learning: Collaboration between Lingnan University and the Hong Kong Maritime Museum
Dr. Michelle Ying-Ling HUANG
According to the International Council of Museums, “A museum is a non-profit, permanent institution in the service of society and
its development, open to the public, which acquires, conserves, researches, communicates and exhibits the tangible and intangible heritage
of humanity and its environment for the purposes of education, study and enjoyment.” Curators and educators traditionally play active
roles in fulfilling such professional duties through exhibitions and public programmes. In 2014, the Hong Kong Maritime Museu m adopts a
community-based approach to exhibition design and for the first time invites local students and scholars to join the curatorial team of the
Made in Hong Kong: Our City, Our Stories, a new exhibition to be opened in March 2015. Through the partnership with museum and media
agency, this curatorial service-learning project allows students from Lingnan University to link their classroom learning to real-life
experiences in the community, facilitate public dialogues, and address the issues and needs of the community. It also inspires students to
tackle issues involved in the design and research for museum exhibitions.
This paper reviews the methods, process and outcomes of the Made in Hong Kong service-learning project embedded in the survey
course “Understanding Museums” at Lingnan University. Students from different disciplines have collected over 120 interviews from
about 30 ethnic groups across three generations. The interviews, data analysis and interpretive materials derived from the project will be
edited into interactive displays for the exhibition. Interviewees’ responses inform diverse views on Hong Kong in the past, present and
future, especially its social, economic and political changes as well as the Hong Kong spirit. As with the project, the exhibition guides
students, interviewees and audiences to rethink the meaning of Hong Kong in their life. Based on questionnaires, reflective interviews and
visual documentation, this paper will further explain the impact of real-life experiences on deepening students’ understanding of
museums and their relationship with the community. It will also reveal the benefits and challenges of developing curriculum-based
collaboration between universities and museums.
3.
Service-Learning as a Strategy for Social Formation of Students and CCT Beneficiaries through Financial Literacy
Miss Zynen S. BANIEL
Office for Social Concern and Involvement-Ateneo de Manila University, Philippines
Miss Noelle R. FLORES
Office for Social Concern and Involvement-Ateneo de Manila University, Philippines
School year 2013-14 marked the start of a partnership between the Office for Social Concern and Involvement (OSCI) and the John
Gokongwei School of Management (JGSOM). Both visualize an enhanced formation program for the students through service-learning.
1
Service-learning happens when students are in their second year. It is at this time when RA 9163 is offered and JGSOM students start
learning financial concepts in their management subjects.
2
Social formation and academic learning becomes a single entity through financial literacy . Financial concepts were taught to 1,364
identified conditional cash transfer (CCT) beneficiaries, a government program implemented by the Department of Social Welfare and
Development (DSWD) for the poorest of the poor. JGSOM is the only academic partner of DSWD that facilitates financial literacy.
CCT beneficiaries attended seven finlit sessions that included budgeting, savings and debt management. Certificates of completion
were awarded to those who attended a minimum of 5 sessions.
This study highlights the feedback from stakeholders for the initial implementation of finlit. Quantitative and qualitative data were
gathered through a survey from the student facilitators, an FGD with randomly selected beneficiaries, and feedback from OSCI and JGSOM.
After a year, it was recommended that students undergo the finlit sessions first before teaching their learned financial concepts. With
language as a concern, training on conversational Filipino was seen as important in preparing the student facilitators.
BREAKOUT SESSION 2A
Others
28
TH
May 2015, 4:30pm-5:40pm, MD204
Moderator, Dr. Red CHAN, Lingnan University, Hong Kong
1.
Service-learning and social activism: a case of sign language translators in Hong Kong
Dr. Red CHAN
My paper discusses the research findings of my project on service-learning, social activism, sign language translators and Translation
Studies pedagogy.
Since August 2013, I have been working closely with two NGOs who care for deaf people in Hong Kong. My students served those
NGOs as language and translation major. The outcomes of their services include a short film, translated sign language textbook, website
materials, and subtitles of films for Deaf Film Festivals in Hong Kong. Pedagogically, they have found service-learning tremendously helpful
for them to better acquire the subject knowledge of Translation Studies. It has also broadened their social awareness as well as career
horizon. From the collected empirical data, I will argue that service-learning has made substantial difference for my students.
Service-learning has also empowered my research capacity. It inspires me to embark on a new research frontier, namely the history
and status quo of sign language translators of Hong Kong. This is a ground-breaking attempt both in fields of Deaf Studies and Translation
Studies. Blessed with enthusiastic support from local deaf communities, sign translators and activists, I have conducted over a dozen
in-depth interviews with veteran sign translators. Had it not been my first interest in service-learning, my research profile wouldn’t have
been so enriched.
The recent “Occupy Central” social movement in Hong Kong provides timely evidence of the validity of my research on social
activism and sign translation. Activist-translators have played a pivotal role in assisting deaf people to take part in the Occupy movement for
over two months. Thanks to dedicated, conscientious sign translators, deaf people are able to “voice” their concerns fo r social justice, get
informed and educated of the subject matter, and be involved in various acts of resistance.
Based on the various perspectives mentioned above, my paper discusses how service-learning opens the door for translation
students as well as the researcher to understand, and participate in social issues. The benefits of service-learning for teaching, learning and
research are complex and multifaceted. In the very least, my paper shows how service-learning greatly facilitates our critical reflection on
identity, marginality of sign language and deafness, social activism, and politics of translation.
2.
Cross-disciplinary Collaboration through WuZhiQiao Project to foster cultural exchange and community engagement
Ms. CHEUNG King Shun Rain
WuZhiQiao Core Team of Technological and Higher Education Institute, Hong Kong
Ms. KEUNG Hiu Ying
Mr. LAM Kin Yee
LEE Yan Yu
Mr. WONG Chak Hay
Mr. YAN Tsz Wai
In 2013, students of the Technological and Higher Education Institute of Hong Kong (THEi), with the support of WuZhiQiao (WZQ)
Charitable Foundation, formed a core team of 11 students to organize and participate in social service projects to help the underprivileged
in the Chinese mainland.
WuZhiQiao (WZQ) projects, the first cross-region social service engagement by THEi students, bring together students from Hong
Kong and the Mainland. WZQ Charitable Foundation aims to help the Chinese traditional village in building Pedestrian Bridge and
organizing community projects. Since there are Chinese villages facing flooding during rainy seasons, the local villagers will be trapped
inside the village without the chance to go outside or wade outside the village. There are hundreds of such villages and they highly need our
help.
Each project mainly involves two or three institutes from Hong Kong and the Mainland, and they organize the whole volunteer project
including planning, investigation, design, promotion and operation. Through involvement in different states or provinces, WZQ projects
provide good chance of communication and interaction between Hong Kong teams and the Mainland teams and advocate intercultural
social services. The projects can foster the cultural exchange between Hong Kong and the Mainland.
Moreover, the majority of WZQ project members are coming from the fields of engineering, architecture and health care. We can
practice our learning from lectures through the project implementation. Different parties are involved in the engineering projects including
clients, consultants, contractors, surveyors, engineers and workers. Engineering students can gain good understanding of the holistic
picture of a real-life engineering project. We visited the location village for investigation to learn more about the local culture, geometr y and
the people’s needs and discussed with the Mainland Team through online chatting tools in order to propose the optimal pedestrian
building design and other community projects.
Having spent over six months in planning and preparation, THEi students will implement a bridge-building and community project in
Chongqing in January 2015. Through engagement in this service-learning project, not only the undergraduates of THEi can benefit through
personal development but the life quality of the disadvantaged can also be improved.
3.
From Alleviating Extreme Poverty to the Construction of an International Non-Government Organization (NGO):
Changes Observed in the Individuals and Communities
Prof. Hao-Pu WANG
Fu Jen Catholic University, Taiwan
This paper is with two purposes, one, to inform the general public about how the serving of the extremely poor can lead to a global
non-government organization aiming at combating poverty; two, to let the participants on the day of the seminar enter the workshop
format in which they discuss about issues related to what most people living in developed nations like Taiwan would not be able to really
imagine. The paper will begin by telling the story of Knight Club, the service works it has done in different nations in Asia, particularly in
Myanmar and how it ended up in Kenya where they found the desert-like land caused by global warming has influenced the livelihood of
the millions. Confronted by such huge tasks ahead while experiencing trials and failures, Community Up International was born, with the
participants, locals involved and researched in this paper, coming from different nationalities who build up the bond in between each other
and weave an inspiring story that beats the normal idea “People need to be very rich in order to do good.” On the contrary, the paper,
alongside with the workshop, will tell a single story that echoes in the mind of all involved: With some willpower, everyone can make a
difference, even when the person is merely a travellers or a person who seems to have nothing to offer, for a warm gesture and friendly
interaction can be life-changing.
BREAKOUT SESSION 2B
28
TH
May 2015, 4:30pm-5:40pm, MD203
Moderator, Ms. Pemenorejoan Maravillas CALUMPANG, Pilgrim Christian College, Philippines
1.
Educational and Agricultural Literacy Program in the Rural Community through Service-Learning
Ms. Pemenorejoan M. CALUMPANG
Director, RDPO, Pilgrim Christian College, Philippines
Ms. Laura A. TANTOY
Coordinator, School of Education, Pilgrim Christian College, Philippines
Pilgrim Christian College is in an urban area where many communities can be easily reached by different humanitarian organizations.
Thus, from the planning process, it included orientation of students about service-learning while still in the classroom and identification of
the community in need. As a rural community, Sitio Midkiwan was chosen. It has a day care center which was not well attended to. Parents
do not have regular jobs and income. However, plants are pristine. Assistance and encouragement on certain technology are needed to
build up the environment as well as the health of the children. Being in the education domain, action started through the literacy program.
The first concern was for conducive learning environment of the kids. Teaching to read and catching biblical virtues are deemed as most
influential factors in the learning process. The daycare center teacher was not an education graduate, thus, the center was mutually
restructured. The services of the parents were also tapped in carpentry works. After restructuring, students started every Sa turday on
reading using donated book. Literacy with the kids continued even during summer through vacation bible school. Services were not limited
to the kids. Even if the area has a handful of farmers, many backyards were not productive. Thus, the parents were influenced to learn how to
produce food at their backyard; this was called the FAITH Basket which stands for Food Always In The Home. The objective was for parents
to feed their kids with nutritious foods coming from their backyard. As to reflection, the student teachers’ experiences were greatly
fulfilling for them. The celebration was through a public presentation which gave due recognition to all parents and students involved.
Indeed, as the community learned to appreciate the improvements made through the students’ efforts, the students themselves felt a
deeper sense of fulfillment such that everyone displayed the joyful countenance.
Up to the present, students get to catch the vision of former student teachers, that is, showing love to the needy. Thus, the program
continues. All these are guided by still-to-be-strengthened policies and assessment tools.
2.
Breaking the Ice and Encouraging Enthusiasm：How the Taiwanese Community Partners in Service Learning Cope with Challenges
Dr. Pei-Yuan, TING
Department of Business Administration, Chung Yuan Christian University, Taiwan
Miss Hsiu-Yi, LIU
Recently, service learning is widespread and has gradually played an important part in education. In the process, one of the key
partners is the community. The aim of this paper is to explore the difficulties and challenges faced by the community partners involved in
the service learning in Taiwan. Fourteen experienced service learning community partners have been interviewed. The result suggests that
the community partners have scare organizational resources when working with campus. Also, the staff lack of the leadership skill to
facilitate the involvement of students. Moreover, in Taiwan, the data shows that many students do not have the right motive and positive
attitude when doing service learning. They may do the service simply to get the credit or proof of service hours to get higher academic
achievement. Community partners express that it is difficult to lead those students. To solve the problem, they suggest that before getting
involved in service learning, internal consensus within the organization have to be reached. Also, the training of leadership and motivation
for the personnel can be helpful. Besides, they need to take the initiative to get acquainted with the teachers and the students to bre ak the
ice. Meanwhile, understanding the students’ abilities and skills can help the community partners to know what they can expect from them.
In term of leading those students who do have right motive, the experienced community partners suggest that giving the students more
space to decide who and how they can serve is one way to increase their involvement. At the same time, closely working with the teachers or
faculty member can help to know more about the need of the students. The support and supervision from the teachers or faculty s member
can also increase the quality of service. Finally, it is also suggested that the longer the service-learning course is, the more effective the
outcome is. The major reason is that it provides more time for students and community partners to know each other and plan th e service
together. It can increase the effectiveness of partnerships between the campus and the community.
3.
Intergenerational Partnership Community Projects: A case study in Hong Kong
Mr. Wing Fung, Chad CHAN
Lingnan University
Ms. CHAN Cheung Ming, Alfred
Lingnan University
Dr. MA Hok Ka, Carol
Lingnan University
Mr. OOI Tyan Chyi, Nicholas
Lingnan University
The Office of Service-Learning (OSL) at Lingnan University is taking the initiative to organize different non-credit bearing community
based projects. These projects help to build a strong relationship among community agencies and the higher education through various
events/activities which involve both local and international context. This concept aims to building a real-life experiential classroom for
students and community members to work closely together and create an effective learning platform for students’ based on experiential
learning.
In this paper, The 4 highlighted projects focus on Intergenerational Partnership (include LingnanU Elder Academy (EA), Sustainable
Development Fund (SDF) Project: Cultural Sustainable Project Through a Group of Cultural Service-Learning Ambassadors,
Think-Act-Contribute (TAC) and Age-friendly City) will become the show cases to demonstrate the
effective way to involve community
agencies in collaborating with the tertiary institutions. A model of Community-University Partnership are applied and used as an analysis
1
framework in Hong Kong .
By making a community into a real-life laboratory, it allows our stakeholders (students, community members and faculty members) to
work closely together in three important elements (research, service, teaching and learning). To create a sustainable collaboration, here are
some steps:
1)
Issue identification, identify community vision and goal setting
2)
Community capacity building & leadership development
3)
Consensus building
4)
Multi-stakeholder partnership and leveraging of resources
5)
Constructive engagement by relevant stakeholders
6)
Implementation
7)
Evaluation, lessons and replication of best practices
1
Reference:
1)
Community Engagement at Southern Cross University (http://scu.edu.au/space/index.php/4/)
2)
U.S. EPA collaborative problem-solving model. A Critical Review of an Authentic and Transformative Environmental Justice and Health
Community -University Partnership (Int. J. Environ. Res. Public Health 2014, 11, 12817-12834; i:10.3390/ijerph111212817)
BREAKOUT SESSION 2C
28
TH
May 2015, 4:30pm-5:40pm, MD202
Moderator, Dr. Susan J. DEELEY, University Of Glasgow, Scotland, UK
1.
Enhancing Assessment and Feedback in Service-Learning
Dr. Susan J. DEELEY
University Of Glasgow, Scotland, UK
Informed by previous research studies on assessment and feedback in service-learning (Deeley, 2015; 2014), this presentation aims to
shed light on methods for enhancing students’ learning. The presentation will begin with a brief summary of a research project currently
being undertaken in a Scottish university. The presentation will then critically analyse the effects and implications of using technology in
assessment that is constructively aligned (Biggs and Tang, 2011) to service-learning.
This presentation focuses on an aspect of the research study that involves assessment and feedback in service-learning. The
summative assessment includes: a co-assessed oral presentation; a critical incident report; and a reflective journal. Students self-assess their
own oral presentation and negotiate a mutually agreed mark with the teacher, who also assesses their presentation. This enables students to
compare their self-assessment with the teacher’s feedback. Firstly, the study investigates the use of video recording students’
presentations to enhance this process. Secondly, to make the feedback on critical incident reports more effective, the study investigates the
use of the teacher’s verbal individual feedback recorded on an audio file and emailed to each student. Thirdly, to support student learning
through formative feedback on the preparation of their 5,000 word reflective journal, the study investigates the use of Mahara, an online
tool which is akin to an academic Facebook account. Through Mahara, each student invites the teacher to share their journal entry on a
weekly basis so that feedback can be given.
The use of technology to support and enhance students’ learning through the assessment and feedback processes is critically a nalysed. It
is asserted that the progressive nature of service-learning lends itself aptly to innovative pedagogical methods and that more traditional
higher education courses may benefit by adapting similar techniques.
References
Biggs and Tang (2011) Teaching for Quality Learning at University Maidenhead: Open University Press/ McGraw-Hill Education Fourth
Edition.
Deeley, S.J. (2015) Critical Perspectives on Service-Learning in Higher Education Basingstoke: Palgrave Macmillan.
Deeley, S.J. (2014) ‘Summative co-assessment: A deep learning approach to
enhancing employability skills and attributes’, Active Learning in Higher Education 15(1): 39-51.
2.
The Development and Confirmatory Factor Analysis of the “Service-Learning Reflection Scale” for Undergraduates
Ms. Mei-Jiun, LIN
Doctoral Candidates, Graduate Institute of Education, National Cheng Kung University, Taiwan
Prof. Yuk-Ying, TUNG
Professor, Graduate Institute of Education, National Cheng Kung University, Taiwan
Prof. Tong-Miao, CHANG
Associate Professor, Department of International Business Management, Tainan University of Technology, Taiwan
The purpose of this study is to develop and to examine the construct validity of the “service-learning reflection scale” for
undergraduates based on Kolb’s learning theory. The research aims to: (1) recognize undergraduates’ levels of reflection for
service-learning; (2) let undergraduates understand their learning styles; (3) evaluate the effect of service -learning for the instructors. We
used the Likert’s style to make the scales. There are 33 items in the initial scale divided into four subscales inclusive of the concrete
experience (CE), the reflection observation (RO), the abstract conceptualization (AC), and the active experience (AE). For the very first time,
we invite four experts to evaluate all the items to proceed three times Delphi technique process. We adopt the item analysis, exploratory
factor analysis and reliability analysis via 326 participants in the pretest. Cronbach’s alpha reliability coefficients of the four subscales are
from .80 to .87, and that of the total scale was .95. The whole explained variance was 60.16%.
In this study, we make use of the stratified sampling, 1,251 undergraduates, to analyze the construct validity by the confirmatory
factor analysis. The model index such as GFI, AGFI, NFI, RFI, IFI and CFI are above .90, RMSEA and RMR are below .05, as well as PGFI and
PNFI are above .50. In addition, the structural equation modeling analysis indicates measurement weights, measurement interce pts,
structural covariance matrixes and measurement residuals of male/female and general/technical undergraduates groups are no significant
differences. Moreover, the Cronbach’s alpha values of the four subscales are from .85 to .86, and that of the total scale is .95. The results
show that the CFA and reliability analysis confirm the theoretical structure as well.
Keywords: service-learning, Reflection, Learning Theory, Confirmatory Factor Analysis, Structural Equation Modeling
3.
The Study of Regular and Service-Learning Programs in the Packaging Design Class
Mrs. Listia NATADJAJA
Visual Communication Design Department, Faculty of Art and Design, Petra Christian University, Surabaya, Indonesia
Elisabeth Christine YUWONO
Visual Communication Design Department, Faculty of Art and Design, Petra Christian University, Surabaya, Indonesia
Since year 2000, we have implemented regular and Service-Learning programs in our packaging design class in Visual
Communication Design Department. This paper examines the comparison of the study of packaging design between regular and
Service-Learning classes in order to share the benefits and obstacles of both methods. We use qualitative method to examine the data that
we collect from the students’ reflections and through deep interviews with them. The research outcome gives important descriptions that
in the regular class, students could explore their creativity, but their design tend to be expensive and sometimes difficult to be implemented.
In the class that uses Service-Learning program, students have the experiences of dealing with real clients and real problems. Students’
designs are not just graded and exhibited but their designs are donated and implemented. Through Service-Learning, students have
contributed to the welfare of urban and rural people in need. The students have learned about choosing materials, printing techniques,
managing time and budget. They become more concerned with their attitudes especially how to be polite and how to use proper language
visually and verbally. Reflection papers that have been written by the students help us to evaluate the program in order to impro ve the
quality of future program. Inspite all the good things that happened in the Service-Learning program, there are also some obstacles faced
by students related to economic, cultural and social gaps. However, up to now, Service-Learning program can still improve the quality of the
study of packaging design in the ways students show their technical and soft skills.
Keywords: Regular, Service-Learning, Packaging Design.
BREAKOUT SESSION 2D
International and Intercultural Subjects on Service-Learning
28
TH
May 2015, 4:30pm-5:40pm, MD215
Moderator, Mr. Joseph LAM, Department of Land Surveying and Geo-Informatics, Hong Kong Polytechnic University, Hong Kong
1.
Learning Outcomes from International Service Learning
Mr. Joseph LAM
Department of Land Surveying and Geo-Informatics, Hong Kong Polytechnic University, Hong Kong
Dr. Geoffrey SHEA
Department of Land Surveying and Geo-Informatics, Hong Kong Polytechnic University, Hong Kong
Mr. Paulus BAWOLE
Department of Architecture, Duta Wacana Christian University, Yogyakarta, Indonesia
Willy Sudiarto RAHARJO
Department of Informatics Engineering, Duta Wacana Christian University, Yogyakarta, Indonesia
To raise students’ awareness of global issues is one of the main objectives in service learning, students in the Hong Kong
Polytechnic University (PolyU) are encouraged to apply their learning outcomes to serve the underprivileged community for rather long
term benefits. This paper will discuss how PolyU students from different disciplines committed a service learning project in Yogyakarta,
Indonesia.
Together with students from Duta Wacana Christian University(DWCU) with different disciplines, a group of students from PolyU
joined a service learning project“Yogyakarta Kampung Field School”(YKFS) in Yogyakarta, Indonesia. YKFS aims at exploring the need of
the local rural community and proposing solutions to empower the local community development.
In order to have thorough and quick understanding about the serving community in foreign, PolyU students joined hand with DWC U
students to study the geographical relationship of natural resources and local community needs. They used a new mobile Apps, which was
jointly developed by both DWCU and PolyU for collecting spatial information and production of digital map with contemporary GPS, GIS
and mobile mapping technologies. Students interviewed the villagers to obtain geospatial information and explored the community needs
with SWOT approach. Through this learning process, they had more understanding about the strengths of the local community such as
local wisdom and rural assets. They also addressed their weakness of villagers in using technical knowledge and global information. It
enabled them to propose the sustainable suggestions with achievable opportunities and tackle those threats towards their proposing
suggestions in the local community.
Students in this project implemented the new ideas with villagers, such as trash bank operation, trail run in mushrooms cultivation,
they also simulated the local villagers to attempt in reduction of global carbon emission and the conservation of biodiversity. Hygienic
issues have also been addressed, such as the transformation of local primitive toilet to a better sanitation place with international health
standard.
Through their reflective journals and questionnaires results, they illustrated that they have different understandings about Indonesian,
local community, human interaction, empowerment, power of knowledge and the development strategy.
2.
Developing Interreligious Understanding and Peacebuilding Among Local and International Students
Through Community Outreach Program in the Moslem Community
Miss Linda BUSTAN
Petra Christian University
Titi Nur VIDYARINI
Resmana LIM
Priskila ADIASIH
Differences between religion and ethnicities can be problematic without any effort to understand. Without understanding about the
issues, conflict and violence could emerge. Thus, an activity which introduce those different groups to each other is needed, in order for
them to have mutual understanding and able to live together in peace. One of the way to provide peace education is through cross cutting
affiliation in the society, such as through Community Outreach Program (COP) provided by Petra Christian University.
COP 2013 is a service learning program for international students in a Moslem populated Petungroto Village in Kediri, East Java
Province. In COP, the students from seven countries lived for a month with the local villagers. They help developing the local community
through education and public facilities. COP can be a tool to actualize inter-religious understanding and enable an interfaith dialogue
among the participant of the program. Stereotyping based on different religions and ethnicities happened in COP. According to Swidler,
interfaith dialogue happens in three areas which are practical, spiritual, and cognitive. Utilizing qualitative approach with data collection
through focus group discussion, interview and field notes, the researchers focus on some key problems such as the process of international
and local students in overcoming the conflict arise from different religion and ethnicities during COP, and the process of peacebuilding
through understanding among the students.
The research produces several findings. First, the conflict was overcome through the adaptation process of the students. The students
adapted through accepting the local traditions and participating in the local activities, such as attending religious ceremony and preparing
food for breaking the fasting. Second, dialogues about religious aspects took place among the students. This is a form of effort to
comprehend the different religious values. Third, the mental preparation from training prior to joining the COP, enabled the students to
cope with the problems.
Keywords: interreligious understanding, ethnicity, peacebuilding, Community Outreach Program, Moslem community
3.
The Yunnan Service Trip: Sharing, Serving and Connecting
Ms. LI Yu Lai Yuki
Background\
With a motto of “Education for Service,” Lingnan University is a unique liberal arts institution in Hong Kong. In 2006, Lingnan
University established the Office of Service-Learning (OSL) to embody its university’s motto and encourage students to apply their
academic knowledge through an engagement in the community. The Yunnan Service Trip, organized by the OSL’s Mainland and
International Service-Learning Program (MISLP), is just one of the ways in which Lingnan students can engage in the community and
connect their service experiences with their academic knowledge. Over the last seven years, Lingnan University has collaborated with
Deloitte and organizations in Yunnan to establish a Service-Learning partnership. This partnership allows Lingnan students the opportunity
to engage in international Service-Learning. Throughout the trip, university students apply their academic knowledge to teach primary
school students in Yunnan, a poor area, about educational topics and life attitudes.
Objective
To understand how the Yunnan Service Trip, an international Service-Learning opportunity, can impact students’ learning and
whole-person development.
Research Method
Qualitative research methods, such as individual interviews and reflective essays, were used to investigate student participants’
learning impacts, along with their whole-person development, after the Yunnan Service Trip. The research aims to investigate students’
attitude, awareness and behavioral change, as a result of being a participant in the Yunnan Service Trip. The study examines students’
whole-person development based upon relevant domains in the Intended Learning Outcomes (7 Domains), which was created by the OSL
to evaluate students’ overall learning and development after Service-Learning experiences.
Results
The international model of Service-Learning is a relatively new concept in Hong Kong and Asia. This research shows the positive
effects of students’ engagement in an international Service-Learning context. The Yunnan Service Trip has been beneficial in increasing
students’ communication skills, social competence and knowledge of sustainable development.
BREAKOUT SESSION 2E
Diverse Service-Learning Modes and Evaluations
28
TH
May 2015, 4:30pm-5:40pm, MD214
Moderator, Ms. Meilinda, Petra Christian University, Indonesia
1.
Community Empowerment: Interactive Theatre Production and Service Learning
Ms. Meilinda
Petra Christian University, Indonesia
Theatre as a medium of artistic expression has been successful in providing space for actors, artistic team and spectators to enjoy a
work of art. However, in the case of Indonesia, theatre may have a role for empowering people. Inspired by Boal’s Theatre of the Oppressed,
in this paper I propose a service learning program that involves theatrical production. In this program, interactive theatrical method is used
for writing the script and staging the performance. Participants from the targeted community and the students from my University will
collaborate to brainstorm the possible theme for their story. They identify essential problems or issues that happened around them and may
have a potential to be an interesting performance that can create a discussion. The theatre performance will be a collaborative work
between the actors and spectators. Both sides will involve inside and after the performance.
In this way, through the interactive theatrical
production, that is, a combination of artistic and social aspects, I would suggest that interactive theatre can be an alternative for service
learning program.
Keywords: interactive theatre, community empowerment, collaborative work
2.
On the optimal organization best suited for Service-Learning
Dr. Bai-Chuan YANG
Department of Business Administration, Fu Jen Catholic University, Taiwan
The primary objective of this study is to understand the effects of organization structure and resources towards the effectiveness of
promoting service learning. Literature review shows that there seems to be limited studies that discuss the effects of organization structure
and resources. Therefore, in order to justify the gap in the extant literature where most studies selected one service learning project as the
case for research target, analysis using the organizational perspective was accomplished on the factors that affect the promotion of service
learning.
Considering both static and dynamic organization structures and resources integration , this study shall aim to provide guidance for
the design of organization structure and the integration of resources for those organizations interested in promoting service learning. Using
the purposive sampling method, a total of 8 schools were selected from the winner of the Ministry of Education’s Gold and Silver Awards in
service learning. Semi-structured interview were accomplished on several administrative offices. Interviews on average lasted for around 2
hours. After the interviews were accomplished, data collected are transcribed and analyzed.
After exploration of the information about the organization structure and resources themes wherein those sample school, their
similarities and differences are then noted. Results show that within the organizational structures, each school has their ow n distinct features.
However, the concept behind the design and influencing factors are quite similar. Primarily, most schools use specific first layer committee
chaired by the principal or the deputy of the school to support and guide curriculum design and activities and set up an execution division
for the implementation of service learning policy. Most school set the division in the second layer of the organization with very few
exceptions.
Within the implementation, appropriate division of labor is observed with both full-time and by-contract staffs from various
professional background, while funding is filled through proper channels by allocating budget inside or fund raising outside the
organization. Within the resource organizing process, allocations are mostly teacher and service learning program designer led. With well
designed project objectives and compassionated teacher, the students, cooperating agencies, funding, and creative ideas are therefore
integrated in most situations. Schools also use various measures of effectiveness, such as: self-assessment, reflections report, feedback from
cooperating agencies, pre/post employability tests, pre/post ability tests, learning assessments, outside accrediting agencie s, and many
others. Therefore it is not easy to make performance comparison among schools with different measure scheme. Base from the research
findings, the development of a survey is proposed which can be used to evaluate the effectiveness of an institute who are promoting service
learning and the guideline for structuring organization best suited for promoting service learning might be developed.
Keywords: service learning, organizational structure, resource integration
3.
The African Dream of Medical and Nursing students----A pilot study from a medical volunteer team to Tanzania
Prof. Miao-Ju, CHWO
School of Medicine, Department of Nursing, College of Medicine, College of Theology, Fu-Jen Catholic University, Taiwan
Mr. Chang-Ching, LEE
Ling-Hsien, LIU
Nsengiyumva LADISLAS
Chiu-Jung, YAN
Huey-Tzy, CHEN
Prof. Ping-Keung, YIP
Background: Following the footstep of Dr. Albert Schweitzer, most of the medical and nursing students in Taiwan would have “The African
Dream”, i.e., the chance to have medical service in remote areas, especially some remote areas in African countries.
Objective: This pilot study is to investigate the impact and effectiveness of a medical volunteer team from a medical college in Taiwan to a
Maasai tribe in Engaruka, Tanzania, East Africa.
Introduction of the Team :The medical volunteer team started from 2011 which comprised mainly of medical and nursing students from
Fu-Jen Catholic University, through the linkage of the local catholic missionary in eastern Tanzania. The rationales of this volunteer team are
to enhance integration of learning and identity formation through service-learning activities.
The team focus on the following objectives:
(1) health education to high school students in Engaruka village;
(2) health education to local village people in order to improve maternal health, reduce child mortality and combat HIV/AIDS, malaria and
other diseases;
(3) in collaboration to local governmental clinic to improve health and medical supplies. The complete cycle including preparing phase
lasted for about 1 year. Although not yet being a formal curriculum, this volunteer team encourage lots of medical students to learn from
service.
Method:
(1)All the students who participated before 2014 were follow-up using descriptive and qualitative measures to investigate for the impact
and effectiveness of such medical volunteer team.
(2)From 2014 team, a comprehensive quantitative questionnaire called “Self-concept and service-learning form” was used to evaluate the
value of such service-learning activity.
(3)All the students who participated in previous teams (from 2011 to 2014) would do a retrospective questionnaire also to measure the
impact and effectiveness. This retrospective questionnaire will be designed by using Likert scale.
Result: The complete results of these evaluation will be presented in the up-coming conference.
BREAKOUT SESSION AND DISCUSSION 2F
Campus-Community Partnerships (Panel)
28
TH
May 2015, 4:30pm-5:40pm, MD217
Moderator, Dr. Chiahui CHIU, Service-learning Center, College of Humanities and Social Sciences, Taipei Medical University, Taiwan
1.
University-community partnerships for elderly : an interdisciplinary service-learning project
Dr. Chia-hui CHIU
Service-learning Center, College of Humanities and Social Sciences, Taipei Medical University, Taiwan
Megan F. LIU
School of Gerontology Health Management, College of Nursing, Taipei Medical University, Taiwan
Faculties at Taipei Medical University developed an interdisciplinary courses cluster which consists of Chinese History, Nutrition,
Elderly Activity Design, and Physical Examination. In this course cluster, faculties, students, teaching assistant, and NPO/community
members serve the same elderly over two years by providing health related care in accordance with the courses objectives. In this project,
not only students’ soft abilities, such as problem-solving skills, team work abilities, and communication abilities, are improved, but also
develop some pilot devices for the elderly, such as remote health examination and instant soft meal. The paper will describe this model of
interdisciplinary service-learning in health professions education, explores common experiences and themes across courses, and identifies
key components for success.
2.
The Smart Living Service-Learning Program: a curriculum- based and Interdisciplinary approach
Ms. Mei-Hung WANG
Center for General Education, National Chiao Tung University, Taiwan
The Smart Living Service-Learning Program is a subprogram in the Talent Cultivation Program for Smart Living Industry, which is
sponsored by the Ministry of Education, Taiwan. This service-learning program aims to promote the curriculum-based service-learning
project, especially in the interdisciplinary approach. The program has grown to include 50 project teams since 2010. This paper will provide
an overview of this program, such as program mission and vision, project objectives, philosophy of service-learning, models of
interdisciplinary projects, project achievements, project evaluation, and sustainability. The lesson learned and components of success will
also be discussed.
Keywords: Interdisciplinary service-learning project, Curriculum-based service-learning, Smart Living Program
3.
University-community partnerships for local museum : an interdisciplinary service-learning project
Prof. TSAI, Ling-Ling
Far East University, Taiwan
YEN, Yu-Ren
CHEN, Cheng-Te
LIN, Yao-Huang
In 2013, Far East University conducted an interdisciplinary service-learning project in the Fang-Yuan Art Museum, a local museum in
Tainan suburban. The project was grouped by four courses, Life Aesthetics and Museum Narration, Navigation Technology for Mus eum,
Creative Design and Exhibition, and Green Consumption, by faculties from Dept. of Applied Language, Dept. of Information Management,
and Dept. of Digital Multimedia Arts. The faculty members, in partnership with the museum curator and its neighboring community,
con-constructed a one-year long service-learning project to meet museum’s needs and courses objectives. The English version of
museum narration, the APP for museum navigation, and the creative souvenir were developed. This paper will present this model of
interdisciplinary service-learning, as well as courses objectives, common learning activities, advantage and disadvantage, and further
development.
Keywords: Interdisciplinary service-learning project, Fang-Yuan Art Museum, Museum narration, APP guiding, Green consumption, creative
souvenir, Smart Living Program
BREAKOUT SESSION 3A
29
TH
May 2015, 10:40am-11:50am, MD204
Moderator, Ms. SIU Pui Yee, Chloe, Lingnan Unievrsity, Hong Kong
1.
Mainland and International Service-Learning as An Excellent Model for Developing Global Citizen
Ms. SIU Pui Yee, Chloe
Mr. Wing Fung, Chad CHAN
Lingnan Unievrsity, Hong Kong
Prof. CHAN Cheung Ming, Alfred
Ms. WONG Yuk Yu, Esther
In the age of internationalization, global citizenship education has become an important concept, particularly in regards to worldwide
curriculum reform. Different institutions around the world have been promoting the concept of global citizenship education by diversifying
programs and curricula so as to prepare students with potent skills and knowledge for future challenges.
International Servi ce-Learning
(ISL) is unique in itself in that it integrates community services and academic learning on a global platform.
In recent years, many scholars have brought attention to ISL in higher education and provided insight on conducting research on this
kind of learning experience. These scholars agree that ISL is a strong and effective model for responding to and promoting
internationalization. Compared to other forms of experiential learning models, such as study or volunteer abroad experiences, ISL serves as
an ideal pedagogy: one best suited to prepare students and college graduates to be active global citizens in the 21
st
century. (Bringle
&Hatcher, 2011):
With this in mind, Lingnan University (LU) has structured a development strategy in order to enhance the internationalization and
global civic engagement of students. The Mainland and International Service-Learning Program (MISLP) is one of the main braches of
programs offered by the Office of Service-Learning (OSL) in LU. Each summer, over 70 students from both Lingnan and partner universities
serve and learn through projects all around the world. With the integration of Global Citizenship Education, the MISLP gives students’
exposure to global issues. After the program, all participants become global citizens, gaining a greater sense of civic engagement and social
responsibility.
The presentation will include different scholars’ ideas on ISL, the uniqueness and practice of the MISLP in LU, and the successful
design of the MISLP, which leads to a transformative learning process for students. The MISLP provides a platform for students to develop
their global citizenship and enhance their academic development in a Service-Learning setting.
Reference:
Bringle, R.G. & Hatcher, J.A. (2011). International Service Learning. In Bringle, R.G., Hatcher, J.A. & Jons, S.G., International Service Learning :
Conceptual Frameworks and Research (pp. 3-28). Sterling, Va. : Stylus Pub
2.
Community Engagement through Cross-Cultural Service-Learning
Ms. CUI Baoqi, Bobo
In response to the increase and importance of globalization, the Office of Service-Learning (OSL) at Lingnan University (LU) in Hong
Kong established the Cross Border Service-Learning Summer Institute (SLSI). The SLSI is part of the Mainland and International
Service-Learning Program (MISLP), in which students participate in a 7.5-week and 3 credit-bearing course during the summer months. In
2014, twenty-two students from different countries joined together to study active ageing and social enterprise through guest lectures,
research studies, discussions, agency visits and Service-Learning practicums in both Hong Kong and Yunnan, Mainland China.
This paper will focus on Service-Learning and its role in encouraging students’ community engagement and promoting students’
growth in terms of their whole-person development. The cross-cultural elements in this program, for instance, play a role in shaping
students’ community engagement and understanding of diverse cultures.
The two social enterprises, the one in Yunnan (A Bu) a nd the
one in Hong Kong (BiciLine), served as examples for students of the development of social enterprises in the two different areas. Through
their experience in SLSI, students gained interpersonal skills (both hard and soft skills) and were able to interact with teammates from
various cultural backgrounds. Moreover, students enhanced
their own knowledge of Service-Learning and became global citizens;
students, therefore, became culturally and globally aware, raised their global competence and were involved in global engagement. After
engaging in this program and becoming more social responsible, students also demonstrated a future
commitment to community
engagement and a deep understanding of what it means to “serve to learn,” and “learn to serve.”
All of the cross-cultural elements included in the SLSI program inspire students to think outside the box and create possible solutions
to community issues and problems.
More and more, the students, involved in the program, are devoting themselves to changing the world
through innovative and effective methods that they have learnt from this cross-cultural service-learning program.
3.
Inter-Asian and/or Inter-Chinese: Service Learning, Cross-cultural Communication and Self-empowerment
in Fu Jen University’s Chinese-Teaching Delegation in Tangra, Kolkata, India
Dr. Albert Wei-min TANG, Ph.D.
Department of Communication Arts, Fu Jen Catholic University, Taiwan
This paper, based on participatory observation and critical reflection on the students’ field trips to Tangra, Kolkatta, India, aims, firstly,
to reflect the different formats of cultural exchanges taking place within students’ service learning activities; and secondly, to examine the
processes of mutual self-empowerment through the social practices both at home and abroad.
Tangra, located with eastern Kolkatta, India, where thousands of Hakka Chinese once populated, has received, in the past four years,
the service-learning delegations from Fu Jen Catholic University. The research will look into how the delegation, while taking care of all
necessary logistics, manage to hold activities like offering Chinese-Teaching camp, volunteering at Missionary of Charity, partnering with
local Jadavpur University, visiting various religious institutes and NGO-day care center, all within a time spectrum of three weeks.
From Taiwan to India, from domestic non-Hakka ethnic groups to Hakka-dominant Tangra, the service-learning delegation has
bridged over cross-cultural gaps in communicating with domestic fund-raised donaters and students’ parents, as well as dealing with
thorny and complicated histories of the India-Chinese relations. The paper will target at those aspects to further evaluate the promising and
illuminating future of the project for the years to come.
BREAKOUT SESSION 3B
29
TH
May 2015, 10:40am-11:50am, MD203
Moderator, Prof. Allen DEL CARMEN, University of St. La Salle, Philippines
1.
Ethical Concerns in Dissemination as a Principle and Practice in Service-Learning
Prof. Allen DEL CARMEN
University of St. La Salle, Philippines
Dissemination is an important principle of Service-Learning.
Basically, it contributes to a better promotion and appreciation of this
academic tool, especially to potential S-L students, faculty and supporters. It is considered an important tool
needed to ensure a
successful program implementation.
As a process in communication, dissemination requires a better understanding of its principles, processes and practices to ensure
effectiveness in the attainment of objectives and goals.
This study, anchored on selected communication theories, looks into the methods of dissemination and practices used or observed –
from inter-personal to group, mass and social media – by Service-Learning advocates in the University of St. La Salle.
It explores the following considerations in dissemination:
who sends the message, what kind of messages do S-L advocates send,
the target audience of the messages – both internally or externally -- and the ways by which they are sent or delivered.
It also looks into the ways by which dissemination is maximized through occasions of celebration with the goal of further pop ularizing
an academic approach through a program that is still taking roots in the institution.
After identifying these elements, the study goes further by looking into ethical issues that get into the process of effective and
credible S-L information dissemination.
Traditional ethical concerns – from copyright to privacy laws – and emerging ones, especially those related to social media and
communication behavior linked to technological advancement – highlight this discussion.
By focusing attention on the need for proper processes in dissemination, the author hopes to contribute to greater awareness among
S-L advocates on appropriate application ethical approaches in dissemination of Service-Learning-related information.
2.
Unto a full Grown Citizen: Service-Learning for Jurists in Their Fresher Year
Dr. Meng-Chang YAO
Assistant Professor, Department of Postgraduate Legal Studies, Fu jen Catholic University, Taiwan
As Article 13 of International Covenant of Economic, Social and Cultural Rights promulgates：“Education shall be directed to the full
development of the human personality and the sense of its dignity, and shall strengthen the respect for human rights. They further agree
that education shall enable all persons to participate effectively in a free society, promote understanding, tolerance and friendship among
all nations and all racial, ethnic or religious groups.” Service-Learning shall be a lifelong programme subject to the above principle. It aims
to cultivate students’ characters and abilities and finally bring them unto a full grown citizen.
As a Law teacher, the presenter believes that students shall train themselves as a good team-member and a positive social participant.
Those roles should be a crucial part in their legal profession. Therefore, the presenter designs a service-learning project for the first-year
compulsory course of “Introduction to University Studies” according to four Principles: (1) Learning before serving and learning in serving;
(2) Go out but not go far yet; (3) Serve with their professional skills, knowledge and passion. (4) More creative and more fun.
The topic of this year is to prevent the hazards of tobacco on campus. The presenter teaches students “Tobacco Hazards Preventi on
Act 2009” and related policy and regulations first. Then students are divided into 10 teams for ten colleges. First, students have to do field
study and investigate how serious the hazard of tobacco is in their target college. Then, Students try to analysis the causes and develop a
useful and possible strategy according to the environment of their target college. Secondly, every team has to report its project orally to
course director and their classmates in public. They shall explain what their strategy is and why it is workable and worthy. Third,
team-members shall corporately complete their projects and make a full written report. Fourth, 10 teams present their accomplishment,
share their acquisitions with others and suggest further possible improvements. Teacher will finally conclude what skills and characters can
be earned in this course.
The presenter will narrate his concept and review in the Conference.
3.
How Narrative Practice informs Service Learning with Love and Justice
Mr. Ka-kit Timothy CHEN
Beijing Normal University-Hong Kong Baptist University United International College (UIC), China
Narrative practice, emerged from Narrative Therapy in 90s, has been known in the field of Social Work, Psychological Counseling and
community work for more than ten years. With the tradition of thought of Social Construction, it is going to explore how socio- cultural
milieu shapes individual to understand of self and others and to learn, as well as develop new style of learning out of mainstream discourse.
Narrative Practice embraces different kinds of conversation as ‘externalizing conversation’ (to facilitate individual to discover
pathological discourse of learning) and ‘re-membering conversation’ (to liaise individual with communities to re-identify herself/ himself
to learn and contribute). Also, ‘definitional ceremonies’ in Narrative Practice encourages individual to develop dialogues with people with
diverse background. As a result, one is able to reconstruct her/ his identify to serve the community with love and to share with the
vulnerable with sense of justice.
Narrative research and analysis is advocated in this paper. By listening to one’s narration, we could discover how personal internal
view moves the world, and how the world constructs personal identity in socio-historical context. In this process of interaction, a lot of
episodes of story will be discovered. Various interpretations on one’s identity will emerge and be re-constructed again and again. Thicker
and thicker understanding on personal identity will be possible in the dialogue between the narrator and listener. The cultural and
socio-historical context will be discovered in this process of interpretation
BREAKOUT SESSION 3C
29
TH
May 2015, 10:40am-11:50am, MD202
Moderator, Prof. Robin S SNELL, Lingnan University, Hong Kong
1.
Key Factors in Encouraging and Empowering Undergraduates to Practice Service Leadership
through Extra-curricular Service-learning Practicums
Prof. Robin S SNELL
Department of Management, Lingnan University, Hong Kong
Ms. Maureen YL CHAN
Department of Management, Lingnan University, Hong Kong
Ms. Carman CM CHAN
Office of Service Learning, Lingnan University, Hong Kong
Dr. Carol HK MA
Office of Service Learning, Lingnan University, Hong Kong
While internships bridge students’ academic major to the world of work, in this paper, we focus on practicums as vehicles for service
leadership development. In the summers of 2013 and 2014, Lingnan University arranged 28 full-time practicums in 13 partner organizations,
mainly not-for-profit organizations or social enterprises, for students with prior service-learning experience. Practicums lasted 6 weeks in
2013, and 8 weeks in 2014. Students attended a 3-hour preparatory workshop on service leadership, and an interim review meeting.
Through interviews with 26 practicum students and site supervisors from 13 partner organizations, we identified three factors that
enabled practicum students to develop as service leaders. The first factor was the availability of practicum tasks that required innovation to
identify and meet hitherto unmet needs. Successful practicums allowed students to create or extend events or arrangements that made a
clear difference to the achievement of the social mission of their respective host organizations. Students were empowered to initiate
responsibility for service planning, organization and delivery, including the need to anticipate and respond to end-user contingencies and
demands.
The second broad factor was the availability of a supportive site supervisor, willing and able to provide timely briefings, guidance,
coaching and feedback. The third factor was the developmental readiness of the practicum student. Developmentally-ready students were
psychologically prepared to seek out new challenges, cared about both end-user service-recipients and other stakeholders, were
committed to making a difference, and had sufficient skills, knowledge, and self-confidence to work things out independently and arrive at
their own decisions. They found effective ways to approach their site supervisor whenever necessary, and by demonstrating their
competence and integrity, they were able to build trust.
We highlight four cases, which reveal differences between traditional internships and the innovation-oriented nature of successful
service leadership practicums. The first features a supportive site supervisor and two developmentally-ready practicum students. The
second involves a moderately-supportive site supervisor, one developmentally-ready practicum student, and one moderately-ready
practicum student. The third features a supportive site supervisor, one developmentally-ready practicum student, and one
moderately-ready practicum student. The fourth involves a less-supportive site supervisor and a less-ready practicum student.
2.
Student Service Learning : Chinese Language Training for Indonesian Workers
Mrs. Olivia
Petra Christian University-Chinese Language Department, Surabaya, Indonesia
This social activity program is geared to the Indonesian labour who will work in Mandarin Chinese speaking regions, organized by the
Chinese department of UK Petra, benefit to both the major study students and the local labour.
Indonesia is one of the conventional labour-export country in Southeast Asia. Huge amount of labour working in the Chinese
speaking regions such as Taiwan, Hong Kong etc. Language communication had been the biggest problem for these people. The solution
previously was hiring the returned one as the trainer, but they are lack in general grammar and incorrect in most of the pronunciation, which
make the study quality poor. The learner who accomplish the training can not explain clearly and can not understand the employer's
instructions, the problem still occupy.
With this program, we can use the social resource effectively. The major study students got a chance to practice their professional skill
to make the learner have a systematic and standard basic train, to reach a win-win aspect. We divided 10 students into three groups, each
group is responsible for teaching different topics in 9 teaching sessions. The topics is: Introduction, food, shopping, learning, health,
entertainment, family, work and farewell.
By interacting directly with the prospective workers who will work in China, Taiwan or Hong Kong, it is expected the students also
understand the difficulties that come by the prospective migrant workers in real life, so that students are able to develop a sense of
empathy and concern for others.
Keyword : Indonesia, Chinese Language Training, Service Learning, Surabaya, Indonesian Worker
3.
Elearning in the Community: A Service-Learning Integration in Computer Studies
Dr. Dave E. MARCIAL
Silliman University, Philippines
Mr. Jonathan Mark N. TE
Service-learning (S-L) in Silliman University started since 2002. After more than a decade, S-L is integrated at the College of Computer
Studies. This paper describes the pilot program of an S-L integration in the College of Computer Studies (CCS), Silliman University. The
program was conducted to strengthen the community extension through S-L integration in On-the-Job training and internship classes of
CCS. It is specially designed to offer ICT literacy training to community partners where students serves as service-learners. The project also
aimed at exploring the use of Web as a tool in writing S-L reflection and in the evaluation. Most importantly. The project designed to
evaluate the extent of success of the program as perceived by the partner community and the service learners.
Twenty-nine (29) students were identified as service learners. On the other hand, twenty-two (22) safety personnel of the
Silliman University Public Assistance and Safety Office were chosen as the partner community and considered as trainees. The training
commenced on July 1, 2013 and ended on September 23, 2013 with a total of 8 laboratory meetings.
The literacy training course is
designed for learners who have no knowledge in using computers. It covers concepts and skills aimed at providing literacy abo ut computers,
office productivity tools, Internet, communication and collaboration tools. Reflections and evaluations are paperless. Students submitted
and published their reflection in a blog site which was developed using Weebly. Two evaluation tools were used to measure the extent of
success of the S-L activity. Evaluation process is also done on the Web using Google Form.
It is concluded that the extent of success of the S-L activity is very high. All service-learners were rated excellent by the partner
community. The success levels of the training in terms of the trainees’ behavior, learning, reaction, and results of the training are also
excellent. It was recommended that the program must be replicated not only in Silliman University but as well as to the other Computer
Studies schools in the Philippines and other neighboring countries.
Keywords: Information and Communication Technology, e-learning, service-learning, computer studies
BREAKOUT SESSION 3D
Others
29
TH
May 2015, 10:40am-11:50am, MD215
Moderator, Ms. Monika KRISTANTI, Hotel Management Program - Petra Christian University, Indonesia
1.
THE IMPROVEMENT OF SERVICE QUALITY OF “DEPOT” IN SURABAYA
Ms. Monika KRISTANTI
Hotel Management Program - Petra Christian University, Indonesia
In Indonesia, there are lots of restaurants start from small restaurant to a very big restaurant. One of the restaurants is “depot”.
“Depot” is a small and simple restaurant with simple furniture, service, and menu and it has no decoration, menu book. Generally, “depot”
is managed unprofessionally by the owner. The owner does not pay attention to the service, comfort, cleanliness and tidiness of the
“depot”. On the other hand, the customers now have become more demanded for comfort, nice atmosphere, interesting menu book and
good service even for a “depot”. In the subject of Introduction to Service, the students learn how to give good service to the guests, make
the guests comfortable and create an interesting menu book. Based on this condition, the students are asked to do the service learning
program in “depot”. Each group should choose one “depot” where the students work on to improve the service quality. The stude nts fix
the intangible and tangible aspects of the “depot”. For intangible aspects, the students give training to the employees how to serve the
guests regarding the way to talk, to take order, the appearance of the employees, and the important of cleanliness. For tangible aspects, the
students re-arrange the “depot” such as giving table cloth, table number, and making good menu book or name tag for service counter.
By getting feedback from the owner and the customers, it is shown that these activities give positive impact for the “depot” and
customers. All “depot” become more interesting to be visited, the service quality is improving, so that the “depot” have better image in
the eyes of the customers. The customers have more appetite since good service quality, and the important one is the customer s are more
comfortable and satisfied. The students also have good experiences and reflections both for academic and character building. The students
learn how to cooperate and communicate with people with different character. Others, the students learn to be more patient and appreciate
other people. The most important things are the students become more open-minded and realize that they should give thanks for what
they already have.
Keywords: service quality, “depot”
2.
Implementation of Academic Study on the Execution of Service Learning – An example of Cosmetics and Healthcare Department,
Cardinal Tien Junior College of Health Care and Management
Miss YEH Ju-Hsuan
Tatung University/ Cardinal Tien Junior College of Healthcare and Management
LO Tsai-Yun
Tatung University
WU Hsiao-Ling
Cardinal Tien Junior College of Healthcare and Management
The Ministry of Education has developed “Service Learning” aiming to combine the context of “service” and “learning” so that
students can be enlightened of care and the learning to acquire knowledge and skills through practical services. The 2011 academic
statistics show that over 139 colleges and universities in Taiwan has set up service learning units and 135 of them have incorporated service
learning courses into official course credits (Ministry of Education, 2012). The purpose of this study is to investigate the professional
curriculum of Cosmetics and Healthcare Department into “Service Learning”. The paper takes the example from the Cosmetics and
Healthcare Department, Cardinal Tien Junior College of Health Care and Management to conduct qualitative research literature review and
interview. The paper clarifies the implications of service learning and applies informal conversational
interview to analyze the
implementation and effectiveness of integrating cosmetics vocational education with service learning on the 3 teachers, 51students and
5members of service agencies participating in service learning. and participant observations to accomplish data collection.
Keywords: Service Learning, Cosmetics, Vocational Junior College
3.
University Students Addressing Ageing Problems: A Case Study of “Being a Happy Person
Miss TSE Po Chun
Undergraduate student from Department of Social Sciences, Lingnan University, Hong Kong
Ageing populations are prevalent in Asia, especially in China, Hong Kong, Japan and Taiwan. In fact, 7 percent of Asia’s population
today is 65 years or older. In Hong Kong, the population of those aged 65 years and over is predicted to increase from 12% in 2006 to 26%
in 2036. In 2006, the life expectancy of men and women was 79.5 years and 85.6 years, respectively. By 2036, it is expected t hat the life
expectancy of men and women would be 82.7 years and 88.3 years, respectively.
With the growth in the ageing population and increase in life expectancy, it is important for the elderly to have active and healthy
lifestyles and live a high quality of life. It is not only the role of the government and non-government organizations (NGOs) to address
ageing issues, but universities can also make a difference in combating these issues as well. Service-Learning can be a solution to
addressing these ageing problems, as university students, through a Service-Learning experience, can contribute to elderly services.
The credit-bearing Service-Learning project “Being a Happy Person,” organized by Office of Service-Learning (OSL) at Lingnan
University and NAAC Fu Tai Neighbourhood Elderly Centre, aims to create recreational activities for elderly to stay physicall y and socially
active. Students are trained by the OSL and the partnering agency on how to work with the elderly and encourage them to be ind ependent
and gain interpersonal skills. From the agency’s perspective, students play an important role in increasing the physical health and social
interactions of the elderly at the centre. In terms of the students’ learning outcomes, the project has enhanced students’ understanding
of elderly issues and increased their academic knowledge and communication skills.
BREAKOUT SESSION 3E
International and Intercultural Subjects on Service-Learning (Panel)
29
TH
May 2015, 10:40am-11:50am, MD214, Fu Jen Catholic University, Taiwan
Moderator, Dr. Rong-Ji PAN Department of Child and Family Studies, Fu Jen Catholic University, Taiwan
1.
The Influence of Joining Overseas Service Learning on College Students’ Service Learning Experience and Whole Person Development
Dr. Rong-Ji PAN
Department of Child and Family Studies, Fu Jen Catholic University, New Taipei City, Taiwan
Prof. Miao-Ju TU
Prof. Kun-Hu CHEN
Department of Clinical Psychology, Fu Jen Catholic University, New Taipei City, Taiwan
Prof. Yuling SU
Prof. Miao-Ju CHWO
Department of Nursing, Fu Jen Catholic University, New Taipei City, Taiwan
Mr. Ruei-Siang SHEN
Service learning, involving college students in community service, has become a need for enhancing their learning in Taiwan. However,
despite the increasing numbers of service-learning has been provided from Taiwan universities to the communities, there is limited research
findings of what the influences of service-learning, especially in overseas or international service learning, on college students learning
experience and their whole person development. To evaluate college students’ changes of joining overseas service learning, t his study
compared the scales of the experience of service learning, personal growth, interpersonal growth, intellectual growth, and responsibility of
citizenship from 49 college students of Fu Jen Catholic University.
variables had positive and significant changes.
The results of the study revealed that most of above-mentioned
To sum up, joining overseas service learning would deepen college students’ experience
of service learning and facilitate them toward positive development.
Key words: international service learning, whole person development, personal growth, responsibility of citizenship
2.
Effects of the Overseas Service Learning Experience on the College Students’ Mental Adjustment
Prof. Miao-Ju CHWO
Department of Nursing, Fu Jen Catholic University, Taiwan
Dr. Rong-Ji PAN
Department of Child and Family Studies, Fu Jen Catholic University, Taiwan
Mr. Ruei-Siang SHEN
Department of Clinical Psychology, Fu Jen Catholic University, aiwan
Prof. Yuling SU
Prof. Kun-Hu CHEN
Department of Clinical Psychology, Fu Jen Catholic University, Taiwan
Prof. Miao-Ju TU
The study examined the effects of the service learning experience on undergraduate students’ mental adjustment in Taiwan.
A total
of 49 undergraduate students of Fu Jen Catholic University filled out questionnaires on the positive/negative experience of service learning,
levels of life satisfaction and depressive levels before and after joining overseas service learning.
Hierarchical regression analyses were
conducted and the results revealed that the positive experience of service learning positively contributed to life satisfaction in pre-test and
post-test of joining overseas service learning.
Meanwhile, the results revealed the negative experience of service learning positively
contributed to depression in pre-test of joining overseas service learning.
service learning could increase life satisfaction of college students.
This study implied that the acquiring positive experience of
Furthermore, the change of negative experience of service learning
might decrease the degree of depression of college students.
Key words: service learning experience, life satisfaction, depression, mental adjustment
3.
Effects of Whole Personal Development on the College Students’ Experience of Service Learning
Prof. Yuling SU
Prof. Kun-Hu CHEN
Prof. Miao-Ju TU
Prof. Miao-Ju CHWO
Dr. Rong-Ji PAN
Mr. Ruei-Siang SHEN
In this study, researchers conducted a pre-test and a post-test to examine the directed effects of whole personal development on
college students service learning experiences in Taiwanese. A total of 49 college students of Fu Jen Catholic University filled out
questionnaires on the positive/negative experience of service learning and whole personal development (including personal growth,
interpersonal growth, intellectual growth, and responsibility of citizenship) before and after joining overseas service learning.
Hierarchical
regression was conducted and the results indicated that responsibility of citizenship positively corresponded to the positive experience of
service learning in pre-test and post-test of joining overseas service learning.
Meanwhile, the results revealed intellectual growth positively
corresponded to the negative experience of service learning in pre-test of joining overseas service learning.
responsibility of citizenship played a crucial role to the positive experience of service learning.
This finding implied that
Furthermore, providing college students a
chance to reexamine their intellectual growth (e.g., understanding own limitations of abilities) might decrease the negative experience of
service learning.
Key words: whole personal development, service learning, college students
4.
Investigating the Relationships between College Students’ Identity Development and Service Learning
Prof. Kun-Hu CHEN
Prof. Yuling SU
Prof. Miao-Ju TU
Prof. Miao-Ju CHWO
Dr. Rong-Ji PAN
Mr. Ruei-Siang SHEN
Erik Erikson postulated that identity formation is the most important developmental task during adolescence.
In the process of
identity development, individuals pursued a more confirmed sense of identity through exploring different social roles and attending
activities. Service learning has become a very popular approach for helping whole personal development for students.
little attention to discuss the identity development after joining overseas service learning.
However, there is
To evaluate the changes of joining overseas
service learning, this study compared the scales of identity processing styles (including informational, normative, avoidant styles), identity
commitment, and identity firmness (including personal, social, image, relational identity firmness) from 49 college students of Fu Jen
Catholic University.
The results of the study revealed that most of above-mentioned variables had positive and significant changes.
summary, joining overseas service learning could help college students toward healthy identity development.
Key words: identity processing styles, identity commitment, identity firmness, identity development, service learning
In
5.
College Students’ Changes of Thinking Styles, Personality Traits, and Mental Adjustment After Joining Overseas Service Learni ng
Prof. Miao-Ju TU
Prof. Kun-Hu CHEN
Prof. Yuling SU
Prof. Miao-Ju CHWO
Dr. Rong-Ji PAN
Mr. Ruei-Siang SHEN
Service learning has become a very popular approach for enhancing whole personal development for students at Taiwan universities.
However, there is little attention to the actual changes after joining service learning, especially in overseas service learning.
To evaluate the
changes of joining overseas service learning, this study compared the scales of thinking styles (including positive, negative thinking styles),
personality traits (including hope, resilience, self-esteem), and mental adjustment (life satisfaction, depression) from 49 college students of
Fu Jen Catholic University.
The results of the study revealed that most of above-mentioned variables had positive and significant changes.
In summary, college students joining overseas service learning had positive changes in thinking styles, personality traits, a nd mental
adjustment.
Key words: thinking styles, personality traits, mental adjustment, overseas service learning
BREAKOUT SESSION AND DISCUSSION 3F
29
TH
May 2015, 10:40am-11:50am, MD217, Fu Jen Catholic University, Taiwan
Mr. CHAN Wing Fung, Chad, Lingnan Unievrsity, Hong Kong
1.
A pilot study of common outcome measurement of Service-Learning in Hong Kong
Mr. CHAN Wing Fung, Chad
Since the Office of Service-Learning (OSL) at Lingnan University was established in 2006 as the first independent office dedicated to
promoting service-learning (S-L) in Lingnan and among the higher education institutes in Hong Kong. OSL undertakes an important role to
develop of service-learning in Hong Kong higher education. The Higher Education Service-Learning Network (HESLN) in Hong Kong was
first established in 2007 to provide a platform to discuss the local development and opportunities of S-L. Its members include Lingnan
University, Hong Kong University, The Chinese University of Hong Kong, the University of Science and Technology, City University of Hong
Kong, the Polytechnic University of Hong Kong, the Baptist University of Hong Kong, the Hong Kong Institute of Education, Hong Kong Shue
Yan University and the Hong Kong College of Technology. As different higher education institutes implement S-L in their teaching and
learning the common outcome measurement (COM) of S-L is necessary to investigate the student learning outcome across different
institutes to demonstrate the knowledge transfer model.
Two pilot tests of COM were conducted in 2011 and 2012 in order to develop the standardized measurement for assessing student
learning outcome in terms of nine domains (e.g. self-understanding/confidence, communication skills, problem-solving skills, civic
engagement, social responsibility and willingness to contribute, team skills, self-reflection, general knowledge application, caring for others,
intercultural competences). 189 and 197 university students from 5 different institutes have completed the pilot questionnaire in 2011 and
2012 respectively. The reliability test was applied for the scale reduction from 78 items to 36 items. For the preliminary findings of the 2nd
pilot study, eight domains---except intercultural competences---reported an acceptable Cronbach’s Alpha (from 0.87 to 0.75). Also, the
significant improvement in the mentioned 9 domains was found. Further development of the intercultural competences domain and a
greater comprehensive and large-scale scale validation are needed to develop the common outcome measurement in Hong Kong.
2.
Values In Action – A Pedagogy of Empowerment for students to take ownership
in contributing to community and being socially responsible.
Mr. Siva Gopal THAIYALAN
Character and Citizenship Education Branch, Student Development Curriculum Division, Ministry of Education Singapore
Singapore's education system aims to nurture every child and help all students discover their talents, realise their full potential, and
develop a passion for life-long learning. Values education has always been at the heart of education in Singapore. In 2012, Ministry of
Education, Singapore (MOE) introduced the new Character and Citizenship Education (CCE) curriculum, which includes values education,
citizenship education, guidance and counselling modules as well as Values In Action (VIA). Values In Action is a learning experience in CCE
that enhances students’ development as socially responsible citizens through ownership of their contribution to the community. Values In
Action is the successor of the Community Involvement Programme (CIP) which has a greater focus on students taking ownership in
identifying and understanding community issues so as to initiate social action with their peers to make a difference and improve the lives of
others.
This workshop aims to present a Pedagogy of Empowerment(PoE) for Values In action which encourages students’ inquiry into
social issues and subsequently empowers them to take ownership of how they can contribute to community, rather than they bein g
instructed what to do. Underpinning the model is Deci & Ryan’s Self-Determination Theory (1989), and it requires teachers to adopt an
autonomy-supportive teaching, where teachers seek to promote students’ tendency to engage in learning because they value this activity
or find it interesting. The workshop will feature findings from case studies of the PoE being trialled at secondary and primary schools in
Singapore and discussions on possibility of implementation of this model in schools around the world.
3.
Service-Learning Integrated into the Classes of Teaching English to Young Learners
Ms. Josefa J. MARDIJONO
English Department-Petra Christian University, Indonesia
This paper is based on an explorative action research or teacher research, focusing on the integration of service -learning into the
classes of Teaching English to Young Learners in the English Department, to find out the effects of service-learning on the participants’
learning. The study followed the method of action research comprising four cyclical phases: “Planning, Action, Observation and
Reflection”. The Action implemented was the service-learning comprising “Investigation, Planning, Action, Reflection, Demonstration and
Evaluation” integrated into the Basic Course Outline. The service-learning was initiated with the Investigation to identify the community
need, followed by the Planning to design the service including objectives and service activities, which were carried out in the Action stage
and concluded in Demonstration. Students were engaged in Reflection since the first day concerning their contribution to the community
until the
completion of the service in the Evaluation stage to evaluate their whole service-learning process in their written reflection. The
subjects consisted of two batches of students. The first batch in 2013, consisting of eight students, served some Primary School children in
the vicinity of the University, assisting them to learn English. The second batch with six students in 2014 assisted the tutors at the Early
Education Center (PAUD) teaching English to the young learners. The data were collected through observation on the service pa rticipants
and their activities as well as through their sharing and written reflection. These were analyzed and interpreted to arrive at the findings. The
result revealed that the service-learning gave the students the opportunities to experience and put into practice what they had learned in
the classroom, to relate the theories to the actual practice in real context. Furthermore, the students learned to work as a team and to
interact with others from different backgrounds, giving them the chance to develop interpersonal skills. The service-learning produced a
reciprocal result benefitting not only the service recipients but also the students; supporting the belief that service-learning can also
contribute to the participants’ character development.
Key words: teaching English, young learners, Service-Learning
BREAKOUT SESSION 4A
29
TH
May 2015, 1:30am-2:40am, MD204
Moderator, Dr. Pei-Yuan, TING, Department of Business Administration, Chung Yuan Christian University, Taiwan
1.
Working With Difference- a Model of Inter-disciplinary Service Learning Program in Taiwan
Dr. Pei-Yuan, TING
Since 2007, “Chung-Yuan Advertising and Design Service” has served more than 40 non-profit organizations. It is formed by the
students and university faculty from three different departments- Business Administration, Commercial Design and Electronic Engineer in
Chung-Yuan Christian University. Working like an advertising company, the students work in groups from different disciplines and provide
service of marketing and graphic design, like youtube clip, logo, promotion campaign and tv commercial clip. The program was started by
three faculty members who have same vision. The aims of the course include helping the students to apply theories in practice, building up
their communication and teamwork skill and learning to pay attention to social issues. The program have faced so many obstacles and
difficulties which include the students’ communication problems between different discipline, students wrong expectation for the
program, students’ negative reaction when encountering practical project, the communication problem with NPOs being served, and very
limited financial resource available. The experience has also taught the faculty how to help the students and work with the NPOs. Moreover,
a research has also been done to explore the students’ development of resilience in the program. The result has shown that the students
have experienced a great deal of difficulties, emotional turmoil and even ideas to withdraw throughout the process of service delivery, as it
is similar to working in the real world context. Social support seems to help easing the negative emotions and reluctance while peer
encouragements providing comfort to restore confidence. As the results of solving problems and managing stress throughout the process,
the students have demonstrated at end of the course their increase of resilience through the following: (1) they were able to internally
transform negative emotions to positive learning forces; (2) instead of blaming external factors, they have reflected on themselves and
learned from the experience; (3) they have more empathy towards other members of the group; (4) they acquire better communication skills;
(5) their self-esteem has boosted.
2.
Service-Learning Case Practice in Higher Education of Mainland China
Prof. WANG Wen
China Youth University of Political Studies, China
Mr. CHEN Xiaoqiang
There are schools and agencies apply service-learning into different models increasingly from its first recommended in Mainland China.
Chinese Youth University of Political Studies offer service-learning courses since 2011, till then it have being focus on coupling students
volunteer and communities upon what real concerns, especially the migrant population issue; on the furtherance of
structural-course-design for achieving a variant learning experience and study method by participating community; on providing affluent
teaching outcome and multi-solutions through encouraging teachers from different professions. In order to integrate in-outside campus
resources, the “service-learning and practical education center” establish at 2014, functions as research-publishing, cross-campus
cooperation and faculty-training, and the center expand service-learning into master-training level. Interesting will be around how to run
service learning in Chinese background efficiently and discussion as the same.
3.
Service-Learning impact on community engagement: from the graduates’ perspectives
Service-Learning (S-L) is pedagogy that has been newly introduced into Hong Kong’s higher education institutes. Thus, most local,
recent studies focus on implication and evaluation of the S-L program for the existing students. There is lack of study about the long-term
impact of S-L, especially for graduate students. Lingnan University (LU) as the only liberal art university in Hong Kong, aims to equip LU
students with whole person development skills, as well as the capability to serve the community in the future. The Office of Service-Learning
(OSL) was established in 2006 to promote S-L in Lingnan, echoing the university’s motto “Education for Service.” A study was conducted
in 2011 to investigate the long-term impact of S-L on graduates’ whole person development skills, community engagement and career
exploration.
In this paper, we will focus on investigating the long-term impact of S-L on graduates’ community engagement (measured by civic
responsibility) in terms of three subdomains: connection to community, civic awareness and civic efficacy. The comparison result between
424 graduates with S-L experience and 345 graduates without S-L experience will be used in this paper. The most prominent finding shows
that graduates with S-L experience had significant higher scores than graduates without S-L experience in civic responsibility (M
experience
=5.80, SD=1.20; M
without S-L experience
with S-L
=5.16, SD=1.47; t=6.57, P<0.00). The significant and positive correlation between participation of
S-L and social responsibility (r=.24, p<0.00) was found. Also, the former were more willing to get involved in community service after
graduation and investigated more hours of service per month(M
with S-L experience
=6.3, SD=16.6; M
without S-L experience
=5.5, SD=7.1). It proves that
S-L improves student social responsibility immediately after their real service-learning experience, and furthermore affects their future
community engagement. S-L benefits students’ personal growth and contributes to the community, as it encourages graduates’ future
community engagement.
BREAKOUT SESSION 4B
29
TH
May 2015, 1:30am-2:40am, MD203
Moderator, Prof. ARIFIN, Lilianny S, Architecture Department, Petra Christian University, Indonesia
1.
Methods and process of partnerships between campuses, non-profit organization that assimilate students into communities
Prof. ARIFIN, Lilianny S
Architecture Department, Petra Christian University, Indonesia
Mr. LOANOTO, Stephen Yona
Architecture Department, Petra Christian University, Indonesia
Architecture study could be seen as an ideal academic field for applying service-learning, since it requires skill and theoretical
concepts for direct application to human situations and needs. And in fact, architecture study has long experience in learning by doing and
has often come face to face with significant problems and issues, both professional and ethical.
My course entitled ‘Housing, Informal Sector and Psychology’ applies service-learning approach, and is dedicated to encouraging
architecture students to become socially responsible professionals by working on real design projects for local community. I prefer to
choose one project for one class as individual project. I work with Habitat for Humanity, is a non-profit organization that very willing to work
with me to identify service-learning opportunities. I am fortunate working together with Habitat for Humanity for many positive impacts for
my students as a prospective architect.
With Habitat, we join in their individual project that gives beneficial for several reasons, than in several project with many partners.
First, the projects are more manageable for the instructor because you are working with fewer community partners and projects. Also,
because working on “live” projects is a new experience for most students, the collective previous experience of the group tends to make
the transition from typical classroom activities easier. Second, Habitat is an international non-profit organization that focusing their interest
in building homes, building lives, thus for architecture students is very beneficial. Further, I’ve found that students can make a more
meaningful contribution to the community partner when working as a group because they can dedicate more time collectively to the
project. As a result, they can learn how to be an architect for people in needs.
2.
Ensuring Reciprocity towards Meaningful Partnerships: The USLS Service-Learning Experience
Mr. TABUJARA, Dexter Ian
Balayan Social Development Office, University of St. La Salle, Philippines
The University of Saint La Salle defined its Expected Lasallian Graduate Attributes (ELGA) and one of these is to develop stu dents to
become socially responsible Christians or persons.
students toward this goal.
The Christian Service-Learning Program (CSLP) is seen as one major avenue to form
Furthermore, the University is working to have all 33 academic programs engaged in service-learning to ensure
that all students would have that community experience before they graduate.
The service-learning engagements of the university involve its Balayan Social Development Office to ensure that community
preparations are done well and reciprocity is achieved. It initiates and facilitates various processes in every service learning journey. Through
Balayan, the university’s engagement in general has a development perspective and approach given its rich experience in development
work. Community organizing and development principles are always considered in doing service-learning. Community needs are looked
into as well as their capacities, resources and expectations so that our service-learning activities can be direct interventions to the problems
identified. With these, a strong linkage is established with community organizations, local government units and non -government
organizations that exist in the area.
On the other hand, the students are also being prepared well for their engagement with the same orientation on the principles of
development including how they should conduct themselves in the community to ensure that their presence is indeed helpful and
effect-liberating.
The faculty SL implementers are likewise prepared through a Professional Learning Community (PLC) which is a venue of
continuous sharing and discussions on the principles of service learning, actual experiences in the community and how to improve on their
practices.
This approach makes USLS’ SL engagement meaningful not only for the students but for the community as well which was
articulated by one of the students in her reflection saying that “Through service learning, I am now able to value much my education so
that I could be of service to others.”
BREAKOUT SESSION 4C
29
TH
May 2015, 1:30am-2:40am, MD202
Moderator, Dr. LIOU, Chin-Ping, Fu Jen Catholic University, Taiwan
1.
Discovering new selves: College students’ perceptions of their perspective transformation through service -learning
Dr. LIOU, Chin-Ping
Background:
The course of philosophy of life was introduced into the Fu Jen Catholic University undergraduate curriculum three decades
ago with an aim to help develop students’ critical thinking abilities and transform their perceptions of themselves, others, and the world in
which they live. Service-learning has been integrated into the course in the late 1990s by the instructors in favour of the pedagogy of
learning-by-doing. Studies suggest that students in the course integrating service-learning have undergone certain degree of
transformations in the way they think, behave, and feel. However, few studies have looked into the processes by which these changes have
happened.
Objectives: This narrative research sought to find out how college students perceive the process of their perspective transformation through
service-learning.
Research Methods: From a social constructivist perspective, holding that knowledge is co-constructed through a process of inter-subjective
meaning making and story-telling, I adopt a qualitative narrative approach to the research. Nine participants were selected using a
purposive sampling method. The sample is taken from students currently enrolled in the course philosophy of life at Fu Jen Catholic
University and the selection criteria are spelled out as follows: 1. having successfully completed twice for 6-8 hours of service learning in the
same institution, 2. having claimed to have had a deep transformative experience, and 3. recommended by their respective philosophy of
life course professors. The data were co-constructed between the researcher and the 9 participants using a semi-structured in-depth
interview approach. Interview data were analysed using the holistic-content and the category-content approaches proposed by Lieblich,
Tuval-Mashiach, and Zilber (1998). I adopt a reflexive attitude throughout the entire research process and make transparent to the reader
those aspects of myself available to my consciousness. In doing so, I invite readers to assess the methodological and interpretative
decisions which I made and come to their own conclusions about the trustworthiness of my research.
Results: The core themes emerging from the study were (1) crossing boundaries, (2) dissonance, (3) critical reflection, (4) connecting, and (5)
intent for changes, which represent college students’ perceptions of their perspective transformation process through service-learning.
2.
The Power of Student and Community Engagement in Service-Learning Activity for Neighborhood Planning and Design
along the Riverbanks
Mr. Paulus BAWOLE, MIP
Lecturer and Researcher, The Faculty of Architecture and Design - Duta Wacana Christian University, INDONESIA
Neighborhood plans allow local people to get the right type of development for their community, but the plans must still meet the
needs of the wider area. The inhabitants living in low-income neighbourhood along the riverbank show their great energy and intelligence
in the use of resources and evaluating priorities. They can weigh the relative merits of different strategies like short term discomfort and
security, in return for long-term benefits such as independent space and income generating possibilities.
Service – Learning program is a development strategy which involves students, lecturers, and other NGO’s as well as communities. It
is also a teaching and learning strategy that integrates meaningful community service. Through Service – Learning program students are
motivated to solve the problems; understand and consider what they can do for the community; strengthen their sense of responsibility;
become more trusted and credible and combine leadership potential with compassion.
This paper will share an experience of students from the Faculty of Architecture and Design – Duta Wacana Christian University,
Yogyakarta in implementing the subject of Urban Planning and Design through Service – Learning method. The power of students and
community engagement in Service – Learning activities can help the people living in low-income neighborhood along the riverbanks to
improve their capability in making a development plan which is appropriate with their characteristics. Besides, the students can also improve
their knowledge about Community Based Urban Planning and Design.
Keywords:
Service – Learning, Community Engagement, Urban Planning and Design
3.
Service-Learning in Children's Literature: Teaching Young Filipino Learners Local Narratives and Oral Storytelling Tradition
Dr. Andrea Gomez SOLUTA
A service-learning project undertaken by my Children's Literature students was mentoring Grades 4-5 pupils (in cooperation with
homeroom advisers) from selected Dumaguete City Public Elementary Schools in oral storytelling. The project was designed
for
students
to apply the principles in oral storytelling they learned in class, and to let them and the pupils gather local oral narratives from which they
could draw traditional beliefs and practices for discussion in the context of Filipino identity, values, worldview as well as relevance in their
everyday realities. It further aimed to heighten both sets of participants’ awareness and appreciation of their storytelling tradition as they
listened to the local folk stories and historical narratives. Each team (composed of 2 university students and 3-4 elementary school kids) was
tasked to gather 3-5 oral lores from acknowledged storytellers/historians in their community to be retold in stylized oral storytelling then
discussed during the service-learning sessions. For authenticity and ease of delivery, the Cebuano language was used. All the excellent
storytellers from each school would eventually be selected to join a planned inter-school oral storytelling in Cebuano contest.
Based on data gathered, ghost stories and malevolent spirit narratives were most favored by the informants followed by stories about
how local places acquired their names or legends of focal places in the community. Narratives about life in the olden days also abounded.
The compiled stories and narratives, especially the supernatural ones, had all the right ingredients for good oral storytelling. The pupils
enthusiastically participated in the
storytelling activity and even engaged their student-mentors in quite critical discussions of certain
issues gleaned from the stories such as the prevalence of the “white lady” in local ghost stories and the feeling of shame and pain in
having a womanizing father.
Local memory and oral storytelling projects, especially in the elementary curriculum, should be encouraged to give children a sense
of ownership of their local history and folklore, which could translate to a deeper sense of rootedness in the locality and, ultimately, would
make them more involved community members.
Keywords: service-learning and literature; oral storytelling and Children's Literature
BREAKOUT SESSION 4D
29
TH
May 2015, 1:30am-2:40am, MD215
Moderator, Prof. Lisa Gayle BOND, Kanto Gakuin University, Japan
1.
Need for Service Learning in Compulsory Foreign Language Education in a Japanese University Setting
Prof. Lisa Gayle BOND
Kanto Gakuin University, Japan
Prof. Sari HOSOYA
Kanto Gakuin University, Japan
Japanese students experience “International Understanding” classes from the beginning of compulsory education and foreign
language education in the upper grades of elementary education continuing through high school. These courses are conducted with the
hopes of fostering an international or global mindset among Japanese youth.
Unfortunately, not all university students express an interest in such global initiatives.
Questionnaires asking students about their
foreign experiences as well as their desire to participate in university sponsored international programs (such as study abroad programs,
intercultural exchange, and community activities) have been administered to first year students at Kanto Gakuin University in the 2014
academic year. The results reflect that many students do not have an interest university sponsored international programs except for
campus or community activities in Japan.
Though most courses require students to continue foreign language education, students often feel the burden of the language course
since they cannot see a direct connection between foreign language study and future career choices. Some students lose interest in foreign
language study as well as international activities.
This presentation will focus on an on-going study of first year students’ and their interest in participating in university sponsored
international programs. The same questionnaire used in 2014 will be administered again to incoming freshmen in April, 2015. We will
analyze the two-year data to note changes in attitudes of the students as well as isolate possible programs appropriate for these students. .
Is it possible that through a shift or addition to university foreign language education that students can recognize such study is not just
for academic and career pursuits? Since our data show that students are interested in community activities, through an incorporati on of
service learning, can students have an opportunity to see the needs within their own community for international understanding? Can they
actually serve? This presentation will examine these questions as well as introduce a pilot program incorporating service learning in foreign
language classes with the hope of raising interest in international exchange and outreach to the international community in Yokohama.
2.
Learning from Disasters in an Island Community: Insights Gained by Participants of the International Service-Learning 2014 in the
Philippines
Prof. Allen V. DEL CARMEN
Department of Communication, University of St. La Salle, Philippines
Ms. Karla PANGANIBAN
Department of Communication, University of St. La Salle, Philippines
In this age of climate change, disasters and calamities have become more frequent and deadlier all over the world. The situation is
even graver in Asia, where many countries are more vulnerable to greater risks to lives and property due to their location – the Pacific
Ocean where cyclones brew and move westward, with the possibilities of resulting in storm surges and tsunamis,
and the Ring of Fire,
where a large number of earthquakes and volcanic eruptions occur.
As a response to a 2013 disaster (Typhoon Haiyan), which killed about 7,000 persons in the Philippines, the United Board of Christian
Higher Education in Asia organized and sponsored International Service-Learning 2014 held late in June and early July of 2014 to highlight
the role of universities in the response to calamities and disasters in central Philippines which was the worst hit area by the supertyphoon.
More than 200 faculty and students from about two dozen institutions in nine Asian countries participated in the conference and
community work which was held in eight villages spread in three provinces of two major islands in the country.
One of these communities is a small fishing island in the Province of Negros Occidental where 22 participants – both Filipinos and
foreigners – were assigned. The foreigners assigned inb the island were students from Indonesia, Macau, Taiwan and Hong Kong.
The paper discusses the learning experiences and insights gained by the students based on the parameters set by Dan Butin’s
“Four Lenses of Service – Learning”(2005). These insights include the technical, cultural, political and post-modern dimensions after they
lived in the island for 10 days and rendered several forms of community service.
The learning insights and participants’ suggestions will contribute to the better planning and implementation of similar prog rams in
the near future, especially those that involve international students engaged in service-learning in calamity-stricken areas beyond their
borders.
3.
Global Citizenship and Community Engagement through Global Service-Learning
Prof. Sook Young RYU
Seoul Women's University, KOREA
Miss Jung Won JO
Seoul Women's University, KOREA
Service-Learning(S-L) may enable participants to have more concerns for others and try to engage in the community as they find their
roles. Global Service-Learning(GS-L) provided university students with the opportunity to experience global problems that were unfamiliar
to them now, but will help motivate them to explore possible solutions for future use. Global citizenship is based not on the knowledge
from books but on experience and engagement in real world situations. This study explores the experiences and learning of students who
conducted GS-L outreach for two weeks in Mongolia. A survey instrument, follow-up discussions and reflective journals were used to assess
their changes. Their responses showed that GS-L challenged them to have wider perspectives on this diverse world and motivated them to
make wider community engagement as good global citizens. Students responded that they wanted to be more active participants in global
issue related programs and to learn foreign languages to communicate with diverse range of people in the world.
Keywords: global citizenship, community engagement, Global Service-Learning, learning motivation
BREAKOUT SESSION 5A
29
TH
May 2015, 3:00pm-4:10pm, MD204
Moderator, Dr. Sherri Yi-Chun WEI, Fu Jen Catholic University, Taiwan
1.
In Response to the English Divide: Our Ten-year Service-Learning Journey
Dr. Sherri Yi-Chun WEI
Fu-Jen Catholic University, Taiwan
Ms. Beatrice Hui-Ching HSU
Miss Cara Yi Ting HUANG
Miss Amber Yu-Ting GONG
Miss Ann Ting-an YEH
Whether a small-scale intensive Service-Learning project makes an impact or not? This is a question we have been asking ourselves
over the past ten years. In 2005, this S-L project was initiated to respond to a call from an elementary school located in central Taiwan. Since
then, students and faculty of the English Department have been collaborating closely with teachers in the local community. The driving force
behind this ten-year long journey is our urge to bridge this English Divide, a socially-rooted issue in education and also the ugly reality we
hate to confront.
In this AR research study, we intend to examine the developmental process of partnership building among student participants,
faculty, institutions and communities in the five S-L stages through the lens of Service-Learning Program Planning Model (SLPPM).
Researchers argue that program planning would impact on the quality of S-L practices, and call for improving research as a tool to
involve community voices and to enhance reciprocity. Well-integrated program design that includes academic studies/professional
knowledge, structured reflections, and continuous dialogue with the community, is essential to maximize and sustain learning and to
improve the pedagogy. To analyze the complex negotiation and communication throughout the whole process, qualitative data including
reflections, interviews, and observation logs are collected. Through interactions with community partners during service and through
further data analysis after service, a deeper understanding of various contextual factors and the local community’s needs is gained and
reciprocity facilitated.
Aspects addressed in our study include:
1.
Which contextual factors underlying the English Divide are crucial in this S-L project?
2.
What transformation process do participating students undergo during the process of partnership building?
3.
Which possible roles do the participants carry and which meaning perspective do they construct in the
research process?
This action research provides a more systematic analysis of our ten-year S-L experiences. It demonstrates how students’ active
participation in the research process helps to develop a deeper understanding of the community needs and to contribute to a sustainable
partnership.
Keywords: Action research, partnership, program planning
2.
Post Typhoon Livelihood Program Through SL: Love Into Action
Ms. Pemenorejoan M. CALUMPANG
Director, RDPO, Pilgrim Christian College, Philippines
Mr. Sergio S. CLARIDA
Faculty, School of Business, Pilgrim Christian College, Philippines
With catastrophes hitting the Philippines, it is just but fitting for a Christian institution to focus on what is most beneficial to the
general public: Putting in Love Into Action. Pilgrim Christian College has two campuses: the main campus and the annex. In De cember 2011,
Sendong (Washi) brought flash floods which reached the second floor roofs at the annex. Lives were lost in the neighboring community. In
2012-2013, a special project aimed at helping qualified Sendong (Washi) survivors or partners with a more systematic recovery program
was planned by students, from the School of Business, with the community. A certain amount for assistance as “seed money” was
provided for the partners to take off with. With this, the Service-Learning Program of Pilgrim Christian College was made more enhanced
through experiential learning. Planning was through assessment and coordination with the community. Action was through the provi sion of
bookkeeping seminar, loan for the home scale livelihood activities and keeping up with ledgers among the students and partners. Reflection
was through processing with students. Finally, celebration was through culminating activities with sharing of meaningful experiences in the
presence of all parties involved. Problems met were on grasp of students on the concepts of Service-Learning while still in the classroom,
traditional interests of local government unit officials, non-payment of loan, and still-to-be-strengthened criteria for grading students.
Suggestions for better partnership with the community zeroed in on the problems met. Implementation of this project was strengthened by
the supportive engagement of the administrators. In spite of the problems, most parties are positively moving towards the evo lution of
Service-Learning especially on aspects unique to PCC and the communities it serves.
3.
Optimalization of the Operation and Maintenance of Micro Hydro Power Plant and its Sustainability
Dr. Josefine Ernestine LATUPEIRISSA
Universitas Kristen Indonesia Paulus, Indonesia
Benyamin TANGRAN
Corvis RANTERERUNG
Higher Education Grants to UKI Paulus in 2008 was for Development Micro Hydro Power (MHP) in remote areas, the Village Peuk,
District Balla, Mamasa regency, West Sulawesi and Persondongan Village, District Sa'dan Ulusalu, North Toraja Regency, Sulawesi South. But
in the course of time, maintenance is not carried out in accordance with the MHP standard. This is caused by conditions very remote areas,
people are still lagging behind in knowledge, information, technology and the use of local languages. Thus the community needs help to
training operation and maintenance of
MHP. Therefore the aim of the service learning program conducted by the university in
2012-2013 by involving students and community is how to optimize the MHP are useful for the local community.
The method is socialization, involving students and the community to do the survey, analisisis problems, plan activities, conduct training
operations, maintenance of civil buildings, mechanical, electrical transmission installation and management of MHP .
The results of this program are standard operating procedures, improve the knowledge and skills of the operator, student and community
about MHP . Improve the welfare local communities, operational and maintenance is more good
and sustainable. Students and lecturers
improve community services, so that the learning process is more effective, efficient, innovative and successful, to produce high quality
graduate .The conclusion of this activity is very helpful oparator and communities become more self-sufficient in the operation,
maintenance and management of MHP and increase the capacity of the university, the competence of graduates to meet the needs of
stakeholders and the development of science-technology
Keywords: Optimalization, Operation, Maintenance , Micro
Hydro
BREAKOUT SESSION 5B
29
TH
May 2015, 3:00pm-4:10pm, MD203
Moderator, Mr. Eric LORETIZO, Executive Assistant, Office of the Governor, Provincie of Negros Occidental, Philippines
1.
Local Government Units as Potential Partners in Maximizing the Effectiveness of Service -Learning Programs of Universities
in Central Philippines
Mr. Eric LORETIZO
Executive Assistant, Office of the Governor, Provincie of Negros Occidental, Philippines
Reciprocity, as one of the principles of Service-Learning, entails mutuality in the implementation of an S-L program. One of the facets
of mutuality is on the concern on the choice of a community, which serves as program host. The choice is critical to the success or failure of
the program.
Universities and colleges have tested-and-proven mechanisms for the selection and sustenance of their community service hosts.
Many of them are, however, constrained in maximizing their efforts due to either lack of manpower, resources or even the time to look into
potential areas and fields of service. This may be true in central Philippines where Service-Learning is on its infancy stage with most tertiary
institutions still in the process of institutionalizing this pedagogy.
With the local government unit – from the provincial, city to the municipal and village levels – mandated to promote human and
economic development, it has become incumbent that these existing structures have programs that fit into the formula and objectives of
Service-Learning programs.
Many LGU-initiated activities are implemented based on earlier-defined and standard processes, thus ensuring standard operating
procedures that are in place to maximize mutual benefit between the students and the host agency. The areas of service in LGUs are wide
and deep – from social services to agriculture, environment, health, engineering and technology, education, communication and other
disciplines.
This paper looks into ways by which academic institutions engaged in Service-Learning can:
1.
Identify potential partners by areas of service, disciplines and locations, including their requirements and expectations
2.
Look into the viability of a partnership
3.
Forge mutually beneficial tie-ups with LGUs and, thereby
4.
Contribute to the empowerment of individuals and communities and eventually their sustainable development
Local government units recognize that these goals are compatible with their thrusts to empower the people. Likewise, the study will
also pinpoint possible bottlenecks in program/project implementation and present interventions to address these concerns as well as
mechanisms to further strengthen S-L partnerships.*
2.
Frameworks for A Critical Service Learning Approach
Miss Melanie YONG
Service Learning Coordinator, Methodist College Kuala Lumpur, Malaysia
The institutionalization of Service Learning in Asian educational establishments has its benefits in reaching out further to the general
public. In Malaysia, this concept is new and Methodist College Kuala Lumpur is one of the few institutions that introduced and follows a
structured system of implementation. Therefore this paper is aimed at sharing the experience and discoveries made of Service Learning in
Methodist College Kuala Lumpur as well as the common challenges faced within a Framework of a Critical Service Learning Approach aimed
at Social Justice. The author will examine her student’s work and provide a summary analysis of the findings using the lense of this
approach. The paper concludes with the argument for this framework and emphasizes that necessary steps within the classroom has to be
carried out. Recommendations and examples on how to reach this objective is also provided. Though the findings are contained within the
backdrop of Malaysia, it is applicable to the wider setting where transformative agendas are already taking place.
3.
How to recognize the Gender hidden in the Society
Dr. YU Minmei
MA Yaping
This Service-Learning and Research Scheme (SLRS) allows students to integrate hands-on service learning (SL) experiences in our
course work. Students will approximately spend on average 2 to 3 hours per week (at least 30 hours required totally) engaging in the
programs.
Students will join the activities of society and get experiences to deepen understanding to the intersections of gender through an
investigation of texts. Our research will deal with some topics such as the body, gender study, gay and lesbian movement, all calling for a
reconstruction of identity. Our study will deepen the realization of gender hidden in the society.
BREAKOUT SESSION 5C
Outcomes and Experiences of K-12 and Higher Education Collaborative Programs
29
TH
May 2015, 3:00pm-4:10pm, MD202
Moderator, Dr. Wen Hsia YEH, National Sun-yat Sen University (NSYSU), Taiwan
1.
Community service-learning facilitators’ perceptions of student volunteers
Dr. Wen Hsia YEH
National Sun-yat Sen University (NSYSU), Taiwan
In 2014, Youth Development Administration (YDA), Ministry of Education in Taiwan launched a half-day program called “inspection
and connection of schools and community organizations workshop” which was taken place for 10 times over Taiwan (i.e., 3 times in
northern, central and southern Taiwan, once in eastern Taiwan). The participants included local school teachers (from elementary schools to
colleges), school administrators and NPO staff. They are regarded as facilitators who can shape their holistic efforts through collaborative
partnerships. These partnerships give service learning programs a structure to mobilize people and resources to create changes and to
develop learning opportunities for students. Therefore, the purpose of the workshop was to strengthen the service-learning partnership
between schools and community so that students’ engagement in service leaning through community partnerships can be widely
advocated.
At the end of the workshop, a study of service learning facilitators’ perception of student volunteers was conducted. The study
focused on the assessment of the performance of student volunteers and their impacts on communities. A self-report questionnaire was
employed.
A sample of 376 participants was collected with 37.0% from schools, 28.5% from NPOs, 34.5% from other social groups. There were
76.1% female and 23.7% male. 57.2% of the service learning programs were educational projects, 34.5% about human service, and 30.1%
about environmental issues.
The survey showed that the facilitators agreed student volunteers were able to cooperate with others (69.9% agreed), eliminate
stereotype toward others (66.2% agreed) and communicate with others well (64.7% agreed). However, the facilitators did not agree that
student volunteers had the ability to fully understand the need to change some public policies (48.4%), to understand the community issues
well (43.3%) and to be a decision-maker (42.3%). The implication of the findings will be discussed in the presentation of the paper.
Keywords: community service-learning, perception of student volunteers
2.
Reflection on the Effect of a Service-Learning Program on Taiwanese Secondary School Students in
Their Metalearning Capacity
Ms. Shu-wen LIN
Durham University, UK
Ms. Chia-Huan CHANG
This is an action-based study, aiming to investigate how Taiwanese secondary school students’ metalearning capacity may be
enhanced. In order to develop students into lifelong and self-directed learners, it is valuable to promote their awareness of their learning
processes in different contexts and encourage them to take control over their strategy selection and deployment (Biggs, 1985). The
principles behind the development and implementation of this service-learning program have been set up according to a review of
literature, drawing on both Confucian heritage traditions and Western educational propositions.
The program was a one-year EFL (English as a Foreign Language) elective course in a Taiwanese secondary school. At the beginning
of the first semester, there were orientations that introduced the students to different learning strategies. Then, the teacher modeled how to
set a realistic goal, make a plan, evaluate progress and performance, etc. The students formed different groups to practice teaching in class
and at church. Also included in the term-time activities were discussions and peers’ or teacher’s feedback. Throughout the process, every
student had to keep a reflective journal and answer guiding questions related to the topic of each lesson or task. In summer vacation, the
students held an English camp for underprivileged children in a remote county in Taiwan. They took the role as teachers and taught English
songs, stories or games to the children.
Fifteen 10th grade students took full part in the program during the school year of 2012-2013, and they each wrote seven journal
entries over the course. In addition, a semi-structured interview with the students was conducted after the summer camp. Qualitative
content analysis was adopted to examine both the journal entries and the interview transcripts. It can be inferred from the data (1) the
process of comparison (between the students themselves and someone else) stimulates the students to reflect on their knowledge about
learning, that (2) the dynamics of taking the role as a teacher encouraged the students to exert control over their learning processes, and
that (3) the greater good, a dedication to serve underprivileged children, drove the students to question the status quo.
3.
A combination of Oracle and Internet ─The Chinese philology in FJU that initiate Miaoli Fuxing Elementary School involvement in
Service-Learning
Dr. LIU Ya-fen
Assistant Professor, Fu Jen Catholic University, Taiwan
The Project of Developing Knowledge-sharing Based Study Group via the Internet Platformhave been Promoted by Fju Jen Catholic
University Service-Learning Center from 2006. One part of this plan is「The Chinese philology in FJU that initiate Miaoli Fuxing Elementary
School involvement in Service-Learning」
The“Chinese philology", often shortened into a term with the literary meaning of "Chinese character study", is an old discipline with a large
body of academic literature of various kinds.We had guide the students to Transform the classical knowledge to contemporary using, also
provide diversified way Course Evaluations in order to enhance the effectiveness of learning
The students t tried to apply their Chinese philology knowledge obtained from class for services conducted and are adapted to the
ability to face and to challenge their future employments。They also need to play a literary expertise to interpret the literary form of picture
books while the use of images and text performance, interpretation of works by two complementary images and text between symbols,
contradictions, lack of clearance, expansion and integration of interwoven meaning.
It also works to help the teacher adopt appropriate teaching tactics and improve the teaching results if we study the learning difficulty
and the cognition rule of Chinese Characters.
Confucius said, “'Now the man of perfect virtue, wishing to be established himself, seeks also to establish others; wishing to be
enlarged himself, he seeks also to enlarge others.”This is an echoing to“Service learning can be defined as a teaching method where
guided or classroom learning is deepened through service to others in a process that provides structured time for reflection on the service
experience and demonstration of the skills and knowledgeacquired.”~Cathryn Berger Kaye, M.A.The Complete Guide to Service Learning
Keywords: The Chinese philology ，Service-Learning
BREAKOUT SESSION 5D
Campus-Community Partnerships (Panel)
29
TH
May 2015, 3:00pm-4:10pm, MD202
Moderator, Dr. Gregory Yee Mark, California State University, U.S.A
th
Journey to Student Empowerment: The 65 Street Corridor Community Collaborative Project
Dominique Matano
Ms. Sarah Liu
Mr. Ivan Tiet
Mr. Daniel Luo
The 65th Street Corridor Community Collaborative Project (65
th
Street Project) is a high-impact and multi-component community
mobilization effort aimed at increasing student academic achievement, fostering student leadership, and improving parent participation for
disadvantaged children living in neighborhoods where gang violence, a lack of access to resources and low civic engagement create a need
for innovative, culturally competent strategies. The Project serves 7
th
th
-12
grade schools in Sacramento’s Oak Park neighborhood, a
low-income and diverse community that is adjacent to the University campus.
th
The 65 Street Project is a service-learning organization that collaborates with Hiram Johnson High School and Will C. Wood Middle
School; both located in an underserved, low income, and multi-ethnic community. The two projects at these schools are the mentoring
program, and a “bridge program”. Since the inception of the mentoring program in 2002, over 1,800 Sacramento State students have
served approximately 23,500 community members, primarily providing tutoring services to students in need. The “bridge program”
th
th
brings 7 – 12 graders and their parents to the Sacramento State campus and, over the last 12 years, has brought over 3,000 students and
parents to the university, motivating a number of students to focus on the future of their education.
th
In light of the 65 Street Project, the panel will examine the historical development of the Project; as well as the leadership
development of the student staff, the bridge program, and the presentation of US History to 7th Grade students centered around their
ethnic experience.
BREAKOUT SESSION 5E
Diverse Service-Learning Modes and Evaluations & Others
29
TH
May 2015, 3:00pm-4:10pm, MD214
Moderator, Dr. HODGSON Paula, Hong Kong Baptist University, Kowloon, Hong Kong
1.
Empowering creativity in services in educational community
Dr. HODGSON, Paula
Hong Kong Baptist University, Kowloon, Hong Kong
CHEUNG, Yu Ha
Hong Kong Baptist University, Kowloon, Hong Kong
To exercise service leadership in educational community, university students can creatively design a variety of service activities that
challenge and excite school students on their personal and social responsibility in environmental sustainability. The purpose of this paper is
to demonstrate the importance of empowerment in fostering creativity in service learning. This is a case study of a Leadership in
Sustainability as part of Service Leadership Education in the General Education programme in a public university in Hong Kong. While the
question “Whose responsibility is sustainability?” is commonly raised in Hong Kong, it is commonly perceived that it lies on the
government and business corporations. Little effort is directed to promoting personal accountability for environmental sustainability. The
aim of this course is to increase personal accountability on environmental sustainability issues through learning in action.
Six groups of
university students whom served as change agents worked on the outreach projects to promote sustainability targeting both the primary
and secondary school sectors. As service leaders, they were tasked to deliver an event or a series of activities that was not informative,
educational with fun and excitement to the target groups of their choice. During the planning and implementation stages, the students
employed a variety of strategies and derived creative methods to engage and excite the target students in the learning process. To promote
motivation and creativity, financial and technical advice were provided, and autonomy was assured to the project groups.
Moving beyond
the passive mode of learning, the university students added the elements of ‘Having fun’ and ‘Being challenged’ in the events and
activities to create engaging learning moments. Evaluations of learning effectiveness were conducted as part of the service cycle, i.e. plan,
do, reflect and report. Review of students’ outputs indicated that the target groups and the students both reported attaining more
understanding of environmental sustainability issues, higher levels of sensitivity, and greater sense of personal accountability towards these
issues. In preparing university students as future leaders, the outreach projects provided an opportunity for them to exercise their creativity,
knowledge, skills, and leadership competencies in delivering rewarding events to the public.
2.
Exploring Global Citizenship of University Students: An Attempt to Assess Learning Outcomes of Service-Learning Programs of a
Residential College
Dr. Sancia Wai-San WAN
University of Macau, China
Kevin Caishi HUANG
The objective of this paper is to assess the learning outcomes of service-learning programs organized by a residential college (RC) of
a university in Macau, China by exploring students’ global citizenship. Fully in operation since 2014, the new RC system is aiming at
integrating students’ in-class and out-of-class experiences. Service-learning tends to become an important part of the RC programming
so as to foster students’ generic skills and civic engagement. However, in view of the young development of t he university’s
service-learning programs, the impact of such programs is still uncertain. Thus, systematic research into this area is urgently neede d in order
to improve the RC programming.
Since the summer of 2013, the RC under study has organized a number of service-learning programs, particularly trips to Laos,
Taiwan and Mainland China. Currently in progress, this study is based on a self-assessment questionnaire survey that applies a
three-dimensional Global Citizenship Scale developed by Morais and Ogden (2011) that encompasses social responsibility, global
competence, and global civic engagement. The first test will be conducted in March 2015 when the service-learning trips to Mainland China
in the coming summer will start recruitment. On a voluntary basis, it aims to sample approximately 100 students, about one-fifth of all
students in the RC. Valid responses will be grouped into three primary categories: (1) students who participated in at least one of the
service-learning programs organized by that RC; (2) those who did not participate in any of such programs but joined other service-learning
programs outside the RC; and (3) those who did not participate in any of such programs. Global citizenship of students of different
categories is compared. The hypothesis is that global citizenship of category (1) students will be significantly weaker than that of students of
categories (2) and (3); while those of categories (2) and (3) have no significant difference.
To further the research on measuring the outcomes of the RC service-learning programs, the scale will also be used as a pre- and
post-test instrument to explore the global citizenship of student participants of the forthcoming summer service-learning trips.
3.
The Study of the Implementation Effectiveness of Service-Learning
Sample of Jinwen University of Science and Technology
Dr. HSIUNG, Han-Lin
Service-Learning Center, Jinwen University of Science and Technology, Taiwan
The purpose of the study was to explore the implementation of the service-learning program and its effects on students’ learning.
This study would be by “knowledge and skills of service”, “self-efficacy”, “interpersonal respect and multicultural tolerance”, and the
“social issue concerns” to explore any effects on students’ learning. This study hoped to give some suggestions to Service-Learning
program.
The study was conducted by both pretest-posttest quasi-design experiment and qualitative data from September 2012 to June 2013.
The participants for this study were all students who took the service-learning courses at Jinwen University of Science and Technology. The
Scale for Service-Learning courses in College Students was employed to test the students’ changes in “knowledge and skills of service”,
“self-efficacy”, “interpersonal respect and multicultural tolerance”, and the “social issue concerns”. In addition, the qualitative data
was collected from feedback survey and reflection reports.
The results of this study found that there are statistics significant effects on “knowledge and skills of service”, “self-efficacy”, and
the “social issue concerns” in the participants at Jinwen University of Science and Technology. And, the qualitative data indicates that the
students got more confidence, interpersonal tolerance, responsibility, and the abilities to communicate with others after taking the
service-learning courses. Based on the findings, the recommendations for practice on the college’s service -learning program, and further
research are presented.
Keywords: Service-Learning, Knowledge and skills of service, Self-efficacy, Interpersonal respect and multicultural tolerance, and Social issue
concern
. BREAKOUT SESSION 6A
29
TH
May 2015, 4:20pm-5:30pm, MD204
Moderator, Prof. HUANG Yuh-Kae, Law School of Fu Jen University, Taiwan
1.
The Present Service-Learning Modes Practicing by Law School in Taiwan
Prof. HUANG Yuh-Kae
Law School of Fu Jen University
“Voluntary Serving for the Community” forms one of the key cores of specialties, like as medicine, law & etc. Service -Learning
practicing by Taiwanese Law School began from “Legal Service Society” or more exactly says “Legal Clinic Society” from the late
1970’s, but organized by very limited law schools. Today, there are currently more than 30 law department/schools in Taiwan an d majority
of them follow the “Legal Service Society” path and have furthermore developed various kinds of service-learning modes for their
students to experience/practice voluntary legal services.
This topic starts from the important of culturing the comportment of “Voluntary Serving for the Community” for law school students,
then to introduce various service-learning modes developed/organized by the present Taiwanese law schools, and finally to analyze, if any,
the difficulties and limitations for those service-learning modes.
2.
“Paths to Service Leadership in Health Service”: An Inter-Disciplinary Approach for Service-Learning
Dr. Cinnie L.H. NG
Hong Kong Baptist University, Hong Kong
Dr. Kevin K.M. YUE
Dr. KWOK Wai Luen
This paper presents a new Inter-disciplinary General Education course, “Paths to Service Leadership in Health Service”, introduced
in Hong Kong Baptist University (HKBU) with multiple partners including School of Chinese Medicine, Religion & Philosophy Department,
School of Communication, and Office of Student Affairs of the University, and two NGOs, namely Sheng Kung Hui Li Ka Shing Care &
Attention House for the Elderly and Salvation Army Yaumatei Multi-Service Centre.
Since ‘the Server is the Service’, the quality of the server in providing high quality caring service is the emphasis of this course.
Through a review of the different care services provided by Christian Care Services in Hong Kong over the past decades, and an insight into
the ethos behind such services, the different elements of service and leadership competencies including knowledge, skills, values,
communication and attitudes were introduced to our students.
An experiential approach has been adopted in which students were given opportunities to put what they have learned from the
lectures through serving the elderly in the two host organizations mentioned above.
Through the process of (1) understanding the needs
of groups to be served, (2) planning the activities deemed beneficial to the target group, (3) delivering the services according to the plan,
and (4) an evaluation of the result of the services together with a reflection of one’s attitude and motivation, these experiences should
bring about an impact on the students, enhancing their service attitude and social concern for the needy. The impact was assessed through
a questionnaire which the students filled in in the first week and towards the end of the course.
Although there was no examination in the course, students were assessed based on their group discussion and role play, performance
in service delivery, group presentation and individual reports on the two services.
A course manual was also prepared and each student
given a copy to encourage self-reflection and peer evaluation. It is envisaged that the course would have an impact on our students in areas
of citizenship, communication and problem-solving of the Graduate Attributes advocated by HKBU.
. BREAKOUT SESSION 6B
29
TH
May 2015, 4:20pm-5:30pm, MD204
Moderator, Dr. Hope S. ANTONE, United Board for Christian Higher Education in Asia
1.
Towards More Ethical Service-Learning
Dr. Hope S. ANTONE
United Board for Christian Higher Education in Asia
With Service-Learning gaining more acceptance and greater momentum in Asia, practitioners raise new concerns around ethical
issues in its goal and practice.
(unethical).
Ethics has to do with choosing between alternatives that must be evaluated as right (ethical) or wrong
For example, since the primary concern of Service-Learning is students’ learning, what about the host communities?
How
do we ensure that service-learning does not treat them as mere laboratory and their stories and lives as mere artifacts or objects for study?
In terms of student learning, is it enough for students to be able to make a comparison between their situation and that of t he communities,
without critiquing the tendency towards a sense of class and privilege? The International Service-Learning program that the United Board
for Christian Higher Education in Asia organized last July 2014 in central Philippines raised these and many other ethical issues.
For
Service-Learning to be truly a journey of love and service, it is important to consider these issues during the planning, implementation and
evaluation of any S-L.
Indeed, it would be better for SL practitioners and advocates to consider taking a Social-Justice Approach (Tania D.
Mitchell) – which includes (a) social change orientation; (b) working to redistribute power; and (c) developing authentic relationships.
2.
Applying Critical Pedagogy in Service Learning Practice: A Path to Social Justice
Ms. Yu-yun PENG
University of Maryland, College Park, U.S.A
Service-learning has been a fast growing learning method in campus for almost every age group of students. But traditional service
learning approach brings in controversial debates on the power differences and privilege in the serving-served relationship.
Critical service learning pedagogy responds to the power distribution issue in a profound way. Its emphasis on social change, and the
effort on the seeking of mutual benefit for all parties in service learning experience speak to the weakness of traditional service learning
path. By critically reflecting on and examining the concept and practice of service-learning projects, building authentic relationships
between both serving and served ends, service-learning practitioners can enhance the advancement of social justice.
3.
Service Learning in Loyola College, India
Dr. M.S. Joseph Antony JACOB
Assistant Professor (Social Work), Loyola College, India
The subjects that the students study in the class room should be deeply reflected in the field. It should not be mere observation
learning, but actually plunging into action through demonstration. For example, Students of the Chemistry Department rightly chooses to
conduct the consumer awareness programme by demonstrating some adulterated food and its adverse impact on health. Students of
commerce departments should study the business know-how, various marketing techniques and new innovation in business. Students of
economics department should study the developmental schemes of the government and its impact on the rural Masses. Thus service
learning in Loyola is of two types.
1.
RURAL IMMERSION

7 days of Rural camp in villages.
Objectives:

To enable students to develop people oriented attitudes and to imbibe the spirit of concern for others.

To initiate team process among the students’ groups.

To learn from the people about the realities at the grassroot level and develop a critical consciousness
Dynamics of the programme
During I year of Under graduate, Students are provided rural exposure wherein they stay for six days and live the life of the underprivileged
masses.

Motivational session and immersion before going to the field

Input on the stark realities of rural areas of India

Orientation on the rural dynamics of India by the resource person to understand the dynamics of the community

The teams exhibit their learning in the form of chart presentation, or through drama, skit and action songs. Summing-up session by the
resource person

Students will share about their difficulties and problems of the village they hail from. Since the students are formed into various groups and
they will write their Group Reports.
Methodology of visit
1. Observation
2. Interaction with the people in villages
3. Focused group discussion
4. In-depth interviews with individuals
5. Exposure > experiment > experience > impact >involvement
2.
URBAN IMMERSION
The students will be placed in the NGOs in the city of Chennai and will be taken to exposure visits to various NGOs. Students are grouped
into teams depending on the size. Each team will take-up two programmes, one in the community and the other in the institution. Visits to
slums by staff in-charge of Outreach will be arranged.
. BREAKOUT SESSION 6C
29
TH
May 2015, 4:20pm-5:30pm, MD202
Moderator, Mr. Ka Kit Timothy CHEN, Beijing Normal University-Hong Kong Baptist University United International College (UIC),
China
1.
The Connection between Service-Learning and Community-Based Research
Miss NG Wing Yan, Winnie
BBA, Lingnan University, Hong Kong
Service-Learning is a new pedagogy developed in Hong Kong, which deepens students’ learning through service experiences and
reflective activities. Direct Service-Learning projects and programs, where students have face-to-face interactions with service recipients, are
the most common type of Service-Learning experience. However, these direct Service-Learning projects are not the only means to
enhancing students’ learning. While in-direct Service-Learning projects and programs are often also carried out in academic settings in
Asia, there is not much emphasis placed on students’ conducting community-based research, or CBR
Community-based research is another method for students to apply the core values of Service-Learning. As a result, the Young
Scholars’ (YS) Community-Based Research Program was organized by the Office of Service-Learning (OSL) at Lingnan University to equip
undergraduate students with research skills and encourage them to address social issues through their research findings. This research will
demonstrate how Service-Learning relates and connects to community-based research. The Young Scholars’ (YS) Community-Based
Research Program, along with a participants’ research, entitled “Using Braille Label and/or Quick Response (QR) for Elderly with Visual
Impairments,” which works with NGOs and proposed social enterprise
called “ VI Present 視信站”, will serve as a case study for how
undergraduate community-based research can be another means for students to engage in a Service-Learning experience or project and
better understand related social issues.
The Young Scholars’ (YS) Community-Based Research Program is in its second year, with 4 student participants in each cohort
and/or year. Each student engaged in community-based research with a different focus and topic. Based on qualitative data, the Young
Scholars’ (YS) Community-Based Research Program has been shown to enhance students’ research skills, social responsibility and
community engagement, while also helping to build greater campus-community partnerships.
2.
Developing ICT-Based SME to face to Global Market : A community service in Kendal District, Central Java Indonesia
Suprihadi
Fakultas Teknologi Informasi, Universitas Kristen Satya Wacana, Indonesia
Agustinus Fritz Wijaya
Birmanti Setia Utami
Mr. Rudy LATUPERISSA
Nowadays, the invasion of products coming from abroad could not be avoided in Indonesia. It makes the SMEs in Indonesia have to
be ready competing with those products if they want to survive in the trade. A good product distribution is usually equipped with good
information technology and communication such as online marketing. The condition of SMEs in Central Java are still implementing a
traditional method which is marketing their product traditionally in a sense that they use the traditional market. Our faculty therefore
initiates a community service for SMEs in Kendal District. The program intends to empower the local SMEs in the area to use ICT to prepare
themselves competing in the global market. This program, KKN-PPM, is designed to create a learning community that could empower SMEs
using ICT, especially the multimedia for helping them designing product package, labeling, designing online market content and creating
their business brand. The ultimate goal would be preparing the SMEs to be able to independently manage their online market. This program
involves 45 students and 6 university teachers as their facilitator. The activity of the program varies from giving workshop to the SMEs until
mentoring how to manage the online market they have created. This is a whole semester program with all the students involved immersing
in the area to give support to the SMEs. This programs has successfully addressed the SMEs’ problem especially in ICT use. Most of the
SMEs involved in this program mention that they are really benefited from the program and they hope that there is a sustainable program
that could help them in running the business in the global market. Through this program, a community learning has also been established
to support the local businesses. This scheme, KKN-PPM, should design a sustainable action as a follow up of the program so that the society
could continue what has been set up as it is a new experience for them.
Keywords: Information Technology, Online Market, KKN-PPM, SME.
3.
To Create Synergy in Service Learning: A case study of campus-community partnership of Voluntary Service Course of BNU- HKBU
United International College
Ms. Katy ZHANG
Mr. Ka Kit Timothy CHEN
A long-term and sustainable campus-community partnership is one of most important element to achieve learning outcomes in
service-learning. In Mainland China, to develop and maintain partnerships for service learning outside university is not an easy task . This
paper will analyses the UIC (BNU-HKBU United International College) service learning module (one credit bearing course in one of the
Whole Person Education experiential learning courses) and will focus on their methods and strategies of building campus-community
partnership based on a qualitative research by interviewing with community partners and course facilitators. After eight years’ experience
of service learning, UIC has developed a stable and effective partnership: joint teaching partnership which includes course design, course
implementation and course evaluation. Also, this paper will exam this kind of partnership and will summarize their experience which could
be promoted to other schools, communities and instructors of other course.
Keywords
Service learning
campus-community partnership
joint teaching partnership
BREAKOUT SESSION 6D
29
TH
May 2015, 4:20pm-5:30pm, MD215
Moderator, Dr. Ruey-Fa LIN, FengChia University, Taiwan
1.
Employing the Best Practice for Teaching Excellence through Service Learning and Soft Skills
Dr. Ruey-Fa LIN
FengChia University, Taiwan
Employability is now being regarded as an essential part to human resource recruitment into workforce, in particular, for those
students in higher education. Even core competency occupied an important and pivotal role since almost past half century ago. In the
meanwhile, evidence-based training and outcome-based learning by problem/practice play another dominant mechanism to mediate the
skills into the best practice fields within civil societies increasingly worldwide. Employability is thus composed of acquisition, retain, and
promotion after the well trained higher education. The necessary requirements of professional employability such as knowledge , skills and
attitudes should be learned, practiced and internalized as personal characteristics and professional qualification as well. Workfare and
welfare are therefore accompanied with each other in a pension as well as compensation system for the mature students. Amongst the
universities in higher education systems, employability should be taken as a primary and mandatory core issue to national socioeconomic
prosperity and sustainability of population policy. Nevertheless, the recent fertility rate of Taiwan is still kept as a low and undesirable figure,
and even the youth livelihood has never been satisfied due to low employment rate and undesirable payment. This empirical study aimed to
disclose the mysterious relationship between soft skills as employability importance comparison across workforce recruiters and university
students, and also, the employability capability multiplied by importance and proficiency hierarchically multiple regressed with
employability readiness, service learning and background demographics. However, the expected and accepted core competencies of soft
skills as employability would be explored and discussed firstly. The discrepancy between recruitment staffs and students were compared and
resorted for their causes and results, education and training as well as best practices are also linked to the job fields resulted from the data
collected and analyzed through students’ responding data from university laureate with the honor of teaching excellence Cum Laude
groups.
Keywords: employability; soft skills, service learning
2.
Apply SL into social work education and course evaluation
Ms. ZUO Tao
WANG weiwei
ZHOU xiaochun
LI yanping
PENG zhen
As one of the practical models in experiential learning theory, service-leaning highlight the combination between community service
and academic study. Nowadays, the principle and the value of service learning had being more and more recognized by higher education,
Universities in China began the exploration on service-learning. This article try to reveal the capacity growth on students' personal
conviction, academic criticism, social responsibility, through a case study on 20 participants in service-learning courses. Besides, there will
be an discuss on curriculum design.
Keywords: Service Learning, Community service, experiential learning, Curriculum design
3.
Cycle 2.5? Action Research & Critical Reflection on Service-Learning Programs of a Residential College in Macau, China
Dr. Sancia Wai-San WAN
This paper discusses an action research as an approach to improving service-learning programs in a residential college (RC) of a
university in Macau, China. The new RC system is aiming at integrating students’ in-class and out-of-class experiences. Service-learning
tends to become an important part of the RC programming so as to foster students’ generic skills and civic engagement. However, partly
due to the young development of the university’s service-learning programs, and the inadequate relevant experience of the RC teachers,
the author reflects on the trajectory of programs she has designed and (co-)organized, and analyzes the major areas of concern. This paper
concludes with key reflection generated from the second research cycle to suggest how future programs may be more effectively executed.
BREAKOUT SESSION 6E
International and Intercultural Subjects on Service-Learning & Theories and Conceptual Models of Service-Learning
29
TH
May 2015, 4:20pm-5:30pm, MD214
Moderator, Dr. Juliana ANGGONO, Institute of Research and Community Outreach Petra Christian University, Indonesia
1.
Rethinking of Life Perspective When Doing Service Learning in A Village in Indonesia
Dr. Juliana ANGGONO
Mr. Herry C. PALIT
Petra Christian University (PCU) has a service learning program named Community Outreach Program (COP) which has been run
internationally since 1996. It has been awarded as one of excellent programs for students learning by Directorate General of Higher
Education of Indonesia in 2008. This program was initiated with the goals of preparing young generation for a service to a community while
simultaneously gaining new skills, knowledge, and understanding as an integrated aspect of the student's academic program. COP has been
organised for 18 years now and its benefits for students to learn in various aspects of life are inevitable. This paper reported how COP has
provided opportunities for students to rethink about life perspective. It's a question every thoughtful person has pondered at one time or
another. Indeed, it may be the biggest question of all. Source of data was
gathered from students reflection books from the last two COP in
2013 (Kediri district) and 2014 (Mojokerto district) and from several interviews and conversations with students. Considering the broad
range of life perspective to be explored, this study focused on students’ answers about the pursuit of happiness and satisfaction in life as
well as their experience in building relations with others from different background during COP.
The villages where COP 2013 and 2014 located were less developed places. During COP which lasted about 3 weeks, students lived in
the house of the villagers. Those 3 weeks of their stay with their host families, they lived the host culture through daily interaction, meals,
and daily household activities. They received a warm and sincere welcome and were well cared in a very simple house. For many students,
their host family becomes their second home and a foundation for lifelong friendship. Living with a host family in the village who have less
possessions and yet they were giving and caring students happily enables students to rethink and experience that happiness does not
always come from the wealth. They also learned during their stay that giving provided satisfaction in life though the contribution given was
not much in value.
2.
A Way to learn- the service learning between Indonesia (SCU) and Taiwan (FJU)
Miss Yi An SHIH
Fu Jen Catholic University
Ms. Chi Yuan HSU\RN
Cathay General Hospital
Ms. Hsuan Yung FANG
RN, National Taiwan University Hospital
Dr. Yu Chu HUANG
RN. PhD, Fu Jen Catholic University
Gills and Maclellan (2010) conducted a 1999-2009 systemic literature review service learning in nursing education, outcomes suggest
that students who participate in international programs having an increase in self-perceived cultural competency, encouraging lifelong
commitment to continue serving, developing students into a positive force of change in healthcare abroad and within their own
communities. The purpose of this study is in depth to analyze nursing students’ learning process through the service learning.
Design: Action research method was used and a total number of 6 nursing students were participated in this study. One Taiwanese and one
Indonesia students as a team shared a bed and lived with Indonesia family for 11 days. During this period students logs, field notes,
reflection sheets and team working records as raw materials together to be used as content analysis, the reliability and validity is based on
Lincoln and Guba (1985) proposed vetting reliability and validity of qualitative research methods.
Results: After intensively living and working with Indonesia students and family in this international service learning program, the results
come up as an agricultural process. It is improving students’ cross-culture communication in spread period. Follow by cultivated period
that participants established cross-cultural sensitivities and culture respect. In the final harvest period, through the serving activities,
participant fulfilled the role as givers and receivers among Indonesia partners and families and able to understand the meaning of love.
In conclusion, this study confirmed the previous studies outcomes and showed the dynamic interaction amongst nursing students who
joined service learning, and enhanced students understanding among the cultures, with the respect on inner or outer levels.
Keywords: Cross-cultural, service learning
3.
Student Development Pathway in Service-Learning Model in Hong Kong
Lingnan University
Lingnan University
Lingnan University
Mr. OOI Tyan Chyi, Nicholas
Lingnan University
The 2-level students ‘development pathway is developed in 2014 to further develop LU students as a community leader. First,
students will take one or more than one credit-bearing courses with Service-Learning elements to have the basic knowledge of S-L and
develop their whole-person development skills. Students reported the significant improvement in 7 learning outcome domains in the result
of the pretest and posttest. (e.g. subject-related knowledge, communication skills, social competence, organizational skills, problem-solving
skills, research skills and civic orientation). After that, part of the students can continue their Service -Learning Journey in six theme-based
leadership training programs (e.g. Mainland and International Service-Learning Program, Service-Learning Teaching Assistant Position (TAP),
Service-Learning Project Trainee (PT) Scheme, Service-Leadership Summer Practicum, Young Scholars’ Community Research-Based
Research Program and Service-Learning Students Association (SLSA)). According to the case study from the six theme-based leadership
training programs, students developed their leadership skills through real experience and participation in service-Learning related
leadership training programs.
POSTER SESSION
1.
Overseas Service Learning with Singapore’ Schools and Universities
Ms. NGUYEN Thi Kim Yen
ECO Vietnam Group, Ho Chi Minh city, Vietnam
Pham Van Anh
Phạm Trác Thiên Duyên
Nguyễn Mai Anh
Service Learning has been widely employed and exerted positive impacts on youths in many countries around the world. However, in
Vietnam, this model is still at an early stage of implementation. Throughout 5 years of working, one of the sole missions of our organization,
ECO Vietnam Group, is to bring about changes to volunteerism in Vietnam through sustainable Overseas Service Learning (OSL) projects
with Singapore’ schools and universities. The OSL projects were organized in rural areas in Vietnam. With t he collaboration of more than
10 high schools and universities from Singapore, 48 OSL projects were conducted at 4 provinces in Vietnam during the last 5 years. In this
paper, we will mention the background of Vietnamese history, culture and economics as well as project sites in the light of how unique
characteristics of our country contribute to the educational purpose of Service Learning. This study will also focus on the positive impacts of
these projects on Singaporean and Vietnamese students in terms of personal skill and knowledge development as well as understanding of
social responsibility. Moreover, the projects’ sustainability and significant effects on community development will be thoroughly discussed.
Finally, the active collaboration between ECO Vietnam Group and Singaporean partners will be mentioned and evaluated from the points of
view of both affiliations. With an aim to improve the effects of Service Learning on Vietnamese educational system in specific and youth
development in general, suggestions for changes in our working method will be discussed regarding Service Learning courses, various
projects with effects on wide-ranging aspects and partnership with other countries in the world.
2.
The Reflection of Service Learning From A College Student’s View
Mr. Ruei-Siang SHEN
Prof. Kun-Hu CHEN
Dr. Rong-Ji PAN
Prof. Yuling SU
Prof. Miao-Ju TU
Prof. Miao-Ju CHWO
Service learning has been long discussed in many countries of which students in the university participate in this field and it has
become a very popular trend for enhancing student learning at Taiwan universities. As a participating student in service learning, I
obtained some practical and educational experience on service and reciprocal learning.
Therefore, I believe that service learning provided
me a learning opportunity of rethinking about myself and seeing from others’ points of view.
First, I think that service learning has potential to benefit for participating students.
For example, I tried to explore my life and
pursued the meaning of life. When I was joining service learning, I learned that positive attitude of life served an important role in life. In
other words, good attitude of life helps me overcome negative experience.
Second, the benefit from participating service learning is to learn the ability of role taking. When I was joining service learning, I had
to communicate with group members.
I found that I was lacking skills of social communication and I started to improve it.
Third, I learned that I should open my heart to accept others’ advice and abandon my bias.
Understanding others’ points of v iew
and empathizing their feelings help me be a humble person to take care of others.
To sum up, service learning helps me to learn responsibility of citizenship, community engagement, life exploration, problem solution,
and communication skills.
continuously.
Participating service learning changes my attitude toward life and inspires me to take care of others
Most importantly, the lesson of service leaning teaches me how to face negative experience and purse a meaningful life.
Key words: reflection of service learning, college student’s view, life exploration
3.
Incorporating Service-Learning into the Higher Education Curriculum: A proposal for Cross-Straits mutual learning
Ms. Chen-Yin LIU
Department of Applied Foreign Language, Tajen University, Taiwan
Ms. Yu-Ching HO
Hong-Wei HO
Department of Educational Policy and Administration, Chi-Nan University, Taiwan
Su-Fang WU
Department of Leisure and Sport, Tajen University, Taiwan
The development of network technology provides a new environment for interpersonal communication of College students. Also with
the popularity of the smart mobile pones the students can roam the network world whenever and wherever possible. However this enriched
and colorful college life brings with it a new problem: a great number of students are excessively dependent on the virtual world, more
focused on man-machine communication, and neglect face to face interpersonal communication. Good interpersonal communication skills
are very important for the personal development of students, and Service-Learning theory can improve this situation. According to the
Service-Learning program, students should actively participate in the organized public services in order to meet the social needs and
cultivate the sense of social responsibility. At the same time students can learn and re-think their work during this period of work activity. So
their ability to analyze cooperative activity, and to evaluate work and solve problems by working together with other members of society
can be improved. This paper discusses the opening of service learning courses in the universities: it is hoped that more and more students
can make progress in this field to develop their learning skills and enhance the quality of their individual intelligence in this context.
The Service-Learning concept was formally introduced into Taiwan in 2000. Even before this, service and workplace learning in Taiwan
was providing a wealth of experience for the promotion of service learning courses. Service-Learning in all Taiwan universities has become
an influential educational practice, which has produced a fund of experience from which much may be learnt. The Mainland and Taiwan
share a common cultural background.
The purpose of this paper is to compare the experience of universities in Taiwan and Mainland China in implementing the ideas of
service-learning. It is hoped that through choosing to discuss and learn from each other’s experience in Service-Learning courses, a
valuable database of knowledge can be established to provide reference material that may enhance the implementation of Service-Learning
in Taiwan and Mainland higher educational curriculum.
Key words: Service-Learning, higher education, culture, communication, curriculum
4.
Trans Regional Service-Learning Practice in Gerontology: Beijing and Hong Kong
Mrs. TANG Dan
Gerontology Institute, Renmin University of China, Beijing, China
Background
Renmin University of China established Gerontology Institute in 2003. The Institute recruited doctor and master students. The training
program of the graduates focused on the theory and methodology. On the same time, the graduates conducted social survey in th e urban
and rural communities in Chinese mainland. There was limitation in this model of graduate education. The students graduated from the
institute were lack of service experience and international vision. In order to solve the problem, a cooperation agreement was signed
between Gerontology Institute of RUS and Office of Service-Learning of Lingnan University in 2004. From then on, two or more graduates
were sent to Hong Kong to take part in the service- learning programs. The students provided volunteer service for the Hong Kong elderly
and conducted a social survey, then finished a paper in English according the survey data. More than 20 students were sent to Lingnan these
years, and they gained a lot from this program.
Discussion focus
The students who have been to Hong Kong know more about the living situation and activity style of elderly adults in different culture
environment.
Exchange students learn more about the aging policy of Hong Kong.
Since the exchange students were required to finish the paper in English, the English writing skill of them were improved considerably.
Exchange students know friends coming from different countries, all of them were young and share the same academic interests.
Suggestions:
Students provided services in the senior citizen activity center. That is only a part of the elderly life. If they have chance visit the home
of the elderly, they can understand Hong Kong elderly more deeply.
Since most of the exchange students could not speak Cantonese, they had difficulty in communicate with the elderly adults directly. It would
be much better, if more local students took part in the same program with the exchange students.
Gerontology Institute of RUC ought to provide more chance for the student to take part in the service-learning programs in different
countries and region, especially in Asia.
POSTER SESSION
1.
TUTORING SPECIAL CHILDREN AND YOUTH (TUSCY)
Dr. VALENTINA ROBLES. CATMUNAN, Ph. D
Project Leader, UNIVERSITY OF RIZAL SYSTEM , Morong Campus, Morong, Rizal, Philippines
The special children and youth have needs that must be recognized. Through acceptance in the society, proper guidance,
understanding, caring and support they can become self-supporting and useful citizens of the community.
The Tutoring Special Children and Youth (TUSCY) is a community extension project of the UNIVERSITY OF RIZAL SYSTEM (URS) in
coordination with the LOCAL GOVERNMENT UNIT (LGU) OF BARAS, RIZAL, PHILIPPINES and the BARAS FEDERATION OF PERSONS WITH
DISABILITIES ASSOCIATIONS INC. (FPDAI). It caters to special children and youth in the municipality of Baras with the aim of providing them
basic knowledge and skills to help them adjust and cope with their environment and prepare them for formal schooling.
In its seven years of implementation, the project has already catered to a total of sixty five (65) clientele – hearing-impaired, slow
learners, with down syndrome, cerebral palsy and with autism aged 7 to 35 years. Ten (10) of them have continued in the formal school with
two of them now in college.
To build the capability of student tutors who are third year BS Psychology students, seminar workshop on dealing with special
children and preparing instructional materials is conducted. To make the parents become aware of their duties and responsibil ities in the
project implementation and to enhance their ways of dealing with their children, parents’ orientation and seminar are done.
The program is composed of forty (40) tutorial sessions for a total of eighty (80) hours with lessons on functional literacy and self-help
skills. Other activities are also conducted to enhance the learning and social skills of the tutees, namely: field trip, mini-camp and family day
cum livelihood training and participation in the LGU programs.
To determine the effectiveness of implementation, the project is evaluated by the parents, student and faculty tutors and LGU officials
through observation, interview and a questionnaire checklist with the following criteria: attainment of objectives, participation of
stakeholders, administration and management of the project, staff and teaching personnel competencies, adequacy of resources, and
teaching process and learning outcomes. TUSCY obtained a consistent overall result of outstanding in the last four years of implementation.
2.
Study of Effective factors of Cooperation Units’ continued cooperative willingness of Service learning courses in Providence University
Miss WU, Pei-Wen
Providence University
The study of Effective factors of Cooperation Units’ continued cooperative willingness of Service learning courses in Providence
University. It quotes the theory of planned behavior to probe the cooperation Units' cooperative willingness behavioral intention. The
antecedents are: attitude belief, subjective norm belief, perceived behavioral control belief.
This study will take quantitative research, investigates the Cooperation Units’ of Service learning courses in Providence University in
the Taichung Area. It will base on the non-profit organization views. From cooperative attitude factors, internal factors and cooperation
circumstances, willingness to understand the impact of the non-profit organizations and schools to cooperate to promote service-learning
courses.
This study hopes that this study may serve as a reference for other universities to extended service-learning courses in the future.
3.
Building a Cross-Generational Harmonious Community: Think-Act-Contribute
Ms. LEUNG Ho Yi
Year 3 Finance Student from Lingnan University, Hong Kong, China
Have you ever thought of dancing in a funky style together with the elderly in order to contribute to the society?
Think-Act-Contribute (TAC), established in 2012 and sponsored by the Hong Kong Jockey Club Charities Trust, is a health project
organized by the Office of Service-Learning (OSL) at Lingnan University (Hong Kong) and Tuen Mun Healthy City Association Limited (Hong
Kong). It aims to promote sustainable health knowledge from the individual to the community. In addition, TAC also helps to b uild
inter-generational relationships between Lingnan University students and the elderly population.
Lingnan University students have participated in TAC as a result of Service-Learning projects, primarily organized by Lingnan’s
departmental courses with Service-Learning elements. These university students partner with the elderly to become TAC Health Leaders,
organizing and leading TAC events. TAC Health Leaders are given the opportunity to engage in and take a leading role in TAC dance
performances, seminars and promotion booths. Moreover, TAC Health Leaders undergo intensive trainings to under stand global health
issues, practice the “funky” TAC dance and build relationships between the younger and older generations in the community. These TAC
Health Leaders, in effect, become the “seeds” of health in the community, spreading health knowledge and awareness to others.
Through their participation in TAC, students and the elderly are able to work together to influence those around them. This
interaction, between the young and old, helps to strengthen the communication and cohesiveness between various generations within the
local community. Through their role as TAC Health Leaders, more than 100 Lingnan students and 250 elderly have been able to improve
their communication and interpersonal skills.
TAC is not only beneficial for building inter-generational relationships, but these relationships also help to enhance the elderly’s
social network, increase their knowledge of health issues, and establish healthy behaviors in their daily lives. As a result of its collaborative
model to raise health awareness, TAC has been able to create and nurture a “cross-generational harmonious community.”
4.
The Role of “Think-Act-Contribute” in Students’ Learning and Contributions
Mr. KWOK Ka Lim
Lingnan University, Hong Kong, China
Nowadays, some people say that university students are simply “machines” of examination; they tend to not care about the society
and its social problems. Love, in effect, no longer seems to exist in society anymore.
Service-Learning, on the contrary, has been shown to help university students develop a love and care for society. In fact,
“Think-Act-Contribute” (TAC), a Service-Learning project organized by the Office of Service-Learning at Lingnan University and the Tuen
Mun Healthy City Limited in Hong Kong, is a prime example of how Service-Learning can aid students to develop a passion for creating a
better community.
Through the use of dance, TAC aims to: 1) promote health awareness to the community; and 2) build inter-generational relationships
between the young and old. TAC members, who are both old and young, work together to engage in dance performances, talk at seminars
and create information booths in public spaces to spread heath messages and healthy behaviors. Additionally, TAC has also demonstrated
its impact on university students’ learning and development. Lingnan students have either been trained as TAC Health Leaders, organizing
and taking lead in TAC events, or engaged with TAC through their Service-Learning courses. By working with more than 50 Lingnan faculty
and staff, TAC has been able to provide a platform for students to enhance their academic knowledge and reflect on their overall TAC
experience.
With more than 500 student participants, 100 of whom have been trained as TAC Health Leaders, TAC has enhanced students’
learning, leadership skills, health knowledge and relationship with the elderly population. These 500 student participants have spread health
messages to more than 10,000 society members. The strong partnership among the campus and the community creates a win-win-win
situation for students, the elderly and the overall community. TAC, in effect, provides students an opportunity to care for a nd love the society,
learn new knowledge and contribute to the common good.
5.
We Created the Children’s Program at Taisan via Service Learning
Prof. Rosa Shiow-hwa LUO
Department of Social Work, Fu Jen Catholic University, Taiwan
Max Hung-Jui TSAI
Jojo Yu-Jong GE
Service learning has been used as a key learning strategy in two social work courses, resource utilization and program planning, with
money support from FJU Service Learning Center. There were 163 junior students in total that have served the vulnerable children and their
families at Taisan District of New Taipei City 2009-2014. We three worked as a teaching team.
Here we present the whole service program implemented. Story started at the time of 2009, three students as a group serving a
low-income family via resource utilization course found that the Catholic Church located at the local market was a vital place for the
vulnerable families nearby. Thereafter our students initiated this children’s program via the program planning course. The aim of the
program was to provide value services for those children at the adjacent neighborhood in reading and homework and some outdoors
activities with company. There were 25 children on average served each semester.
Italian Fathers shared the Church’s space and worked together with parents and our social work students. The client mother
mentioned above summoned those children living around. Parents were responsible for classroom management and cooking for social
work students and young children. When children stayed in the classroom, teaching assistants and Church group organized together some
learning activities on parenting and vocational training for parents at the same time. The purposes of these activities were to enhance their
parenting skills and expect to increase their family income.
On serve learning per se, we upgraded this service program towards the spirit of settlement house movement. Social work students
learned their first lesson on practice and kept reflecting what they saw and what they did. In addition, we expanded the welfare service
capacity in the community with local power.
6.
IMPLEMENTATION OF THE BRIGADA ESKWELA PROGRAM IN THE SECOND DISTRICT OF
THE DIVISION OF ISABELA
RUSHEL A. LAZARO, Ph.D.
DepEd-Mallig National High School-Annex, Centro 1, Mallig, Isabela, Philippines
This study aimed to assess the Brigada Eskwela (BE) Program in the Second District of the Division of Isabela for the past three years.
The assessment was focused on the extent of the implementation of the BE activities for the pre-implementation, implementation and
post-implementation phases. The utilization of generated BE resources such as manpower, material and financial resources was also
assessed. Recommendations to improve the implementation of the BE programs along advocacy and marketing, resource mobilization,
implementation, monitoring and evaluation were elicited from the stakeholders.
Nine(9) public high schools were considered in the study. Self-made questionnaire, interviews and documents on the consolidated
BE forms 1-7 of the respondent-schools were the data gathering tools used. Results show that there is a “high extent” of implementation
of the planned activities of the BE program in all three phases. As to the utilization of BE generated resources, the respondent schools were
assessed to have “high extent” of utilization on manpower resources while they were evaluated to have attained “very high extent” on
their generated material financial resources. The respondents offered suggestions to improve the BE programs along the four indicated
KRAs, namely: the conduct of public information drive, organization of Barangay Brigada task force among the feeder barangays, regular
meetings with stakeholders, tap the local media(Radio, TV), more time allotment for promotional activities, presentation of mapped-out
plan to potential partners, employment of print media for BE campaign(flyers) and usage of the social networking (facebook, tweeter,
youtube, etc.). As an offshoot of the results of the study, a unified BE program was developed.
The study ascertained the following: 1) the success of the implementation of the BE Program is anchored on how its three phases
are carried out, 2)any program needs monitoring and evaluation to gauge how it has been conducted, 3)along advocacy and marketing, BE
Program was brought to the awareness of the potential partners, 4) Resource mobilization has taken a great role in the succes s of the BE
Program, and 5) public schools should continue to implement the BE Program as it prepares both the physical and academic environment of
the school.
Keywords: Brigada Eskwela, School programs, Community-School Partnership
7.
Discussion on the pattern of cooperation between the campus and community
——Take Sun Yat-Sen University Youth Volunteer Association for example
Mr. WANG Hanyang
Sun-Yet-Sen University Lingnan college
Sun Yat-Sen University Youth Volunteer Association is an excellent public service group , whose activities cover a wide scope and benefit
lots of people, especially on the cooperation with the community . For example, "green" warm JiShan service, through interesting class,
garden party and visiting nursing home ,shows love and care for JiShan community. "Love on Qi’ao" activity aims to serve Qi’ao islanders
by teaching children manual lesson and dance and bringing free physical examination to the old. The university students learn in service
and obtain opportunity for practical activities and stronger abilities while helping people of different communities.
Undoubtedly, there are some problems like lacking pertinence in the service. These problems lower the quality of the cooperation
between the campus and community and are supposed to be solved. Looking back on the experience of Sun Yat-Sen University Youth
Volunteer Association and thinking about problems, our essay introduces “5R cycle pattern” for the cooperation between the ca mpus and
community. 5R stands for “research, ready, run, reflection, refine”.
This pattern has a variety of benefits. For university students, this is a splendid platform for service learning and contributes to
enhancing their sense of responsibility and communication skills. It also can improve their reflection ability and foster their critical thinking.
For the campus, by service learning, the university suit the development of the students better and the relation between teachers and
students can be refined. Besides, the campus can draw support and resources from the community. For the community, the service provided
by students solves practical problems , beneficial to building harmonious community and society. Hence, it deserves to promote and this is
the value of this essay.
8.
Oral History and Service Learning
Mr. HAN Yimin
Lecturer in School of History & Culture in South China Normal University
In mainland China, oral history is in the ascendant, which is closely related to the rising self-awareness of the middle and lower classes
as well as marginal groups, and their striving for their speaking rights.. Before 2012, I encouraged my students to hand in their assignments
on oral histories in the course of historical sociology, but most of such activities were not well organized. Supported by Office of Service
Learning in Lingnan University, students were organized to conduct a series of oral interviews and record the oral histories of the elder
people in Village of Leprosy Rehabilitation in Si an, Dongguan in the year of 2012. By this experience, it is realized that students could
develop their varied skills and gain more understanding of the real society by learning oral histories. Actually it is an effective way for
students to improve themselves. After that, cooperation is also carried on with faculties in some museums, NGOs and fund foundations to
record oral histories. These oral histories recorded stories from people of a wide variety of social backgrounds, including veterans of the
Anti-Japanese War in Guangdong province, elder professors from South China Normal University, elder people from Hualin community,
elder people of Shawan and homosexual elder males. Association of Oral History in South China Normal University was found as well. By
studying oral history, students can not only learn how to put the historical theories in practice and reflect those theories and knowledge ,
but skills acquired in the course of oral history can be utilized to understand other subjects.
9.
The memory of career life and Service Learning
Dr. WANG Qing
Lecturer in School of Economics and Management of human resources in South China Normal University in Guangzhou
The course Labor Relationship cooperated with Department of Service of Urban Immigrants in Panyu District and conducted oral
interviews with injured female workers from Foshan, Guangzhou, Dongguan and Zhongshan from October 2010 to July 2011. Eighty
students in grade 2008 in School of Human Resource Management participated actively in the whole process and made great efforts. Some
of them mentioned their profound feelings and reflection in their journals after this activity. It is realized that it is of vital importance for
undergraduates to walk out of university and learn knowledge in practice, to know the real society and to reflect their social responsibility in
learning. These activities were significant for individual growth, social reform and accumulation of knowledge.In the following three years of
the course labor relation a series of interviews about careers were conducted among many people, including interns, female employees in
young ages and middle ages. As the progress of the project, it is found that good relationships were built as the mutual unde rstanding
deepened between colleagues, teachers and students, as well as colleges and other social associations, that participants improved
themselves greatly.
POSTER SESSION
1.
Service-Learning And Personal Growth: A Case Study of a Summer Class in Mainland China
Ms. Wen XU
Beijing Normal University Zhuhai, China
Service Learning as an educational model that combines community service and academic learning has been introduced to mainland
China for more than a decade. Going through the literature, however, only few empirical studies can be found about evaluating the outcome
of service learning projects in mainland China. Current study describes a summer class using service learning model that the author
implemented in a university in mainland China. Besides two-day regular teaching sessions, thirty eight students who selected the class also
had to finish 20 hours service in small groups and implement a big community event altogether, under the supervision of community social
worker. Both quantitative and qualitative data were collected from all the students participated in the class. Students reported growth on
below areas: 1) knowledge about migration children; 2) communication skills, planning and implementing skills; 3) reflection towards social
inequality. Based on reflections of the author and feedbacks from students and community partners, recommendations on how to
implement service learning in universities in mainland China are also made.
2.
Cultural Service-Learning: A case study of Lingnan Gardeners
Mr. LEE Yuen Sing
Service-Learning is a new pedagogy in Hong Kong, which can be applied within many different faculties and departments. The
concept of Cultural Service-Learning was adopted by the Department of Cultural Studies at Lingnan University, Hong Kong in 2014. Cultural
Service-Learning integrates the idea of Service-Learning with the core issues and concerns in Cultural Studies – such as how culture
influences people, environments and spaces. In Cultural Studies courses with Service-Learning elements, different advocacy projects are
introduced to let students examine the relations between culture, power and the environment. Both Cultural Studies and Service-Learning
prioritize learning through real-life experiences and engagement with the society, community and environment. The “Campus Farming
Project” (“Lingnan Gardeners”) acts as a prime example to understand how Service-Learning can be applied to the academic knowledge
of Cultural Studies.
The “Campus Farming Project” was launched under a 3 credit-bearing Cultural Studies course "Literature and Cultural Studies" in
the fall semester of 2014 at Lingnan University.
The project provided a chance for university students to experience ‘culture’ through
real-life farming. Additionally, students were able to deepen their academic knowledge by engaging in the farming on campus grounds. The
course instructor initiated the concept of “Lingnan Gardeners” and integrated the project into the academic course. Service-Learning
students acted as pioneers of the “Lingnan Gardeners” and developed a garden in the middle of campus. These on-campus farming plots
served as convenient experiential classrooms for students.
Students experienced the whole process of farming through the project. They not only had physical farming experiences, but also
enhanced their subject-related knowledge, such as discovering alternative ways of living, and understanding the globalization context of
farming and the use of public space.
The project also encouraged students to reflect on the development of modern agriculture and the
importance of urban-agriculture in the world. The “Campus Farming Project” (Lingnan Gardeners), therefore, serves as a case study to
understand the relationship between Service-Learning and the academic knowledge of Cultural Studies.
3.
Service-Learning Linking the Moral Education and the Social Construction: A Reform Program in Guangdong
Dr. WANG Shuo
Sun-Yat-Sen University, China
Commissioned by the Guangdong Provincial Department of Education, Sun Yat-sen University has led a reform program in the moral
education in the past two years. The research team included academic researchers in universities, famous school principals，and related
think tank members of the government.
The impact of the Service-Learning is proved in our course named “A Study on Hakka Philanthropy”. The students dedicated their
service for the Old Man Association (OMA) in the villages in Guangdong. Thus, they got deeper understanding of the virtue of filial piety.
They gave an advice on building a system to protect the elder’s right.
The conclusion we reached is that Service-Learning should be introduced into the mainstream education system in mainland China.
On one hand, it is an effective way to make a reform on the moral education from primary schools to universities, which may change the
existing defects in the moral education which is lack of moral practice, and resolve its powerlessness when faced with a strong need for the
society. On the other hand, it can link the moral education and the social construction, not only by integrating the educational need and
social resources together, but also by making the silence get heard through the young citizens’ voice.
POSTER SESSION
1.
It’s Easy to Offer Service-Learning Courses: Using Visual Arts in Early Childhood Education Courses as an example
Prof. Lee Chen CHEN
Department of Child Development and Education, Minghsin University of Science and Technology, Taiwan
In recent years, Service-Learning is being paid attention by the educational policy of the world, especially, it has been widely utilized in
Higher Education to promote student to realize the spirit of learning by doing and practice social service and participation. The researcher
used Visual Arts in Early Childhood Education courses as an example to implement curriculum action research, and then attempted to
analyze and generalize process and experiences of Service-Learning content integrated into courses, and moreover improve Higher
Education for college and university teachers to integrate Service-Learning into their teaching, led students learn from social participation
and inject new strength to the Service-Learning courses offered by university.
The major findings of this research are listed as bellow: The most important key to successfully integrate Service-Learning into courses
is that teachers need to consider what the course goals are in order to closely integrated service action with professional learning.
Furthermore, Service-Learning is a highly-structured teaching method. In this study we adopted the four phases of development, i.e
preparation–service-reflection-celebration, of Service-Learning that can help step by step implement Service-Learning integrated into the
Visual Arts in Early Childhood Education courses. Finally, the reflections received during the Service-Learning process, no matter before, in
or after the process, have the same importance. The reflection gained before the process come from the great emphasis put on discussion
and reviewing of service program designed to make the service preparation more completed. Secondly, the reflection received d uring the
process is a cycle process of action-reflection that can improve service quality constantly. Finally, the reflection got after the process focus
on the overall result of service program, integrated observation, experience, reflection, visions of the future, and the method to continually
promote the social service participation in future.
Keywords: Service-Learning, Service-Learning Courses
2.
The Difference between “Service-Learning” and “Social Practice in Education”: theories and conceptual models
Dr. GOU Wenzeng
School of Public Administration, South China Normal University, China
In mainland China, “Service-Learning” is not well known in Higher education, the substitution is so-called“Social Practice in
Education”. Theories of“Social Practice in Education” were mainly based on Political Education. Political Education System has also
dominated conceptual models. Comparative study may help us to find the way to develop“Service-Learning” in China and encourage
more and more academic faulty to attend it.
POSTER SESSION
Others
1.
Beyond the Field What Physical Education majors can do
Prof. Chin-Lien WANG
Fu Jen catholic University Associate professor
Exercise benefit your body is the fact since time immemorial. Most of people believe physical activities are the whole image of Physical
Education, they seldom know what else the PE majors can do except exercise and competition they’d participated.
The core value of volunteer’s service not only no reward, for public profit, respect free will but also social engagement. Besides,
Service-Learning is the mission of highly be educated persons, to create some more opportunity is our goal for students to achieve the
better experience of social engagement.
Physical Education isn’t egoism, it can enhance one’s health by taking exercise, promote human relationship through interactivities
and furthermore, it’s one of the most important factors of Holistic Education. Since it is a volunteers’ service new era, org anized,
especially Professional Service-Learning is involved. What the physical education majors can do out of the field are as follow:
1.
Being Teaching Assistant in PE class.
2.
Teaching Physical Education curriculum in elementary school and junior high.
3.
Physical fitness test and consultation.
4.
Coaching sports clubs among all ages.
5.
Leading residents’ physical activities.
6.
Officers of athletic games, such as umpire, referee, recorder, scorer…
7.
Instructors of summer or winter camp.
8.
Other complex activities.
Victory clapping is certainly important for every athlete, but when you step down the stage, noble character is more precious. Through
various activities, PE major students may experience different self-awareness and have precious feedback, learning by doing, discover
one’s responsibility from other’s needs, establish one’s own confidence through task accomplishment, especially someone knows
Health Is Not Born In Nature, everybody should keep moving forward after serving the mental retarded people.
Key words: Physical Education, Service-Learning
2.
Lingnan University’s Teaching Assistant Program: A Journey of Mentorship in Service-Learning
Miss Caroline CANNON
Office of Service-Learning, Lingnan University, Hong Kong
The Teaching Assistant (TA) Program was established in the Office of Service-Learning at Lingnan University in 2013 to recruit and
train student leaders to become the face of service-learning on campus and in the community. These student leaders serve as teaching
assistants (TAs), providing additional support to faculty teaching service-learning courses. As participants in the program, students undergo
thirteen training sessions each year to improve their civic engagement and enhance their service leadership. These training session s, which
provide a platform for reflection, occur in each of the four main stages of the TA Journey (Orientation, Preparation, Engagement and
Evaluation.)
The poster presentation will highlight the TA Program model and its expected goals and outcomes. The TA Program model is based
on mentorship: student participants develop one-on-one relationships with faculty, OSL staff, community partners and university peers. The
program provides TAs with both a faculty and OSL mentor who help the TA grow in terms of their service leadership and personal
development. TAs also serve as mentors to students enrolled in service-learning courses, modeling the characteristics of personal, social
and intellectual engagement. Mentorship is also found between program participants, as veteran TAs serve as mentors to first year TAs,
training and guiding them through the TA Journey. Each TA has the opportunity to become a mentor in their second year of the program.
Student-focused and learning-centered, the program’s goal is to promote the bond between: students and faculty; university and
community; and academic curriculum and service. The program is committed to linking students, faculty, and the community to provide
support for faculty to teach high-quality service-learning courses, build student leadership, establish a university culture of service and
embody Lingnan’s motto of “Education for Service.”
3.
Improving Student English Language through Service-Learning
Ms. Yu-Ching HO
Ms. Chen-Yin LIU
Hong-Wei HO
Department of Educational Policy and Administration, Chi-Nan University, Taiwan
Su-Fang WU
Department of Leisure and Sport Management, Tajen University, Taiwan
“Service-Learning” has long been recognized as a powerful method for engaging students in their learning and reinforcing the
students’ language skills in real-world setting. This study aimed to explore the effectiveness of incorporating Service-Learning into regular
English classes and its impacts on Taiwanese university students’ learning of English. 60 university students voluntarily signed up for 12
hours of lectures in “tourist English” (English as required in the context of tourism) before practising it while working as volunteers in
“Information Center” at international airport. Interviews were conducted to examine the benefits of service learning activities that help
students to improve their learning motivation and outcomes.
The results showed that having the students involved in service learning project helped them become more highly motivated to learn
and more confident when encountering foreigners. It also provided students with experiences and opportunities to apply information
learned in textbook material and improved their learning. Further, teachers could observe students and improve their own teac hing skills,
designing and refining the syllabus according to students’ feedback. Most of our students claimed that what they had chiefly learnt from
the course was communication skills. Hence, designs for future service-learning courses may put more emphasis on communication and
interpersonal skills.
Key words: English learning, Service-Learning, tourism, motivation, experience
4.
Conflict Resolution Among the Indigenous People in Central Panay
Dr. Irving Domingo RIO
Director, Human resource and development Office, Central Philippine University
Traditional roles in the conflict resolution process have remained institutionalized and unchallenged in indigenous cultural
communities (ICCs) in the Philippines despite modernization and the growing influence of international laws. Several traditional methods of
conflict resolution are still being practiced by the different ICCs across the country. The Philippine law allows ICCs to exercise their own
system of justice, conflict resolution, and peace building processes provided these practices co-exist with the state’s legal framework, do
not violate the national legal system and are congruent with internationally recognized human rights. One commonality among the
different conflict resolution mechanisms of ICCs is the emphasis on the importance of peace mediators.
The Panay Bukidnons, in particular, believe that vengeance acts to regulates human conduct and strengthens social order in the
community. Other important aspects of conflict resolution in Panay Bukidnon communities are the role of village elders, blood money and
the integration of combative skills training into livelihood and social activities. Furthermore, the Panay Bukidnons have inadequate
knowledge of their rights as an ICC, thus they were provided information on the salient provisions of the Indigenous Peoples Rights Act of
1987 and the Local Government Code of 1991.
This study led the university to pursue advancement in four (4) areas: curriculum, research, community service and inter-agency
collaboration. Local Government Administration was integrated into the political science undergraduate curriculum and Indigenous Peace
Process in the Philippines was offered as an elective course for students under the Master of Public Administration program. Currently,
groups of students are immersing in indigenous cultural communities to conduct lectures on indigenous people’s rights.
This study also
led to the creation of the university’s Center for Indigenous People Study in collaboration with the National Commission on Indigenous
People (NCIP), the government agency in-charge of the welfare of the ICCs across the country.
A major challenge that the university
continues to address is the ambiguous dichotomy between community service and service learning.
5.
Pre-Service Teachers’ Learning Experiences and Volunteer Service Feedback: Taking National Hsinchu University of Education as an Example
Ms. HUANG, hui-shan
National Hsinchu University of Education, Taiwan
Due to the trend of the M-shape society, the wealth gap is widening all over the world including Taiwan. Where poverty exists, it
weakens traditional family functions and increases the amount of disadvantaged families. Children from these families are usually academic
underachievers with no competitive advantage who are hoping to rise in social status through education. In view of this reality, our school
encourages pre-service teachers to put volunteerism into practice by supporting socially disadvantaged groups and providing humanistic
care to the underprivileged. As pre-service teachers contribute their professional knowledge, they help increase the competitiveness of
children from disadvantaged families while improving their own professional competencies in teaching.
Each year, in order to help children from disadvantaged families and those in remote areas during summer and winter vacation, our
school applies for the Schweitzer Project funding subsidized by the MOE. We then select several outstanding pre-service teachers to
provide free tutoring services at remote elementary schools and kindergartens within the counseling district of our school. This free tutoring
service benefits both the children and the families in these areas because the parents are busy farming during school vacation. Meanwhile,
these pre-service teachers develop the knowledge and skills required for being effective teachers during the tutoring process. These are
valuable experiences that neither the teachers nor the children would normally have access to.
The main bodies of the service-learning model in our school are elementary schools, kindergartens, and pre-service teachers.
Together, we prepare a series of training courses, activities, and feedback by: 1. Drawing up the tutoring plan with cooperative schools. 2.
Recruiting and training pre-service teachers. 3. Designing tutoring activities. 4. Presenting teaching achievements and feedback. The
selected pre-service teachers need to set specific goals for the service and design related activities according to the requirements of the
partner schools. The pre-service teachers provide support through: 1. Tutoring and course counseling. 2. Conducting life and career
counseling. In addition, they practice the spirit and purpose of volunteer service through the service-learning model.
6.
Service-Learning Curriculum Design－A Case Study of Fooyin University
Prof. Pei-Yu LEE
Fooyin University, Taiwan
Background: In recent years, many schools have actively promoted "service learning". Although "service learning" has launched in
Fooyin University since 2011, there is no course integrating service-learning. Students still could not apply the knowledge and technology
learned in the classroom to real-life.
Purpose: The first purpose of this study is to explore the meaning and functions of service learning. Secondly, this study this study will
analyze the implementation and issues of service learning in Fooyin University, as well as will investigate the perceptions and willingness to
participate in service learning for students. Finally, this study will discuss the status of implementation of service learning by literature review,
and then propose the directions and recommendations of promoting service learning.
Expected results: This study expects to accelerate the implementation of service-learning courses and to provide various
service-learning courses in Fooyin University by referring other schools’ experiences. Hopefully, service learning courses become a part of
the missions and characteristics of Fooyin University.
7.
A Role Analysis and Reflection on Facilitators in Service-Learning
Miss Wei CHEN
South China Normal University, Guangzhou, China
Summary：
Service-learning, based on the experiential learning theory, is an educational method that combines classroom instruction with
community service, in which facilitators plays a role. The discussion concentrates on the role of facilitators. In view of the practice in college
courses and by educational non-governmental organizations, this paper will analyse the role of facilitators at different stages during the
whole service-learning process according to 4 perspectives: preparation, action, assessment and reflection, and individual growth. With
comparative analysis, some specific programs will be presented to illustrate. A reflection and conclusion will be drawn from the above
analysis at the end.
Organization Introduction:
The Lighthouse Union (广州市灯塔计划青少年发展促进会,简称灯塔计划)：
A non-governmental organization focuses on education exploration in countryside since 2001. Each year, it trains and sends college
volunteers to 6 to 8 rural schools for a one-month summer camp that is tailored to local environments, mostly for lower secondary students.
Since 2012，Lighthouse began to do service-learning practice during the summer camp in countryside. In 2014, a program that does
service-learning practice in community in Guangzhou which the majority of participants are middle school students was carried on. The
students selected ‘water pollution’ as their subject to practice, which they wrote a letter of suggestion to the government and held the
presentation to the residents in the community at last.
Public Service Activities and Social Change(公益与社会变迁):
A college course was offered by Teacher Yimin Han(韩益民) in South China Normal University. The course divided the students into
different groups to explore the topics they were interested, such as education, environment protection, community service. Every group has
its own facilitators to assist it to do service-learning practice.
POSTER SESSION
Social Enterprises and Community Developments
1.
Stones form other hills may serve to polish the jade of this one？
Mr. YANG Qi
Sun Yat-sen University, China
To some extent, contemporary society is of business and business has become a significant component of our society. In turn,
enterprises play an essential role in shouldering social responsibility. In this case, social enterprise come into existence.
Social enterprise, according to the definition of Social Enterprise Coalition, stands for a kind of organize accomplish social aims by
means of business pattern. In terms of its ways to attaining resources, It creatively brings risk investment fund and angel investor in as well
as tradition ways like charity donation and governmental subsidies. While talking about its operating pattern, it is similar to companies,
attaining profit when creating social benefits. In sum, social enterprises are different from charitable organizations and common business,
pursuing both economic benefits.
Social enterprises contribute to the development of the community greatly. It can help vulnerable individuals enter mainstream labor
market and improve their material and spiritual condition consistently. Besides, it refines the living and investment environment of the
community and therefore brings the harmony of families and community. As the cradle of social enterprises, Britain has formed complete
legal institution for its operating activities and possesses rich experience. Our country is supposes to learn from Britain and construct our
own institutions.
Yet, stones from other hills may serve to polish the jade of this one? In recent years, Chinese social enterprises undergo crucial shock.
They can hardly get enough subsidy and public support. To make the matter worse, they have to compete with common business at the
market share. How to refer to British pattern and suit Chinese conditions? How to stimulate the development of social enterprises in China?
These are what this essay focus on.

Online Abstract - Love Journey: Community Engagement through

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