Addressing crises with Service Learning: Viralizing care in the face of burnout due to COVID-19

A pedagogical intervention of university Service-Learning was carried out during the first wave of the health crisis by COVID-19, of the Community Psychology professional output of a Chilean university, in charge of expert community psychologists in the topics of burnout and caregiving, as well as in the Service-Learning methodology. Based on the requirements of three community partners, as well as theoretical and empirical inputs, the need to address mental health and burnout in online teaching, teleworking and virtual interpersonal encounters was recognized, and four infographics were created with the aim of promoting a critical view of burnout, and promoting comprehensive care in these spaces during periods of confinement. Six phases of the intervention process are described and a reflection is made on the possibility of carrying out Service Learning in crisis contexts and on its contribution to address them, on the understanding and approach to burnout and care in this experience, as well as on the importance of favoring the integral learning of students, highlighting contributions from community psychology. © 2023 Pontificia Universidad Catolica de Valparaiso. All rights reserved.

Going global (again): Gratitude and service learning in post-pandemic times

This analysis employs the concept of gratitude to trace key 'moments' in students' global service learning placements. We problematise the uncritical promotion of interculturality as an outcome of such placements. We analyse common narratives of gratitude that emerge from students before, during and after international placements in the Global South. Through focusing on the lifecycle of service learning placement we examine how expressions and recipients of gratitude shift over time, often belying a truly reciprocal exchange assumed to be inherent in service learning. We employ Critical Discourse Analysis to unearth power inequities that emerge from the broader societal relations in which these placements occur. We conclude by looking back to inform how we move forward in a post COVID-19 era in which further punctuation of global inequities will require intensified care to build meaningful and reciprocal service learning activities abroad and at home. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The Impact on College Students of Service-Learning in After-School Programs

In the United States, the dearth of quality expanded learning opportunities (ELO), such as afterschool and summer programs, has long been recognized as a national concern (DeKanter et al., 2000). The COVID-19 pandemic exacerbated this problem, as expanded learning opportunities of all kinds became increasingly limited in spring 2020 (Carver & Doohen, 2021). This research evaluated a new service-learning project, Honors Afterschool Clubs, which allows college students to fill ELO needs by creating and leading afterschool clubs for high-needs, low-income youth. By analyzing college student pre and postexperience surveys, semistructured interviews, and focus groups, the authors evaluated the perceived impacts of this project on college students and their learning. Our preliminary results suggest that in addition to providing an essential service to the community, families, and youth, college participants who lead afterschool clubs perceive an improvement in their self-efficacy, interpersonal skills, and career confidence. © 2023 by the University of Georgia.

Post Covid Scenario Effective E-Mentoring System in Higher Education

During Covid-19 pandemic many people and institutions preferred online coaching instead of in person education. The problem with online is that it will be difficult to carry on interconnections between students and professors in that environment. The main constraint for conducting online session is that the people in remote areas may find a difficulty to connect to online sessions having network issues. Electronic mentoring (e-mentoring) is implemented like a website in which the mentor and mentee can communicate with each other. With the help of this mentoring the project can provide a best solution for both the mentor and mentee. They can communicate with each other with the help of online platform and even with the help of emails.This proposed method will help them to keep the track of their academic progress and achievements of students. This article mainly focus on the mentoring through physical and virtual environment in which the mentee will be interacting with the mentor to know the progress of their academics. This article discusses about the website which is developed to fulfill the needs of the student and it discusses about the various stages of development that helped in building the website. Students can share their difficulties and their achievements with the mentor who are assigned for them particularly. In future planning to implement artificial intelligence technique to online mentoring process, this is for the betterment of student's growth. © 2023 IEEE.

A Model for Learning with Focus on Social Responsibility, Problem Solving and Collaborative Work in Higher Education

In 2021, the Metropolitan Technological University (UTEM) implemented the service-learning methodology with the aim of promoting meaningful learning through the development of generic skills in students and contributing to the resolution of problems of organizations related to their disciplines in the context of the COVID-19 pandemic. Through a descriptive research method and the application of a questionnaire to 346 students, this study investigates the effects of S + L in the development of the competences of effective argumentation, collaborative work, problem solving, creation of solutions and social responsibility. Likewise, it delves into how the experience impacts motivation with the online educational process and presents, characterizes and explains the A + S institutional model and its adaptations for remote emergency education. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

A Large-Scale Study of Students' E-Service-Learning Experiences and Outcomes During the Pandemic

Background: The COVID-19 pandemic resulted in strict social distancing and lockdown measures to contain the spread of the disease. These measures significantly impacted experiential pedagogies, including service-learning. Many teachers pivoted to e-service-learning. While past literature suggests that e-service-learning is as, or even more effective than, traditional service-learning, there are few large-scale comparative studies that support this claim. Purpose: Our study fills the research gap via a large-scale study into student e-service-learning experiences and outcomes during COVID-19. Methodology/Approach: The study examines learning outcomes of students taking e-service-learning subjects during the early stage of the pandemic, i.e., the 2020/21 academic year, in a Hong Kong university, and compares their learning experiences and gains with a similar group of students who studied the same subjects from 2014/15 to 2018/19. Findings/Conclusions: Results indicate that while e-service-learning is effective in enhancing students' cognitive and civic learning, it is less effective than traditional service-learning in facilitating civic learning outcomes. Implications: Investigating students' learning experiences suggests that the quality of reflection and interaction with the community, which are critical learning experience components, may have been impacted by online communication. These factors may have played a key role in influencing the effectiveness of e-service-learning compared to traditional service-learning. [ FROM AUTHOR] Copyright of Journal of Experiential Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Service-learning under COVID-19: A scoping review of the challenges and opportunities for practicing service-learning in the 'New Normal'.

Service-learning collaborations have the potential to effectively respond to community needs, students' needs, and institutional priorities. However, natural and man-made crises oftentimes throw these arrangements into disarray. The coronavirus (COVID-19) is one such significant crisis that continues to challenge service-learning collaborations worldwide. Based on a systematic scoping review of scholarship on service-learning programs conducted during COVID-19, this study aimed to explore thematic similarities and differences between them, elucidating key observations and insights for future action. Overall, findings from 13 peer-reviewed articles indicated that, although not immune to the wide-ranging adverse effects of COVID-19, service-learning has proven itself to be an effective responsive pedagogy in times of crisis.

Who benefits and appreciates more? An evaluation of Online Service-Learning Projects in Mainland China during the COVID-19 pandemic.

Previous studies have reported the feasibility and benefits of online service learning, but little is known about who benefits more from online SL and who is more satisfied. This study addressed these questions based on an evaluation of online service learning projects implemented in Xi'an and Chengdu, China, during the COVID-19 pandemic. Pretest-posttest comparison showed significant positive changes in two intended learning outcomes (i.e., positive youth development qualities and service leadership qualities) and life satisfaction before and after the service among participating students in the Xi'an project. Cross-lagged modeling based on Xi'an and Chengdu data revealed that students with better initial positive youth development qualities tended to show increased service leadership qualities and life satisfaction after the service, while initial service leadership qualities did not predict positive youth development qualities and life satisfaction after the service. However, the two-line test indicated that some of these relationships might be curvilinear. Finally, Pearson correlation analyses demonstrated that students who experienced greater changes in positive youth development qualities and service leadership qualities reported better appraisal of course qualities, teacher performance, and course effectiveness, while multiple regression analyses showed the unique effects of change in service leadership qualities (but not change in positive youth development qualities) on the perception of teacher performance and course effectiveness. Altogether, this study not only showcases the potential benefits of online SL, but also provides initial evidence suggesting the variation in (perceived) benefits by students' psychosocial competencies and learning experiences.

Letter From the Editor

These articles together explore wilderness expeditions, service learning implementation, and educational responses to environmental crises. Several of the articles in this issue explore service learning educational implementation. This study analyzed course syllabi as well as quantitative measures of students' civic attitudes, collecting data from 55 students in 10 undergraduate courses with service learning components. [Extracted from the article] Copyright of Journal of Experiential Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

E-service-learning is equally effective as traditional service-learning in enhancing student developmental outcomes

The adoption of online learning has been accelerated by COVID-19, including experiential learning such as service-learning (SL). This study compares the student developmental outcomes between the traditional face-to-face and e-service-learning (E-SL) to reveal the effectiveness of E-SL and its good practices. A self-reporting measurement instrument was used to collect and compare the developmental outcomes perceived by students before and after SL experience between the traditional SL and E-SL cohorts of a course with the same setting, including instructor, curriculum, and assessment criteria. Qualitative research methodology is adopted to analyse students' learning artefacts to reveal possible reasons for the differences identified in student developmental outcomes, and good practices derived in E-SL. Results indicate that both traditional SL and E-SL cohorts show significant enhancement in student developmental outcomes after participating in SL. Although there are no significant differences between the two cohorts, E-SL seems to slightly outperform traditional SL in enhancing student developmental outcomes. Qualitative analysis indicates that good practices, such as stakeholders' commitment and students' constant reflection, could be the reasons why the challenges posed by the online environment in E-SL is turned into learning opportunities to students. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Mental Health and Service-Learning in the Canadian Context

This article explores the relationship between two significant recent developments in higher education – the rise of mental health crises on our campuses and the growth in experiential learning (EL), including local service-learning (SL) activities. However, there is little information regarding the intersection of these areas of theory and practice. In this article, we look at both beneficial and detrimental impacts on students' mental health and well-being, exploring how some students may feel empowered by their SL experiences while others may feel disheartened. Informed by a ‘critical hope' framework and supported by a series of qualitative research, including semi-structured interviews and focus groups, our discussion further explores opportunities for SL programs to both promote and protect students' mental health, which will become increasingly more important in the aftermath of the COVID-19 global pandemic. © 2023 Tulane University. All rights reserved.

Teaching Adults: Learning Languages in the Pandemic Span

All over the world the COVID-19 pandemic has led to the urgent transfer to distance education or blended learning in various educational establishments. As a result of such consequences of the governments' requirements to prevent the virus spreading those of isolation, social distancing and quarantine, both students and academicians unexpectedly and instantly were forced to switch to distance education within days. Based on the changes, the present study is to analyze the challenges adult learners face and to offer ways to meet them, as well as to devise and develop measures providing language promotion sustainability in the pandemic. These measures are referred to in the present study as a cushion grid could serve as an imperative of the pandemic span style (a teaching style which is seen by the authors as an umbrella term for methods and approaches used for distant teaching during the COVID-19 pandemic) in teaching adult learners. The study is based on analysing the variables producing e-learning satisfaction among the adult learners of the UNICO Language Centre of Siberian Federal University. The Centre was established on the TEMPUS (Trans-European Mobility Programme for University Studies) programme which encourages higher education institutions in the EU Member States and partner countries to engage in structured cooperation to implement Joint European Projects (JEPs) with a clear set of objectives. On completion of the project activities the UNICO (University-Career-Opportunities) Centre was transformed into a sustainable educational establishment where the adult learners could take a non-formal course of studies. The study group included 92 learners of the UNICO Language Centre of Siberian Federal University. The results demonstrated two learning imperatives: those of the social and the linguistic one. © 2022, Springer Nature Switzerland AG.

Reclaiming the Power of Bilingualism: Spanish Heritage Learners Using Bilingual Skills in a Critical Service-Learning Project

Studies on the application of service-learning with an emphasis on heritage learners are still emerging. Using a critical service-learning approach, I describe how the integration of a service-learning project showed heritage learners of Spanish the need for people with their bilingual abilities. Specifically, I examine the impact of service-learning and critical language pedagogies on students' perception and appreciation (or lack thereof) of their linguistic abilities. A qualitative analysis of self-reported answers to a biographical questionnaire and a final guided reflection, revealed that heritage learners not only gained confidence in their linguistic skills but also advanced their knowledge of the language and cultures while challenging and disrupting inequities that exist in a Latinx community. This study contributes to an emerging literature on the application of critical service-learning approaches to service-learning in heritage language learners' courses by showing the benefits and challenges of incorporating a project that sought mutual benefits for all stakeholders involved. It also contributes to documenting ways to create access to service-learning during the pandemic and how service-learning projects can be incorporated in courses offered virtually only. AATSP Copyright © 2023.

Application of lean principles in a medicare insurance counseling service learning course.

BACKGROUND: Lean principles are increasingly applied in healthcare to improve quality and cost. A service-learning course providing Medicare insurance counseling requiring rapid transformation due to the COVID-19 pandemic provided an opportunity for pharmacy students to apply lean skills. EDUCATIONAL ACTIVITY: Students, already introduced to lean skills earlier in their curriculum, enrolled in the insurance education certificate during their third year in Fall 2020. Students were oriented to the mandated service delivery restrictions. After a review of lean principles, students analyzed existing process for in-person counseling using a value-stream map. Students worked in teams to complete a cause analysis and develop solutions. Collaboratively, students clarified the value of the Medicare insurance counseling services to the community, adapted these components to accommodate environmental risk, and developed standard work for client acquisition, communication procedures, and service delivery to optimize client satisfaction and safety. Outcomes compared before and after application of lean skills included number of pharmacy students completing insurance counselor training, number of clients counseled, and the mean out-of-pocket savings identified for Medicare beneficiaries. FINDINGS: Students applied lean skills to transform an insurance counseling service by developing and implementing a future state value-stream map and new standard work. Overall Medicare insurance counseling service metrics decreased compared to previous years, but the service was sustained despite pandemic restrictions. Application of lean skills and service redesign provided a method for students to provide services via telepharmacy. Application of lean principles increased student engagement with the course and provided an opportunity to practice quality improvement skills. Lean provides a flexible set of skills that can be introduced and applied in different pharmacy instructional settings.

Flourishing, youth mentoring, and mental health challenges among college students: Gaining understanding to improve the collegiate experience

College can be a trying and difficult time for many students, and some experience increased levels of stress and mental health challenges during college. Finding opportunities that increase students' flourishing may assist with offsetting the stress of college. Flourishing is defined as having self-perceived success in supportive relationships, optimism, feelings of purpose and self-esteem (Diener et al., 2010). Emerging research suggests that serving as a mentor to youth within the community may be associated with college students' flourishing by promoting positive interpersonal connections (Maples et al., 2020). While theoretically promising, empirical research in this area is limited. The aim of this two-study dissertation was to address this gap in the literature by (a) examining the specific experiences of college students participating in a mentoring-based program (e.g., relationships with youth, staff, and peers, personal skill development) that contributed to flourishing (i.e., Study 1), (b) testing whether participation in a service-learning course where college students mentor youth within the community was associated with higher flourishing as compared to college students not enrolled in the course (i.e., Study 2), and (c) testing whether mental health challenges (i.e., anxiety and depression) moderated the effect of youth mentoring service-learning on flourishing (i.e., Study 2). Participants (N = 9;all female) for Study 1 were recruited from the University of Minnesota-Twin Cities YMCA (UY) Y Tutors program, a voluntary youth mentoring program where college students from the University of Minnesota mentor youth in an after school setting. Following a descriptive qualitative mixed method phenomenological study, I identified aspects of the mentoring experience that appear to have contributed to college students' experience of flourishing. Specifically, participants in this study described positive relationships and active engagement, a sense of purpose, hope for their future and opportunities for personal and professional growth related to their experiences at the UY. Participants (N=563;17-41 years old;Mage=20.06) for Study 2 were recruited from a university service-learning youth mentoring program (Campus Connections;CC) at Colorado State University (CSU) and from a participant pool at CSU (psychology courses and HDFS courses). CC is an on-campus mentoring intervention that serves at-risk youth by providing mentoring relationships with college students at CSU, however in this study all mentoring was conducted online due to the COVID-19 pandemic. Using a pre-post, quasi-experimental design, I investigated the differences in post-intervention flourishing scores between college students enrolled in CC compared to college students not enrolled in the program controlling for identified covariates and baseline flourishing. Additionally, I explored whether baseline mental health challenges (i.e., anxiety and depression) moderated the impact of youth mentoring service-learning on flourishing. Findings indicate that participating in a service-learning youth mentoring program had a positive impact on flourishing scores, and mental health challenges (i.e., anxiety and depression) did not moderate the relationship CC had on flourishing. Future research should continue to investigate the relationships between participating in youth mentoring, flourishing and mental health challenges, as well as further understanding the unique components of youth mentoring programs that lead to flourishing. Together, these studies advance the understanding of how participating in a youth mentoring program impacts flourishing for college students and holds important implications for mentoring programs and university personnel. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Abordando las crisis con Aprendizaje Servicio: Viralicemos el cuidado ante el desgaste por COVID-19

Se presenta una intervención pedagógica de Aprendizaje Servicio universitario realizada durante la primera ola de la crisis sanitaria por COVID-19, de la salida profesional en psicología comunitaria de una universidad chilena, a cargo de psicólogas comunitarias expertas en las temáticas de desgaste y cuidado, así como en la metodología de Aprendizaje Servicio. A partir de los requerimientos de tres socios comunitarios, así como de insumos teóricos y empíricos, se reconoció la necesidad de abordar la salud mental y el desgaste en la docencia online, el teletrabajo y los encuentros interpersonales virtuales, realizándose cuatro infografías que tuvieron como objetivos promover una mirada crítica del desgaste, y favorecer el cuidado integral en dichos espacios durante períodos de confinamiento. Se describen seis fases del proceso de intervención y se reflexiona sobre la posibilidad de realizar Aprendizaje Servicio en contextos de crisis y sobre su contribución para abordarlas, sobre la comprensión y abordaje del desgaste y cuidado en esta experiencia, así como sobre la importancia de favorecer el aprendizaje integral de los/as estudiantes, destacándose aportes de la psicología comunitaria.Alternate abstract:A pedagogical intervention of university Service-Learning was carried out during the first wave of the health crisis by COVID-19, of the Community Psychology professional output of a Chilean university, in charge of expert community psychologists in the topics of burnout and caregiving, as well as in the Service-Learning methodology. Based on the requirements of three community partners, as well as theoretical and empirical inputs, the need to address mental health and burnout in online teaching, teleworking and virtual interpersonal encounters was recognized, and four infographics were created with the aim of promoting a critical view of burnout, and promoting comprehensive care in these spaces during periods of confinement. Six phases of the intervention process are described and a reflection is made on the possibility of carrying out Service Learning in crisis contexts and on its contribution to address them, on the understanding and approach to burnout and care in this experience, as well as on the importance of favoring the integral learning of students, highlighting contributions from community psychology.

What are tutors' perceptions of an online tutoring project-Digital Learning Companion-During the COVID-19 pandemic? A case study in Taiwan.

The COVID-19 outbreak has had serious impact on remote education and service-learning implementation in Taiwan. To alleviate these impacts, the Digital Learning Companion, an online tutoring project, was proposed to bridge the digital divide and learning gap among remote children, while offering university students an online service-learning environment. This project recruited international students as tutors for local children. To explore tutors' perceptions of this project during the COVID-19 pandemic, qualitative research, particularly a case study, was conducted. Adopting purposive sampling, 15 participants were chosen for interviews at the end of the project, and 10 reflective videos were used to reveal further information to supplement the interview results. Content analysis was employed to analyse the data. The findings implied that using JoinNet and tutoring journals significantly facilitated the tutoring process, which led to tutors' remarkable development in skills, social relationships, multicultural experience, altruism, social responsibility, self-efficacy, and affective values. However, they encountered some challenges, such as technical problems, communication barrier, lack of tutee information, and short tutoring duration. The solutions to these challenges and insightful suggestions for the project development are pointed out. The results of this study contribute to tutors' cognitive, social, and motivational development, and support the online service-learning-integrated curriculum, which can become a reference for further studies regarding online service-learning implementation to bridge the research gap.

Examining medical student volunteering during the COVID-19 pandemic as a prosocial behaviour during an emergency.

PURPOSE: Understanding the factors that influence prosocial behaviour during the COVID-19 pandemic is essential due to the disruption to healthcare provision. METHODS: We conducted an in-depth, mixed-methods cross-sectional survey, from 2 May 2020 to 15 June 2020, of medical students at medical schools in the United Kingdom. Data analysis was informed by Latané and Darley's theory of prosocial behaviour during an emergency. RESULTS: A total of 1145 medical students from 36 medical schools responded. Although 947 (82.7%) of students were willing to volunteer, only 391 (34.3%) had volunteered. Of the students, 92.7% understood they may be asked to volunteer; however, we found deciding one's responsibility to volunteer was mitigated by a complex interaction between the interests of others and self-interest. Further, concerns revolving around professional role boundaries influenced students' decisions over whether they had the required skills and knowledge. CONCLUSION: We propose two additional domains to Latané and Darley's theory that medical students consider before making their final decision to volunteer: 'logistics' and 'safety'. We highlight modifiable barriers to prosocial behaviour and provide suggestions regarding how the conceptual framework can be operationalized within educational strategies to address these barriers. Optimizing the process of volunteering can aid healthcare provision and may facilitate a safer volunteering process. Key messages  What is already known on this topic: There is a discrepancy between the number of students willing to volunteer during pandemics and disasters, and those who actually volunteer. Understanding the factors that influence prosocial behaviour during the current COVID-19 pandemic and future pandemics and disasters is essential. What this study adds: We expanded on Latané and Darley's theory of prosocial behaviour in an emergency and used this to conceptualize students' motivations to volunteer, highlighting a number of modifiable barriers to prosocial behaviour during the COVID-19 pandemic. How this study might affect research, practice, or policy: We provide suggestions regarding how the conceptual framework can be operationalized to support prosocial behaviours during emergencies for the ongoing COVID-19 pandemic and future crises.

Clinical support during covid-19: An opportunity for service and learning? A cross-sectional survey of UK medical students.

PURPOSE: Medical students providing support to clinical teams during Covid-19 may have been an opportunity for service and learning. We aimed to understand why the reported educational impact has been mixed to inform future placements. METHODS: We conducted a cross-sectional survey of medical students at UK medical schools during the first Covid-19 'lockdown' period in the UK (March-July 2020). Analysis was informed by the conceptual framework of service and learning. RESULTS: 1245 medical students from 37 UK medical schools responded. 57% of respondents provided clinical support across a variety of roles and reported benefits including increased preparedness for foundation year one compared to those who did not (p < 0.0001). However, not every individual's experience was equal. For some, roles complemented the curriculum and provided opportunities for clinical skill development, reflection, and meaningful contribution to the health service. For others, the relevance of their role to their education was limited; these roles typically focused on service provision, with few opportunities to develop. CONCLUSION: The conceptual framework of service and learning can help explain why student experiences have been heterogeneous. We highlight how this conceptual framework can be used to inform clinical placements in the future, in particular the risks, benefits, and structures.[Box: see text].

Supporting the mental health of children and young people with learning disabilities during COVID-19

Why you should read this article:• To be aware of the effects of the COVID-19 pandemic on the mental and physical health of children and young people with learning disabilities• To learn about how one CAMHS learning disabilities team supported the mental health of children and young people during the COVID-19 pandemic• To recognise that innovative and flexible services are required to meet the complex needs of children and young people with learning disabilitiesThis article explores the authors' experiences of supporting the mental health of children and young people with learning disabilities during the coronavirus disease 2019 (COVID-19) pandemic. The article discusses the prevalence of and risk factors for the development of mental health issues in this group. It also describes some service improvement projects developed by a child and adolescent mental health service learning disabilities team to support the mental health needs of children and young people during the COVID-19 pandemic. The article includes a case study to illustrate how a flexible and person-centred approach can support the mental health of this population.