Service Learning In Asia

Service-learning is a form of experiential education that combines academic study with community service. Learning occurs as students work with others through applying their academic knowledge to community needs and at the same time, reflecting on their experience and the real-world relevance of their skills. Service-learning in Asia: Curricular Models and Practices describes the development of service-learning in Asia around three themes: service-learning and indigenous traditions; service-learning and social justice education; and service-learning and multicultural education. The essays in this collection are multi-disciplinary, ranging from the field of social work to business. The discussions are also comprehensive, covering every dimension of service-learning from curricular designs to learning outcome assessment.

Service-learning research has been growing and expanding around the world. While much of the early work was carried out in the US and Europe, such efforts have been developing in Asia for the past few decades. The use of the term, 'service-learning' was not popular, while use of community engagement, volunteerism, social services are more common among community practitioners and academics, with the rapid development of service-learning, both research and community-based programs have been growing throughout Asia over the last decade. One of the major movements in that part of the world has been the Service-Learning Asia Network (started in 2005), where more than 11 countries have unified to share their efforts collectively through conferences and journals. In this new book we have examples from five (5) different places: China, Singapore, Hong Kong, Indonesia, and India. These models follow a recent publication of Asian research found in the Michigan Journal of Community Service Learning, published in Summer 2019 after the 7th Asia Pacific Regional Service-Learning conference in Singapore. The chapters represent some of the exciting work that is developing in Asia, highlighting the rich and powerful connections between universities and communities throughout the region. Excellent examples of various kinds of study, from case studies, to qualitative research, to mixed method designs are included. In addition, the focus of the studies, from student learning, community change, innovative practice, and institutional development and change are provided to illustrate the rich diversity of work occurring throughout Asia.

The first reference book to introduce the concept and development of service-learning in China, Service-Learning as a New Paradigm in Higher Education of China provides a full picture of the infusion of service-learning into the Chinese educational system and describes this new teaching experience using case studies, empirical data, and educational and institutional policies within Chinese context. The text demonstrates how students learn outside the classroom through service-learning with valuable feedback and reflection from faculty members and fellow students about the meaning of education in China. Though service-learning was initially developed in the United States, the concept is rooted in Chinese literatures and values. This book will help readers understand how service-learning is being used as a pedagogy with Chinese values and philosophy in Chinese education, filling a niche within the worldwide literature of service-learning.

This book examines service-learning – a valuable means of promoting civic engagement and youth leadership in students by enabling them to apply their knowledge to needy people in the community. It describes selected service-learning projects in different areas by highlighting the subjects being offered, service site(s), completed service projects, evaluation findings and teachers’ reflections. Although service-learning has increased tremendously in the West, its development in different Chinese societies is still in its infancy. As such, this book provides valuable insights on the implementation and future directions of the service-learning movement in China by documenting lessons learned and sharing success stories. It also discusses related evaluation findings and impacts on students to show that service-learning can increase students’ empathy, social awareness, social responsibility and psychosocial skills and as a result can improve their quality of life. In addition, the book highlights how service-learning activities promote the well-being of the clients and communities being served. It also stimulates thinking and sharpens the thoughts of educators, administrators and those who wish to promote the quality of life of students and service recipients through service-learning.

Service-learning research has been growing and expanding around the world. While much of the early work was carried out in the US and Europe, such efforts have been developing in Asia for the past few decades. The use of the term, ‘service-learning’ was not popular, while use of community engagement, volunteerism, social services are more common among community practitioners and academics, with the rapid development of service-learning, both research and community-based programs have been growing throughout Asia over the last decade. One of the major movements in that part of the world has been the Service-Learning Asia Network (started in 2005), where more than 11 countries have unified to share their efforts collectively through conferences and journals. In this new book we have examples from five (5) different places: China, Singapore, Hong Kong, Indonesia, and India. These models follow a recent publication of Asian research found in the Michigan Journal of Community Service Learning, published in Summer 2019 after the 7th Asia Pacific Regional Service-Learning conference in Singapore. The chapters represent some of the exciting work that is developing in Asia, highlighting the rich and powerful connections between universities and communities throughout the region. Excellent examples of various kinds of study, from case studies, to qualitative research, to mixed method designs are included. In addition, the focus of the studies, from student learning, community change, innovative practice, and institutional development and change are provided to illustrate the rich diversity of work occurring throughout Asia. Praise for Food for Thought: "The adoption of a community engagement strategy to teaching and learning is found promising by a growing number of mentors. In Asia, colleges and universities have disseminated their own unique experiences in various fora, conferences, workshops and training programs. For one, this book offers a variety of information and rich insights as to the evolution, application, development, and outcomes of service-learning approaches in Hong Kong, Singapore, China, India, and Indonesia. The book demonstrates that learning encounters from the ground/community provide a foundation for a critical interpretation of the theories and principles expounded in books and lectures. My university, Silliman University, in the Philippines, is committed to “total human development for the wellbeing of the society and the environment.” For us, this book promises to be a valuable reference for educators in search of teaching that integrates social action and community research. The book illustrates how some research outcomes make a case for institutions to strongly support service-learning efforts in all their curricular programs." Betty Cernol-McCann, Ph.D. President, Silliman University "I have been fortunate to have engaged with many Asian service-learning programs and practitioners for two decades – from the field’s earliest days to its robust present. With publication of this research collection from leading Asian scholars and practitioners Shumer, Ma, and Chan illustrate how deeply embedded service-learning has become within Asian education, and how the emergence of evidence-based scholarship reveals both its complexity and maturity. Similar to how service-learning research evolved in the US, most of the included Asian studies examine outcomes of the practice for education institutions and communities. Others delve into curriculum design and implementation, program planning and development, and affective aspects of students’ experience. Taken together the collected studies illuminate how service learning has evolved as an Asian phenomenon with its uniquely important and very interesting characteristics." Timothy K. Stanton, PhD Senior Engaged Scholar Ravensong Associates Director Emeritus Bing Overseas Studies Program, Cape Town, Stanford University

This book provides an in-depth, multi-faceted look into capacity building for service-learning, using the case of the higher education landscape in Hong Kong. Service-learning has been proven to be an effective pedagogy for the holistic development of students, as well as promotion of their well-being. It also attempts to promote the well-being of the service recipients and the community. While service-learning is becoming increasingly popular in many higher educational institutions around the world, the learning gains that can be attained from service-learning are only as good as the learning experience allows, and poorly-developed or motivated service-learning may potentially do adverse harm to students and the community. This book reinforces the imperative to enhance the capacity of the institution, teachers, students and community partners by exploring a diverse range of methods for achieving capacity building among different stakeholders. Examples of the methods explored include formal course-based professional development, scale development, action research, and communities of practice. Furthermore, the book includes a series of detailed, qualitative case studies that are aimed at embodying good practice, unpacking “what matters” from service-learning. Aa a useful resource for scholars and educators who are passionate about holistic youth leadership development, this book is also relevant to researchers in the intersection between well-being and higher education.

This is a practical guide to designing, teaching, and coordinating service-learning courses, and for developing reciprocal community partnerships and community-based research through a lens of equity that addresses the endemic racial, social, economic, and environmental disparities across society. The text provides a comprehensive framework for developing both in-person and on-line service-learning, with a chapter on virtual delivery of courses that integrates the principles and practices described throughout the book. The authors uniquely integrate the how-to of conducting service-learning with the theoretical foundations to enact effective, equitable, and inclusive community engagement.Given this moment of enormous social inequality and divisiveness, the authors offer a new definition and set of educational principles that they characterize as Equity-Centered Community Engagement Excellence. These principles serve to guide academic and community engagement that is democratic, recognizes the voice and expertise of community partners, addresses the power imbalances between communities and academic institutions, and develops an educational experience that is potentially transformative and promotes civic responsibility.Informed by the literature of critical service-learning, critical race theory, intercultural communication theory, and social-constructivism, this book attempts to deconstruct the assumption of the preeminence of academic knowledge to reconstruct a new operational paradigm of equity-centeredness that validates community capacity to guide faculty in their redesign of service-learning curriculum, activities, collaborations, and scholarship. It is based on the principles of:·Student Agency (demonstrated as enhanced skills, knowledge, and motivation)·Community Efficacy (recognition of community assets and capacity-building)·Scholarly Advocacy (leveraging evidence-based research-based for equity-centered learning, serving, and social justice)The authors offer examples of syllabi, lessons and assignments, reflection questions, evaluation rubrics, as well as an array of teaching tips that illustrate strategies for use in the classroom and in the field.The book is addressed to faculty embarking on service-learning and to seasoned scholar practitioners looking for innovative ideas, as well as to campus administrators who coordinate community outreach or college student volunteer services, offering guidance on leveraging resources and fiscal support from external stakeholders. It is also designed to serve as a resource for professional development workshops and faculty scholar learning communities.It offers a rich compendium of ideas and examples from which faculty and practitioners can select exercises and elements to incorporate or adapt for their courses, whether designing short-term engagements or extended service-learning programs.

This book emerges from the discourse of the Third International Symposium on Service-Learning held at the University of Indianapolis in Athens, Greece, in November 2009 as part of the biennial collection of papers on service-learning. This fourth collection highlights service-learning (SL) theories and methods in higher education, presents selected case studies of local projects that exemplify the theories and methods in action, and points the way toward future possibilities for international partnerships. Part One demonstrates how practitioners have translated SL theory into model programs of best practices. Part Two examines nationally based SL experiences that enrich indigenous local communities, national communities, and teaching institutions. Part Three explores international SL (ISL) programs with their unique reciprocal national relationships, hybrid methodologies, and site-specific challenges. Part Four covers networking national SL settings to international venues while forecasting SL concepts that span academic disciplines and geographic distances. The selected papers in this collection were contributed by educators in twenty-three universities in four countries.