{"id":59,"date":"2019-10-28T17:04:18","date_gmt":"2019-10-28T17:04:18","guid":{"rendered":"https:\/\/integrations.pressbooks.network\/testclone\/?post_type=chapter&p=59"},"modified":"2023-08-14T17:34:14","modified_gmt":"2023-08-14T17:34:14","slug":"table-test","status":"publish","type":"chapter","link":"https:\/\/integrations.pressbooks.network\/test-clone\/chapter\/table-test\/","title":{"raw":"Table Test","rendered":"Table Test"},"content":{"raw":"
\r\n

Key Takeaways<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nOur findings on the S-L design and delivery features associated with positive student outcomes also appear in several of the S-L course attributes (e.g., [pb_glossary id=\"178\"]community activities[\/pb_glossary], critical reflection, diversity of interaction) in IUPUI S-L taxonomy and in a few dimensions of SLQAT (e.g., the course design, learning, student dimensions). Used as a developmental tool, the three levels in the IUPUI S-L taxonomy and four levels in SLQAT could allow instructors to self-assess the current quality of their S-L courses against those attributes\/dimensions and provide them directions to enhance the quality of the next offering of their modules\/courses. These frameworks could also be used to obtain feedback from students on the quality of different attributes of S-L courses beyond the ones studied in this research.\r\n\r\n<\/div>\r\n<\/div>\r\n \r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Table 1<\/strong>\r\nSummarized Information of the S-L Modules and Number of Participants<\/em><\/caption>\r\n
Diploma<\/strong><\/td>\r\nS-L module<\/strong><\/td>\r\nType of S-L project\u2014brief description of S-L project<\/strong><\/td>\r\nSemester\/ Level<\/strong><\/td>\r\nNo. of students surveyed<\/strong><\/td>\r\nNo. of students interviewed<\/strong><\/td>\r\nNo. of community members surveyed<\/strong><\/td>\r\n<\/tr>\r\n<\/thead>\r\n
Arts business management<\/td>\r\nFestival & event management<\/td>\r\nDirect\u2014conduct one or two arts activities for older persons (with financial) at senior activity center<\/td>\r\nApr 2017\/Year 2<\/td>\r\n27\/37<\/td>\r\n4<\/td>\r\n0<\/td>\r\n<\/tr>\r\n
Apr 2018\/Year 2<\/td>\r\n36\/39<\/td>\r\n2<\/td>\r\n0<\/td>\r\n<\/tr>\r\n
Business & social enterprise<\/td>\r\nProject management<\/td>\r\nDirect and indirect\u2014plan and carry out projects in collaboration with social enterprises or non-profit organization<\/td>\r\nApr 2017\/Year 2<\/td>\r\n34\/40<\/td>\r\n1<\/td>\r\n4<\/td>\r\n<\/tr>\r\n
Apr 2018\/Year 2<\/td>\r\n30\/36<\/td>\r\n2<\/td>\r\n6<\/td>\r\n<\/tr>\r\n
Early childhood education<\/td>\r\nDeveloping family school community partnership<\/td>\r\nIndirect and direct\u2014 create program and product to enhance parental involvement, conduct survey on parenting<\/td>\r\nApr 2017\/Year 2<\/td>\r\n125\/195<\/td>\r\n4<\/td>\r\n0<\/td>\r\n<\/tr>\r\n
Direct\u2014conduct program to enhance parental involvement at preschools and childcare centers<\/td>\r\nApr 2018\/Year 2<\/td>\r\n155\/228<\/td>\r\n2<\/td>\r\n2<\/td>\r\n<\/tr>\r\n
Chinese studies<\/td>\r\nModern Chinese literature<\/td>\r\nDirect\/indirect\u2014promote Chinese language and the Chinese literary association by conducting story reading sessions for children in public libraries<\/td>\r\nOct 2017\/Year 2<\/td>\r\n29\/29<\/td>\r\n4<\/td>\r\n0<\/td>\r\n<\/tr>\r\n
Apr 2018\/Year 2<\/td>\r\n32\/39<\/td>\r\n2<\/td>\r\n4<\/td>\r\n<\/tr>\r\n
Chinese Media communication<\/td>\r\nNews reporting & feature writing<\/td>\r\nDirect\u2014conduct two outings for older persons from a social club<\/td>\r\nOct 2017\/Year 1<\/td>\r\n40\/43<\/td>\r\n4<\/td>\r\n0<\/td>\r\n<\/tr>\r\n
Child psychology & early education<\/td>\r\nCollaboration with family & community<\/td>\r\nDirect and indirect\u2014conduct programs to enhance parental involvement, survey low-income families with young children, create teaching materials for childcare center<\/td>\r\nApr 2018\/Year 2<\/td>\r\n212\/266<\/td>\r\n2<\/td>\r\n0<\/td>\r\n<\/tr>\r\n
Psychology studies<\/td>\r\nManaging disabilities<\/td>\r\nDirect\u2014conduct programs for persons with disabilities<\/td>\r\nOct 2017\/Year 1<\/td>\r\n54\/54<\/td>\r\n4<\/td>\r\n7<\/td>\r\n<\/tr>\r\n
Behavior modification & intervention<\/td>\r\nIndirect\u2014conduct survey to assess views, carry out anti-cyberbullying campaign in different schools at NP<\/td>\r\nOct 2017\/Year 2<\/td>\r\n33\/54<\/td>\r\n4<\/td>\r\n3<\/td>\r\n<\/tr>\r\n
Tamil studies in early education<\/td>\r\nCommunication in Tamil II<\/td>\r\nDirect\u2014conduct skit in Tamil for preschoolers<\/td>\r\nOct 2017\/Year 1<\/td>\r\n25\/29<\/td>\r\n4<\/td>\r\n0<\/td>\r\n<\/tr>\r\n
<\/td>\r\nTotal<\/strong><\/td>\r\n832\/1089\r\n\r\n(76.4%)<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nAdditionally, we learned from S-L course instructors that they appreciated the opportunity to reflect on the delivery of their S-L modules through our interviews. We, therefore, also advocate that instructors have a learning conversation with S-L pedagogical trainers or more experienced S-L course instructors at various stages of their induction into S-L pedagogy. That conversation could involve the use of tools such as IUPUI S-L taxonomy (Bringle et al., 2017; Hahn et al., 2017) and the SLQAT (Furco et al., 2017) to explore their perception of the quality of their current S-L courses.\r\n

Procedure<\/h2>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Table 2<\/strong>\r\nScale and Sub-scale Items and the Corresponding Cronbach\u2019s Alphas<\/em><\/caption>\r\n
\r\n

STUDENT OUTCOMES<\/strong><\/p>\r\n<\/td>\r\n<\/tr>\r\n

Civic outcomes\u20149 items\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Cronbach\u2019s <\/strong>\u03b1<\/strong> = .89 (N<\/em> = 832)<\/strong><\/td>\r\n<\/tr>\r\n
I often try to act on solutions that address social, local, or international problems in the community.<\/td>\r\n<\/tr>\r\n
I try to encourage others to participate in activities that help to improve the community.<\/td>\r\n<\/tr>\r\n
I am aware of what can be done to meet the important needs in the community.<\/td>\r\n<\/tr>\r\n
I am aware of the important needs in the community.<\/td>\r\n<\/tr>\r\n
I feel I have the ability to make a difference in the community.<\/td>\r\n<\/tr>\r\n
I plan to find time or a way to make a positive difference in the community.<\/td>\r\n<\/tr>\r\n
I participate in activities that help to improve the community.<\/td>\r\n<\/tr>\r\n
Being concerned about local or international issues is an important responsibility for everybody.<\/td>\r\n<\/tr>\r\n
Being informed about social issues is a good way to improve the community.<\/td>\r\n<\/tr>\r\n
Academic connection\u20144 items<\/strong> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cronbach\u2019s <\/strong>\u03b1<\/strong> = .88 (N<\/em> = 832)<\/strong><\/td>\r\n<\/tr>\r\n
This service-learning experience helped me to learn the academic content of the module.<\/td>\r\n<\/tr>\r\n
Concepts learnt in this module helped me to perform my service-learning well.<\/td>\r\n<\/tr>\r\n
This service-learning experience allowed me to apply things I have learned in class to real issues\/situations.<\/td>\r\n<\/tr>\r\n
The academic material came alive for me in this service-learning experience.<\/td>\r\n<\/tr>\r\n
Career preparation\u20143 items<\/strong>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Cronbach\u2019s <\/strong>\u03b1<\/strong> = .81 (N<\/em> = 832)<\/strong><\/td>\r\n<\/tr>\r\n
This service-learning experience helped me to gain a clear idea of my career goals.<\/td>\r\n<\/tr>\r\n
This service-learning experience helped with my decision-making about the career that I will pursue in future.<\/td>\r\n<\/tr>\r\n
This service-learning experience allowed me to gauge my readiness for the workplace.<\/td>\r\n<\/tr>\r\n
S-L DESIGN AND DELIVERY FEATURES<\/strong><\/td>\r\n<\/tr>\r\n
Perceived impact of S-L\u20145 items<\/strong> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cronbach\u2019s <\/strong>\u03b1<\/strong> = .86 (N<\/em> = 832)<\/strong><\/td>\r\n<\/tr>\r\n
Many of the tasks I performed for this service-learning made\/will make a significant contribution to others\u2019 well-being.<\/td>\r\n<\/tr>\r\n
This service-learning experience has increased my interest in participating in community service\/volunteer activities.<\/td>\r\n<\/tr>\r\n
This service-learning experience caused me to feel more concerned about social issues.<\/td>\r\n<\/tr>\r\n
In this service-learning experience, I had opportunities to make a meaningful contribution to the community.<\/td>\r\n<\/tr>\r\n
I am more confident of my ability to make a difference in the community after this service-learning experience.<\/td>\r\n<\/tr>\r\n
Perceived preparedness for S-L\u20143 items<\/strong> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cronbach\u2019s <\/strong>\u03b1<\/strong> = .71 (N<\/em> = 832)<\/strong><\/td>\r\n<\/tr>\r\n
Before the S-L project\/activities\/ideas, I understood the S-L project and my role in it.<\/td>\r\n<\/tr>\r\n
Before the S-L project\/activities\/ideas, I understood the purpose and objective of S-L in this module.<\/td>\r\n<\/tr>\r\n
I am interested in this community that I worked with.<\/td>\r\n<\/tr>\r\n
Perceived quality of reflection prompts\u20147 items<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Cronbach\u2019s <\/strong>\u03b1<\/strong> = .93 (N<\/em> = 832)<\/strong><\/td>\r\n<\/tr>\r\n
The reflection questions helped me to articulate my learning.<\/td>\r\n<\/tr>\r\n
The reflection questions clearly linked the service experience to the module content and learning objectives.<\/td>\r\n<\/tr>\r\n
The reflection questions were structured with clear directions and guidelines.<\/td>\r\n<\/tr>\r\n
The reflection questions helped me to deepen and broaden my thinking.<\/td>\r\n<\/tr>\r\n
The reflection questions helped me to describe my experiences with specific examples and detail.<\/td>\r\n<\/tr>\r\n
The reflection questions helped me to think critically.<\/td>\r\n<\/tr>\r\n
The reflection questions helped me to examine my own assumptions, beliefs and values.<\/td>\r\n<\/tr>\r\n
Perceived frequency of reflection\u20142 items<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Cronbach\u2019s <\/strong>\u03b1<\/strong> = .54 (N<\/em> = 832)<\/strong><\/td>\r\n<\/tr>\r\n
For this S-L module, we have had ___ small group reflection(s) (discussions\/activities) on the S-L with my lecturer\/tutor.\r\n\r\nResponse options: 0, 1, 2, 3, 4 and above<\/td>\r\n<\/tr>\r\n
For this SL module, I had done ___ written reflection(s).\r\n\r\nResponse options: 0, 1, 2, 3, 4 and above<\/td>\r\n<\/tr>\r\n
Perceived amount of interaction with community members\u20141 item<\/strong><\/td>\r\n<\/tr>\r\n
I spent ___ hours interacting directly with the community that I serve.\r\n\r\nResponse options: 0 hour, 1\u20135 hours, 6\u201310 hours, 11\u201315 hours, 16 hours and above<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nThe survey that [pb_glossary id=\"171\"]community partners[\/pb_glossary] completed was adapted from Gelmon, Holland, Driscoll, Spring, and Kerrigan (2006). Responses for these items were also on the five-point scale of (1) Strongly Disagree<\/em> to (5) Strongly Agree<\/em>.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Table 3<\/strong>\r\nStudents\u2019 Perception of Their Personal Growth; Lecturers\u2019 Perception of Students\u2019 Growth (shaded)<\/em><\/caption>\r\n
Interpersonal development<\/strong><\/td>\r\n<\/tr>\r\n
Themes<\/strong><\/td>\r\nSub-themes<\/strong><\/td>\r\nSample quotes<\/strong><\/td>\r\n<\/tr>\r\n
Interacting and working with community members<\/td>\r\nInteracting with a group they do not really interact with<\/td>\r\nNowadays, we rarely have the time to interact with other people, like, we are busy with ourselves, we want to study; we want to do things on our own. We really don\u2019t know how to interact with other people, especially elderly, because of the age gap. But then through the experience, we get to talk to them \u2026 I find myself more confident. I am willing to talk to them more and find out more about their lives. [3]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nBeing compelled to initiate interaction<\/td>\r\nThe elderly[that]\u00a0 I was paired with was a little bit more on the quiet side. So you really have to probe and be very active, be a bit more thick-skinned in talking to them. So I think that was something that helped me in my personal growth. [5]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nDeveloping communication skills of (future) profession\u2014with children<\/td>\r\nA lot of children didn't want to talk to us [after the storybook reading]. I realized that, instead of [asking them], \"Do you like cars?\" you say, \"You like car-car? You like dinosaur?\" then they will respond, \"Ya, I like, I like,\" then they will talk to you ... [Say] you're a teacher and you want to share what you know but aren\u2019t getting a response, change yourself and talk to them in their way, so you can get a response. [22]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nDeveloping communication skills of (future) profession\u2014with child\u2019s parents<\/td>\r\nSome parents might be a bit panicky even when they come in because they don\u2019t know what to do. So I learned to understand their anxiety and also to guide them through the entire process because some parents might be new to this kind of program. [14]<\/td>\r\n<\/tr>\r\n
Working with group members<\/td>\r\nBeing more forthcoming in voicing opinions<\/td>\r\nIf I cannot really get along with you in work, I will just keep quiet about it and just wait for the whole thing to end. But I think, for this S-L module, opinions have to be voiced out in order to ensure that this whole project is successful, I learned how to voice out my opinion in a way that doesn\u2019t harm or hurt anyone, and then resolve the conflicts from there. [17]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nResolving differences and conflict<\/td>\r\nIt wasn\u2019t the easiest or the most smooth-sailing process because of differences in our group \u2026 even like wedging different views in my group, having to sort it out and having to work out our differences, that made me grow a lot as a person because you have to develop more of a professional mindset when we\u2019re doing this kind of thing; we cannot let our personal feelings get in the way. [16]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nLearning to work with disliked group member (but change seemed transient)<\/td>\r\nI\u2019ve students telling me \u201cOh, I realize that I can work with people I don\u2019t like.\u201d This time round we expanded the group size a little so they might work with people that are not from their own cliques \u2026 She said, \u201cWe still talk. At least I can work with her, at least I know I don\u2019t hate her now.\u201d [L10a]\r\n\r\n[At first] some cried, \u201cI cannot work with this person\u2014extreme reactions\u2014but we forced it through, then they changed. They wrote [in their reflection] \u201cI see differently.\u201d But then upcoming semester, we gave them the criteria: you form groups based on common social cause, cannot be your best friend, yet they go back to their cliques. [L11a]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nBonding as a team<\/td>\r\nI had a really good team. So we\u2019re really bonded ... we had a lot of work to do in this whole service-learning project and we split it really well. It\u2019s not like when we split our work, we will just do our own [part]. We\u2019ll always help each other; we\u2019re relying on each other like one whole team. [21]<\/td>\r\n<\/tr>\r\n
Interacting and working with external partners<\/td>\r\nProfessionalism in communication<\/td>\r\nIn school, we\u2019re always very informal with our friends and lecturers. But when we go out there and actually work with the organization, we actually learn how to talk professional [sic<\/em>]. [11]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nProfessionalism in written communication<\/td>\r\nStudents write to you, very childish but when you make them work with external partners, they start to be conscious of the language to use. (WhatsApp group with partners and me). I modeled for them also in the way I write to the partner. Then they see, they learned very fast. So they would say \u201cthank you,\u201d \u201cplease.\u201d They write a lot of all these, \u201cIf you don\u2019t mind, this is what we will propose. Let us know your thoughts.\u201d They\u2019re very pro now. They talked to the partner. Very careful. Very mindful. This, I can see. Now they talk to me also like that. \u201cThank you, Mr J.\u201d [L11a]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nLearning to take perspective of community partner and being tactful<\/td>\r\nYou really have to consider their positions, speak with tact, allow them to understand you and also relate to you \u2026 our community partner was quite condescending; he will speak very rudely so he won\u2019t really consider your feelings so you really have to work around him, like walk on the edge. So it\u2019s very difficult. [9]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nLearning to say no<\/td>\r\nDuring this whole project, it actually taught me a lot like I should voice my own opinion and not being stepped over on, like, if the stakeholder is asking for too much, it\u2019s actually ok to say no. [7]<\/td>\r\n<\/tr>\r\n
Leadership<\/td>\r\nBeing thrust into leadership position<\/td>\r\n[I developed leadership skills] because I had this picture in my mind, so I had to, kind of, assume the leader position and tell them what I visualized and what materials to prepare, what steps we should take. [30]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nThinking through consequences of decision<\/td>\r\nI learned how to be responsible. Because my team\u2019s mistake is also my mistake as well, because that\u2019s what my instructions were \u2026 I learned that every action that I [take] will have consequence, if I didn\u2019t think properly. So it taught me to think through what I want to do first before even carrying it out in the first place. [7]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nBringing the whole team along<\/td>\r\nI can really think far ahead but then some of my group mates they need just a little more time to catch up \u2026 and walk on par with the rest of us ... But then, in this group of five, it was a different dynamic. So I have to like, \u201cOkay, you understand? Everybody on the same page?\u201d Just give that few minutes. [13]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nEmpowering leader to re-assign team members\u2019 roles by strengths<\/td>\r\nAt the start, they didn\u2019t know each other. The leader just assigned, you\u2014logistics, you\u2014volunteer management, you\u2014budget. Then cannot work. Halfway through the leader came and see me, then I said, \u201cLook again at their personalities. You now know them more.\u201d I empowered him. Then he changed. You\u2014volunteer management, blossom. You\u2014do the program, blossom. [L11a]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nResponding appropriately to challenging situation<\/td>\r\n[The team leader], at the implementation phase, really held everything together because during the rehearsal, our community partner was very demanding \u2026 on the stage, the show manager would just say, \u201cyour singing sucks, you know,\u201d that kind. How would a teenager feel? [The team leader] was the one who got his friends to go and sing. So he felt the need to mediate. His friend said, \u201cI don\u2019t want to do this already. I\u2019m out. I do it because of you only. If I get this kind of treatment, forget it.\u201d Then he walked out. [The team leader] was very good. He is, by nature, quite confrontational, explosive, flip-table type. But I saw how his maturity took over. Very cool. At the back, he pacified his friend. The friend, after all this, went back to practice. [L11b]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nBeing assertive and adept at negotiation<\/td>\r\nI specifically told the leaders that they need to be assertive but of course in a very courteous, respectful way to the partners. Know when to say no and also define their personal and team objectives well, and what's in it for them \u2026 As was evidenced in some leaders, they really went ahead and negotiated and stated their ground: what they can do and what they cannot do. [L11b]<\/td>\r\n<\/tr>\r\n
Personal development<\/strong><\/th>\r\n<\/tr>\r\n
Themes<\/strong><\/td>\r\nSub-themes<\/strong><\/td>\r\nSample quotes<\/strong><\/td>\r\n<\/tr>\r\n
Changing perceptions and challenging assumptions<\/td>\r\nReducing\/debunking stereotype<\/td>\r\nWe always feel that the elderly can\u2019t do this, can\u2019t do that. But then when we were there, they actually love [our activities], and they actually can do very well. The first time we went, we did Bingo and some karaoke sessions. So they really love singing. Then the second time we went, we did canvas painting and silk screen painting, and they love it also. We found out that they are actually not that different from us. They enjoy the same things as us. [3]\r\n\r\nI used to think like [the migrant workers] were very shady people and they were nothing good to be around with. But after my [S-L project] event, I realized that they are actually full of dreams, aspirations. Some of the migrants who attended my event were actually teachers back in Bangladesh but because it wasn\u2019t paying much, so they came over to Singapore \u2026 It\u2019s very sad to think how I used to view them, like bad people just because they are different in skin color and then, now, once I get to know them, they are actually very good people too. [7]<\/td>\r\n<\/tr>\r\n
<\/td>\r\n<\/td>\r\nI think, based on what the students said, they [had] never really talked to elderly. [To] young people, they are just old. But I think because the students are forced to spend hours with them for each trip, so they talked. And then some of the students shared that they hear interesting stories. You know, the seniors have life stories to share that sometimes the students just don\u2019t see otherwise. So I think that\u2018s the change. [L2]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nChanging attitude and behavior toward S-L\u2014from being reluctant to putting in effort<\/td>\r\nWe found it a bit frustrating because we didn\u2019t really learn a lot of things during the lecture, and we still needed to give up our two lecture [slots] to go for this service-learning. [And] we\u2019re going out to do it; we need to interact with them; we need to interview them \u2026 But after we went for the service-learning, we find it very fun. I think we really want to do it. [25]<\/td>\r\n<\/tr>\r\n
<\/td>\r\n<\/td>\r\nRight from the start, they were quite reluctant to go down because all of the sessions fall on Saturday. They complained why on a Saturday then I have to explain ... I think after the session, they felt tired, but in a way, they also felt rewarded \u2026 and I can see that they are more committed. They even changed the props which I did not ask them to change because they felt that the props from the first run were not so solid, not so good. So they re-did everything. And they came up with better props [to represent the donkey]. [L5b]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nGrowth in civic attitudes and behaviors<\/td>\r\nOne of the biggest advantage of service-learning is it\u2019s not fake. Everything you do impact lives. Students, although their grades are at the back of their minds, they know, \u201cHey, that family is waiting there. The woman who sewed a teddy bear, I must sell it for her.\u201d They wrote that [in their reflections]. [L11a]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nAppreciation\/gratitude<\/td>\r\nWhen I helped those families, I can see that because the parents have to work a lot and the children need to go school, they have very little time together. It makes me feel appreciative of the time that I spent with my parents and family members. [15]<\/td>\r\n<\/tr>\r\n
Greater self-knowledge\/awareness<\/td>\r\nRealizing that I can<\/td>\r\nI was a bit scared. I was not very familiar with elderly so I don\u2019t really know how to talk to them, how to approach them. But after this experience, I find it\u2019s actually not so bad. So something I discovered was, \u201cOh, I actually can do this.\u201d [5]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nRealizing that I\u2019m more capable than I thought<\/td>\r\nI usually [was] more of a team member than a team leader. Then, when I was forced into the team leader position for the other projects, I realized that I\u2019m actually quite competent, in a sense because the other project, we got an A+. If I didn\u2019t step in, we really can\u2019t go far because like 70% [of it] was my idea, my effort ... So I felt that I was more capable than I thought. [30]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nRecognizing personal weakness<\/td>\r\nOne personal weakness that I found out through this experience was that I\u2019ve a tendency to not take the perspective of the learners. In one of the activities, I was introducing [a topic on] emotions to the children but I didn\u2019t realize that the picture of the emotion was facing my direction. Because we were sitting in circle, the children on my side could see but the children opposite could not see. So I failed to realize that. I only realized it after my lecturer pointed that out. So that was a weakness that I found out. [29]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nRealizing undesirable traits in self and changed<\/td>\r\nI used to be very possessive of my own project, like, \u201cIf this is my work, then this is my work. Don\u2019t come and criticize it.\u201d But then after reflecting, I realized that the community partner\u2019s feedback is actually very useful. So after a while I told myself I need to let go. [32]<\/td>\r\n<\/tr>\r\n
<\/td>\r\n<\/td>\r\nI had two students who, even in class, were not punctual. They were not committed to their group. It kind of started at the start of the service. Then I sat the whole group down and talked about it. So I think for them, they realized that I am serious about this, they need to be committed to the group and to the organization, and I think there is an improvement in terms of professional behavior expected. [L3]<\/td>\r\n<\/tr>\r\n
Strengthening character and professional traits<\/td>\r\nAdaptive; quick thinking<\/td>\r\nThere were a lot of hiccups with our service-learning. I\u2019m not someone who is very fast in adapting but I guess at that point in time, I was being forced and pushed to adapt \u2026 The [stationary] bus that we were supposed to conduct our indoor activity broke down. We were short of one member, and we had to split our group of five, all of sudden, to conduct one activity indoor and one outdoor, and we changed another activity. We just split up naturally and then we just do it. [17]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nPerseverance<\/td>\r\nThrough this S-L experience, we actually go out and talk to people that we don\u2019t know, like strangers \u2026 My friends and I were a bit shy and embarrassed to go up to the parents to talk to them, but after multiple tries, we actually became more confident. We showed perseverance too because not everybody that you ask will actually answer you. Some will ignore and not participate \u2026 We didn\u2019t really give up so we managed to get quite a number of survey responses. So it really helps us to grow as a person. [11]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nResilience<\/td>\r\nThey really just complained and whined to one another. Then they talked to me, \u201cMiss, why like that? Why so rush?\u201d Because after the change, they had to rush to prepare the proposal presentation. And then we told them that the implementation would be in July but some had to start end of June. So that was when I explained to them that life is unpredictable, \u201cI know it\u2019s a sudden change. You got to plan at the last minute but you just got to do what you\u2019ve got to do.\u201d So that\u2019s where they learned the resilience. [L6]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nPatience<\/td>\r\nI think I\u2019ve grown to be a more patient person. To handle the kids is one thing, I mean, you [also] have to be patient to answer their questions because they have many questions to ask which are not related. But you still have to answer. [39]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nInitiative<\/td>\r\nFor our sessions, we have to be early, like an hour earlier, to prepare all our materials. Then after the session, we also have to pack up. So actually, you must be on time, then you must know what is happening during the whole session. Then take initiative. You see anything that needs your help, then you just do it, even though it\u2019s not your responsibility. [6]<\/td>\r\n<\/tr>\r\n
Having limited personal growth<\/td>\r\nHaving done such things before<\/td>\r\nI think for me it\u2019s about the same because I\u2019d interacted with small children before. So it's just like more of a reinforcement of how to interact with them. [22]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nNo opportunity for leadership<\/td>\r\nI don\u2019t stand out; the group leaders were the main facilitators. I don\u2019t think I\u2019ve got any strength. [1]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nBehaving in a self-entitled way<\/td>\r\nThe two students walked with the elderly, just following them around. Then one of them actually let the elderly hold the umbrella for her [to shield them from the sun]. I went there a few times, I [said], \u201cDo you want to take the umbrella?\u201d She replied, \u201cBut my elderly said she wants to hold it.\u201d And I chided, \u201cThen you let her?\u201d [L2]<\/td>\r\n<\/tr>\r\n
<\/td>\r\nLacking a sense of responsibility<\/td>\r\nI said \u201cWhere are the other two group members?\u201d Then they had no choice but to tell me. They were at one of the back lanes [in the area]. They were still painting the bottles, which I was very upset about. What if the children hold it and it\u2019s all sticky? I said, \u201cOn implementation day, you shouldn\u2019t be preparing your materials anymore; they should be ready.\u201d [L8b]<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n

Career Preparation<\/h2>\r\nA single-sample [pb_glossary id=\"172\"]t<\/em> test[\/pb_glossary] showed that the career preparation mean score of 3.78, SD<\/em> = 0.77, t<\/em>(831) = 29.28, p <\/em>< .01, was significantly greater than the neutral\/mid-point (3.0), following S-L. Students perceived positive impact in career preparation through their S-L experiences. Qualitative findings from students\u2019 interviews largely supported these results. Most student interviewees found that the S-L project helped them (a) clarify their career direction, and (b) gain insights into what is required in the job, while a few students reported limited development in their career preparation.\r\n

S-L Design and Delivery Features Associated with Student Outcomes<\/h2>\r\nPearson correlations showed positive and significant relationships between S-L design and delivery features (i.e., perceived preparedness for S-L, perceived impact of S-L, perceived quality of reflection prompts) and change in civic outcomes score (r<\/em>s ranged from .21 to .34, p <\/em><.01), academic connection (r<\/em>s ranged from .61 to .79, p <\/em><.01), and career preparation (r<\/em>s ranged from .61 to .73, p <\/em><.01). Spearman correlations showed weak positive and significant relationships between the amount of interaction students had with the community and change in civic outcomes score r<\/em>(831) = .17, p <\/em><.01. There were positive and significant correlations between S-L features (i.e., perceived amount of interaction with community and perceived frequency of reflection) and academic connection (r<\/em>s ranged from .17 to .23, p <\/em><.01) and career preparation (r<\/em>s ranged from .14 to .16, p <\/em><.01) (see Table 4).\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Table 4\r\nCorrelations Between Outcome Measures and S-L Design and Delivery Features<\/em><\/strong><\/caption>\r\n
<\/th>\r\nChange in civic outcomes\r\n\r\nr<\/em><\/th>\r\nAcademic connection\r\n\r\nr<\/em><\/th>\r\nCareer preparation\r\n\r\nr<\/em><\/th>\r\n<\/tr>\r\n
S-L designs and delivery features<\/strong><\/td>\r\n<\/tr>\r\n
Perceived impact of S-L<\/td>\r\n.34**<\/td>\r\n.77**<\/td>\r\n.73**<\/td>\r\n<\/tr>\r\n
Perceived preparedness for S-L<\/td>\r\n.21**<\/td>\r\n.61**<\/td>\r\n.61**<\/td>\r\n<\/tr>\r\n
Perceived quality of reflection prompts<\/td>\r\n.30**<\/td>\r\n.79**<\/td>\r\n.70**<\/td>\r\n<\/tr>\r\n
Perceived frequency of reflection<\/td>\r\n.031<\/td>\r\n.23\u2020\u2020<\/td>\r\n.16\u2020\u2020<\/td>\r\n<\/tr>\r\n
Perceived amount of interaction with community<\/td>\r\n.17\u2020\u2020<\/td>\r\n.17\u2020\u2020<\/td>\r\n.14\u2020\u2020<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n** Pearson\u2019s correlation, p < .01\u2020\u2020 Spearman\u2019s correlation, p < .01\r\n\r\nThe data analyses revealed that better perceived student outcomes were associated with students\u2019 more favorable perceptions of the impact of the S-L project, preparedness for S-L, and quality of reflection prompts, as well as greater amount of interaction with the community and more frequent reflection activities.\r\n

Discussion<\/strong><\/h1>\r\nThis study confirmed the expected results that S-L would be associated with positive student outcomes and marks an advance in the field of S-L and S-L research in several ways. In terms of the research objectives to evaluate the impact of S-L on civic outcomes, academic connection, personal growth, and career preparation in Ngee Ann Polytechnic, Singapore, the findings are consistent with positive results from many efficacy studies in Western settings (Astin et al., 2000; Celio et al., 2011; Yorio & Ye, 2012) and support the generalizability and transferability of the good outcomes from S-L to a polytechnic setting in Singapore. With its large sample size of over 800 student-participants and inclusion of career preparation outcomes, which is very much the nation\u2019s focus in SkillsFuture (Government of Singapore, 2019), this study provides support for S-L as a high-impact pedagogy that can potentially enhance a range of [pb_glossary id=\"174\"]learning outcomes[\/pb_glossary].\r\n

Implications for Faculty Development<\/h2>\r\nTo date, more than 400 academic staff have been trained in S-L at NP, and this is an ongoing effort (Tang & Bringle, 2019). Undeniably, a lot of work goes into the design of a quality S-L course, and scaffolding of training may be necessary in order that new S-L course instructors are not overwhelmed12 <\/sup>while they build the quality of existing S-L courses. Making decisions on the questions in Table 5 might be a good start for new S-L course instructors to focus on one or two key S-L features at the start of their S-L journey and gradually incorporate other features in the subsequent offering of the course.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Table 5\r\nQuestions to Consider when Designing S-L Course<\/em><\/caption>\r\n
S-L design and delivery features<\/strong><\/td>\r\nQuestions<\/strong><\/td>\r\n<\/tr>\r\n
Impact value of S-L project<\/td>\r\nWhat S-L project would allow students to make meaningful contribution?\r\n\r\nIs it adequately challenging?<\/td>\r\n<\/tr>\r\n
Amount of interaction with community<\/td>\r\nWhat are the opportunities for interaction with the community member?<\/td>\r\n<\/tr>\r\n
Civic learning<\/td>\r\nWhat social issue would be addressed through the project?\r\n\r\nAt which points of the S-L experience are discussion of the social issue and civic learning most appropriate?<\/td>\r\n<\/tr>\r\n
Academic connection\/learning<\/td>\r\nWhat academic concepts would students apply?\r\n\r\nWhat opportunities in the S-L project are available for students to apply these concepts?\r\n\r\nWhat reflection prompts would help students make the academic connection?<\/td>\r\n<\/tr>\r\n
Reflection (quality, frequency)<\/td>\r\nHow should the reflection prompts be phrased for easy understanding?\r\n\r\nWhat reflection activities are beneficial before, during, and after S-L?<\/td>\r\n<\/tr>\r\n
Preparing students for S-L<\/td>\r\nWhat are potential challenges that students could be prepared for?<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nAdditionally, we learned from S-L course instructors that they appreciated the opportunity to reflect on the delivery of their S-L modules through our interviews. We, therefore, also advocate that instructors have a learning conversation with S-L pedagogical trainers or more experienced S-L course instructors at various stages of their induction into S-L pedagogy. That conversation could involve the use of tools such as IUPUI S-L taxonomy (Bringle et al., 2017; Hahn et al., 2017) and the SLQAT (Furco et al., 2017) to explore their perception of the quality of their current S-L courses.","rendered":"
\n
\n

Key Takeaways<\/p>\n<\/header>\n

\n

Our findings on the S-L design and delivery features associated with positive student outcomes also appear in several of the S-L course attributes (e.g., community activities<\/a>, critical reflection, diversity of interaction) in IUPUI S-L taxonomy and in a few dimensions of SLQAT (e.g., the course design, learning, student dimensions). Used as a developmental tool, the three levels in the IUPUI S-L taxonomy and four levels in SLQAT could allow instructors to self-assess the current quality of their S-L courses against those attributes\/dimensions and provide them directions to enhance the quality of the next offering of their modules\/courses. These frameworks could also be used to obtain feedback from students on the quality of different attributes of S-L courses beyond the ones studied in this research.<\/p>\n<\/div>\n<\/div>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Table 1<\/strong>
\nSummarized Information of the S-L Modules and Number of Participants<\/em><\/caption>\n
Diploma<\/strong><\/td>\nS-L module<\/strong><\/td>\nType of S-L project\u2014brief description of S-L project<\/strong><\/td>\nSemester\/ Level<\/strong><\/td>\nNo. of students surveyed<\/strong><\/td>\nNo. of students interviewed<\/strong><\/td>\nNo. of community members surveyed<\/strong><\/td>\n<\/tr>\n<\/thead>\n
Arts business management<\/td>\nFestival & event management<\/td>\nDirect\u2014conduct one or two arts activities for older persons (with financial) at senior activity center<\/td>\nApr 2017\/Year 2<\/td>\n27\/37<\/td>\n4<\/td>\n0<\/td>\n<\/tr>\n
Apr 2018\/Year 2<\/td>\n36\/39<\/td>\n2<\/td>\n0<\/td>\n<\/tr>\n
Business & social enterprise<\/td>\nProject management<\/td>\nDirect and indirect\u2014plan and carry out projects in collaboration with social enterprises or non-profit organization<\/td>\nApr 2017\/Year 2<\/td>\n34\/40<\/td>\n1<\/td>\n4<\/td>\n<\/tr>\n
Apr 2018\/Year 2<\/td>\n30\/36<\/td>\n2<\/td>\n6<\/td>\n<\/tr>\n
Early childhood education<\/td>\nDeveloping family school community partnership<\/td>\nIndirect and direct\u2014 create program and product to enhance parental involvement, conduct survey on parenting<\/td>\nApr 2017\/Year 2<\/td>\n125\/195<\/td>\n4<\/td>\n0<\/td>\n<\/tr>\n
Direct\u2014conduct program to enhance parental involvement at preschools and childcare centers<\/td>\nApr 2018\/Year 2<\/td>\n155\/228<\/td>\n2<\/td>\n2<\/td>\n<\/tr>\n
Chinese studies<\/td>\nModern Chinese literature<\/td>\nDirect\/indirect\u2014promote Chinese language and the Chinese literary association by conducting story reading sessions for children in public libraries<\/td>\nOct 2017\/Year 2<\/td>\n29\/29<\/td>\n4<\/td>\n0<\/td>\n<\/tr>\n
Apr 2018\/Year 2<\/td>\n32\/39<\/td>\n2<\/td>\n4<\/td>\n<\/tr>\n
Chinese Media communication<\/td>\nNews reporting & feature writing<\/td>\nDirect\u2014conduct two outings for older persons from a social club<\/td>\nOct 2017\/Year 1<\/td>\n40\/43<\/td>\n4<\/td>\n0<\/td>\n<\/tr>\n
Child psychology & early education<\/td>\nCollaboration with family & community<\/td>\nDirect and indirect\u2014conduct programs to enhance parental involvement, survey low-income families with young children, create teaching materials for childcare center<\/td>\nApr 2018\/Year 2<\/td>\n212\/266<\/td>\n2<\/td>\n0<\/td>\n<\/tr>\n
Psychology studies<\/td>\nManaging disabilities<\/td>\nDirect\u2014conduct programs for persons with disabilities<\/td>\nOct 2017\/Year 1<\/td>\n54\/54<\/td>\n4<\/td>\n7<\/td>\n<\/tr>\n
Behavior modification & intervention<\/td>\nIndirect\u2014conduct survey to assess views, carry out anti-cyberbullying campaign in different schools at NP<\/td>\nOct 2017\/Year 2<\/td>\n33\/54<\/td>\n4<\/td>\n3<\/td>\n<\/tr>\n
Tamil studies in early education<\/td>\nCommunication in Tamil II<\/td>\nDirect\u2014conduct skit in Tamil for preschoolers<\/td>\nOct 2017\/Year 1<\/td>\n25\/29<\/td>\n4<\/td>\n0<\/td>\n<\/tr>\n
<\/td>\nTotal<\/strong><\/td>\n832\/1089<\/p>\n

(76.4%)<\/td>\n

<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Additionally, we learned from S-L course instructors that they appreciated the opportunity to reflect on the delivery of their S-L modules through our interviews. We, therefore, also advocate that instructors have a learning conversation with S-L pedagogical trainers or more experienced S-L course instructors at various stages of their induction into S-L pedagogy. That conversation could involve the use of tools such as IUPUI S-L taxonomy (Bringle et al., 2017; Hahn et al., 2017) and the SLQAT (Furco et al., 2017) to explore their perception of the quality of their current S-L courses.<\/p>\n

Procedure<\/h2>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Table 2<\/strong>
\nScale and Sub-scale Items and the Corresponding Cronbach\u2019s Alphas<\/em><\/caption>\n
\n

STUDENT OUTCOMES<\/strong><\/p>\n<\/td>\n<\/tr>\n

Civic outcomes\u20149 items\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Cronbach\u2019s <\/strong>\u03b1<\/strong> = .89 (N<\/em> = 832)<\/strong><\/td>\n<\/tr>\n
I often try to act on solutions that address social, local, or international problems in the community.<\/td>\n<\/tr>\n
I try to encourage others to participate in activities that help to improve the community.<\/td>\n<\/tr>\n
I am aware of what can be done to meet the important needs in the community.<\/td>\n<\/tr>\n
I am aware of the important needs in the community.<\/td>\n<\/tr>\n
I feel I have the ability to make a difference in the community.<\/td>\n<\/tr>\n
I plan to find time or a way to make a positive difference in the community.<\/td>\n<\/tr>\n
I participate in activities that help to improve the community.<\/td>\n<\/tr>\n
Being concerned about local or international issues is an important responsibility for everybody.<\/td>\n<\/tr>\n
Being informed about social issues is a good way to improve the community.<\/td>\n<\/tr>\n
Academic connection\u20144 items<\/strong> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cronbach\u2019s <\/strong>\u03b1<\/strong> = .88 (N<\/em> = 832)<\/strong><\/td>\n<\/tr>\n
This service-learning experience helped me to learn the academic content of the module.<\/td>\n<\/tr>\n
Concepts learnt in this module helped me to perform my service-learning well.<\/td>\n<\/tr>\n
This service-learning experience allowed me to apply things I have learned in class to real issues\/situations.<\/td>\n<\/tr>\n
The academic material came alive for me in this service-learning experience.<\/td>\n<\/tr>\n
Career preparation\u20143 items<\/strong>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Cronbach\u2019s <\/strong>\u03b1<\/strong> = .81 (N<\/em> = 832)<\/strong><\/td>\n<\/tr>\n
This service-learning experience helped me to gain a clear idea of my career goals.<\/td>\n<\/tr>\n
This service-learning experience helped with my decision-making about the career that I will pursue in future.<\/td>\n<\/tr>\n
This service-learning experience allowed me to gauge my readiness for the workplace.<\/td>\n<\/tr>\n
S-L DESIGN AND DELIVERY FEATURES<\/strong><\/td>\n<\/tr>\n
Perceived impact of S-L\u20145 items<\/strong> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cronbach\u2019s <\/strong>\u03b1<\/strong> = .86 (N<\/em> = 832)<\/strong><\/td>\n<\/tr>\n
Many of the tasks I performed for this service-learning made\/will make a significant contribution to others\u2019 well-being.<\/td>\n<\/tr>\n
This service-learning experience has increased my interest in participating in community service\/volunteer activities.<\/td>\n<\/tr>\n
This service-learning experience caused me to feel more concerned about social issues.<\/td>\n<\/tr>\n
In this service-learning experience, I had opportunities to make a meaningful contribution to the community.<\/td>\n<\/tr>\n
I am more confident of my ability to make a difference in the community after this service-learning experience.<\/td>\n<\/tr>\n
Perceived preparedness for S-L\u20143 items<\/strong> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cronbach\u2019s <\/strong>\u03b1<\/strong> = .71 (N<\/em> = 832)<\/strong><\/td>\n<\/tr>\n
Before the S-L project\/activities\/ideas, I understood the S-L project and my role in it.<\/td>\n<\/tr>\n
Before the S-L project\/activities\/ideas, I understood the purpose and objective of S-L in this module.<\/td>\n<\/tr>\n
I am interested in this community that I worked with.<\/td>\n<\/tr>\n
Perceived quality of reflection prompts\u20147 items<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Cronbach\u2019s <\/strong>\u03b1<\/strong> = .93 (N<\/em> = 832)<\/strong><\/td>\n<\/tr>\n
The reflection questions helped me to articulate my learning.<\/td>\n<\/tr>\n
The reflection questions clearly linked the service experience to the module content and learning objectives.<\/td>\n<\/tr>\n
The reflection questions were structured with clear directions and guidelines.<\/td>\n<\/tr>\n
The reflection questions helped me to deepen and broaden my thinking.<\/td>\n<\/tr>\n
The reflection questions helped me to describe my experiences with specific examples and detail.<\/td>\n<\/tr>\n
The reflection questions helped me to think critically.<\/td>\n<\/tr>\n
The reflection questions helped me to examine my own assumptions, beliefs and values.<\/td>\n<\/tr>\n
Perceived frequency of reflection\u20142 items<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Cronbach\u2019s <\/strong>\u03b1<\/strong> = .54 (N<\/em> = 832)<\/strong><\/td>\n<\/tr>\n
For this S-L module, we have had ___ small group reflection(s) (discussions\/activities) on the S-L with my lecturer\/tutor.<\/p>\n

Response options: 0, 1, 2, 3, 4 and above<\/td>\n<\/tr>\n

For this SL module, I had done ___ written reflection(s).<\/p>\n

Response options: 0, 1, 2, 3, 4 and above<\/td>\n<\/tr>\n

Perceived amount of interaction with community members\u20141 item<\/strong><\/td>\n<\/tr>\n
I spent ___ hours interacting directly with the community that I serve.<\/p>\n

Response options: 0 hour, 1\u20135 hours, 6\u201310 hours, 11\u201315 hours, 16 hours and above<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

The survey that community partners<\/a> completed was adapted from Gelmon, Holland, Driscoll, Spring, and Kerrigan (2006). Responses for these items were also on the five-point scale of (1) Strongly Disagree<\/em> to (5) Strongly Agree<\/em>.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Table 3<\/strong>
\nStudents\u2019 Perception of Their Personal Growth; Lecturers\u2019 Perception of Students\u2019 Growth (shaded)<\/em><\/caption>\n
Interpersonal development<\/strong><\/td>\n<\/tr>\n
Themes<\/strong><\/td>\nSub-themes<\/strong><\/td>\nSample quotes<\/strong><\/td>\n<\/tr>\n
Interacting and working with community members<\/td>\nInteracting with a group they do not really interact with<\/td>\nNowadays, we rarely have the time to interact with other people, like, we are busy with ourselves, we want to study; we want to do things on our own. We really don\u2019t know how to interact with other people, especially elderly, because of the age gap. But then through the experience, we get to talk to them \u2026 I find myself more confident. I am willing to talk to them more and find out more about their lives. [3]<\/td>\n<\/tr>\n
<\/td>\nBeing compelled to initiate interaction<\/td>\nThe elderly[that]\u00a0 I was paired with was a little bit more on the quiet side. So you really have to probe and be very active, be a bit more thick-skinned in talking to them. So I think that was something that helped me in my personal growth. [5]<\/td>\n<\/tr>\n
<\/td>\nDeveloping communication skills of (future) profession\u2014with children<\/td>\nA lot of children didn’t want to talk to us [after the storybook reading]. I realized that, instead of [asking them], “Do you like cars?” you say, “You like car-car? You like dinosaur?” then they will respond, “Ya, I like, I like,” then they will talk to you … [Say] you’re a teacher and you want to share what you know but aren\u2019t getting a response, change yourself and talk to them in their way, so you can get a response. [22]<\/td>\n<\/tr>\n
<\/td>\nDeveloping communication skills of (future) profession\u2014with child\u2019s parents<\/td>\nSome parents might be a bit panicky even when they come in because they don\u2019t know what to do. So I learned to understand their anxiety and also to guide them through the entire process because some parents might be new to this kind of program. [14]<\/td>\n<\/tr>\n
Working with group members<\/td>\nBeing more forthcoming in voicing opinions<\/td>\nIf I cannot really get along with you in work, I will just keep quiet about it and just wait for the whole thing to end. But I think, for this S-L module, opinions have to be voiced out in order to ensure that this whole project is successful, I learned how to voice out my opinion in a way that doesn\u2019t harm or hurt anyone, and then resolve the conflicts from there. [17]<\/td>\n<\/tr>\n
<\/td>\nResolving differences and conflict<\/td>\nIt wasn\u2019t the easiest or the most smooth-sailing process because of differences in our group \u2026 even like wedging different views in my group, having to sort it out and having to work out our differences, that made me grow a lot as a person because you have to develop more of a professional mindset when we\u2019re doing this kind of thing; we cannot let our personal feelings get in the way. [16]<\/td>\n<\/tr>\n
<\/td>\nLearning to work with disliked group member (but change seemed transient)<\/td>\nI\u2019ve students telling me \u201cOh, I realize that I can work with people I don\u2019t like.\u201d This time round we expanded the group size a little so they might work with people that are not from their own cliques \u2026 She said, \u201cWe still talk. At least I can work with her, at least I know I don\u2019t hate her now.\u201d [L10a]<\/p>\n

[At first] some cried, \u201cI cannot work with this person\u2014extreme reactions\u2014but we forced it through, then they changed. They wrote [in their reflection] \u201cI see differently.\u201d But then upcoming semester, we gave them the criteria: you form groups based on common social cause, cannot be your best friend, yet they go back to their cliques. [L11a]<\/td>\n<\/tr>\n

<\/td>\nBonding as a team<\/td>\nI had a really good team. So we\u2019re really bonded … we had a lot of work to do in this whole service-learning project and we split it really well. It\u2019s not like when we split our work, we will just do our own [part]. We\u2019ll always help each other; we\u2019re relying on each other like one whole team. [21]<\/td>\n<\/tr>\n
Interacting and working with external partners<\/td>\nProfessionalism in communication<\/td>\nIn school, we\u2019re always very informal with our friends and lecturers. But when we go out there and actually work with the organization, we actually learn how to talk professional [sic<\/em>]. [11]<\/td>\n<\/tr>\n
<\/td>\nProfessionalism in written communication<\/td>\nStudents write to you, very childish but when you make them work with external partners, they start to be conscious of the language to use. (WhatsApp group with partners and me). I modeled for them also in the way I write to the partner. Then they see, they learned very fast. So they would say \u201cthank you,\u201d \u201cplease.\u201d They write a lot of all these, \u201cIf you don\u2019t mind, this is what we will propose. Let us know your thoughts.\u201d They\u2019re very pro now. They talked to the partner. Very careful. Very mindful. This, I can see. Now they talk to me also like that. \u201cThank you, Mr J.\u201d [L11a]<\/td>\n<\/tr>\n
<\/td>\nLearning to take perspective of community partner and being tactful<\/td>\nYou really have to consider their positions, speak with tact, allow them to understand you and also relate to you \u2026 our community partner was quite condescending; he will speak very rudely so he won\u2019t really consider your feelings so you really have to work around him, like walk on the edge. So it\u2019s very difficult. [9]<\/td>\n<\/tr>\n
<\/td>\nLearning to say no<\/td>\nDuring this whole project, it actually taught me a lot like I should voice my own opinion and not being stepped over on, like, if the stakeholder is asking for too much, it\u2019s actually ok to say no. [7]<\/td>\n<\/tr>\n
Leadership<\/td>\nBeing thrust into leadership position<\/td>\n[I developed leadership skills] because I had this picture in my mind, so I had to, kind of, assume the leader position and tell them what I visualized and what materials to prepare, what steps we should take. [30]<\/td>\n<\/tr>\n
<\/td>\nThinking through consequences of decision<\/td>\nI learned how to be responsible. Because my team\u2019s mistake is also my mistake as well, because that\u2019s what my instructions were \u2026 I learned that every action that I [take] will have consequence, if I didn\u2019t think properly. So it taught me to think through what I want to do first before even carrying it out in the first place. [7]<\/td>\n<\/tr>\n
<\/td>\nBringing the whole team along<\/td>\nI can really think far ahead but then some of my group mates they need just a little more time to catch up \u2026 and walk on par with the rest of us … But then, in this group of five, it was a different dynamic. So I have to like, \u201cOkay, you understand? Everybody on the same page?\u201d Just give that few minutes. [13]<\/td>\n<\/tr>\n
<\/td>\nEmpowering leader to re-assign team members\u2019 roles by strengths<\/td>\nAt the start, they didn\u2019t know each other. The leader just assigned, you\u2014logistics, you\u2014volunteer management, you\u2014budget. Then cannot work. Halfway through the leader came and see me, then I said, \u201cLook again at their personalities. You now know them more.\u201d I empowered him. Then he changed. You\u2014volunteer management, blossom. You\u2014do the program, blossom. [L11a]<\/td>\n<\/tr>\n
<\/td>\nResponding appropriately to challenging situation<\/td>\n[The team leader], at the implementation phase, really held everything together because during the rehearsal, our community partner was very demanding \u2026 on the stage, the show manager would just say, \u201cyour singing sucks, you know,\u201d that kind. How would a teenager feel? [The team leader] was the one who got his friends to go and sing. So he felt the need to mediate. His friend said, \u201cI don\u2019t want to do this already. I\u2019m out. I do it because of you only. If I get this kind of treatment, forget it.\u201d Then he walked out. [The team leader] was very good. He is, by nature, quite confrontational, explosive, flip-table type. But I saw how his maturity took over. Very cool. At the back, he pacified his friend. The friend, after all this, went back to practice. [L11b]<\/td>\n<\/tr>\n
<\/td>\nBeing assertive and adept at negotiation<\/td>\nI specifically told the leaders that they need to be assertive but of course in a very courteous, respectful way to the partners. Know when to say no and also define their personal and team objectives well, and what’s in it for them \u2026 As was evidenced in some leaders, they really went ahead and negotiated and stated their ground: what they can do and what they cannot do. [L11b]<\/td>\n<\/tr>\n
Personal development<\/strong><\/th>\n<\/tr>\n
Themes<\/strong><\/td>\nSub-themes<\/strong><\/td>\nSample quotes<\/strong><\/td>\n<\/tr>\n
Changing perceptions and challenging assumptions<\/td>\nReducing\/debunking stereotype<\/td>\nWe always feel that the elderly can\u2019t do this, can\u2019t do that. But then when we were there, they actually love [our activities], and they actually can do very well. The first time we went, we did Bingo and some karaoke sessions. So they really love singing. Then the second time we went, we did canvas painting and silk screen painting, and they love it also. We found out that they are actually not that different from us. They enjoy the same things as us. [3]<\/p>\n

I used to think like [the migrant workers] were very shady people and they were nothing good to be around with. But after my [S-L project] event, I realized that they are actually full of dreams, aspirations. Some of the migrants who attended my event were actually teachers back in Bangladesh but because it wasn\u2019t paying much, so they came over to Singapore \u2026 It\u2019s very sad to think how I used to view them, like bad people just because they are different in skin color and then, now, once I get to know them, they are actually very good people too. [7]<\/td>\n<\/tr>\n

<\/td>\n<\/td>\nI think, based on what the students said, they [had] never really talked to elderly. [To] young people, they are just old. But I think because the students are forced to spend hours with them for each trip, so they talked. And then some of the students shared that they hear interesting stories. You know, the seniors have life stories to share that sometimes the students just don\u2019t see otherwise. So I think that\u2018s the change. [L2]<\/td>\n<\/tr>\n
<\/td>\nChanging attitude and behavior toward S-L\u2014from being reluctant to putting in effort<\/td>\nWe found it a bit frustrating because we didn\u2019t really learn a lot of things during the lecture, and we still needed to give up our two lecture [slots] to go for this service-learning. [And] we\u2019re going out to do it; we need to interact with them; we need to interview them \u2026 But after we went for the service-learning, we find it very fun. I think we really want to do it. [25]<\/td>\n<\/tr>\n
<\/td>\n<\/td>\nRight from the start, they were quite reluctant to go down because all of the sessions fall on Saturday. They complained why on a Saturday then I have to explain … I think after the session, they felt tired, but in a way, they also felt rewarded \u2026 and I can see that they are more committed. They even changed the props which I did not ask them to change because they felt that the props from the first run were not so solid, not so good. So they re-did everything. And they came up with better props [to represent the donkey]. [L5b]<\/td>\n<\/tr>\n
<\/td>\nGrowth in civic attitudes and behaviors<\/td>\nOne of the biggest advantage of service-learning is it\u2019s not fake. Everything you do impact lives. Students, although their grades are at the back of their minds, they know, \u201cHey, that family is waiting there. The woman who sewed a teddy bear, I must sell it for her.\u201d They wrote that [in their reflections]. [L11a]<\/td>\n<\/tr>\n
<\/td>\nAppreciation\/gratitude<\/td>\nWhen I helped those families, I can see that because the parents have to work a lot and the children need to go school, they have very little time together. It makes me feel appreciative of the time that I spent with my parents and family members. [15]<\/td>\n<\/tr>\n
Greater self-knowledge\/awareness<\/td>\nRealizing that I can<\/td>\nI was a bit scared. I was not very familiar with elderly so I don\u2019t really know how to talk to them, how to approach them. But after this experience, I find it\u2019s actually not so bad. So something I discovered was, \u201cOh, I actually can do this.\u201d [5]<\/td>\n<\/tr>\n
<\/td>\nRealizing that I\u2019m more capable than I thought<\/td>\nI usually [was] more of a team member than a team leader. Then, when I was forced into the team leader position for the other projects, I realized that I\u2019m actually quite competent, in a sense because the other project, we got an A+. If I didn\u2019t step in, we really can\u2019t go far because like 70% [of it] was my idea, my effort … So I felt that I was more capable than I thought. [30]<\/td>\n<\/tr>\n
<\/td>\nRecognizing personal weakness<\/td>\nOne personal weakness that I found out through this experience was that I\u2019ve a tendency to not take the perspective of the learners. In one of the activities, I was introducing [a topic on] emotions to the children but I didn\u2019t realize that the picture of the emotion was facing my direction. Because we were sitting in circle, the children on my side could see but the children opposite could not see. So I failed to realize that. I only realized it after my lecturer pointed that out. So that was a weakness that I found out. [29]<\/td>\n<\/tr>\n
<\/td>\nRealizing undesirable traits in self and changed<\/td>\nI used to be very possessive of my own project, like, \u201cIf this is my work, then this is my work. Don\u2019t come and criticize it.\u201d But then after reflecting, I realized that the community partner\u2019s feedback is actually very useful. So after a while I told myself I need to let go. [32]<\/td>\n<\/tr>\n
<\/td>\n<\/td>\nI had two students who, even in class, were not punctual. They were not committed to their group. It kind of started at the start of the service. Then I sat the whole group down and talked about it. So I think for them, they realized that I am serious about this, they need to be committed to the group and to the organization, and I think there is an improvement in terms of professional behavior expected. [L3]<\/td>\n<\/tr>\n
Strengthening character and professional traits<\/td>\nAdaptive; quick thinking<\/td>\nThere were a lot of hiccups with our service-learning. I\u2019m not someone who is very fast in adapting but I guess at that point in time, I was being forced and pushed to adapt \u2026 The [stationary] bus that we were supposed to conduct our indoor activity broke down. We were short of one member, and we had to split our group of five, all of sudden, to conduct one activity indoor and one outdoor, and we changed another activity. We just split up naturally and then we just do it. [17]<\/td>\n<\/tr>\n
<\/td>\nPerseverance<\/td>\nThrough this S-L experience, we actually go out and talk to people that we don\u2019t know, like strangers \u2026 My friends and I were a bit shy and embarrassed to go up to the parents to talk to them, but after multiple tries, we actually became more confident. We showed perseverance too because not everybody that you ask will actually answer you. Some will ignore and not participate \u2026 We didn\u2019t really give up so we managed to get quite a number of survey responses. So it really helps us to grow as a person. [11]<\/td>\n<\/tr>\n
<\/td>\nResilience<\/td>\nThey really just complained and whined to one another. Then they talked to me, \u201cMiss, why like that? Why so rush?\u201d Because after the change, they had to rush to prepare the proposal presentation. And then we told them that the implementation would be in July but some had to start end of June. So that was when I explained to them that life is unpredictable, \u201cI know it\u2019s a sudden change. You got to plan at the last minute but you just got to do what you\u2019ve got to do.\u201d So that\u2019s where they learned the resilience. [L6]<\/td>\n<\/tr>\n
<\/td>\nPatience<\/td>\nI think I\u2019ve grown to be a more patient person. To handle the kids is one thing, I mean, you [also] have to be patient to answer their questions because they have many questions to ask which are not related. But you still have to answer. [39]<\/td>\n<\/tr>\n
<\/td>\nInitiative<\/td>\nFor our sessions, we have to be early, like an hour earlier, to prepare all our materials. Then after the session, we also have to pack up. So actually, you must be on time, then you must know what is happening during the whole session. Then take initiative. You see anything that needs your help, then you just do it, even though it\u2019s not your responsibility. [6]<\/td>\n<\/tr>\n
Having limited personal growth<\/td>\nHaving done such things before<\/td>\nI think for me it\u2019s about the same because I\u2019d interacted with small children before. So it’s just like more of a reinforcement of how to interact with them. [22]<\/td>\n<\/tr>\n
<\/td>\nNo opportunity for leadership<\/td>\nI don\u2019t stand out; the group leaders were the main facilitators. I don\u2019t think I\u2019ve got any strength. [1]<\/td>\n<\/tr>\n
<\/td>\nBehaving in a self-entitled way<\/td>\nThe two students walked with the elderly, just following them around. Then one of them actually let the elderly hold the umbrella for her [to shield them from the sun]. I went there a few times, I [said], \u201cDo you want to take the umbrella?\u201d She replied, \u201cBut my elderly said she wants to hold it.\u201d And I chided, \u201cThen you let her?\u201d [L2]<\/td>\n<\/tr>\n
<\/td>\nLacking a sense of responsibility<\/td>\nI said \u201cWhere are the other two group members?\u201d Then they had no choice but to tell me. They were at one of the back lanes [in the area]. They were still painting the bottles, which I was very upset about. What if the children hold it and it\u2019s all sticky? I said, \u201cOn implementation day, you shouldn\u2019t be preparing your materials anymore; they should be ready.\u201d [L8b]<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Career Preparation<\/h2>\n

A single-sample t<\/em> test<\/a> showed that the career preparation mean score of 3.78, SD<\/em> = 0.77, t<\/em>(831) = 29.28, p <\/em>< .01, was significantly greater than the neutral\/mid-point (3.0), following S-L. Students perceived positive impact in career preparation through their S-L experiences. Qualitative findings from students\u2019 interviews largely supported these results. Most student interviewees found that the S-L project helped them (a) clarify their career direction, and (b) gain insights into what is required in the job, while a few students reported limited development in their career preparation.<\/p>\n

S-L Design and Delivery Features Associated with Student Outcomes<\/h2>\n

Pearson correlations showed positive and significant relationships between S-L design and delivery features (i.e., perceived preparedness for S-L, perceived impact of S-L, perceived quality of reflection prompts) and change in civic outcomes score (r<\/em>s ranged from .21 to .34, p <\/em><.01), academic connection (r<\/em>s ranged from .61 to .79, p <\/em><.01), and career preparation (r<\/em>s ranged from .61 to .73, p <\/em><.01). Spearman correlations showed weak positive and significant relationships between the amount of interaction students had with the community and change in civic outcomes score r<\/em>(831) = .17, p <\/em><.01. There were positive and significant correlations between S-L features (i.e., perceived amount of interaction with community and perceived frequency of reflection) and academic connection (r<\/em>s ranged from .17 to .23, p <\/em><.01) and career preparation (r<\/em>s ranged from .14 to .16, p <\/em><.01) (see Table 4).<\/p>\n\n\n\n\n\n\n\n\n\n
Table 4
\nCorrelations Between Outcome Measures and S-L Design and Delivery Features<\/em><\/strong><\/caption>\n
<\/th>\nChange in civic outcomes<\/p>\n

r<\/em><\/th>\n

Academic connection<\/p>\n

r<\/em><\/th>\n

Career preparation<\/p>\n

r<\/em><\/th>\n<\/tr>\n

S-L designs and delivery features<\/strong><\/td>\n<\/tr>\n
Perceived impact of S-L<\/td>\n.34**<\/td>\n.77**<\/td>\n.73**<\/td>\n<\/tr>\n
Perceived preparedness for S-L<\/td>\n.21**<\/td>\n.61**<\/td>\n.61**<\/td>\n<\/tr>\n
Perceived quality of reflection prompts<\/td>\n.30**<\/td>\n.79**<\/td>\n.70**<\/td>\n<\/tr>\n
Perceived frequency of reflection<\/td>\n.031<\/td>\n.23\u2020\u2020<\/td>\n.16\u2020\u2020<\/td>\n<\/tr>\n
Perceived amount of interaction with community<\/td>\n.17\u2020\u2020<\/td>\n.17\u2020\u2020<\/td>\n.14\u2020\u2020<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

** Pearson\u2019s correlation, p < .01\u2020\u2020 Spearman\u2019s correlation, p < .01<\/p>\n

The data analyses revealed that better perceived student outcomes were associated with students\u2019 more favorable perceptions of the impact of the S-L project, preparedness for S-L, and quality of reflection prompts, as well as greater amount of interaction with the community and more frequent reflection activities.<\/p>\n

Discussion<\/strong><\/h1>\n

This study confirmed the expected results that S-L would be associated with positive student outcomes and marks an advance in the field of S-L and S-L research in several ways. In terms of the research objectives to evaluate the impact of S-L on civic outcomes, academic connection, personal growth, and career preparation in Ngee Ann Polytechnic, Singapore, the findings are consistent with positive results from many efficacy studies in Western settings (Astin et al., 2000; Celio et al., 2011; Yorio & Ye, 2012) and support the generalizability and transferability of the good outcomes from S-L to a polytechnic setting in Singapore. With its large sample size of over 800 student-participants and inclusion of career preparation outcomes, which is very much the nation\u2019s focus in SkillsFuture (Government of Singapore, 2019), this study provides support for S-L as a high-impact pedagogy that can potentially enhance a range of learning outcomes<\/a>.<\/p>\n

Implications for Faculty Development<\/h2>\n

To date, more than 400 academic staff have been trained in S-L at NP, and this is an ongoing effort (Tang & Bringle, 2019). Undeniably, a lot of work goes into the design of a quality S-L course, and scaffolding of training may be necessary in order that new S-L course instructors are not overwhelmed12 <\/sup>while they build the quality of existing S-L courses. Making decisions on the questions in Table 5 might be a good start for new S-L course instructors to focus on one or two key S-L features at the start of their S-L journey and gradually incorporate other features in the subsequent offering of the course.<\/p>\n\n\n\n\n\n\n\n\n\n
Table 5
\nQuestions to Consider when Designing S-L Course<\/em><\/caption>\n
S-L design and delivery features<\/strong><\/td>\nQuestions<\/strong><\/td>\n<\/tr>\n
Impact value of S-L project<\/td>\nWhat S-L project would allow students to make meaningful contribution?<\/p>\n

Is it adequately challenging?<\/td>\n<\/tr>\n

Amount of interaction with community<\/td>\nWhat are the opportunities for interaction with the community member?<\/td>\n<\/tr>\n
Civic learning<\/td>\nWhat social issue would be addressed through the project?<\/p>\n

At which points of the S-L experience are discussion of the social issue and civic learning most appropriate?<\/td>\n<\/tr>\n

Academic connection\/learning<\/td>\nWhat academic concepts would students apply?<\/p>\n

What opportunities in the S-L project are available for students to apply these concepts?<\/p>\n

What reflection prompts would help students make the academic connection?<\/td>\n<\/tr>\n

Reflection (quality, frequency)<\/td>\nHow should the reflection prompts be phrased for easy understanding?<\/p>\n

What reflection activities are beneficial before, during, and after S-L?<\/td>\n<\/tr>\n

Preparing students for S-L<\/td>\nWhat are potential challenges that students could be prepared for?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Additionally, we learned from S-L course instructors that they appreciated the opportunity to reflect on the delivery of their S-L modules through our interviews. We, therefore, also advocate that instructors have a learning conversation with S-L pedagogical trainers or more experienced S-L course instructors at various stages of their induction into S-L pedagogy. That conversation could involve the use of tools such as IUPUI S-L taxonomy (Bringle et al., 2017; Hahn et al., 2017) and the SLQAT (Furco et al., 2017) to explore their perception of the quality of their current S-L courses.<\/p>\n

definition<\/span>