從服務機構角度探討參與大學服務學習課程之挑戰與經驗

丁姵元; 劉秀宜; 蔡文鈞

doi:10.6865/JSLSE.202204_(5).0002

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P23 - 47

社会科学 > 教育学
社会科学 > 社会学

DOI： 10.6865/JSLSE

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从服务机构角度探讨参与大学服务学习课程之挑战与经验

Exploring the Experience and Challenges of Community Organizations in College Service-learning Curriculum

丁姵元(Pei-Yuan Ting) ；刘秀宜(Hsiu-Yi Liu) ；蔡文钧(Wen-Chun Tsai)

服务学习与社会连结学刊； 5 期 (2022 / 04 / 01) ， P23 - 47

繁体中文 DOI： 10.6865/JSLSE.202204_(5).0002

互惠；服务学习；服务机构； reciprocity ； service learning ； community partners

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摘要 │ 参考文献 (67) │ 国际计量

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Recently, service learning has gradually played an important part in higher education. In the process, a community organization has played a significant role. However, there is little research that discusses community organizations' contribution to service learning. The aim of this paper is to explore the challenges and experience of twenty-two community organizations that have been heavily involved in service learning, through in-depth interviews. The research showed that most of the interviewers hoped students would have genuine wish to serve, learn from the serving experience, recognize the mission and purpose of service learning, and build up long-term relationship. They also realized that students' limited motivation and skill, disrespectful attitude, as well as organizations' limited resources and lack of authorities are the major challenges they face. In order to solve the problem, the research suggests that internal consensus and leadership training within an organization are the first step. And they also need to have realistic expectation toward the students' skill and focus on the students' attitude and the process of service rather than on the result. Moreover, building up good relationship with the teachers is also essential. In order to decide their role and power in the course, continuous communication and coordination with the teachers are necessary. The teachers are their working partners in the process of leading the students. Besides, geographic relations and long-term cooperation are some practical ways to build up mutual trust and reciprocity relationship with the teachers. In term of motivating the students, delegation, autonomy, and peer group dynamic can be useful. In order to achieve the goal of win-win situation, it is suggested to actively ask for the teachers' intervention and help in the process when necessary.

参考文献 ( 67 ) 〈TOP〉

(2016).Action!: A Model for Community-Engaged Research, Teaching, and Service.
Abravanel, S. A. (2003) Building Community Through Service-Learning: The Role of the Community Partner. ECS Issue Paper. Denver: Education Commission of the States. Retrieved from http://www.ecs.org/clearinghouse/44/03/4403.pdf.
Asghar, M.,Rowe, N.(2017).Reciprocity and critical reflection as the key to social justice in service learning: A case study.Innovations in Education and Teaching International,54(2),117-125.
Barnes, J. V.,Altimare, E. L.,Farrell, P. A.,Brown, R. E.,Burnett, C. R.,Gamble, L.,Davis, J.(2009).Creating and sustaining authentic partnerships with community in a systemic model.Journal of Higher Education Outreach and Engagement,13(4),15-29.
Basinger, N.,Bartholomew, K.(2006).Service-learning in nonprofit organizations: Motivations, expectations and outcomes.Michigan Journal of Community Service Learning,12(2),15-26.

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