TY - JOUR
T1 - Becoming productive 21st century citizens
T2 - A systematic review uncovering design principles for integrating community service learning into higher education courses
AU - Tijsma, Geertje
AU - Hilverda, Femke
AU - Scheffelaar, Aukelien
AU - Alders, Sven
AU - Schoonmade, Linda
AU - Blignaut, Nadine
AU - Zweekhorst, Marjolein
PY - 2020/12
Y1 - 2020/12
N2 - Background: To prepare students to become productive 21st century citizens, universities have to be more engaged with society. Shifting towards community service learning (CSL) enables students to participate in, and reflect on, services that both benefit the public and also contribute to their own learning. There has been considerable research conducted on the improved student competencies, both academic and personal, resulting from CSL. There is, however, no consensus on how to integrate CSL into courses successfully, owing to the diverse contextual factors that influence implementation. Purpose: By means of conducting a review, this study aimed to establish general design principles to help guide course coordinators in implementing CSL in their academic courses. Design and methods: A systematic review was conducted of articles describing the implementation of CSL in academic courses within various disciplines. Implementation elements and principles were extracted from the articles and inductively grouped together, thereby identifying various design principles. Findings: Our analysis of the literature highlighted three steps that, according to the literature, are important in the implementation of CSL: (1) aligning course objectives and format; (2) establishing a relationship with the community partner; and (3) defining a reflection and evaluation strategy. We found that the nature of the design principles and specific approaches underlying these implementation steps should depend on the students’ capabilities, which include their pre-CSL experiences. Conclusion: The implementation steps and underlying design principles uncovered by this review may help guide and support course coordinators in their efforts to integrate CSL in their academic courses. The diverse range of design principles makes it possible to acknowledge students’ pre-CSL experiences and, thus, construct appropriate scaffolding, which is necessary for students to attain the improved academic and personal competencies envisaged through CSL, and ultimately to become productive 21st century citizens.
AB - Background: To prepare students to become productive 21st century citizens, universities have to be more engaged with society. Shifting towards community service learning (CSL) enables students to participate in, and reflect on, services that both benefit the public and also contribute to their own learning. There has been considerable research conducted on the improved student competencies, both academic and personal, resulting from CSL. There is, however, no consensus on how to integrate CSL into courses successfully, owing to the diverse contextual factors that influence implementation. Purpose: By means of conducting a review, this study aimed to establish general design principles to help guide course coordinators in implementing CSL in their academic courses. Design and methods: A systematic review was conducted of articles describing the implementation of CSL in academic courses within various disciplines. Implementation elements and principles were extracted from the articles and inductively grouped together, thereby identifying various design principles. Findings: Our analysis of the literature highlighted three steps that, according to the literature, are important in the implementation of CSL: (1) aligning course objectives and format; (2) establishing a relationship with the community partner; and (3) defining a reflection and evaluation strategy. We found that the nature of the design principles and specific approaches underlying these implementation steps should depend on the students’ capabilities, which include their pre-CSL experiences. Conclusion: The implementation steps and underlying design principles uncovered by this review may help guide and support course coordinators in their efforts to integrate CSL in their academic courses. The diverse range of design principles makes it possible to acknowledge students’ pre-CSL experiences and, thus, construct appropriate scaffolding, which is necessary for students to attain the improved academic and personal competencies envisaged through CSL, and ultimately to become productive 21st century citizens.
KW - 21st century competencies
KW - citizenship
KW - Community service learning
KW - course implementation
KW - design considerations
KW - higher education
KW - scaffolding
UR - http://www.scopus.com/inward/record.url?scp=85095749448&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85095749448&partnerID=8YFLogxK
U2 - 10.1080/00131881.2020.1836987
DO - 10.1080/00131881.2020.1836987
M3 - Review article
AN - SCOPUS:85095749448
VL - 62
SP - 390
EP - 413
JO - Educational Research
JF - Educational Research
SN - 0013-1881
IS - 4
ER -