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Faculty and Student Perceptions of Service-Learning's Influence on University Student Resilience

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Title: Faculty and Student Perceptions of Service-Learning's Influence on University Student Resilience
Language: English
Authors: Paul H. Matthews, Jon Calabria, Julie Glenn, Allison S. Injaian, Melissa Scott Kozak, Melissa Landers-Potts, Jennifer Denk Stull, Katherine F. Thompson
Source: Journal of Higher Education Outreach and Engagement. 2025 29(1):23-38.
Availability: Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Resilience (Psychology), Teacher Attitudes, Student Attitudes, Service Learning, College Students, College Faculty, Program Effectiveness, Role Models, Teacher Student Relationship, Barriers, Persistence, Student Motivation, Reflection
ISSN: 1534-6102
2164-8212
Abstract: Resilience--the ability to persist, bounce back, and achieve, despite setbacks or challenges--is an important predictive and protective factor for university students' personal and academic success. Qualitative research at one large U.S. land-grant university investigated faculty and student perceptions of how and why academic service-learning courses impact student resilience. We used thematic coding and analysis for responses from focus groups of faculty and students with recent service-learning experience. We found five key themes illustrating participants' perceptions of how service-learning enhances student resilience, including (a) opportunities for community members, peers, and instructors to serve as models of resilience; (b) more authentic and less hierarchical relationships among students and instructors; (c) natural opportunities for overcoming challenges inherent in community-based activities; (d) real-world consequences that increased student motivation to persevere; and (e) reflection activities that further helped students perceive and develop mastery and resilience. Suggestions for practice and future research are offered.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470211
Database: ERIC
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  Data: Faculty and Student Perceptions of Service-Learning's Influence on University Student Resilience
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  Data: <searchLink fieldCode="AR" term="%22Paul+H%2E+Matthews%22">Paul H. Matthews</searchLink><br /><searchLink fieldCode="AR" term="%22Jon+Calabria%22">Jon Calabria</searchLink><br /><searchLink fieldCode="AR" term="%22Julie+Glenn%22">Julie Glenn</searchLink><br /><searchLink fieldCode="AR" term="%22Allison+S%2E+Injaian%22">Allison S. Injaian</searchLink><br /><searchLink fieldCode="AR" term="%22Melissa+Scott+Kozak%22">Melissa Scott Kozak</searchLink><br /><searchLink fieldCode="AR" term="%22Melissa+Landers-Potts%22">Melissa Landers-Potts</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Denk+Stull%22">Jennifer Denk Stull</searchLink><br /><searchLink fieldCode="AR" term="%22Katherine+F%2E+Thompson%22">Katherine F. Thompson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Higher+Education+Outreach+and+Engagement%22"><i>Journal of Higher Education Outreach and Engagement</i></searchLink>. 2025 29(1):23-38.
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  Data: Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
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  Data: Resilience--the ability to persist, bounce back, and achieve, despite setbacks or challenges--is an important predictive and protective factor for university students' personal and academic success. Qualitative research at one large U.S. land-grant university investigated faculty and student perceptions of how and why academic service-learning courses impact student resilience. We used thematic coding and analysis for responses from focus groups of faculty and students with recent service-learning experience. We found five key themes illustrating participants' perceptions of how service-learning enhances student resilience, including (a) opportunities for community members, peers, and instructors to serve as models of resilience; (b) more authentic and less hierarchical relationships among students and instructors; (c) natural opportunities for overcoming challenges inherent in community-based activities; (d) real-world consequences that increased student motivation to persevere; and (e) reflection activities that further helped students perceive and develop mastery and resilience. Suggestions for practice and future research are offered.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 23
    Subjects:
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Service Learning
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      – SubjectFull: College Students
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      – SubjectFull: College Faculty
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      – SubjectFull: Persistence
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      – SubjectFull: Student Motivation
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