Service-Learning for Youth Leadership : The Case of Hong Kong.

ISBN:

9789811304484

Title:

Author:

T. L. Shek, Daniel.

Personal Author:

T. L. Shek, Daniel.

Physical Description:

1 online resource (371 pages)

Series:

Quality of Life in Asia Ser. ; v.12

Quality of Life in Asia Ser.

Contents:

Intro -- Foreword -- Preface -- Contents -- Contributors -- 1 Development of the New 4-Year Undergraduate Program in Hong Kong -- Abstract -- 1.1 Introduction -- 1.2 New 4-Year Undergraduate Program at The Hong Kong Polytechnic University (PolyU) -- 1.2.1 Freshman Seminar -- 1.2.2 Broadening subjects via Cluster Area Requirements, China Study Requirement, and Reading and Writing Requirements via Cluster Area Requirements -- 1.2.3 Leadership and Intrapersonal Development Requirement -- 1.2.4 Service-Learning Requirement -- 1.2.5 Language and Communication Requirements (LCR) -- 1.2.6 Healthy Lifestyle -- 1.3 Review of the New 4-Year Program at PolyU -- 1.3.1 Longitudinal Online Survey -- 1.3.2 Collegiate Learning Assessment Plus (CLA+) -- 1.3.3 Secondary Data Analyses of the Student Feedback Questionnaire (SFQ) Data -- 1.3.4 Student Focus Group and Qualitative Evaluation Form -- 1.3.5 Teacher Focus Group and Qualitative Evaluation Form -- 1.3.6 Longitudinal Case Study -- 1.3.7 Repertory Grid Test -- 1.4 Leadership and Service-Learning as Signature Requirements at PolyU -- 1.5 Summary and Conclusion -- References -- 2 Service-Learning as a Vehicle for Youth Leadership: The Case of the Hong Kong Polytechnic University -- Abstract -- 2.1 Introduction -- 2.2 Major Design Features of the Program -- 2.2.1 Compulsory with Diverse Options-Autonomy and Relatedness -- 2.2.2 Guided, Student-Based Learning-Competence and Autonomy -- 2.2.3 Challenging but Meaningful Service-Competence and Relatedness -- 2.2.4 Boundary-Crossing and International-Global Competence and Leadership -- 2.3 Balanced Implementation Approach -- 2.4 Conclusion -- References -- 3 Perceived Changes and Benefits of a Service-Learning Subject for Underprivileged Children in Shanghai: Views of University Students -- Abstract -- 3.1 Introduction -- 3.2 Mandatory Service-Learning.

3.3 Learning Through Purposeful and Continuous Reflection -- 3.4 Service-Learning at The Hong Kong Polytechnic University -- 3.5 Method and Data Analyses -- 3.6 Results -- 3.6.1 Characteristics of the Students and Their Reasons of Taking the Subject -- 3.6.2 Changes in Generic/Soft Skills After Completion of the Course -- 3.6.3 Overall Evaluation of Students' Learning Experience -- 3.6.4 Qualitative Data from the Reflective Journals -- 3.7 Discussion -- 3.8 Personal Reflections and Conclusions -- References -- 4 Impact of a Service-Learning Programme in Mainland China: Views of Different Stakeholders -- Abstract -- 4.1 Introduction -- 4.2 Methods -- 4.2.1 Participants and Procedure -- 4.2.2 Instruments -- 4.2.2.1 Subjective Outcome Evaluation Form -- 4.2.2.2 Observation Form -- 4.3 Results -- 4.3.1 Subjective Outcome Evaluation by Service Providers (PolyU Students) -- 4.3.2 Subjective Outcome Evaluation by Service Recipients (Primary School Students) -- 4.3.3 Subjective Outcome Evaluation by Service Collaborators (Primary School Teachers) -- 4.3.4 Ratings of Service by Programme Observers (Zhejiang University Students) -- 4.4 Discussion -- References -- 5 Serving Clients in a Drug Rehabilitation Agency as a Vehicle to Promote Service Leadership in University Students -- Abstract -- 5.1 Overview of the Subject -- 5.1.1 Service-Learning (SL) Subject-The Curriculum -- 5.2 Description of the Service Site-Christian Zheng Sheng College -- 5.3 Service Projects Conducted at the Site -- 5.4 Evaluation of the Service-Learning Subject -- 5.4.1 Metaphor Writing -- 5.4.2 Student Pre- and Post-experience Questionnaire -- 5.5 Results and Discussion -- 5.5.1 Metaphor Writing -- 5.5.2 Student Pre- and Post-experience Questionnaires -- 5.6 Personal Reflections on the Impact of the Subject on the Development of Well-Being -- 5.7 Conclusion.

Appendix 1-Reflection Form -- Appendix 2-Objectives/Intended Learning Outcomes of the Subject (Excerpt from the Course Outline) -- References -- 6 Service Leadership Through Serving Socially Deprived Students: Experience Gained from Corporate-Community-University Partnership (Project WeCan) -- Abstract -- 6.1 Introduction -- 6.1.1 Adolescents with Low Socioeconomic Status in Hong Kong -- 6.2 Project WeCan -- 6.2.1 Subject Background -- 6.3 Methodology -- 6.3.1 Measures -- 6.4 Results -- 6.5 Discussion -- 6.6 Future Directions -- 6.7 Conclusion -- References -- 7 Nurturing Service Leadership Qualities in University Students Through Corporate-Community-University Partnership -- Abstract -- 7.1 Introduction -- 7.1.1 Service Learning Project Related to Project WeCan -- 7.2 Method -- 7.2.1 Participants -- 7.2.2 Data Collection and Analysis -- 7.3 Results -- 7.3.1 Views on Service Learning -- 7.3.2 Experience in Program Implementation -- 7.3.2.1 Obstacles in Undertaking Service Learning -- 7.3.2.2 Positive Experiences -- 7.3.3 Perceived Program Impact -- 7.3.3.1 Positive Impact on PolyU Students -- 7.3.3.2 Positive Impact on Secondary School Students -- 7.3.4 Factors Contributing to Multi-sectoral Collaboration -- 7.4 Direction for Future Refinement -- 7.5 Conclusion -- Acknowledgements -- Appendix 1: In-Depth Interview Guide for PolyU Teachers -- References -- 8 Science for Healthy and Sustainable Living Environments -- Abstract -- 8.1 How It Benefits to Community? -- 8.2 Academic Focus of the Subject -- 8.3 Service Programme and Implementation -- 8.3.1 Briefing Session with PolyU Team -- 8.3.2 Briefing Session with Recipients -- 8.3.3 Student Reflections -- 8.3.4 Rendering Service -- 8.3.5 Presentation and Final Summative Report -- 8.4 Changes in University Students -- 8.4.1 Student Reflection -- 8.5 Conclusions -- References.

9 Integrating Majors and Non-majors in an International Engineering Service-Learning Programme: Course Design, Student Assessments and Learning Outcomes -- Abstract -- 9.1 Literature Review -- 9.1.1 International Service-Learning -- 9.1.2 Service-Learning in Engineering -- 9.1.3 Interdisciplinary Approach -- 9.2 Course Description -- 9.2.1 Subject Components -- 9.2.2 Evaluation Methods -- 9.3 Findings and Observation -- 9.3.1 Grading and Intended Learning Outcomes -- 9.3.2 Benefit to Students -- 9.4 Conclusion and Future Work -- References -- 10 Where Programming Skills Meet the Social Needs -- Abstract -- 10.1 Overview of Technology Beyond Borders -- 10.1.1 Objectives of Technology Beyond Borders -- 10.1.2 Subject Setting of Technology Beyond Borders -- 10.1.3 Assessment of Technology Beyond Borders -- 10.2 Service Project -- 10.2.1 Criteria for Selecting Service Project -- 10.2.2 Children with Physical and Mental Impairments -- 10.2.3 Criteria for Forming Student Teams -- 10.3 Service Products -- 10.3.1 Students' Products -- 10.4 Quantitative Evaluation -- 10.4.1 Feedback from Collaborative Partners -- 10.4.2 Feedback from Our Students -- 10.5 Discussion -- 10.5.1 Building Empathy -- 10.5.2 Active Learning -- 10.6 Reflections on the Impact of the Subject -- 10.6.1 Learning and Teaching in Computer Science -- 10.6.2 Learning and Teaching in Game Programming -- References -- 11 Promoting Quality of Life Through Fashion for Function and Design -- Abstract -- 11.1 Introduction -- 11.2 Learning Experience and Reflection -- 11.3 Quality of Life -- 11.4 Methodology -- 11.5 The Fashion-Related Service-Learning Program -- 11.6 Data Collections -- 11.7 Data Analysis and Results -- 11.8 Discussions and Implications -- 11.9 Implications of Social Well-Being -- 11.10 Interpersonal Relationships -- 11.11 Community Involvement.

11.12 Implications of Emotional Well-Being -- 11.13 Implications of Development and Activity -- 11.14 Implications of Material Well-Being and Physical Well-Being -- 11.15 Teachers' Reflection -- 11.16 Conclusion -- References -- 12 Expressive Textile Arts as a Caring Medium for the Vulnerable Groups -- Abstract -- 12.1 Introduction -- 12.2 What Are Expressive Arts, Textile Arts and Expressive Textile Arts -- 12.3 About the Service-Learning Subject -- 12.4 Implementation of the Service-Learning Project -- 12.5 Methods of Evaluating Impact of the Project -- 12.6 Impact on the Service Recipients -- 12.7 Impact on the Students -- 12.7.1 Attainment of Learning Outcomes -- 12.7.2 Learning Experience of Their Service-Learning Subject and Project -- 12.7.3 Intention for Continual Engagement in Community Service -- 12.8 Conclusion -- References -- 13 The Journey of Service-Learning: Promoting Health and Quality of Life for Slum Residents in Cambodia -- Abstract -- 13.1 Background -- 13.2 Health as the Key Indicator of Quality of Life -- 13.3 The Course Description -- 13.4 The Methodology of Teaching and Learning -- 13.5 Evaluation of the Service-Learning -- 13.5.1 Impacts on Student Learning -- 13.5.2 Challenges and Learning Opportunities -- 13.5.3 The Framework of Guiding the Service and Practice -- 13.5.4 The Intrinsic Motivation of Learning -- 13.5.5 From Service to Empathy and Achieving -- 13.5.6 Developing the Sensitivity of Life -- 13.6 Feedback from the Stakeholders -- 13.7 Sustainability and Future Opportunities -- Appendix-Assessment Details of PolyU Students -- References -- 14 Designing a Better Environment Through Analysing the Built Environment -- Abstract -- 14.1 Background-Human and Built Environment -- 14.2 Subject and Service Design -- 14.2.1 Nature of Service Activities -- 14.2.1.1 Service Deliverables.

14.2.2 Flexible Types of Service Projects.

Local Note:

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

Added Author:

Ngai, Grace.

C. F. Chan, Stephen.

Format:

Electronic Resources

Electronic Access:

Click here to view book

Publication Date:

2018

Publication Information:

Singapore :

Springer,

2018.

Available:*

Shelf Number	Material Type	Copy	Shelf Location	Status
XX(292318.1)	1:E-BOOK	1	1:ON-DEMAND	Searching... Unknown

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Summary

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

Author Notes

Daniel T.L. Shek (PhD, FHKPS, BBS, SBS, JP) is the Chair Professor of Applied Social Sciences at the Department of Applied Social Sciences and Associate Vice President (Undergraduate Programme) of Hong Kong Polytechnic University. He has taught social work students at the undergraduate and postgraduate levels for over thirty years. He was Dean of Students (1996-1998) and Dean of General Education (2006-2008) at New Asia College, the Chinese University of Hong Kong. He is Editor-in-Chief of the Journal of Youth Studies and Applied Research on Quality of Life and serves on the editorial board of many international refereed journals including Social Indicators Research and Journal of Adolescent Health. To date, he has published over 85 books, 154 book chapters and more than 500 articles in international refereed journals.
Dr. Chan received his PhD from The University of Rochester, where he was a member of the Production Automation Project under Professor Herbert Voelcker. He then worked on a NURBS-based surface modeling system for industrial design for Neo-Visuals in Toronto. Subsequently he became a research officer for the National Research Council of Canada on computer-integrated manufacturing and represented Canada in the development of the international product data exchange standard, STEP. He joined the then Hong Kong Polytechnic in 1993. Dr. Chan is a firm believer of service learning. He has taken students to service projects in Hong Kong, Hubei and Gansu in mainland China, Cambodia, Myanmar and Rwanda. Together with Dr. Vincent Ng and Dr. Grace Ngai, he was given the Faculty of Engineering Award (Team) in Teaching in 2007. Together with several other colleagues, he was given the President's Award (Team) in Services in 2008. He was appointed the founding head of the Office of Service-Learning in 2012.

Dr. Ngai received her Ph.D. in Computer Science from Johns Hopkins University in 2001. Her thesis supervisor was Professor David Yarowsky. Prior to that, she studied Engineering at Brown University, where she got her Sc.B. She also got her M.S.E. (Masters of Science in Engineering) at JHU along the way to getting her Ph.D. Dr. Ngai's main research interest is in human-centered computing, including Human-Computer Interaction (HCI) and Affective Computing. Specifically, she is interested in how humans use computers, the interplay between culture and computing, the aspect of computing that interacts back at the human, and computing that interacts with the environment. Dr Ngai's other research interests are in computational linguistics and statistical natural language processing. She is also very interested in computing education and educational technology.