Service-Learning as Entry Into or Enhancement of University Volunteering? Student Characteristics at an Elective Service-Learning Institution
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Service-learning is a pedagogical practice that enhances university coursework through volunteering. Current challenges for the field are understanding the benefits of service-learning in relation to volunteering and with regard to pre-service student characteristics. Although students are the focus of service-learning research and practice, understanding how institutions structure service-learning is needed to appreciate its benefits. A model of institutional structuring of service-learning (offered or not, elective or mandatory) is presented. The model is used to inform a study of the academic, psychological, and prosocial characteristics among 266 undergraduate students enrolled in an elective service-learning course at a single large Canadian public university. The study revealed four groups of students: (a) service-learners with prior volunteer engagements, (b) volunteers, (c) non-volunteers, and (d) service-learners with no prior volunteer engagements. The paper is the first to identify and examine service-learners with no prior volunteer engagements and to situate these students in the context of other service-learners, volunteers, and non-volunteers. Although service-learners with prior volunteer engagement resembled volunteers, service-learners with no other volunteer engagement differed from all other groups. The findings are discussed with regard to the benefits of service-learning and volunteering in a variety of institutions.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it