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Home»Articles»Holistic Student Development through Service Learning: An Experimental Study about Loyola College, Chennai, Tamil Nadu

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Asian Review of Social Sciences (ARSS)

Editor Dr. Lakshmi Narayanan
Print ISSN : 2249 – 6319
Frequency : Quarterly

Holistic Student Development through Service Learning: An Experimental Study about Loyola College, Chennai, Tamil Nadu

Author : S. John Kaviarasu, J. Antony Anabarasan and J. Jai Dinesh
Volume 8 No.1 January-March 2019 pp 16-19

Abstract

Service Learning enhances and intensifies classroom learning which paves the way for practical community-based problem solving skills to students. The context of Service Learning at Loyola College, Chennai offers students an opportunity to explore the connections between the theoretical realm of the classroom and the practical needs of the community. In this connection, School of Service Learning at Loyola College is making the students to reflect about the experience in order to maximize the benefit of service in learning experiences. Therefore, this is an important process that links Service and academic learning. At the next level, it really motivates students to be human and also humane. Exposure to urban poor in the informal settlements of Chennai city makes undergraduate students of Loyola College to become aware about the issues faced by urban poor. Post graduate courses students gain exposure on rural interior villages which makes PG students to realize stark naked realities of the rural folk. Cognitive development is assured through formal Learning and teaching in the classroom by their respective teachers. Theoretical and Conceptual teaching could not provide holistic knowledge to students. This requirement is beautifully addressed by the School of Service Learning through its various activities and programmes with the constant guidance of professional social workers and Management.

Keywords

Holistic Development, Cognitive Development, Formal Learning, Service Learning, Humane, Informal Settlements, Urban Poor, Rural Folk, Intellectual Development

Full Text:

References

[1] Anderson, J. (2000). Learning in deed: Service-Learning and Pre-service teacher education. Denver: ECS Issue Paper. Education Commission of the States.
[2] Bringle, Robert G. & Julie A. Hatcher. (1996). Implementing Service-Learning in Higher Education. Journal of Higher Education, 67(2), 221-239
[3] Honnet, Ellen P. & Susan J. Poulsen. (1989). Principles of Good Practice for Combining Service and Learning. Wingspread Special Report. Racine, Wisconsin: The Johnson Foundation, Inc.
[4] Jacoby, Barbara, and Associates. Service-Learning in Higher Education: Concepts and Practices. San Francisco, CA: Jossey-Bass, 1996.
[5] Kaviarasu, John S. & Jaiprakash. (2015, September). Seasoning the Heart of Students through the Department of Service Learning (Outreach) at Loyola College (Autonomous), Chennai – A Case Study, BEST: International Journal of Humanities, Arts, Medicine and Sciences (BEST: IJHAMS, 3(9), 1-10.
[6] Kaviarasu, John S. (2015, October). Bridging the Education Divide by the Department of Service Learning (Outreach) of Loyola College, Chennai: A Case Study. European Academic Research, 3(7). [7] Lewis, H. (2007). Excellence without a soul: Does liberal education have a future?. Public Affairs.
[8] Martínez, B., & Martínez, I. (2015). Service -Learning and initial training of educational professionals. Profesorado: Revista de curriculum formación del profesorado, 19(1), 244-260. [9] McHenry, L. (Ed.). (2009). Science and the pursuit of wisdom: Studies in the philosophy of Nicholas Maxwell. Walter de Gruyter.
[10] Parker J. Palmer & Arthur Zajonc. (2010). The heart of higher education: A call to renewal, first edition, Jossey-Bass.
[11] Prentice, M. & Robinson, G. (2010). Improving student learning outcomes with Service Learning. Washington, DC: American Association of Community Colleges [12] Quinlan, K. M. (2011). Developing the whole student: leading higher education initiatives that integrate mind and heart. Leadership Foundation for Higher Education.
[13] Robert G. Bringle & Julie A. Hatcher. (1996, March-April). Implementing Service Learning in Higher Education, The Journal of Higher Education, 67(2), 221-239, Ohio State University Press.
[14] Robinson, J. & Torres, R. (2007). A case study for Service -Learning: What students learn when given the opportunity. NACTA Journal, 51(4), 2-8.
[15] Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. Journal of Higher Education, 599-623.

Asian Review of Social Sciences (ARSS) is a quarterly international peer-reviewed journal of Social Sciences. One of the objectives of this journal is to disseminate knowledge on various research issues connected with the topics include, but are not limited to:

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Archaeology
Business Administration
Communication
Criminology
Economics
Education
Government

Linguistics
International Relations
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Sociology
Geography
History
Law
Psychology

Service Learning enhances and intensifies classroom learning which paves the way for practical community-based problem solving skills to students. The context of Service Learning at Loyola College, Chennai offers students an opportunity to explore the connections between the theoretical realm of the classroom and the practical needs of the community. In this connection, School of Service Learning at Loyola College is making the students to reflect about the experience in order to maximize the benefit of service in learning experiences. Therefore, this is an important process that links Service and academic learning. At the next level, it really motivates students to be human and also humane. Exposure to urban poor in the informal settlements of Chennai city makes undergraduate students of Loyola College to become aware about the issues faced by urban poor. Post graduate courses students gain exposure on rural interior villages which makes PG students to realize stark naked realities of the rural folk. Cognitive development is assured through formal Learning and teaching in the classroom by their respective teachers. Theoretical and Conceptual teaching could not provide holistic knowledge to students. This requirement is beautifully addressed by the School of Service Learning through its various activities and programmes with the constant guidance of professional social workers and Management.

Editor-in-Chief
Dr. Lakshmi Narayanan
Department of Social Sciences, College of Arts and Applied Sciences, Dhofar University, Oman
[email protected]
Editorial Advisory Board
Dr. Mashitah Binti Hamidi
Department of Social Administration and Justice, University of Malaya, Malaysia
[email protected]
Dr. Jillian Ooi Lean Sim
Department of Geography, University of Malaya, Malaysia
[email protected]
Dr. Haris Bin Abd Wahab
Department of Social Administration and Justice, University of Malaya, Malaysia
[email protected]
Dr. Mohana Dass Ramasamy
Department of Indian Studies, University of Malaya, Malaysia
[email protected]
Dr. Ma Tin Cho Mar @ Noorjahan Bi Bi
Department of South East Asian Studies, University of Malaya, Malaysia
[email protected]
Dr. Asbah Binti Razali
Department of Anthropology and Sociology, University of Malaya, Malaysia
[email protected]
Dr. Azharudin Bin Mohamed Dali
Department of History, University of Malaya, Malaysia
[email protected]
Dr. Hasmah Binti Zanuddin
Department of Media Studies, University of Malaya, Malaysia
[email protected]

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    Editorial Note

    Editorial Dr. Lakshmi Narayanan

    Editor-in-Chief
    Dr. Lakshmi Narayanan
    Department of Social Sciences, College of Arts and Applied Sciences, Dhofar University, Oman
    [email protected]
    Editorial Advisory Board
    Dr. Mashitah Binti Hamidi
    Department of Social Administration and Justice, University of Malaya, Malaysia
    [email protected]
    Dr. Jillian Ooi Lean Sim
    Department of Geography, University of Malaya, Malaysia
    [email protected]
    Dr. Haris Bin Abd Wahab
    Department of Social Administration and Justice, University of Malaya, Malaysia
    [email protected]
    Dr. Mohana Dass Ramasamy
    Department of Indian Studies, University of Malaya, Malaysia
    [email protected]
    Dr. Ma Tin Cho Mar @ Noorjahan Bi Bi
    Department of South East Asian Studies, University of Malaya, Malaysia
    [email protected]
    Dr. Asbah Binti Razali
    Department of Anthropology and Sociology, University of Malaya, Malaysia
    [email protected]
    Dr. Azharudin Bin Mohamed Dali
    Department of History, University of Malaya, Malaysia
    [email protected]
    Dr. Hasmah Binti Zanuddin
    Department of Media Studies, University of Malaya, Malaysia
    [email protected]

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