Milosh Raykov

This study analysed survey data from 525 students who took a community service-learning (CSL) course between 2005 and 2012 at the University of Alberta. Since just over three-quarters of these students was female, this study explores gender differences in student experiences of service learning. For example, there are significant differences regarding the type of male and female involvement in community. The study also found significant gender differences in motivations for participating. In addition, while similar proportions of male and female students would recommend this form of learning to other students, they do so for different reasons. Finally, the analysis of open-ended questions shows other gender differences in experiences and suggests actions that might mitigate the gender gaps in CSL.

Community service learning (CSL) is growing in higher education across Canada and has been a part of university programs in the US for decades. It is described by the Association of American Colleges and Universities as a “high impact” educational practice, along with academic learning communities, undergraduate research, study abroad, internships, and capstone courses or experiences (Kuh, 2008). Some of the service learning program characteristics that reportedly contribute to its impact include the quality of CSL placements, the quantity and quality of opportunities for student reflection, the application of the placement to academic content, and the duration and intensity of service (Eyler et al., 2001). This paper focuses on the question, what difference does the duration of service learning through volunteering and classroom activities make for student outcomes, drawing on data from a mixed methods study of students engaged in service learning at a Canadian university. Our previous analysis suggests that CSL is perceived very positively by most students who participate and that it contributes to their development in a variety of ways. The study found that even when students did not opt to engage in a community placement within a community service-learning course, they were positively impacted by peer learning. However, little research has examined the relationship between the intensity of service learning and students’ attitudes. This study provides a contribution to this insufficiently explored domain.

The human immunodeficiency virus (HIV) that causes acquired immunodeficiency syndrome (AIDS) is one of the most severe health challenges that affect the lives of an increasingly large number of people in the World. Lack of information, stigma, and marginalization of people with HIV are serious challenges that prevent early diagnostic of HIV infections and timely interventions that can improve the conditions of the affected people and the transmission of HIV. The existing body of research provides some evidence about the potential of socially engaged arts to expand knowledge, influence attitudes and empower participants to regularly take tests and visitors to understand and accept people affected by HIV. However, studies in this domain are scant and usually conducted in the areas with the highest prevalence of the HIV epidemic. Due to the limited evidence and the need to examine the potential of socially engaged arts in empowering people with HIV, this study examined and presented the initial results from an experimental theatre production focusing on participatory design and co-creation by applying a mixed method research design. A set of structured interviews with the participants, and discussions during the experimental reading session were used to study participants' experiences, complementing pre-, and post-reading survey results of this small sample of participants. Results demonstrate very high interest in and expectations from socially engaged arts and a particular value of participatory design and co-creation during the development of the evaluated artistic creation.

This paper presents findings from a survey on undergraduate students’ term-time work at a Canadian research-intensive university. The study examines which students work, how much they work, why they do it, and the self-reported impacts of paid and unpaid work on their studies. Our analysis of survey data shows that over half of the respondents worked. More women than men worked, more domestic than international students, and more students from lower socioeconomic status families worked. Hours of work were strongly correlated with students’ financial needs. The more students worked, the less time they spent studying and on other academic activities or attending classes, tutorials, or labs. Further analysis will focus more on what difference the kind of work makes to effects on studies.