Martina:

Thanks for taking the time to respond to my question and clarifying the term" social engineer." I have adjusted the question in light of your explanation.

Many thanks,

Debra

Service should be an essential part of higher education. With all my post grad researchers I insist that they give something back in the form of a 'service' project as part of their ethical obligation in relation to the access they gain to doing educational research. Such research access is not a right and it is therefore essential that researchers give something back which is perceived as valuable to the schools/learners/parents/ communities they work in. This has worked really well and I have found across my team that their research and understanding of the field of education and the nature of mathematical learning has been greatly enriched and strengthened because of these 'service' commitments. So in my experience it can be beneficial for all.

Based on your question and looking at the present scenarios in the society these days , I think we really need to teach our graduates how to give of self back to society .

Ethics ,basic entrepreneurship and leadership skills , these 3 courses are compulsory for all undergraduate students in our faculty .  it's really helpful for  students to acquire entrepreneurship soft skills, leadership skills and Ethical value to be able to determine what is right and what is wrong ,an acceptable behavior in the society ,business ethics , work ethics , social ethics  and many more . 

Giving back to society should be automatic, however in this economically driven world, people see econometrices 'what is in it for me' and compared with ROI. They need to taught with emotive impact of, what they would have been 'if not'. Students should be given some input on the benefits of giving back.

A good content from UPM, "When offered to be an English teacher pro bono, I never thought that what I was doing was giving back to society. I just wanted to help, little realizing how much commitment I was getting myself into"

http://www.sgs.upm.edu.my/dokumen/92225_Graduate%20Times%20-%20Vol%208.pdf

As a past doctoral student and current researcher in Mellony Graven's project at Rhodes University, I have found it extremely beneficial to give back to the community or to give of oneself. My research in after school maths clubs was enriched and strengthened by the idea of giving something back to the learners that I worked with over a year or more.

This relationship between research and development in my doctoral work enabled me to win The Community Engaged Scholar of the Year for 2014 in my university (Rhodes University) and I have been invited to speak on this relationship on a number of occasions. I have argued that separating research and development is problematic in many ways, as more powerful work is possible if these constantly inform each other. My research was grounded in the community and enhanced the experiences of children participating in the clubs while at the same time advancing the knowledge in the field of mathematics education and out-of-school time programmes. I believe that these clubs were spaces that gave me an opportunity to give something back to the community in which I carried out my research.

Conference Paper Plenary: Community engaged primary after school mathematics ...

We did teaching practice during our Undergraduate program ,we occupied  position of a full-time teacher for four months without allowance /wages/bonuses.

Teaching practice  is compulsory for all TESL/ Early-childhood students in UM ,I see the teaching practice as  indirectly giving back to the society because ,we didn't volunteer to do it , we did it because we want to pass the course and graduate  .

Co-curriculum Community service project , we have  3 members in our group .One law  student , two  Faculty of education students  (one TESL student & one Early-childhood student) . We choose to teach in a refugee school for 3 weeks . This is also indirectly giving back to the society because , we did it for a purpose .

Two international students, one from Computer science and one from Faculty of Education came together in 2011 to establish an NGO (The Heartbeats)  to be run by students on campus , our main objective was feeding and clothing the orphans in KL. 

We also organize sports event for the orphans , we send some international students to their center to teach and play some fun games with the children every weekend  .

Voluntarily and directly giving back to the society that has given us the privileged of acquiring quality and quantity Education.  

Some undergraduate students from other faculties wish these types of programs  is implemented as part of their undergraduate study program .

Teaching our graduates how to give of self back to the society will help a lot of students to be a good role model in the society for others 

Folks:

Thank you for sharing your valuable insights, which have helped to provide good examples of how "giving back to society and community" can be incorporated into university programmes.

Warmly,

Debra

My opinion is that anyone cannot recommend references about "opportunity" to learn standards "early childhood education (ECE), if he/she doesn't know and understand ECE context, practice, and pedagogy.

Yes, this issue could be considered from the point of view of learning theories. Åhlberg, M. 1998. Education for Sustainability, Good Environment and Good Life. Teoksessa M. Åhlberg & W. Leal Filho (Eds..) Environmental Education for Sustainability, Good Environment and Good Life. Frankfurt am Main: Peter Lang, 25–43.; Scott, William and Stephen Gough. 2003. Sustainable Development and Learning: framing the issues. London: RoutledgeFalmer.

I think that responsible is the child's father when the child is in the kindergarten.

The university is too late.

Parents should not outsource their children's education. School is to learn mathematics, languages and sciences, social and moral responsibility must learn at home with their parents.

The university does not exist only for itself, it exists for others. The social action carried out by the universities is done through teaching, which is the vehicle for human development and the transformation of society; research, which is aimed at improving the quality of life of society and social extension, which links academic and professional as a contribution to the solution of social emergency. Universities need to prepare future professionals to understand their environment, sensitizing it to reality through the construction of a common agenda where the content of the theme of social responsibility for discipline is prioritized, values and attitudes that must accompany identify the subject and pedagogical alternatives contemplated for that service spaces are learning opportunities.

Similarly, they should be incorporated into the curricula elements of the objective reality of his country. Also, implement knowledge that students acquire through a project or specific activity of social benefit and build a stage of intervention from the supervised practice, thesis research and specialization courses which fosters a critical attitude and proactive in the solution of social problems.

Also, aa realization of projects through programs with multi- or interdisciplinary links with methodological models that achieve an all-embracing, inclusive and practical vision, committed to society, balanced and reflective.

Dear All, especially Ms Debra Sharon Ferdinand,

I have taught pharmacy, pharmacy law and ethics, pharmacology and dosage calculations to high school students, young adults and older adults. The youngest 14 yrs old and the oldest 66 yrs old.

In all the classes and programs, the school, which also offers a BS in Nursing and a Masters in Clinical Research, requires 100 to 200 'community service hours' depending upon the program, as a requirement for graduation. These are not externship or internship for experience or for a class grade. It is not related to the career one is seeking.

The community hours must be approved and fulfill certain requirements.  The purpose is for the student to experience helping others and to give back to the community. The types of service are: collection of clothing [cosmetic/grooming aids/soaps etc, providing/delivering clothing etc, food, taking blood pressure, mini health care instruction, feeding the homeless as an advanced publicized endeavor , providing Christmas meals, Thanksgiving meals, feeding the hungry on the streets as an impromptu act, presenting information in an informal or formal way etc. This feeds the spirit of the student and helps to heal the deprived spirit. We also have a program where the students go to the elementary schools to speak to culturally diverse students about pharmacy, nursing and research careers. At the 3rd week of June I will be giving a free lesson to junior high school students on campus in my lab and classroom on compounding and history of pharmacy. So the school itself gives back to the community via programs such as this. This activity is yearly and called Summer Science Camp. I will have some students help me in the classroom which is considered 'community service' hours. They are helping the community with out a grade. They will mentor the 11 to 14 yr olds do some trituration and math after my lecture, demonstration and my instruction.

No one asks what did you learn, it is not a class. Although many services are done in a group. What one gets out of it, the rewards and experience, is distinctively individually different. Some choose to share; others do not.  But sharing is also a person's decision and not required.  It provides a path to individual or personal growth, spiritual growth, to see out side of one's self, benefits others/community, yields a sense of purpose [that has nothing to do with school work or one's career goals] and ultimately it leads many to give a lifetime of service after they leave the university. 

We believe this experience is part of the whole educational process and if the person did NOT get this experience of giving at an early age, we provide it and hope the seed will grow. I they did get this from an early age, scouts, church or other avenue this is an additional way of giving back to the community which can never hurt. 

YES service should be required but no one can "teach HOW to give back" , but students and others can learn how to give back by being put in that situation of volunteering or service; with out instructions. You can not force them to like it or to want to do it or how to do it. But you can require them to do it....leading them, hopefully, to understand the intrinsic value of service.

Thank you for asking our opinions on this subject,

Respectfully,

Jeanetta Mastron 

Dear Debra, this is a brilliant question. The central problem I would say is not one of selfhood, self or service (all of which I would concur with your other respondees is essential), but of society promoting a type of solipsistic approach to engaging with society; this is The Solipsistic Age.

Colleagues;

Thank you for sharing various perspectives on this issue of "giving back" to society. I am now more enlightened as to how this can be done within the University setting and even before students get there.

Much appreciated,

Debra

I think we should teach our university graduates how to give of self back to society.  Rationale is to enable our graduates not only focusing on Return of Investment / personal gains for every decision / action made but also instill in them the notion of personal / social / national service or duty that they need to contribute to society / national / international community. 

Graduates should be taught how to "give" beside knowing how to "take".  Only knows how to take without giving back not only endangering the society but also set a bad example on / have chain effect for next generations.  The service of  "giving back" is in line with many organizations / universities nowadays to fulfill their corporate social responsibility.  May be some of these programs can involve the graduates so that this service of "giving back" mindset is internalized within them when they are coming out to work / climbing the corporate ladders.  Hopefully through this service of "giving back" can help curbing the increasing rates of corporate scandal, criminal breach of trust, white collar crimes, unethical deeds etc

Yes, definitely. Every educated person has that duty to give beck to the Community. That service is called community service.  This is where you contribute your intelligence for the good of society. For example, in Papua New Guinea we have  the cancer relief society for women, the carol Kidu heart foundation etc. are not academic, are they? It is a Social community service and come from the heart. The Heart Foundation came about from the Late Sir Buri Kidu who passed on from heart failure and there was no social service in place for senior statesmen like him.

graduates should be thought how to be spiritual people- people who think with their hearts and minds and all their five senses in order to contribute meaningfully to their country and people. Not like robots who have been condition to forget their roots.

Yes we do! Service to the community should be integrated in the curriculum.  It can come as setting up a student community service run by students themselves and supervised  by a faculty. Also integrate it into the graduate courses in form of assignments, for the students to visit the community agencies and organizations (business, state, city, and non-profits agencies) and practically apply the skills they learn in their courses. This will give the the real world experiences and authenticate their education so that they are already proficient in skills required for an office environment when they graduate.. 

The most interesting and innovative aspect of this work was the fact that the Makerere students chose not to it alone and instead reached out to their counterparts in other Universities like Victoria University, which is a very new university in the country. This fostered the spirit of learning together; working together and ensuring quality in the services provided

http://chs.mak.ac.ug/content/makerere-university-college-health-sciences-students-give-back-society

In addition to my earlier answer A case in point: When I was teaching at the Port Moresby International High School back in 2003-2007, one of the Course offered at International Baccalaureate (IB) level to grade 12 students was called CAS for students to make up their UAI. My Greek colleague and I were the supervisors and we successfully repainted the Boroko Police Station in Port Moresby- the capital city of Papua New Guinea. This is part of the IB curriculum.

It was an international High School and students came from all over the world and the IEA always encourage teaching students to give service to the community. Though it  was small scale, it is a good model besides others like Walk Against Corruption in PNG, Walk for Cancer Relief Society and many others.

Cheers! Dora

• Erection of the vermin proof fencing and
• the installation of gates

have enabled community members to proceed with the planting of the vegetable garden and meet and share a common interest

http://assets.justice.vic.gov.au/corrections/resources/4baf140e-6e62-4100-86d2-4d04ca955ae8/cwpa2014_booklet_final.pdf

Krishnan:

Thanks for sharing this interesting "Giving Back" project done be prisoners and offenders. The latter is really inspiring and can help motivate university graduates to give back the fruits of their education to help the challenging global society we now live in.

Many thanks,

Debra

In the social work profession the code of ethics call for service.  We teach this as a core part of our undergraduate and graduate programs in social work at WSU.  The act of service is an important and fundamental part of becoming part of something larger than just the micro environments of self, but service to the larger group and community, remember "no man (or woman) is an island."

Yes, I do believe that "service" is not necessarily an intrinsic attribute and therefore needs to be taught as a social competence and a way of life. Just recently there was a discussion among friends about certification being seen mainly as a personal accomplishment. The true weight and value of  certification, however, is seen in  mentoring, in teaching from the heart to reach the student's soul, in participation in outreach programmes even though there may be personal risk attached (practicing medicine in adverse conditions), and in the deep spiritual understanding that there is more happiness in serving than there is in receiving. 

ABSOLUTELY!  A major part of higher education is betterment of students at citizens of the world... if we are not teaching about the human condition and participatory membership in society, we are not doing our job...