Suchergebnisse

Intro -- Contents -- Preface -- Part I: Service-Learning Overview -- Chapter 1 -- Overcoming Barriers to Service-learning in Higher Education -- Abstract -- Introduction -- Methods -- Findings -- Finding Time -- Ethical Concerns -- Service-learning with Working Adult Students -- Online Service-learning -- Face-to-Face Service-learning in Online Courses -- Online Service-Learning -- Need for Professional Development -- Lessons Learned: Additional Supports for Service-learning -- Discussion -- Implications of Literature Reviewed in this Chapter -- Limitations of Literature and Future Recommendations -- Conclusion -- References -- Part II: Faculty -- Chapter 2 -- Age, Gender, Career Track, and Rank on Faculty Service-Learning Beliefs -- Abstract -- Introduction -- Methods -- Research Participants -- Measurement -- Data Analysis -- Findings -- Demographics -- Faculty Perceived Benefits and Barriers by Age, Gender, Career Track and Rank -- Willingness to Participate (WTP) and Resource Utilization Likelihood (RUL) among Faculty by Age, Gender, Career Track and Rank -- Discussion -- Acknowledgments -- Conclusion -- References -- Chapter 3 -- Full-Time Non-Tenure-Track Faculty and Service-learning: What Do We Know, and Why Should We Care? -- Abstract -- Introduction -- Challenges and Changes in the Composition of Faculty -- Non-Tenure-Track Faculty and Service-learning -- Study Context -- Methods -- Findings -- Discussion -- Implications -- Caveats and Next Steps -- Conclusion -- References -- Part III: Students -- Chapter 4 -- Using Service-Learning Activities to Enhance the Teaching of Cognitive-Communicative Disorders: A Case Illustration in the Discipline of Communication Sciences and Disorders with Reflections from Student Clinicians and Community Agencies -- Abstract -- Introduction -- Methods

The afterschool setting can serve as an important arena for service learning activities. Service learning projects can help afterschool students with learning, social responsibility, and character development. This article provides an overview of planning considerations for service learning in afterschool. The article also provides guidance for afterschool teachers and administrators in seeking service learning resources.

STEP Category: Service-Learning and Community Service ; STEP Presentation of my two-week service learning trip to Puerto Rico. ; The Ohio State University Second-year Transformational Experience Program (STEP) ; Academic Major: Political Science

PRAXEOLOGICAL LEARNING SERVICE-LEARNING IN TEACHER EDUCATION -- PRAXEOLOGICAL LEARNING SERVICE-LEARNING IN TEACHER EDUCATION -- CONTENTS -- FOREWORD -- REFERENCES -- BIOGRAPHY -- ACKNOWLEDGMENTS -- INTRODUCTION -- REFERENCES -- SECTION ONE: THEORY AND RESEARCH -- Chapter 1 SERVICE-LEARNING + SOCIAL JUSTICE = JUSTICE-LEARNING -- ABSTRACT -- INTRODUCTION -- SERVICE-LEARNING -- SERVICE-LEARNING IN TEACHER EDUCATION -- SOCIAL JUSTICE EDUCATION -- SOCIAL JUSTICE TEACHER EDUCATION -- JUSTICE-LEARNING IN TEACHER EDUCATION -- Inquiry -- Curriculum-Designers -- Placements in Diverse Settings

International Case Studies in Service Learning contributes a deeper insight into the multifaceted nature of the subject and its associated perplexities. Featuring authors that have adopted a holistic approach, capturing various interventions and approaches and moving to discover the most accurate path towards gaining a complete picture of how service-learning impacts students, the chapters investigate the issue specifically through an emphasis on problem solving, experiential learning and community engagement. Shedding light on how successfully service learning has been adopted to the existing curriculum and the emergence of a new breed of students, who are aligned with the needs of the community and undertake collaborative work to solve real world issues, International Case Studies in Service Learning is invaluable to both researchers, teachers and scholars.

This book will help stakeholders in higher education appreciate service-learning as an innovative and active approach with the potential to enrich students' learning experiences, while adding value to the service mission of higher education. The approach not only links academic learning to everyday life, but also exposes students to a variety of opportunities for the development of life and career skills. The book will serve to bring university teaching out of the clouds and restore in students' minds the connection between what they are learning and the people their education is meant to help. The approach advocated here will serve to have a long-term and salutary effect on the whole nature of university learning. When students are given the opportunity to participate actively in the learning process, which includes civic engagement, they will be able to learn not only theoretically, but also experientially through practice, as experience is generally one of the best ways to learn.

In the context of higher education, service-learning has been adopted for various dimensions of sustainability education across disciplines including environmental studies (Helicke 2014), engineering (Seay et al 2016), entrepreneurship (Niehm et al 2015), nursing (Dalmida 2016), clinical studies (Petersen et al 2015), psychology (Bringle et al 2016), and political sciences (Benjamin-Alvarado, 2015). It has been described as a philosophy, pedagogy, and programme (Jacoby 2015), conceptualised as a form of experiential education based on 'reciprocal learning' (Sigmon, 1979) where the 'head, hands and heart' can become integrated (Sipos et al 2008). Here, both the learner offering service and the recipient of that service are considered equally important, and both are mutually changed or transformed in some way (a relationship signified by the use of a hyphen between service and learning, ibid). Such reciprocity, however, distinguishes service-learning from volunteering and community service (which typically tend to prioritise the recipient of the service learner's efforts), as well as field and internship education (which typically tend to prioritise the learner) (Sigmon, 1994).

Cover -- Half Title -- Title -- Copyright -- Contents -- Acknowledgements -- 1 Conceptualising Service-Learning -- 2 Service-Learning as Pedagogy -- 3 Service-Learning and Diversity Attitude -- 4 Service-Learning and Reflection -- 5 Assessment in Service-Learning -- 6 Service-Learning and Active Citizenship -- 7 Service-Learning and Technology -- 8 Service-Learning as Transformative Pedagogy -- 9 Service-Learning as Civic Pedagogy -- 10 Service-Learning Theories -- 11 Service-Learning Models -- 12 Service-Learning and Vocational Education -- 13 Factors Influencing Service-Learning Implementation -- 14 Conclusions and Suggestions.

Many medical schools provide curricular or extra-curricular courses focused on service activities for social responsibility. Research on service learning varies from theory to teaching model, but research on service learning in medical education is difficult to find. Therefore, this study aims at developing a program that combines a medical educational curriculum and service activities. For the development of a service learning model in medical education, this study adopted Design Based Research method as a research method and developed a service learning model in medical education by analyzing problems in educational settings (2014-2017), reviewing literature, and going through a total of three formative cycles. As a result of applying the first Service Learning Model in Medical Education developed through literature analysis to the school field three cycles and revising it, we developed a final Service Learning Model in Medical Education with preparation, orientation, implementation, reflection, celebration, and evaluation s stages. The feelings of reward, interest, and satisfaction levels of the student's analysis results showed continuously increased. In particular, the students showed higher levels of feelings of reward, interest and satisfaction in the final SL-ME model applied in 2017 than in the first SL-ME model applied in 2014. This study is significant in that it outlines the concepts, necessity, and instructional model of service learning necessary for the operation of service-related programs in medical education.

"In higher education, a pressing issue has emerged-how to authentically connect academic pursuits with real-world challenges. The last decade has witnessed an escalating call for heightened interaction between universities and the "real world". Demands have grown for higher education institutions to instill democratic citizenship and address students' moral development. In response to this rise in demand, there has been a notable shift toward emphasizing service learning within academia. As educators grapple with the imperative to seamlessly integrate theory and practice, Applications of Service Learning in Higher Education steps into the forefront, delving into the myriad applications of service learning to effectively address this critical issue.Applications of Service Learning in Higher Education examines the complexities surrounding service learning in higher education. At its core, the book aims to showcase concrete examples of successful service learning applications, acting as a catalyst for the integration of this transformative pedagogy into the academic fabric. Beyond the surface, the book delves into the intricate planning, execution, and assessment stages of service learning projects, whether manifested within local communities or on an international scale. It seeks to fill notable knowledge gaps, particularly in less-explored regions like Latin America and the Caribbean and underscores the significance of multidisciplinary experiences. As the narrative unfolds, the book addresses the symbiotic relationship between service learning and students' programs of study, transforming communities into vibrant classrooms where learning transcends traditional boundaries."--