Science and service learning
In: Research in science education
In: Research in science education
In: Education in a competitive and globalizing world
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
In: Routledge research in international and comparative education [17]
International service learning: engaging host communities-introduction / Marianne A. Larsen -- Epistemological, methodological, and theoretical challenges of carrying out ISL research involving host communities: a conversation / Allyson Larkin, Marianne A. Larsen, Katie MacDonald, and Harry Smaller -- Saying it doesn't make it so: do we listen and act when the host community tells us what they want? / Nora Pillard Reynolds and Junior Cezar Gasparini -- Solidarity or neo-colonialism? The challenges of understanding the impact of ISL on Nicaraguan host communities / Michael O'Sullivan and Harry Smaller -- The economic circle: impacts of volunteerism and service learning on three rural communities in Costa Rica / Cynthia Toms Smedley -- Southern perspectives on ISL volunteers: reframing the neo-colonial encounter / Barbara Heron -- International service learning in a Tanzanian host community: post-colonial insights / Marianne A. Larsen -- In the right relationship: a case study of international service learning in eastern Africa / Jessica Arends -- Orient(aliz)ation: a case study of North American international education programs at the University of Ghana / Shelane Jorgenson -- Struggles for mutuality: conceptualizing hosts as participants in international service learning in Ghana / Katie MacDonald and Jessica Vorstermans -- Reflections from a Nicaraguan career ISL program coordinator: challenges and guidelines for moving foreward / Joselin Hernández -- Many meanings: moving reciprocity towards interdependence / Samantha Dear and Ryan Howard -- Resipwosite as a guiding framework for rethinking mutual exchange in global service learning partnerships: findings from a case study of the Haiti compact / Jessica Murphy -- A cross-cultural conversation about international service learning in Ghana / Godwin Agudey and Hannah Deloughery -- The potential of ISL: re-examining ethical engagement amongst ISL partners / Tamara Baldwin, Salim Mohamed, and Juliet Tembe -- Fair trade learning: a framework for ethical global partnerships / Eric Hartman -- Mi casa es tu casa: a framework for reciprocal public Beneot / Gonzalo Duarte -- I am because we are: rethinking service learning and the possibility of learning from Ubuntu / Allyson Larkin -- Conclusion: ISL and host communities-relationships and responsibility / Jennifer Kozak and Marianne A. Larsen.
In: Transformations in higher education: the scholarship of engagement
The Landscape of Rural Service Learning / Nicholas Holton, Karen McKnight Casey, Cynthia Fletcher, Charles Ganzert, John Hamerlinck, Steven A. Henness, Pam Proulx-Curry, J. Ashleigh Ross, Heidi A. Stevenson, Randy Stoecker, Sophie Tullier, Spencer Wood -- Return to Slaterville-Caroline : A Retrospect with Hope for the Future / Eva M. Hagenhofer -- Geographic Disparities in Access to Higher Education Service Learning / Randy Stoecker and Charity Schmidt -- Student Voice in Rural Service Learning / Sophie Tullier -- The Rural Service Learning Practitioner's Perspective / Ashleigh Ross and Randy Stoecker -- Beyond Service-Learning : Living Democracy in Rural Alabama / Blake Evans -- Food For Thought : A Product Model Service Learning Experience for Environmental Science Students at a Rural Campus of the University of Wisconsin Colleges / Lauren Wentz -- Service Learning and Rural Development in West Virginia : A Community Center Approach / Chris Baker and Corey Dolgon -- Naadamaage Kinomaagewin : Service Learning in Native American Studies / Martin Reinhardt -- Rural Service Learning as Participatory Action Research : Lessons from Central Pennsylvania. Brandn Green / Heather Feldhaus, Ben Marsh, and Carl Milofsky -- Guiding Students Toward Engagement : An Alternative Model Linking Service Learning with Community Based Research / M. Beth White and Spencer D. Wood -- Using a Group Community-Based Research Project in the Introductory Sociology Class as an Exercise in Public Sociology / Shelley Koch -- Striving for Service Learning Success in a Rural K-12 Tribal School / Judith Puncochar -- Our Work in Progress : Service Learning and Rural Communities Partnering in a College-Ready Writers Program / Marisa Sandoval Lamb and Flora Ann Simon -- Service Learning in the Rural Community College / Nicholas Holton -- Reasonable Care : Risk and Liability in Service Learning / Charles F. Ganzert -- Organic and Dynamic : How Systems Theories Can Inform Rural Service Learning Practice / Heidi A. Stevenson -- Rural Service Learning : Innovation in the Hinterland? / Nicholas Holton, Karen McKnight Casey, Cynthia Fletcher, Charles Ganzert, John Hamerlinck, Steven A. Henness, Pam Proulx-Curry, J. Ashleigh Ross, Heidi A. Stevenson, Randy Stoecker, Sophie Tullier, Spencer Wood
Implementing reciprocity for collaborative community partnership / Sherrie Steiner -- The move to a more pragmatic democratic civic engagement : universities of the future / Joe D. Nichols -- Reflecting on service-learning experiences : a three-stage model / M. Gail Hickey -- "I am amazed by how much I have changed" : service-learning's potential for transformation / Donna Eder -- Learning from failure : service as a tool for teaching the value of failure / Ellen Szarleta -- Service-learning in dental hygiene education / Nancy Mann -- Service-learning in the professional writing classroom : marilyn cooper's "ecology of writing" in action / Tanya Perkins -- Csd students and service-learning : a literacy experience / Pam Britton Reese -- Document dumpster-diving : students learn and teach aboutlocal museums / Jeremiah Clabough & Thomas N. Turner -- 2012 election experiential program / Robert A. Waterson & Mary Haas -- Carefully reading the texts we assign : the case for service-learning instructors to engage in service / Nicole D. Schonemann -- First-hand interactions with English language learners : win-win learning opportunities for all / Hao Sun -- Utilizing service-learning to confront crime : victimization among refugees and other non-English speaking populations / Jospeter Mbuba -- Expanding multicultural understanding through service-learning : a case study / Sheena Choi and M. Gail Hickey -- Speak out, reach out : infusing multiculturalism and social justice from college to community / Jeneice L.A. Shaw, Brittany J. Shannon, Hannah Greenbaum, and Jennifer M. Taylor -- Service-learning for students in transition / Sarah Jones.
In: Routledge research in international and comparative education
"Randy Stoecker has been "practicing" forms of community-engaged scholarship, including service learning, for thirty years now, and he readily admits, "Practice does not make perfect." In his highly personal critique, Liberating Service Learning and the Rest of Higher Education Civic Engagement, the author worries about the contradictions, unrealized potential, and unrecognized urgency of the causes as well as the risks and rewards of this work. Here, Stoecker questions the prioritization and theoretical/philosophical underpinnings of the core concepts of service learning: 1. learning, 2. service, 3. community, and 4. change. By "liberating" service learning, he suggests reversing the prioritization of the concepts, starting with change, then community, then service, and then learning. In doing so, he clarifies the benefits and purpose of this work, arguing that it will create greater pedagogical and community impact. Liberating Service Learning and the Rest of Higher Education Civic Engagement challenges--and hopefully will change--our thinking about higher education community engagement"--
The American Foundation for Suicide Prevention (AFSP) strives to reduce suicide attempts and deaths through research, education, and advocacy. AFSP has been at the forefront of changing minds about suicide prevention and creating effective means of intervention. Stigma and myths surrounding mental illness and suicide still prevail and contribute to its incidence. People often hesitate to admit suicidal ideation and to seek help. Healthcare professionals are in a key position to identify people who are suicidal and connect them with appropriate services. In order to do this, they need to not only know about suicide but be willing to intervene. Advocacy is the act of creating political, economic, and social change. It is the professional responsibility of those working in healthcare to be active advocates for underserved populations where care is not optimal. This ability must be learned and practiced. Educational opportunities are needed to address the cognitive components of suicide as a health issue and advocacy as a professional responsibility. However, the affective and procedural domains must also be addressed in order to make the transition of this knowledge to practical use. There is substantial evidence that service learning is effective in addressing attitudes towards marginalized issues. It is also a powerful mechanism to improve self-efficacy in a skill. Establishing a partnership between UMass and AFSP to develop service learning coursework to meet the goals of educating students in health-related majors in aspects of suicide prevention and advocacy would benefit both parties. Goals would include program development and evaluation.
BASE
In: IUPUI series on service learning research v. 3
In: PS: political science & politics, Band 49, Heft 1, S. 132-138
ISSN: 1537-5935
ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities; (2) additional exposure to real-life application of course concepts; (3) better and more targeted classroom reinforcement mechanisms; and (4) additional community benefit. Complementarity between internship and service learning requirements allows the best of each experiential-learning approach to augment the other. We contend that this produces better-prepared MPA graduates by exposing them to a more diverse set of immersive learning opportunities and application scenarios.
Rationale: Service learning and community engagement are a natural fit for many disciplines. Service learning projects provide students with an opportunity to apply course content to real world situations (Harder, 2010), developing projects that will benefit clients, agencies, and communities. Service learning is used across a variety of disciplines including social work (Hostetter, Sullenberger, & Wood, 2013) nursing (Murray, 2013) and business (Payne, Campbell, Bal, & Piercy, 2011). Working in a group within a service learning context provides a multitude of benefits including greater interest, motivation, and engagement; improved communication skills; real-life application of course content; and skills acquisition (Murray, 2013; Payne et al., 2011; Postlethwait, 2012). Panel Purpose: The purpose of this panel is to describe how four faculty members incorporated service learning into their social work courses. This panel is unique in that three of the four faculty began conducting service learning projects while at the same institution and are now integrating service learning into their respective university settings in a variety of ways. Goals: Five goals exist for this panel. By the end of the Panel participants will understand (1) how to implement student-led community-based research projects, (2) how to build partnerships with diverse stakeholders/agency settings, (3) benefits and challenges of student-led research within a community-based agency, (4) how to use projects to support agency change, and (5) future directions in service learning. Specifically, the panel will provide the audience with information on how to incorporate student-led community-based research projects into their courses. First, the discussion will focus on how to prepare for a community-based research project. The panelists will describe how to: (a) develop an assignment that is consistent with learning outcomes and meets the need of the partner agency, (b) create a project that is feasible to complete in one semester and results in a high quality project, (c) manage and plan for difficult group dynamics, and (d) incorporate measures of student learning and engagement into a service learning course. Second, the panelists will describe the art of building relationships and engaging diverse stakeholders/agencies in the community-based research project, highlighting key strategies. Next, the panelists will discuss the benefits, challenges, and lessons learned from implementing service learning into their courses. For example, one panelist will describe the challenges of partnering with a rural agency, while another panelist will highlight how agency politics influence students' abilities to conduct agency-based research. Lastly, the panelists will discuss how to use service learning to support community change and explore future directions for service learning. Participant Engagement will occur through questions designed to elicit discussion related to the five Panel goals. Participants will also be asked to share their experiences with the various topics covered during the panel.
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In: PS: political science & politics, Band 49, Heft 1, S. 132
ISSN: 0030-8269, 1049-0965
In: Third world quarterly, Band 39, Heft 10, S. 1899-1922
ISSN: 1360-2241