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

In Service Learning Projekten lernen Schüler/-innen durch ihre aktive Teilnahme an tatsächlich vorhandenen Aufgaben und der Lösung von Problemen in ihrer Gemeinde. Dabei entwickeln sie fachliche, methodische und soziale Kompetenzen.

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

AbstractBoth service learning and simulations have been shown to positively impact student outcomes, but they are not often used together. This article examines how to effectively combine these active learning styles to reap the benefits of both. After examining a case in which the two were combined and the impact this approach had on student evaluations and learning outcomes, I discuss how such projects can be successfully executed in a variety of other classes.

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 this study, we explored the knowledge and perceptions of service-learning held by a diverse group of international teachers. Through focus group interviews, we found that the majority of participants desired to implement service-learning in their countries, and they supported the idea of mandatory service-learning. Findings also highlight an interesting correlation with teachers from autocratic types of government systems opposing mandatory service-learning.

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).

Because protecting environmental resources has become an issue of scientific, political, and historical import, service-learning projects that serve the planet have become an important part of a wide range of curricula. Students will find a wealth of opportunities both at home and abroad that will directly impact the Earth's wildlife, aquatic health, and natural resources. This engaging volume surveys the various projects available to students interested in using service learning to find solutions to local and global environmental issues. Readers also learn how to tie projects to coursework and apply their skills to future pursuits

Loads of learning takes place in the classroom, but it is by no means the only place for students to gain knowledge and experience. This innovative resource introduces service learning and why it can be such a helpful tool for students, the elderly, and the larger community. Successful service learning projects are described throughout the book, which highlight how they work as well as the benefits of getting to know the often overlooked senior population within our communities. Forthright discussions of the challenges and benefits highlight why service-learning projects can be a satisfying, fun, and memorable way to learn

Increasingly, faculty members are incorporating service-learning projects into their courses, resulting in enhanced student learning and development. However, does service learning encourage subsequent student involvement in the community? This study investigates the effect faculty professionals can have through service learning on their students'intentions to participate in community service. A modified version of the Solomon four-group design analysis as well as a hierarchical regression were used to assess the change in student intentions after exposure to three service-learning treatments. Findings indicate that service learning has a significant impact on students'intentions to participate in community service. In particular, by adding a lecture to the standard service-learning format, faculty members can increase student intentions to participate in community service.