Suchergebnisse

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

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.

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.

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).

Service learning is a powerful pedagogical tool using community or public service experiences to enhance traditional course content's meaning and impact. This approach is valuable for two interrelated reasons: 1) it provides a form of practical experience enhancing learning in all potential curriculum areas and 2) the community service experience can reinforce civic and moral values desirable in society from serving others (Zlotkowski, 1996a, 1996b). This paper presents a brief description of service learning and describes a unique application of this pedagogy at a military service academy. A special offering senior capstone course involving engineering systems design and program management, where the final project (a small satellite) is actually placed in orbit, is used as a vehicle for service learning. Also experience-based insights into improving service learning implementation are presented with suggestions and demonstrations for making this approach part of the curriculum.

Schüler leisten in Service Learning-Projekten einen Dienst am Gemeinwohl (engl. "service"), erarbeiten dabei gleichzeitig Lerninhalte, wenden diese an und erlangen so Kompetenzen (engl. "learning"). Prof. Dr. Sliwka stellt in ihrem Beitrag Service Learning als umfassendes Unterrichtskonzept vor und beschreibt Voraussetzungen und Anforderungen für eine erfolgreiche schulische Verankerung.

An emerging body of literature seeks to design, implement, and analyze best practices in service learning at undergraduate universities. What scholars have not examined as well is service learning at Hispanic-Serving Institutions (HSI's). Given that students at such universities are in unique learning environments, there is a question of how well standard practices in service learning apply to HSI's. In my paper, I will present my analysis of 2 semesters' worth of service-learning requirements in an Introduction to American Politics course at an HSI in Texas. Using the feedback provided by the students on the final course evaluations, I conclude that the current pedagogy applies reasonably well to HSI's, but there are certain areas in which pedagogy should be adjusted to reflect the unique aspects of HSI's, such as accounting for the socioeconomic needs of HSI students.

Educational support is a fundamental dimension in the growth and development of individuals and groups. Teaching through care for the relations, climate and educational style constitutes a way to create personal and social itineraries enriched with experiential nuances in the planning of projects from methodological approaches such as Service-Learning (SL).In particular, the educational style of SL and the supporter attitude are able to grant the pedagogical role of every experience to learners. Besides, this leadership cannot be forged without the participation of all the stakeholders. As a result, in this work, a study of educational support as a process, focusing on the democratic and pro-social leadership of the educators as well as on the pedagogical role and leadership of the learners is presented. Moreover, SL is shown here an educational proposal that allows to "learn while a service is done to the community". Finally, some orientations for the educational role in SL projects are offered.Thus, the youth (or any other stakeholder) is considered as a subject with rights and responsibilities; participants of a learning process with practical relevance where they can make significant contributions to the community while consolidating their own personal and collective history.

Das Lehr-/Lernkonzept Service-Learning (SL) entspricht durch Verbindung schulischen bzw. akademischen Lernens mit freiwilligem Engagement den aktuellen pädagogischen Anforderungen einer demokratie- und kompetenzorientierten, praxisnahen sowie lernendenzentrierten Lernumgebung. Zur Förderung von Kompetenzentwicklung in SL-Projekten werden Kompetenzraster (KPR) als Schnittstelleninstrumente zwischen Theorie und Praxis eingesetzt. Allerdings mangelt es noch an einer Erforschung der Wirksamkeit der Kompetenzraster. Ziel dieser Arbeit ist es, Kriterien für eine optimale SL-Begleitmethode zu erarbeiten und zu überprüfen, inwieweit Kompetenzraster zur Förderung umfassender Kompetenzentwicklung im Service-Learning dienen. Hierfür wurden zwölf in schulischen SL-Projekten eingesetzte KPR im mixed-methods design analysiert. Die Ergebnisse zeigen, dass die bisher eingesetzten KPR mehr als Feedback- oder Prüfinstrumente, und weniger als Lernwegsbegleitung eingesetzt und auch so gestaltet wurden. Um eine Kompetenzveränderung aufzuzeigen ist daher zukünftig ein Einbezug von Niveaustufen, Elemente zur Visualisierung und Möglichkeiten zur Individualisierung zu empfehlen. Optimierungsbedarf besteht zudem in der Funktion der KPR als Instrument zum selbstgesteuerten, partizipatorischen und kollaborativen Lernen.

Although academic organizations typically cite "teaching, research, and service" as their primary missions, the service component is often weighted less-heavily in the faculty promotion and tenure process compared with teaching and research. This is unfortunate for publically-funded colleges and universities, since in many disciplines community service can be more beneficial and visible to taxpayers, legislators, parents, and other constituency groups than academic scholarship will ever be. One goal for higher education that should be taken very seriously is the development of students who learn the value of being productive members of their communities by contributing pro bono expertise to those with a need, but without the expertise or resources necessary to accomplish the task(s) on their own. In an effort to enhance their images, many modern organizations reward employees for such community service. Since the public at large has increasingly come to perceive higher education - particularly faculty members - in a negative light, service-learning is arguably one of the best methods for addressing this problematic image. One very promising area for service-learning activity is through marketing research class projects. This manuscript first provides an overview of service-learning including a conceptual framework, and then supports that introduction with an example.

This paper introduces the relationship between program planning theory and service-learning in graduate education and the development of a relational program planning model for service-learning. A case will be made regarding the value of the relational program planning model for guiding and enabling more democratic forms of service-learning practice.

The National Service Training Program (NSTP) is a civic education and defense preparedness program for students instituted by the Philippine government byvirtue of Republic Act 9163, otherwise known as the NSTP Act of 2001. One ofthe aims of NSTP is to inculcate civic consciousness among Filipino youth throughthis program. However, as widely observed, not all students who completed NSTPhave imbibed such aim. The quality of program implementation could be a potentialfactor which includes service learning exposure and how this is translated tostudents' sense of civic consciousness. Hence, this qualitative study aimed toanalyze the service learning exposure of NSTP students in the first semester,academic year 2018-2019 enrolled in a private university. Anchored on Dewey andFreire's service-learning theory, service learning is a form of experientialeducation, deeply rooted in cognitive and developmental psychology, pragmaticphilosophy, and democratic theory. Using a case study design, eight participantswere purposively sampled and interviewed in a focus group. Consequently,interview data were transcribed and analyzed accordingly using Seidel's (1998)model. Findings show that participants described their service learning exposure assomething that is practical, essential, fulfilling, and a spiritual calling. Based onthese themes, implications for civic consciousness were drawn. These identifiedthemes imply that service learning exposure seems to awaken one's awareness,sensitivity, and consciousness of the needs of others; thereby seeking out for waysto do something to contribute for the common good. This underpins the crucial roleof NSTP program towards nation building. It is recommended that furtherenrichment of implementation be done to ensure sufficient service learningexposure identified to help raise the level of civic consciousness.

The demands on successfully teaching intervention skills in macro (community) environments are numerous and extend beyond the confines of any one academic discipline. In particular, when considering community, the compounding of the multiple factors of social economics, diversity, social policy, history and political agendas requires an integrative approach. This mixed-methods retrospective article analyses the use of service-learning in an advanced Master of Social Work community practice course. Special attention is given to the construction of academic and community experience that facilitates learning integration and understanding of the ways in which factors compound on community wellbeing. Specifically this project involved students in efforts constructed to address violence directed by and against inner-city youth in a mid-sized northeastern city in the United States that is beset with gang violence and has led its state in per capita murders for four of the past five years. Recommendations and lessons learned presented in this article are directed at exploring a construction of service-learning that could address integrative learning in community intervention courses. Keywords: Service-learning, teaching, macro practice, violence

International volunteering and experiential learning programs provide important opportunities for personal and academic growth for students, universities and communities, however, they also have the potential of reinforcing neocolonial frameworks of power and privilege. Furthermore, these programs occur more and more in an academic context where short-term experiences are promoted, and long-term programs abandoned in the wake of neoliberal university policies. This paper is a reflection on the politics, possibilities and challenges of starting a new experiential learning endeavor through the Service Learning Program at St. Francis Xavier (StFX) University from a critical standpoint by exploring tensions and power dynamics of such programs whilst working from a decolonizing and solidarity-based pedagogy of development.