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.

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.

This paper discusses the use of service-learning in accounting curriculums as a tool for enhancing learning and student performance in the classroom by addressing the call for accounting education to move beyond "number crunching" to critical analysis and problem solving. First, the paper reviews the educational research supporting the enhanced learning that takes place with service-learning. Next, the link between service-learning outcomes and accounting education objectives is discussed. Additionally, specific examples of service-learning projects successfully implemented in auditing (with evidence of improved performance) and governmental/nonprofit accounting courses are presented. The projects themselves, as well as the administrative tasks required to implement them, are discussed in detail. The concepts presented can be applied to other accounting and/or business classes.

In der gegenwärtigen öffentlichen Debatte in Deutschland über Bildung geht es meist um die Ergebnisse der international vergleichenden PISA-Studie und deren bildungspolitische Folgen. Vor dem Hintergrund dieser Debatte versucht die Autorin, die Aufmerksamkeit auf ein Feld zu richten, das sich zwar seit einigen Jahren einer erhöhten öffentlichen und wissenschaftlichen Aufmerksamkeit erfreut, dabei jedoch selten unter dem Aspekt von Bildungsprozessen betrachtet wird: Bürgergesellschaft und Zivilgesellschaft. Die These der Autorin lautet, dass Bürgergesellschaft nicht nur hochgradig abhängig von gegebenen Bildungsressourcen in der Bevölkerung ist, sondern dass sie selbst eine zunehmend wichtige Bildungsinstitution darstellt, deren Potentiale noch kaum systematisch untersucht, geschweige denn in der (deutschen) Praxis wirksam genutzt werden. Bei der Erläuterung dieser These wird auf die Ergebnisse eines abgeschlossenen Forschungsprojektes zurückgegriffen. Der Zusammenhang von Bürgergesellschaft und Bildung wird mit Blick auf das so genannte "Service Learning" diskutiert, einer institutionellen Brücke zwischen Bildung und Zivilgesellschaft, die seit vielen Jahren vor allem in den angelsächsischen Ländern erprobt wird und die auch für die deutsche Situation Perspektiven bereithält. Hier werden im Rahmen institutioneller Curricula - und somit weitgehend unabhängig von lokalen Kontingenzen - Möglichkeiten erfahrungsorientierter Lernprozesse geschaffen, die dem Einzelnen wie der Gemeinschaft zugute kommen und daher Gemeinnutz und Eigennutz effektiv kombinieren. (ICA2)

This article examines service learning in the Peace and Justice Studies Program at the University of San Francisco. The authors show that students who complete their two courses—Poverty, Homelessness, and the Urban Underclass as well as Field Experience—make significant contributions to the community service organizations they serve. Not only do their students learn, but the organizations benefit from the knowledge the students bring. Furthermore, through service learning, many of the students develop a long-term commitment to social justice and continue to work for social change years after leaving the university.

Social scientists' initial forays into the field of political socialization were directly linked to goals of creating good citizens beginning in childhood (Merriam 1931, 1934; Sears 1990; Wallas 1908). With the advent of behavioralism, however, researchers began viewing the study of political socialization as an end in itself (Ball 1995). The emphasis on objective, scientific analysis caused researchers to abandon participant observation, in-depth interviews, and classroom experiments, thus precluding the collection of interesting and valuable data that could be used to inform the development of civic education programs. Further, the dominant theoretical model assumed that political orientations are transmitted from family members and teachers to young people. This model led to rather sterile debates about which agent was the most influential, rather than to discussions about how agents might successfully inspire the development of democratic citizenship values in children and adolescents (Torney-Purta 1999).Problems of theory and method, contradictory research findings, and evidence of the volatility of political orientations over time contributed to declining scholarly interest in the field of political socialization in the 1980s, especially investigations of preadults (Cook 1985; Merelman 1986). However, political socialization research is currently experiencing a renaissance sparked in part by concerns about citizenship education, of which service learning is an important component. Networks such as the APSA Task Force on Civic Education have been formed to unite educators and researchers. These networks allow for an unprecedented exchange of ideas linking academic inquiry and service learning.

Over a decade has passed since the practice called "service learning" began its ascendance in higher education. While internships have long been used as an experiential teaching tool in the discipline, it is only recently that political scientists have grappled with using community-based service experiences as vehicles for teaching students about politics. In many ways, political scientists have led the way in advancing the theory and practice of service learning, publishing one of the first volumes in the AAHE series on service learning in the disciplines (Battistoni and Hudson 1997), and designing and reporting pioneering efforts to link service to the academic curriculum (e.g., Barber and Battistoni 1993; Beamer 1998; Koulish 1998; Ehrlich 1999). Tony Robinson's essay in this volume stands as yet another bold attempt to challenge political scientists to "do politics" through advocacy-based community service work.This symposium is offered to advance service learning yet further. The featured authors highlight recent research on the impact of service learning on students' political knowledge, attitudes, and behaviors, and draw new connections between service learning and important perspectives in political science scholarship and teaching.The first essay, by Mary Hepburn, Richard Niemi, and Chris Chapman, thoroughly details current research on how service learning affects the civic outcomes traditionally advanced by college-level political scientists. They draw lessons from the research about what service learning does and does not do for political education, and also raise important questions for future political science research.

Trends in the political engagement of America's high school students present a paradox. At the same time that an unprecedented number of opportunities exist for American adolescents to get involved in activities with a political flavor like student governments, model United Nations, model Congress, Young Republicans and Young Democrats, and debate clubs, both interest and participation in political activities among high school students is low and declining. This is not unlike what has been observed among adults in the general population. A proliferation of advocacy groups has not resulted in more Americans getting involved in politics. Nor has a never-ending supply of political news on TV and radio, in print, and online led to an increase in the nation's attention to political matters.It would be too presumptuous for me to claim that there is a direct causal connection between an increasing supply of opportunities for extracurricular political activities among young people and their declining rates of civic engagement. A more modest claim does seem plausible, however: politics has increasingly become a niche activity, pursued by that relatively small slice of the population who are, as Robert Dahl (1961) famously put it, "homo politicus," i.e., "political junkies." Television channels provide a telling analogy. Whereas once, events like national political conventions and presidential press conferences would preempt all network programming, they are increasingly shunted off to all-news cable channels and C-SPAN. Ironically, a greater supply of political news has meant that it is easier for people who are not pre-disposed to seek out politically-oriented programming to avoid it.

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.

APSA invites applications to participate in an Annual Meeting
workshop on syllabi incorporating service learning and to contribute
to a collection of service learning syllabi. Selected applicants
will receive $150 toward their expenses at the meeting on the day of
the workshop.

This article describes an innovative service learning project designed
for undergraduate courses examining human rights. The project vividly
illustrated the role of dehumanization in affecting human rights. Within
the broader context of discussions about human rights issues writ
large, it forced students to reconsider questions about rights not
accorded to those on the fringes of society. We discuss the project in
detail, including its planning, implementation, and pedagogical value. The
article begins with an overview of human rights education, followed by
thoughts on the benefits and challenges of a service learning approach. It
concludes with an assessment of the effectiveness of our activity.

Service and activist learning (SAL) and teaching about globalization can be mutually reinforcing pedagogies. SAL combines community activity with social analysis, attracting many students who want to make the world better. Integrating globalization helps them place local problems in the context of world trade and investment policies and dynamics. Rather than feeling overwhelmed by the complexity of global processes, students explore ways of responding in their daily lives and become more effective social change advocates.