Integrating Service-Learning Into the University Classroom
Jones & Bartlett Learning, Aug 24, 2011 - Education - 191 pages
Service-learning is on the rise across campuses, as more and more students and professors are engaging with the communities around them. While this is a rewarding experience for students and the communities served, a tremendous amount of effort is needed to incorporate service-learning into the curriculum. It takes trial-and-error to find the right pedagogical tools and the perfect balance of in-field and in-class learning, as well as considerable time spent fostering relationships with community partners. For many, this can be too daunting. Integrating Service-Learning into the University Classroom helps simplify the process by providing educators with a series of course portfolios to follow. Written by instructors who have taught service-learning courses across a variety of disciplines, these portfolios model how to effectively design, teach, and evaluate a course. As service-learning courses range in topic, format, learning goals and community commitment, the book highlights both the variety and best practices of service-learning courses in higher education. Each chapter provides a detailed course description, including the goals of the course and the materials and assignments; a narrative of what has worked and what has not worked in the course; a section citing student feedback; and finally, an instructor reflection on the overall value of the course to the students, department, community partner, and themselves.
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academic activities advocacy agency representatives animal shelter animal welfare apply approach assignments awareness benefits Bloomington campaign Campus Compact challenges chapter Chéron children’s book civic engagement classroom collaboration community partner community service connections context Costa Rica course evaluations course portfolios create culture design project develop discussions effective Elena evaluation example experiential education feedback final French French language Girls Club graphic design group project ideas impact important in-class included Indiana University instructor interact issues Jamie Inman knowledge lagniappe language lesson manager meet methods needs nonviolence nonviolent resistance Office of Service-Learning opportunity organization participation pedagogical poster practice presentation problems professional public relations readings real-world reflection Reprinted with permission responsibility role safety semester sense service experience service-learning course service-learning experience service-learning project Shalom Center skills social change specific student learning teaching teams tion topic understanding volunteer week