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Service Learning (service + learning)
Selected AbstractsCharity Basket or Revolution: Beliefs, Experiences, and Context in Preservice Teachers' Service LearningCURRICULUM INQUIRY, Issue 4 2000David M. Donahue Given what one observer calls the "vast disparity of definitions that faculty can bring to service learning,from what is basically the charity basket approach to the revolutionary," service learning can varytremendously, from reading to elderly residents of a nursing home to organizing a boycott of a sneaker company. With such diversity before teachers, what influences them in the way they design service learning? How do preservice teachers, for whom so many ideas about teaching are emerging, make such choices? Two case studies suggest that preservice teachers' beliefs, experiences, and the context where they teach play an important role related to if and how they use service learning. Beliefs and experiences are especially important because, although service learning is often presented as supporting apolitical values,empowerment and responsibility, for example,for which broad consensus exists, such values are also ambiguous and open to interpretation. Teacher educators and advocates of service learning need to acknowledge the ambiguous political nature of service and service learning. By doing so, they have an opportunity to make the political context of teaching explicit for preservice teachers. Such education in service learning for new teachers goes beyond "training" in the logistical and technical details of implementing a new pedagogy to thoughtful reflection on the value-laden act of teaching. [source] Service Learning: Opportunities for Legal Studies in BusinessJOURNAL OF LEGAL STUDIES EDUCATION, Issue 2 2007Debra D. Burke [source] Service Learning: Maternal/Newborn Community OutreachJOURNAL OF OBSTETRIC, GYNECOLOGIC & NEONATAL NURSING, Issue 2010Professional Issues No abstract is available for this article. [source] Democratic Citizenship and Service Learning: Advancing the Caring SelfNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 82 2000Robert A. Rhoads Service learning can promote the development of a "caring self",a sense of self firmly rooted in a concern for the well-being of others. Rhoads links this caring self to democratic citizenship and uses students' narratives to illustrate how it develops through service learning contexts. [source] Building a "Multi-Sited Imaginary": Case Studies in Service Learning from the Berkshires and BeyondANTHROPOLOGY OF WORK REVIEW, Issue 2 2001Sumi ColliganArticle first published online: 28 JUN 200 First page of article [source] Service learning as an expression of ethicsNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 142 2008Julie Newman The existing pedagogy known as service learning could be harnessed and expanded as a model by which to teach sustainability. [source] Democratic Citizenship and Service Learning: Advancing the Caring SelfNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 82 2000Robert A. Rhoads Service learning can promote the development of a "caring self",a sense of self firmly rooted in a concern for the well-being of others. Rhoads links this caring self to democratic citizenship and uses students' narratives to illustrate how it develops through service learning contexts. [source] Irish nursing students' experiences of service learningNURSING & HEALTH SCIENCES, Issue 4 2008Dympna Casey rgn Abstract Service learning is a teaching tool that facilitates students' ability to link theory to practice while simultaneously providing a needed service to the community. This paper describes Irish nursing students' experiences of a service learning placement undertaken in a developing country. The students complete 30 h of theoretical content, which includes lectures and workshops on such topics as personal safety, health, and human rights, as well as the preparation of students for the emotional impact of the experience. All the content is underpinned by a commitment to developing reciprocal relationships with the service learning communities. To explore these students' experiences, a descriptive qualitative study was conducted. The data were collected using interviews and were analyzed by thematic analysis. Four main themes were identified: developing cultural sensitivity, caring for people in different cultures, learning/knowing more, and the potential impact on nursing practice. The findings suggest that the students are more culturally aware and are becoming more responsible citizens. [source] Student Conflict Resolution, Power "Sharing" in Schools, and Citizenship EducationCURRICULUM INQUIRY, Issue 2 2001Kathy Bickmore One goal of elementary education is to help children develop the skills, knowledge, and values associated with citizenship. However, there is little consensus about what these goals really mean: various schools, and various programs within any school, may promote different notions of "good citizenship." Peer conflict mediation, like service learning, creates active roles for young people to help them develop capacities for democratic citizenship (such as critical reasoning and shared decision making). This study examines the notions of citizenship embodied in the contrasting ways one peer mediation model was implemented in six different elementary schools in the same urban school district. This program was designed to foster leadership among diverse young people, to develop students' capacities to be responsible citizens by giving them tangible responsibility, specifically the power to initiate and carry out peer conflict management activities. In practice, as the programs developed, some schools did not share power with any of their student mediators, and other schools shared power only with the kinds of children already seen as "good" students. All of the programs emphasized the development of nonviolent community norms,a necessary but not sufficient condition for democracy. A few programs began to engage students in critical reasoning and/or in taking the initiative in influencing the management of problems at their schools, thus broadening the space for democratic learning. These case studies help to clarify what our visions of citizenship (education) may look and sound like in actual practice so that we can deliberate about the choices thus highlighted. [source] Charity Basket or Revolution: Beliefs, Experiences, and Context in Preservice Teachers' Service LearningCURRICULUM INQUIRY, Issue 4 2000David M. Donahue Given what one observer calls the "vast disparity of definitions that faculty can bring to service learning,from what is basically the charity basket approach to the revolutionary," service learning can varytremendously, from reading to elderly residents of a nursing home to organizing a boycott of a sneaker company. With such diversity before teachers, what influences them in the way they design service learning? How do preservice teachers, for whom so many ideas about teaching are emerging, make such choices? Two case studies suggest that preservice teachers' beliefs, experiences, and the context where they teach play an important role related to if and how they use service learning. Beliefs and experiences are especially important because, although service learning is often presented as supporting apolitical values,empowerment and responsibility, for example,for which broad consensus exists, such values are also ambiguous and open to interpretation. Teacher educators and advocates of service learning need to acknowledge the ambiguous political nature of service and service learning. By doing so, they have an opportunity to make the political context of teaching explicit for preservice teachers. Such education in service learning for new teachers goes beyond "training" in the logistical and technical details of implementing a new pedagogy to thoughtful reflection on the value-laden act of teaching. [source] Service learning as an expression of ethicsNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 142 2008Julie Newman The existing pedagogy known as service learning could be harnessed and expanded as a model by which to teach sustainability. [source] Enhancing Out-of-Class Opportunities for Students with DisabilitiesNEW DIRECTIONS FOR STUDENT SERVICES, Issue 91 2000Donna Johnson This chapter explores ways to improve the accessibility of campus life, experiential learning (internships and service learning), study abroad, and sports and recreation. [source] Irish nursing students' experiences of service learningNURSING & HEALTH SCIENCES, Issue 4 2008Dympna Casey rgn Abstract Service learning is a teaching tool that facilitates students' ability to link theory to practice while simultaneously providing a needed service to the community. This paper describes Irish nursing students' experiences of a service learning placement undertaken in a developing country. The students complete 30 h of theoretical content, which includes lectures and workshops on such topics as personal safety, health, and human rights, as well as the preparation of students for the emotional impact of the experience. All the content is underpinned by a commitment to developing reciprocal relationships with the service learning communities. To explore these students' experiences, a descriptive qualitative study was conducted. The data were collected using interviews and were analyzed by thematic analysis. Four main themes were identified: developing cultural sensitivity, caring for people in different cultures, learning/knowing more, and the potential impact on nursing practice. The findings suggest that the students are more culturally aware and are becoming more responsible citizens. [source] A Community Partnership to Prepare Nursing Students to Respond to Domestic ViolenceNURSING FORUM, Issue 3 2003Karen S. Hayward RN, SANE-A TOPIC Partnership building to prepare nursing students to respond to domestic violence through service learning. PURPOSE To describe an innovative approach to preparing nursing students to respond to domestic violence. SOURCES Clinical practice and experience, published literature, partner organizations. CONCLUSIONS This community partnership has prepared nursing students to respond effectively and with compassion to individuals and families experiencing violence. This approach can be replicated through a service learning model to support coordinated community response to domestic violence. [source] Prevention of Smoking Behaviors in Middle School Students: Student Nurse InterventionsPUBLIC HEALTH NURSING, Issue 2 2001Marilyn P. Miller Ph.D. This article examines the use of the Tar Wars curriculum with the public health problem of preteen smoking and outlines interventions with a middle school population by community health student nurses from a state university. Smoking is the single most preventable cause of death and disability. Three million people die worldwide each year as a result of smoking. Cigarette smoking has now been labeled a pediatric disease. Estimates are that 3,000 children will begin a lifelong addiction to cigarettes every day. They will face a life of poor quality based on the medical consequences of smoking cigarettes. Mortality from tobacco use is annually greater than that from drug abuse, AIDS, suicide, homicide, and motor vehicle accidents combined. Preteen and teenage smoking is now a public health problem, therefore implications for service learning, nursing advocacy, and interventions with this health problem are discussed. [source] Introduction: WHAT IS A CULTURAL ANTHROPOLOGY FIELD SCHOOL AND WHAT IS IT GOOD FOR?ANNALS OF ANTHROPOLOGICAL PRACTICE, Issue 1 2004Madelyn Iris A field school experience remains the exception rather than the common experience for most undergraduate and pre-dissertation graduate students in social/cultural anthropology. There are a growing number of programs that describe themselves as anthropology field schools, but fewer that emphasize a research experience and in-depth exposure to ethnographic and other qualitative methods. This bulletin offers detailed descriptions of four types of programs: "problem-focused" field schools, "instructor-driven" programs, "applied" anthropology field schools, and the "study-tour" model. Other chapters include descriptions of the field school experience from the student perspective; a long-term reflection on the influence of the field school summer on career development; the importance of mentorship; the relationship between field schools, service learning, and homestay experiences; ethical issues; and guidelines for choosing a field school. [source] | ||||||||||||||||