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Want to help? First you must be willing to learn. This year, over ten million people will go abroad, eager to find the perfect blend of adventure and altruism. Volunteer travel can help you find your place in the world--and find out what you're made of. So why do so many international volunteer programs fail to make an impact? Why do some do more harm than good? Learning Service offers a powerful new approach that invites volunteers to learn from host communities before trying to 'help' them. It's also a thoughtful critique of the sinister side of volunteer travel; a guide for turning good intentions into effective results; and essential advice on how to make the most of your experience. This book is for volunteers and educators alike. If you're wondering if volunteer travel is right for you; if you're getting on the plane tomorrow; or if you're trying to adjust to life as a returned volunteer--this is the book you need in your bag.
"Couples theoretical grounding with a wealth of applied examples. This exploration of service-learning scholarship, leadership scholarship, and the scholarship of teaching and learning demonstrates the important intersections and shared values across this literature. These intersections make leadership development through service-learning such a compelling approach. This volume provides an overview of the most up-to-date thinking on leadership development through service-learning, including: the leadership competencies linked to service-learning experiences; the processes of ethical engagement in community partnerships; approaches for fostering more critical student reflection; and applied examples, including an in-depth case study of a leadership course series, a wealth of service programs led by students, a mentoring model linking college student service with youth leadership development, and a youth leadership program with a national scope"--
Service learning and social work education comprise an exciting, yet underutilized, partnership. This book represents the first comprehensive overview of this active and empowering approach to learning in social work. Both educators and practitioners will discover conceptual and practical guidance for developing productive community-based projects. Often envisioned as located at the midpoint on a continuum from volunteer work to internship, service learning combines the opportunity to serve with the opportunity to learn. It offers community agencies a chance to collaborate with academic colleagues to meet identified community needs, frequently with an explicit social justice dimension. The contributors illustrate how service learning facilitates students' understanding and interacting with community members as partners, not clients. Service learning encourages students to use critical thinking skills to reflect on their work and its implications. This combination of study-action-reflection in conjunction with course content is highly effective.The book explores its subject from several perspectives. The first section serves as a conceptual and theoretical orientation to service learning in social work. The second section offers models that illustrate many ways of implementing service learning across the components of the social work curriculum. The final two parts of the book focus on evaluation and service learning in the broader context of civic engagement.
The study and application of service learning as a pedagogy has become widespread. Service-Learning in Physical Education and Other Related Professions: A Global Perspective demonstrates how faculty in physical education and other related professions have designed, implemented, assessed, and conducted action research involving service-learning as a teaching and learning method, both locally and globally, as a means of both serving the community and enriching the lives of their students. This text is broken down into three parts: •Part I provides a definition of service learning, examines the parameters that have been explored in physical education and higher education in general, and the integration of standards to ensure high-quality service-learning. •Part II focuses on the pedagogical frameworks in which service-learning thrives and explores how the model specifically meets national standards and best practices. It also explores the emerging role of research as a measurement tool of the effectiveness of service learning. •Part III explores a variety of programs from around the globe that utilize service-learning in their pedagogical framework, and provides the nuts and bolts of what they have done and their accomplishments.
The purpose of this work is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice. This volume, 2A, opens with chapters focused on defining the criteria for quality research. It then moves on to research related to students, comprising chapters that focus on cognitive processes, academic learning, civic learning, personal development, and intercultural competence. The concluding faculty section presents chapters on faculty development, faculty motivation, and faculty learning. Constituting a rich resource that suggests new approaches to conceptualizing, understanding, implementing, assessing, and studying service learning. Each chapter offers recommendations for future research. Research on Service Learning: Conceptual Frameworks and Assessment will be of interest to both new and veteran service learning instructors seeking to enhance their practice by integrating what has been learned in terms of teaching, assessment, and research. Staff and faculty who are responsible for promoting and supporting service learning at higher education institutions, evaluating community service programs, and working with faculty to develop research on service learning, will also find this volume helpful. For scholars and graduate students reviewing and conducting research related to service learning, this book is a comprehensive resource, and a knowledge base about the processes and outcomes of innovative pedagogies, such as service learning, that will enable them to locate their own work in an expanding and deepening arena of inquiry. Volume 2B, sold separately, also opens with chapters focused on defining the criteria for quality research. It looks at community development, and the role of nonprofit organizations in service learning. It then focusses on institutions, examining the institutionalization of service learning, engaged departments, and institutional leadership. The final section on partnerships in service learning includes chapters on conceptualizing and measuring the quality of partnerships, inter-organizational partnerships, and student partnerships.
The purpose of this work is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice. This volume, 2B, opens with chapters focused on defining the criteria for quality research. It then addresses community development, and the role of nonprofit organizations in service learning. It focusses on institutions, examining the institutionalization of service learning, engaged departments, and institutional leadership. The final section on partnerships in service learning includes chapters on conceptualizing and measuring the quality of partnerships, inter-organizational partnerships, and student partnerships. This work constitutes a rich resource that suggests new approaches to conceptualizing, understanding, implementing, assessing, and studying service learning. Each chapter offers recommendations for future research. Research on Service Learning: Conceptual Frameworks and Assessment will be of interest to both new and veteran service learning instructors seeking to enhance their practice by integrating what has been learned in terms of teaching, assessment, and research. Staff and faculty who are responsible for promoting and supporting service learning at higher education institutions, evaluating community service programs, and working with faculty to develop research on service learning, will also find this volume helpful. For scholars and graduate students reviewing and conducting research related to service learning, this book is a comprehensive resource, and a knowledge base about the processes and outcomes of innovative pedagogies, such as service learning, that will enable them to locate their own work in an expanding and deepening arena of inquiry. Volume 2A, sold separately, also opens with chapters focused on defining the criteria for quality research. It then continues with research related to students, comprising chapters that focus on cognitive processes, academic learning, civic learning, personal development, and intercultural competence. The concluding faculty section presents chapters on faculty development, faculty motivation, and faculty learning.
Service-Learning Essentials is the resource you need to help you develop high-quality service-learning experiences for college students. Written by one of the field's leading experts and sponsored by Campus Compact, the book is the definitive work on this high-impact educational practice. Service-learning has been identified by the Association of American Colleges and Universities as having been widely tested and shown to be beneficial to college students from a wide variety of backgrounds. Organized in an accessible question-and-answer format, the book responds clearly and completely to the most common questions and concerns about service-learning. Each chapter addresses issues related to individual practice as well as to the collective work of starting and developing a service-learning center or program, with examples drawn from a variety of disciplines, situations, and institutional types. The questions range from basic to advanced and the answers cover both the fundamentals and complexities of service-learning. Topics include: Determining what service-learning opportunities institutions should offer How to engage students in critical reflection in academic courses and in cocurricular experiences Best practices for developing and sustaining mutually beneficial campus-community partnerships Integrating service-learning into the curriculum in all disciplines and at all levels, as well as various areas of student life outside the classroom Assessing service-learning programs and outcomes The dilemmas of service-learning in the context of power and privilege The future of service-learning in online and rapidly globalizing environments Service-learning has virtually limitless potential to enable colleges and universities to meet their goals for student learning while making unique contributions to addressing unmet local, national, and global needs. However, in order to realize these benefits, service-learning must be thoughtfully designed and carefully implemented. This easy-to-use volume contains everything faculty, leaders, and staff members need to know about service-learning to enhance communities, improve higher education institutions, and educate the next generation of citizens, scholars, and leaders.
Through nine exciting service learning projects, students gain the unique opportunity for authentic learning experiences both in the classroom and in their surrounding community.
Service Learning for Health, Physical Education, and Recreation is a unique workbook for planning, implementing and evaluating service-learning projects. It includes an easy-to-follow process for planning and completing projects and a range of tools and activities to help students maintain progress and navigate the complexities of their projects.
It is clear that service-learning has the potential to yieldtremendous benefits to students, communities, and institutions ofhigher education. Increased student learning has been welldocumented. As communities gain new energy to meet their needs andgreater capacity to capitalize on their assets, service-learningenables higher education to fulfill its civic responsibility. Whenservice-learning lives up to its potential to lead colleges anduniversities to transform themselves into fully engaged citizens oftheir communities and the world, its ability to bring aboutpositive social change is limitless. To be successful, service-learning must be grounded in a widerange of solid, reciprocal, democratic partnerships. BuildingPartnerships for Service-Learning assembles leading voices inthe field to bring their expertise to bear on this crucial topic.Faculty, administrators, student leaders, and community andcorporate leaders will find this volume filled with vitalinformation, exemplary models, and practical tools needed to makeservice-learning succeed. Comprehensive in scope, Building Partnerships forService-Learning includes: Fundamentals and frameworks for developing sustainablepartnerships Assessment as a partnership-building process The complex dynamics of collaboration between academic affairsand student affairs Partnering with students to enhance service-learning How to create campuswide infrastructure forservice-learning Profiles and case studies of outstanding partnerships withneighborhoods, community agencies, and K-12 schools Partnerships for collaborative action research Exploring the challenges and benefits of corporate andinternational partnerships The dynamic relationship of service-learning and the civicrenewal of higher education Building Partnerships for Service-Learning is theessential guide to taking service-learning and partnerships to thenext level.
This is a highly practical book for anyone interested in establishing or maintaining a service learning program at the high school level. It explains the origins, purpose, goals, and principles of service learning; discusses program design options and factors that need to be considered when establishing a program; offers guidance on starting and operating a program; and offers guidance for overcoming common obstancles and challenges. Appendixes list other sources of valuable information.
The book evaluates service-learning within the context of a liberal arts education from a variety of disciplines. Contributors have written chapters that have practical appeal to other teachers and students interested in developing their own service-learning courses and connecting those courses to broader issues of citizenship and democracy.
It is a great pleasure to share with you the Springer CCIS proceedings of the First International Conference on Reforming Education, Quality of Teaching and Technology-Enhanced Learning: Learning Technologies, Quality of Education, Educational Systems, Evaluation, Pedagogies––TECH-EDUCATION 2010, Which was a part of the World Summit on the Knowledge Society Conference Series. TECH-EDUCATION 2010 was a bold effort aiming to foster a debate on the global need in our times to invest in education. The topics of the conference dealt with six general pillars: Track 1. Quality of Education––A new Vision Track 2. Technology-Enhanced Learning––Learning Technologies––Personalization-E-learning Track 3. Educational Strategies Track 4. Collaborative/ Constructive/ Pedagogical/ Didactical Approaches Track 5. Formal/ Informal/ and Life–Long Learning Perspectives Track 6. Contribution of Education to Sustainable Development Within this general context the Program Committee of the conference invited contributions that fall in to the following list of topics. Track 1: Quality of the Education––A new Vision • Teaching Methodologies and Case Studies • Reforms in Degrees • The European Educational Space • Academic Curricula Designs • Quality of Teaching and Learning • Quality and Academic Assessment • The School / University of the Future • Challenges for Higher Education in the 21st Century • New Managerial Models for Education • Financing the New Model for Education of the 21st Century • The Quality Milestones for Education of the 21st Century • Evaluation in Academia • The Role of Teachers • International Collaborations for Joint Programs/Degrees • Industry–Academia Synergies • Research Laboratories Management
Off-the-shelf support containing all the vital information practitioners need to know about Autistic Spectrum Disorders, this book includes * A definition of the condition and its effect on communication and behavior * Organizing the classroom and support staff * Home-school liaison and working with siblings * Guidance on coordinating home and school liaison
Presents tips and advice for professionals who are creating or overseeing service-learning programs.
This monograph is an attempt to bring together the best recent work in the field to assist teacher educators in developing successful service-learning in their programs and to promote policies and procedures that will foster successful service-learning activities at the local, state, and national levels. Part 1: "Theory, Research, and Foundational Issues" includes chapters entitled "Service-Learning: An Essential Process for Preparing Teachers as Transformational Leaders in the Reform of Public Education" (Carol Myers and Terry Pickeral); "School-Based Service: A Review of Research for Teacher Educators" (Susan C. Root); "Service-Learning and Evaluation: An Inseparable Process" (Robert Shumer); "Service-Learning Professional Development for Experienced Teachers" (Don Hill and Denise Clark Pope); and "Teacher Education and Service-Learning: A Critical Perspective" (Robert Shumer). Part 2: "Diverse Perspectives of Service-Learning and Teacher Education" includes chapters entitled: "Introduction to Part 2" (Joseph A. Erickson); "Working with Preservice Teachers to Improve Service-Learning: A Master Teacher's Perspective" (Christine Hunstiger Keithahn); "A Recent Teacher Education Graduate's View of Service-Learning" (Theresa J. H. Magelssen); "A K-12 Administrator's Perspective" (Mary J. Syfax Noble); "A Service Recipient's Perspective" (Janet Salo, with Susan O'Connor); "Collaborating with the Community: A Campus-Based Teacher Educator's Story" (Rahima C. Wade) and "Turtle Island Project: Service-Learning in Native Communities" (John Guffey). Part 3: "Models for the Integration of Service-Learning and Teacher Education" includes chapters entitled: "Introduction to Part 3" (Jeffrey B. Anderson); "James Madison University" (Diane Fuqua); "Kentucky State University" (Carole A. Cobb); "Clark Atlanta University" (William H. Denton); "Valparaiso University" (Jose Arredondo); "Alverno College" (Julie A. Stoffels); "Gustavus Adolphus College" (Carolyn O'Grady); "Washington State University" (Gerald H. Maring); "California State University-San Marcos" (Joseph F. Keating); "Mankato State University" (Darrol Bussler); "Clemson University" (Carol Weatherford, Marty Duckenfield, and Janet Wright); "Augsburg College" (Vicki L. Olson and Susan O'Connor); "University of Iowa" (Rahima Wade); Ryan); "Seattle University" (Jeffrey B. Anderson); "Providence College" (Jane Callahan and Lynne Ryan). (Contains seven figures, an annotated bibliography, and an appendix, which includes a list of service-learning resources and contributors.) (LH)
Bibliografia : p. 220-229.
"This book provides fundamental research on the architecture of learning technology systems, discussing such issues as the common structures in LTS and solutions for specific forms such as knowledge-based, distributed, or adaptive applications of e-learning. Researchers, and scholars in the fields of learning content software development, computing and educational technologies, and e-learning will find it an invaluable resource"--Provided by publisher.
This volume is an important and timely contribution to the field for it captures the rewards and challenges of service learning from the varied perspectives of faculty dedicated to this type of teaching, and, at the same time, illuminates strategies for campuses and non-profit organizations to adopt to solidify institutional commitment. Increasingly, service learning is valued as a teaching and learning strategy consistent with the democratic ideals of education, and to this end, a better understanding of the faculty role is essential to advancing practice and improving society.

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