The National Society for Experiential Education in Service-Learning

2001 ◽  
Vol 2001 (114) ◽  
pp. 61 ◽  
Author(s):  
Lawrence Neil Bailis
Keyword(s):  
Service Learning ◽  
Experiential Education ◽  
National Society

Practices and Reflections on Pioneer Service Learning in Higher Education of China

2018 ◽  
pp. 94-114
Author(s):  
Bo Wu
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Experiential Education ◽  
Undergraduate Students ◽  
Personal Growth ◽  
Course Design ◽  
The United States ◽  
Learning Goals ◽  
National Society ◽  
Teaching College

Service learning, as one form of experiential education derived from David Kolb's experiential learning model, integrates service with classroom instruction. It can be applied in primary, secondary and higher education setting. According to its broad definition from National Society of Experiential Education in the United States (1994): service learning is “any carefully monitored service experience in which a student has intentional learning goals and reflects actively on what he or she is learning throughout the experiences”. Under the rapid urbanization and economic development in China, higher education is experiencing great challenges in terms of its mission and pedagogy. I share my pioneer teaching experiences of service learning among undergraduate students at a teaching college in Guangdong, China with insufficient institutional support and community partnership. With the details of my course design, practice, and reflections on students' learning, I conclude that students benefit from service learning in their personal growth, civic learning and academic enhancement.

Practices and Reflections on Pioneer Service Learning in Higher Education of China

2019 ◽  
pp. 391-411
Author(s):  
Bo Wu
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Experiential Education ◽  
Undergraduate Students ◽  
Personal Growth ◽  
Course Design ◽  
The United States ◽  
Learning Goals ◽  
National Society ◽  
Teaching College

Service learning, as one form of experiential education derived from David Kolb's experiential learning model, integrates service with classroom instruction. It can be applied in primary, secondary and higher education setting. According to its broad definition from National Society of Experiential Education in the United States (1994): service learning is “any carefully monitored service experience in which a student has intentional learning goals and reflects actively on what he or she is learning throughout the experiences”. Under the rapid urbanization and economic development in China, higher education is experiencing great challenges in terms of its mission and pedagogy. I share my pioneer teaching experiences of service learning among undergraduate students at a teaching college in Guangdong, China with insufficient institutional support and community partnership. With the details of my course design, practice, and reflections on students' learning, I conclude that students benefit from service learning in their personal growth, civic learning and academic enhancement.

scholarly journals Surveying Assessment in Experiential Learning: A Single Campus Study

2015 ◽  
Vol 6 (3) ◽  
Author(s):  
Thomas Yates ◽  
Jay Wilson ◽  
Kendra Purton
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Best Practices ◽  
Experiential Education ◽  
Online Survey ◽  
Action Learning ◽  
Learning Problem ◽  
Institutional Level ◽  
Education Service ◽  
Inventory Survey

The purpose of this study was to determine the methods of experiential assessment in use at a Canadian university and the extent to which they are used. Exploring experiential assessment will allow identification of commonly used methods and facilitate the development of best practices of assessment in the context of experiential learning (EL) at an institutional level. The origins of EL are found in the work of Dewey (1938), later modified by Kolb and Fry (1975). Experiential methods include: experiential education, service learning problem-based learning and others such as action learning, enquiry-based learning, and case studies. Faculty currently involved in EL at the participating university were invited to complete an online survey about their teaching and assessment methods. This paper will share the results and analysis of the EL inventory survey. L’objectif de cette étude était de déterminer quelles méthodes d’évaluation expérientielle sont employées dans les universités canadiennes et dans quelle mesure elles sont employées. Le fait d’explorer l’évaluation expérientielle permettra d’identifier quelles sont les méthodes employées couramment et facilitera le développement des meilleures pratiques d’évaluation dans le contexte de l’apprentissage expérientiel au niveau institutionnel. Les origines de l’apprentissage expérientiel se trouvent dans les travaux de Dewey (1938), modifiés plus tard par Kolb et Fry (1975). Les méthodes expérientielles comprennent : l’éducation expérientielle, l’apprentissage par le service, l’apprentissage par problèmes, ainsi que quelques autres tel que l’apprentissage par action, l’apprentissage par l’enquête et les études de cas. Les professeurs qui pratiquent actuellement l’apprentissage expérientiel dans les universités participantes ont été invités à remplir un questionnaire en ligne portant sur leur enseignement et leurs méthodes d’évaluation. Cet article partage les résultats et les analyses du sondage sur l’apprentissage expérientiel.

Core Elements of Participatory Action Research for Educational Empowerment and Risk Prevention with Urban Youth

2004 ◽  
Vol 26 (2) ◽  
pp. 5-9 ◽  
Author(s):  
Jean Schensul ◽  
Marlene Berg ◽  
Daniel Schensul ◽  
Sandra Sydlo
Keyword(s):  
Service Learning ◽  
Youth Development ◽  
Experiential Education ◽  
Urban Youth ◽  
Risk Prevention ◽  
Central Position ◽  
Group Level ◽  
Marginalized Youth ◽  
Participatory Action ◽  
Core Elements

This paper describes Youth-PAR, a social science and advocacy-based approach to working with young people, an emerging field that cuts across current movements: positive youth development, experiential education, prevention and service learning. Because it is inherently critical, addressing structural as well as individual and group level disparities, it is particularly suitable for working with disenfranchised or marginalized youth to assist them to gain a more central position and greater voice in shaping their own and their communities' socio-political, cultural, educational and public health futures.

scholarly journals Beyond Reflection: Refraction and International Experiential Education

2009 ◽  
Vol 18 (1) ◽  
pp. 217-229 ◽  
Author(s):  
Monica Pagano ◽  
Laura Roselle
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Experiential Education ◽  
Subject Matter ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Alternative Programs ◽  
International Service Learning ◽  
International Service ◽  
Traditional Understanding

Students today are becoming more interested in international opportunities for study and are drawn to alternative programs such as international service-learning and international internships. These programs, however, must be carefully designed. This article proposes utilizing tools that go beyond the traditional understanding of reflection, in order to deepen the academic linkages to experience through reflection that leads to refraction. The authors introduce “refraction” as the transformative learning process that helps students understand and identify the intermediate processes of learning that aid the development of critical thinking skills. Refraction centers learning by integrating and elaborating the experience, the academic subject matter, and the context by examining assumptions and biases. 

“Involve Me and I Will Understand”: Academic Quality in Experiential Programs Abroad

2002 ◽  
Vol 8 (1) ◽  
pp. 207-229 ◽  
Author(s):  
Michael Steinberg
Keyword(s):  
Service Learning ◽  
International Education ◽  
Experiential Education ◽  
Intercultural Competence ◽  
Theoretical Background ◽  
Academic Programs ◽  
Academic Quality ◽  
Holistic Model ◽  
Field Placements ◽  
Education Of Students

In this essay, my aim is to demonstrate that experiential education is a laudable and creditworthy endeavor in study abroad, and to discuss some approaches designed to reinforce the academic side of experiential study. To set a framework, the first section is devoted to a description of the place of experiential programming at the Institute for the International Education of Students (IES), where I am Director of Academic Programs. IES is “traditional” in the sense that the core of our instruction is classroom-based in university courses and courses taught by IES faculty. We are not “traditional” in our commitment to a holistic model of international education and our willingness to experiment with different academic approaches to achieve our mission of student intercultural competence. After a discussion of some of the theoretical background of experiential education in the second section, the third and fourth sections will review some of IES’s recent research on credit acceptance and on student learning in experiential programming. The final section of this paper discusses assessment and the nature of academic programming for students in field placements, internships and service-learning.

New Possibilities for Culturally Responsive Experiential Education in Teacher Education

2021 ◽  
Vol 44 (1) ◽  
pp. 31-49
Author(s):  
Elizabeth Laura Yomantas
Keyword(s):  
Teacher Education ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Narrative Inquiry ◽  
Experiential Education ◽  
Culturally Responsive ◽  
Complex Concept ◽  
Before And After ◽  
Culturally Responsive Service

Background: Understanding how students conceptualize culturally responsive service learning (CRSL) before and after an experiential education (EE) program has the potential to inform the instructional and theoretical designs and long-term possibilities of EE programs in teacher education. Purpose: To (a) explore students’ early-trip conceptions of CRSL in comparison with their end of trip conceptions while on a month-long EE program in rural Fiji and (b) examine which self-reported experiences facilitated the transformation of participant understandings of CRSL. Methodology/Approach: This study was situated in EE theory and critical pedagogy and utilized a narrative inquiry methodology. Findings/Conclusions: Students held traditional notions of service in their early-trip definitions. In their end of trip definitions, the participants’ definitions transformed to include new understandings. Implications: CRSL is a complex concept that requires cyclical reflexivity and self-interrogation. In teacher education, CRSL can serve as a springboard for meaningful culturally responsive fieldwork experiences. Further CRSL programming and research are needed to expand the field and open new possibilities in teacher education and beyond.

scholarly journals The Many Faces, Features and Outcomes of Youth Engagement

2011 ◽  
Vol 6 (3) ◽  
pp. 107-123 ◽  
Author(s):  
Rebecca N. Saito ◽  
Theresa K. Sullivan
Keyword(s):  
Service Learning ◽  
Youth Development ◽  
Experiential Education ◽  
Youth Participation ◽  
Youth Leadership ◽  
Youth Engagement ◽  
Communication Tools ◽  
Research And Practice ◽  
The Core ◽  
The Many

Civic engagement, experiential education, positive youth development, youth leadership, service-learning: what is it about these programmatic models that account for their popularity and impact over decades? What’s at the core, how are they similar and different, and what differential impacts and benefits might various types or forms of youth engagement affect? The lack of consensus on conceptual frameworks and definitions of youth participation and engagement has been identified as one of the issues plaguing the field and restricting progress of youth engagement research and practice (O’Donoghue, Kirshner & McLaughlin, 2002). The authors present a conceptual framework called the Rings of Engagement that captures the myriad ways in which people think about youth engagement. The literature on the benefits and outcomes of each ring or type of youth engagement is highlighted. The authors conclude with recommendations for further research which will guide training, stakeholder-driven communication tools created to garner support, ways to act locally while working at the intermediary level to provide the supports necessary to promote and support youth engagement.

scholarly journals Clinical legal education and disability: accommodation, implementation and assessment in service-learning programs

2016 ◽  
Vol 23 (4) ◽  
pp. 7
Author(s):  
Martha E. Simmons ◽  
Marian MacGregor
Keyword(s):  
Service Learning ◽  
Experiential Education ◽  
Professional Education ◽  
Social Model ◽  
Social Model Of Disability ◽  
Post Secondary ◽  
Program Selection ◽  
Challenges And Opportunities ◽  
Learning Programs ◽  
Disability Accommodation

Experiential education is becoming an increasingly relevant pedagogy in post-secondary and professional education. This paper situates service-learning within the larger context of experiential education. It provides an examination of the social model of disability and its relevance for service-learning programs. Most importantly, it then narrows in on implications of disability on program selection, implementation and assessment. The aim of the paper is to offer practical suggestions to create and maintain universally accessible programs as well as a theoretical framework from which to view these challenges and opportunities.

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