scholarly journals Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School

2018 ◽  
Vol 8 (3) ◽  
pp. 148 ◽  
Author(s):  
P. Andrews ◽  
Susan Leonard
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Critical Consciousness ◽  
Professional Development School ◽  
Engaged Scholarship ◽  
Traditional Service ◽  
Community Engaged Scholarship ◽  
Service Learning Projects ◽  
Learning Projects

Universities engage students in traditional service-learning projects that often yield “good feelings”, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars’ work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators—rather than for them—supported participants’ critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators’ research interests, work, and future directions.

An Early Glimpse: Service Learning from an Adolescent Perspective

2000 ◽  
Vol 11 (3) ◽  
pp. 115-135 ◽  
Author(s):  
Alice W. Terry
Keyword(s):  
Problem Solving ◽  
Service Learning ◽  
Community Action ◽  
Case Study Design ◽  
Creative Problem ◽  
Service Learning Projects ◽  
Gifted Adolescents ◽  
Learning Projects ◽  
Adolescent Perspective

This article examines service learning from the perspective of gifted adolescents who have participated in what I have termed Community Action service learning projects. Using a case study design, I investigated adolescents' perspectives concerning their involvement in service learning projects grounded in creative problem solving. A service learning typology based on the degrees of student involvement is described. The importance of service learning to the participants in this study is highlighted in the following themes that emerged from the data: methodology, attitudes, personal and social development, commitment, and empowerment. Implications for educators are discussed.

Transdisciplinary learning and teaching as answers to urban sustainability challenges

2017 ◽  
Vol 18 (1) ◽  
pp. 63-83 ◽  
Author(s):  
Petra Biberhofer ◽  
Christian Rammel
Keyword(s):  
Service Learning ◽  
Urban Sustainability ◽  
Content Type ◽  
Learning And Teaching ◽  
Science Society ◽  
Service Learning Projects ◽  
Sustainability Challenges ◽  
The City ◽  
Learning Projects

Purpose This paper aims to explain the relevance of science-society interfaces and their potential for higher education institutions to engage stakeholders in supporting sustainable change in cities, via the transdisciplinary learning and teaching approach of the Regional Centre of Expertise on Education for Sustainable Development Vienna. Design/methodology/approach This case study stresses new forms of transdisciplinary learning and teaching as essential drivers of a sustainable urban development. The inter- and transdisciplinary teaching course “Sustainability Challenge”, which has been offered since 2010 as a collaborative project by the four largest universities of Vienna, highlights the value of experienced-based learning approaches and the method of service learning. Special attention is devoted to the opportunities and challenges of the setting provided by the applied science-society interface and the particular method of service learning with its concrete benefits for the city of Vienna. Findings In analyzing the conceptual framework of the teaching course as well as conducted service learning projects, the authors prove potential benefits of transdisciplinary learning and teaching for real answers to urban sustainability challenges. Portraits of the most successful service learning projects are presented, with partners such as the City of Vienna, an organization and one enterprise. Lessons learned from the case study and key elements of the institutionalized umbrella function of science-society interfaces that provide prerequisites for applying transdisciplinary learning and teaching are shown. Originality/value Finally, main requirements, challenges and necessary institutional settings for transdisciplinary learning and teaching are summarized.

scholarly journals Effective Community Listening: A Case Study on Photovoice in Rural Nicaragua

2013 ◽  
Vol 8 (1) ◽  
pp. 36-47 ◽  
Author(s):  
Ali Aslam ◽  
Matthew Pearson-Beck ◽  
Rachel Boots ◽  
Holly Mayton ◽  
Sara Link ◽  
...  
Keyword(s):  
Service Learning ◽  
Learning Community ◽  
Community Partnerships ◽  
Community Empowerment ◽  
Simple Method ◽  
Partner Organization ◽  
Effective Community ◽  
Service Learning Projects ◽  
Learning Projects

Before beginning a service learning project, students and researchers must listen to the communities with whom they intend to work. By engaging in practical community listening activities, researchers can better understand local contexts and effectively solicit a community’s development needs. Photovoice is a very simple method that can be applied in service learning projects to help researchers understand the realities associated with their partner community. For service learning projects in unfamiliar settings, researchers should work closely with an experienced partner organization that understands a given community’s customs and culture. Applying Photovoice to development projects will facilitate problem identification, promote community empowerment, and assist in developing mutually-beneficial community partnerships. Photovoice creates a platform within a community for candid discussion about relevant issues, challenges, and needs for community-based development. In addition to improving the sustainability of service learning community partnerships, these activities enhance the resiliency of the projects that develop through community empowerment. This article outlines the significance of community listening in service learning projects, and it provides a case study of the Photovoice method that student researchers used when engaging with a rural Nicaraguan community.

BIOLOGICAL SCIENCES PRE-SERVICE TEACHERS' EXPERIENCES OF COVID-19 AS AN ENABLER FOR THEIR SERVICE-LEARNING PROJECTS

2021 ◽  
Author(s):  
Angela James ◽  
Keyword(s):  
Biological Sciences ◽  
Service Learning ◽  
Research Question ◽  
Data Gathering ◽  
Community Members ◽  
Teachers Experiences ◽  
Service Learning Projects ◽  
Pre Service Teacher ◽  
Learning Projects

The newspaper headlines in July 2020, reflected the context of COVID-19 and the challenges in the education sector in South Africa. Pre-service teachers completing a Biological Sciences for Educations Research and Service-Learning module conducted their Service-Learning in their home contexts, which under normal times, they would do so in the neighbouring university contexts. The research question: Why did the Biological Sciences pre-service teachers' experience COVID-19 as an enabler for their Service-Learning projects. An interpretive, qualitative case study was adopted to explore the pre-service teacher’s experiences of their projects undertaken. The data gathering methods included document analysis (pre-service teacher’s reflective diaries); observation of module reflective sessions and seminar presentations and visual methodology (pre-service teachers made videos). The data analysis using descriptive content analysis. The research rigour of credibility and dependability were worked with, and the research ethics were considered. The results indicated that during the learning about the project, the pre-service teachers had emotional experiences of fear, excitement and even confusion. During the planning for the project, they had concerns about Covid-19 restrictions and access to placement sites, what to do, who to work with and the nature of the projects planned. The action of the Service-Learning indicated the collaboration and teamwork, imagination and creativity, including the contextually relevant problem-solving actions that were undertaken. Pre-service teachers were in their own communities where they excelled and built relationships and valued their community members. Service-Learning should be completed in the pre-service teacher’s home contexts for greater relevance, value and connectedness with their community. Keywords: biological sciences, case study, COVID-19 pandemic, pre-service-teacher education, service-learning

Mobile Makerspace Carts

2017 ◽  
pp. 31-46
Author(s):  
Shaunna Smith
Keyword(s):  
Service Learning ◽  
Portable Devices ◽  
Maker Movement ◽  
Learning Spaces ◽  
Educational Environments ◽  
Service Learning Projects ◽  
Learning Projects ◽  
Free Open Source ◽  
The Maker Movement

This chapter provides background into the maker movement, potential strategies for integrating the maker movement into educational environments, and a case study of a mobile makerspace model that leverages carts with small portable devices and free/open-source apps/software to enable equitable makerspace experiences to learning spaces in diverse areas and contexts. Acknowledging the vast options for creating makerspace experiences, this chapter suggests that space itself can be transcended by focusing on immediately practical ways to provide access (i.e. small thematic mobile makerspace carts that can be easily transported), provide activities and tools that address the unique interests of the participants (i.e. asking participant stakeholders what their goals and aspirations are), and establish a learning culture that empowers maker mindsets (i.e. structuring activities with constraints that enable, engaging university students in service-learning projects).

scholarly journals El aprendizaje-servicio como estrategia metodológica innovadora para el desarrollo de competencias digitales y ciudadanas / Servie-Learning as an Innovative Methodological Strategy for the Development of Digital Competences and Citizens

2019 ◽  
Vol 7 (2) ◽  
pp. 57-67
Author(s):  
Domingo Mayor Paredes
Keyword(s):  
Service Learning ◽  
Ad Hoc ◽  
Real Life ◽  
First Year ◽  
Transfer Of Knowledge ◽  
Functional Learning ◽  
Education Degree ◽  
Service Learning Projects ◽  
Learning Projects

ABSTRACTThis paper presents the results of a study analyzing the perception of the students and their professor in a course on Technological Teaching and Research Resources involved in designing Service-Learning projects. The study took as its axis of inquiry a classroom group in which 61 first-year primary-school education degree students and their professor participated. The case study was used as the research methodology and document analysis, observation, ad hoc questionnaire and interviews as instruments for collecting information. The data collected enable us to confirm the effects produced on the organization of the teachinglearning process and on acquisition of functional learning. The findings show that Service-Learning is configured as a pertinent pedagogical methodology for favoring transfer of knowledge to real-life situations, getting students hooked on their learning process and developing digital, social and civic competence.RESUMENEste trabajo presenta los resultados de una investigación centrada en el análisis de la percepción del estudiantado y el profesor de la asignatura de Recursos Tecnológicos Didácticos y de Investigación, implicados en el diseño proyectos de Aprendizaje-Servicio. El estudio tomó como eje de indagación un grupo-aula donde participaron 61 alumnos y 1 profesor. Para ello se utilizó el estudio de caso como metodología de la investigación y el análisis de documentos, observación, cuestionario ad hoc y entrevistas como instrumentos de recogida de información. Los datos alcanzados permiten constatar los efectos producidos en la organización del proceso de enseñanza-aprendizaje y en la adquisición de aprendizajes funcionales. Los hallazgos obtenidos evidencian que el Aprendizaje-Servicio se configura como una metodología pedagógica pertinente para favorecer la transferencia de conocimientos a situaciones de la vida real, el enganche del estudiantado en su proceso de aprendizaje y el desarrollo de la competencia digital y la social y cívica.

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

Service-Learning Projects: Meeting Community Needs

2006 ◽  
Vol 18 (4) ◽  
pp. 315-322 ◽  
Author(s):  
Beverly A. Peterson ◽  
Jean Yockey ◽  
Peggy Larsen ◽  
Diana Twidwell ◽  
Kathy Jorgensen
Keyword(s):  
Service Learning ◽  
Community Needs ◽  
Service Learning Projects ◽  
Learning Projects

Improving music teaching and learning through online service: A case study of a synchronous online teaching internship

2016 ◽  
Vol 35 (1) ◽  
pp. 107-117 ◽  
Author(s):  
Pamela D. Pike
Keyword(s):  
Service Learning ◽  
Music Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Underserved Populations ◽  
Distance Teaching ◽  
Service Learning Projects ◽  
Musical Understanding ◽  
Synchronous Online

This case study explored the potential for using a synchronous online piano teaching internship as a service-learning project for graduate pedagogy interns. In partnership with the university, a local music retailer, and a local middle school, three pedagogy interns taught beginning piano to underprivileged teenaged students for 8 weeks. All instruction took place in the synchronous online environment using acoustic Disklavier pianos, Internet MIDI, Facetime, and traditional method books. As a result of the experience, the students demonstrated musical understanding and the pedagogy interns developed teaching techniques, displayed improved comprehension of course content, learned about current distance teaching technology, and considered the role of music education in society. Based on these results, it might be feasible to provide piano lessons to underserved populations in remote locations while offering meaningful internship experiences to pedagogy students through distance service-learning projects.

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