Integration of Service-learning Activities into Three Food and Nutrition Courses: Benefits and Challenges (original) (raw)
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1999
At A Glance" summarizes the findings of service learning research in higher education over the past few years and includes a bibliography. It is designed to provide a quick overview of where we are in the field today and a map to the literature. Particular issues of interest may be explored in greater depth through the annotated bibliography and complete review of research for this period from 1993-99. Thts survey of service-learning reJearch within higher education reflect~. a dramatic increase over recent years tl"la: examine the effects of serv:celearning on students, faculty, institutions, and communities. The scope of this literature review includes national, regional and single studies thal focus on personal, learning, social, institutional, comrr:unity or c~reer developmental outcomes, as well as how program characteristics affect these outcomes. The initial literature search focused on research indexes such as ERIC and Psych Lit. Four descriptors guided these literature searches: service learning, community service and experiential learning, and field-based education. Special attention was paid to The Mic-higan Journal o(Community Service Learning because this peer review journal has htcome a stgnificant outlet for service-learning research in higher education. Summary reports from service-learning organi.<:ations v-'ere included such as RAND, Learn and Serve America, the Bonner Scholars Program, the Arr.erican Association of Community Colleges, and the Nation~!
Academic Service Learning: Development for Synthesis and Synergy
Outreach Scholarship, 2002
CHAPTER 27 ACADEMIC SERVICE LEARNING: DEVELOPMENT FOR SYNTHESIS AND SYNERGY W. George Scarlett Erin Cox Marisa Matsudaira Jumpstart and Tufts University INTRODUCTION At the heart of academic service learning is the notion that community programs and ...
Implementing a Service Learning Model for Teaching Research Methods and Program Evaluation
Journal of Teaching in Social Work, 2012
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A Faculty-Friendly Framework for Improving Teaching and Learning through Service-Learning
2020
This manuscript highlights benefits of service-learning (SL) as a promising pedagogical approach to improving teaching and learning in college classrooms. Drawing on the collective experiences of integrating SL projects in university courses, the authors share a framework aimed at assisting faculty in higher education in designing, implementing, and evaluating SL projects across diverse higher education courses. A case example illustrating how SL projects can be infused in a graduate course is offered, and recommendations are provided for faculty who wish to integrate SL projects with the goal of improving teaching and learning in their college courses.
A Checklist for Implementing Service-Learning in Higher Education
2011
array of instructional strategies to facilitate preservice teachers’ acquisition of the theoretical knowledge of teaching and the application of the process of teaching children and young adults. Instructional strategies are implemented in the college or university classroom, online, or in school classrooms. Diverse instructional strategies to actively engage the university students in their own learning include role-playing activities, cooperative group projects, and service-learning (Sileo, Prater, Luckner, Rhine, & Rude, 1998). This article provides teacher educators with a foundation for using service-learning in their courses and a structure to guide and evaluate service-learning as an instructional strategy. Service-learning has been implemented successfully as an instructional method in elementary and secondary schools, as well as community colleges and universities (Griffith, 2005; Yoder, Retish, & Wade, 1996). Service-learning allows students the opportunity to practice cri...
Implementing Service Learning in Higher Education
The Journal of Higher Education, 1996
In a recent article, "Creating the New American College," Ernest Boyer challenges higher education to reconsider its mission to be that of educating students for a life as responsible citizens, rather than educating students solely for a career. By doing so, the "New American College" will take pride in connecting theory to practice in order to meet challenging social problems, particularly those faced by universities in urban settings. As Ira Harkavey of the University of Pennsylvania Center for Community Partnerships has noted, "Universities cannot afford to remain shores of affluence, self-importance and horticultural beauty at the edge of island seas of squalor, violence and despair" [5, p. A48]. Emphasizing service has the potential to enrich learning and renew communities, but will also give "new dignity to the scholarship of service" [5, p. A48].
Some Assembly Required: Building and Evaluating Service-Learning in Higher Education Curriculum
eJournal of Public Affairs, 2015
Service-learning is a high-impact teaching practice that can benefit students' mastery of course material as well as their professional and personal development. This article examines the theoretical underpinnings of service-learning along with empirical evidence suggesting the benefits of this teaching pedagogy. The authors' own pedagogical examples are described as they pertain to Richard Cone's (2001) six proposed models. The nuts and bolts of building and sustaining service-learning are reviewed, followed by a discussion of the challenges that exist in relation to assessment.