Service-learning essentials : questions, answers, and lessons learned

Service-learning essentials questions, answers, and lessons learned

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. Servi...

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Detalles Bibliográficos
Otros Autores: Jacoby, Barbara, author (author), Howard, Jeffrey, author of introduction, etc (author of introduction etc)
Formato: Libro electrónico
Idioma:Inglés
Publicado: San Francisco, California : Jossey-Bass 2015.
Edición:1st edition
Colección:Jossey-Bass higher and adult education series.
Materias:
Service learning > United States.
Education, Higher > Curricula > United States.
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009629784106719
Tabla de Contenidos:
  • Intro
  • Service-Learning Essentials: Questions, Answers, and Lessons Learned
  • Copyright
  • Contents
  • Figures and Exhibits
  • Dedication
  • Foreword
  • Preface
  • Acknowledgments
  • About the Author
  • About Campus Compact
  • Chapter 1 Introduction to Service-Learning
  • 1.1 What is service-learning?
  • How Is Service-Learning Different from Volunteerism and Community Service?
  • How Does It Differ from Other Forms of Experiential Learning Such as Internships?
  • Is This Service-Learning? How Will I Know If "I'm Really Doing It"?
  • Is Civic Engagement the New Service-Learning?
  • Sources of additional information
  • 1.2 What are the theoretical foundations of service-learning?
  • Sources of additional information
  • 1.3 What else can we call service-learning if that term does not work for us?
  • 1.4 What are the benefits of service-learning?
  • Sources of additional information
  • 1.5 What is the history of service-learning?
  • What Are the Lessons Learned from the Past That Inform the Present Practice of Service-Learning?
  • Sources of additional information
  • 1.6 How widespread is service-learning?
  • Is It Growing? Or Is It Just Another Passing Fad?
  • Sources of additional information
  • 1.7 What should an institution offer in the way of service-learning?
  • Sources of additional information
  • 1.8 How does service-learning vary by institutional type?
  • Conclusion
  • Chapter 2 Understanding and Facilitating Critical Reflection
  • 2.1 What is critical reflection?
  • What Is Its Role in Service-Learning?
  • Sources of additional information
  • 2.2 What are the forms of reflection?
  • What Does Critical Reflection Look Like in Practice?
  • Sources of additional information
  • 2.3 What are the steps in designing and implementing critical reflection?
  • How Do I Make It Happen?
  • How Can I Engage Students in Critical Reflection?.
  • How Do I Assess and Grade Reflection? How Can I Grade Feelings?
  • Step 1: State Your Learning Outcomes.
  • Step 2: Introduce the Concept and Practice of Critical Reflection.
  • Step 3: Design a Reflection Strategy to Achieve the Learning Outcomes.
  • Step 4: Engage the Students.
  • Step 5: Assess Learning Through Critical Reflection.
  • 2.4 How can critical reflection empower students to move beyond direct service to other forms of civic and political engagement?
  • How Can Critical Reflection Enable Students to Understand the Root Causes of the Need for Their Service?
  • Sources OF additional information
  • 2.5 How can I make reflection work in my discipline?
  • 2.6 How does reflection work in cocurricular service-learning, especially one-time or short-term experiences?
  • How Can I Engage Students in Reflection If There Is No Classroom and No Credit Involved?
  • How Do I Build Reflection into a One-Time Event?
  • Conclusion
  • Chapter 3 Developing and Sustaining Campus-Community Partnerships for Service-Learning
  • 3.1 What are the definition and basic principles of campus-community partnerships for service-learning?
  • What Are the Characteristics of Strong Partnerships?
  • How Are Partnerships for Service-Learning Different from Other Types of Institutional Relationships?
  • Sources of additional information
  • 3.2 What are the different types of service-learning partnerships?
  • 3.3 What are the steps to developing a service-learning partnership?
  • How Should I Initiate a Community Partnership for Service-Learning?
  • How Should I Approach a Potential Community Partner to Determine Whether There Is a "Match" for My Course or Program?
  • Step 1. Learn All You Can About Potential Partners Through Online, Media, and Personal Sources.
  • Step 2. Carefully Consider the Nature of the Commitment You Are Willing to Make.
  • Step 3. Start Early.
  • Step 4. Take the Time to Get to Know One Another as People, Always Remembering That Communication Is Key.
  • Step 5. Determine Whether There Is Compatibility.
  • Step 6. Ask the Right Questions.
  • Step 7. Stay in Touch.
  • Step 8. Ascertain How You Will Know the Degree of the Success of Your Partnership.
  • Step 9. Celebrate Success.
  • Sources of additional information
  • 3.4 What are the logistical issues involved in service-learning partnerships?
  • 3.5 What are the best practices for developing and sustaining partnerships?
  • What Makes Partnerships Work Over Time?
  • How Can We Avoid "Overpartnering" with Communities?
  • Sources of additional information
  • 3.6 What infrastructure should an institution have in place for developing and sustaining campus-community partnerships?
  • Source of additional information
  • 3.7 Should campus-community partnerships include corporate partners? How?
  • Sources of additional information
  • 3.8 What are the key issues for international partnerships for service-learning?
  • Sources of additional information
  • 3.9 How can small-scale partnerships for service-learning lead to broader and deeper institutional engagement?
  • What Is the Difference Between Transactional and Transformative Campus-Community Partnerships?
  • Sources of additional information
  • Conclusion
  • Chapter 4 Integrating Service-Learning into the Curriculum
  • 4.1 When is service-learning the right pedagogy for a course?
  • How Can I Integrate Service-Learning into an Existing Course?
  • How Can Service-Learning Enable Students to Learn Course Content?
  • Source of additional information
  • 4.2 How does service-learning work in my discipline?
  • How can Service-Learning be Applied to the Humanities?
  • I see the Value of Service-Learning for the Social Sciences and Pre-Professional Courses, but What about STEM?.
  • How does Service-Learning Work in Interdisciplinary Courses?
  • Sources of additional information
  • 4.3 Is service-learning academically rigorous?
  • Is Service-Learning Appropriate for Academic Courses?
  • How much Service-Learning is Enough to Ensure Rigor?
  • How can I Incorporate Service-Learning into a Course While Still Covering All the Academic Content?
  • 4.4 What are the different models for integrating service-learning into the curriculum?
  • What Forms does Curricular Service-Learning Take?
  • Should Service-Learning be Required or Optional?
  • What are the Advantages and Disadvantages of the Various Forms of Service-Learning?
  • How is Service-Learning Integrated into the General Education Curriculum? The Major?
  • Sources of additional information
  • 4.5 How do I start developing a service-learning course?
  • What are the Steps for Designing a New Service-Learning Course?
  • Step 1. State Your Desired Learning Outcomes.
  • Step 2. Select the Learning Outcomes that are Best Addressed Through Service-Learning.
  • Step 3. Envision the Service Experience that will Serve as a Primary Course "Text."
  • Step 4. Select Other Course Content and Pedagogies.
  • Step 5. Seek Potential Community Partner(s).
  • Step 6. Integrate Critical Reflection Thoroughly into the Course.
  • Step 7. Develop a Plan to Assess Student and Community Outcomes.
  • Step 8. Address Logistical Issues.
  • Sources of additional information
  • 4.6 How should I assess and grade service-learning?
  • How can I Assess Achievement of Student Learning Outcomes Through Service-Learning?
  • What is the Difference Between Assessment and Grading of Service-Learning?
  • How should Community Partners be Involved in Student Evaluation?
  • Sources of additional information
  • 4.7 What are the unique elements of a service-learning syllabus?
  • Source of additional information.
  • 4.8 What are the logistical issues involved in teaching a service-learning course?
  • Where can I get Help with Handling Logistical Issues?
  • How do I Keep Service-Learning Manageable?
  • What Approvals do I Need Before I can Teach a Service-Learning Course?
  • 4.9 How does service-learning work in an online or blended course?
  • Sources of additional information
  • 4.10 Should service-learning courses be formally designated?
  • What are the Benefits of Service-Learning Course Designation?
  • What are the Criteria?
  • 4.11 What does it take to motivate and support faculty to practice service-learning?
  • What are the Obstacles to Faculty Involvement?
  • What should an Institution Offer in the Way of Faculty Development for Service-Learning?
  • 4.12 How can service-learning be valued in the faculty review, promotion, and tenure process?
  • How should Service-Learning be Viewed Favorably in Faculty Appointments?
  • How should I Incorporate Service-Learning in My Portfolio?
  • What Institutional Promotion and Tenure Policies Support Service-Learning?
  • Sources of additional information
  • 4.13 How can service-learning lead to the broad and deep engagement of an entire academic department?
  • What is an Engaged Department?
  • What is the Role of the Department in Sustaining Service-Learning Over Time?
  • Sources of additional information
  • Conclusion
  • Chapter 5 Designing and Implementing Cocurricular Service-Learning
  • 5.1 What is cocurricular service-learning?
  • Can There Be "Real" Service-Learning If It Is Not Part of an Academic Course?
  • What Are the Benefits and Challenges of Cocurricular Service-Learning?
  • 5.2 What is the relationship between service-learning and student development?
  • Sources of additional information
  • 5.3 What are the different forms of cocurricular service-learning?
  • Sources of additional information.
  • 5.4 How can service-learning be incorporated into the various areas of student life?.

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