go This always made them smile, and they would eventually agree that they did a good job. Art therapy is relaxing for them as it gives them a sense of accomplishment both when they finished their art piece and again when they were complimented for making a lovely piece of art. They especially loved it when their art was posted on the art board in the activity room. Bingo is a fun and interactive activity for the residents. It offers social interaction along with cognitive stimulation. I had a nice group of regular players. Besides getting opportunities to talk one-on-one with the residents, before and after Bingo, it was my favorite activity.
It gave me time to interact with the players and learn more about them. I was able to greet them by their name, welcome them to the activity, and offer a positive, fun experience.
Connecting Past and Present: Concepts and Models for Service-Learning in History. AAHE's Series on Service-Learning in the Disciplines. Harkavy, Ira, Ed. Connecting Past and Present: Concepts and Models for Service-Learning in History (Higher Education) [Ira Harkavy, Bill M. Donovan] on munetupecavy.ga * FREE*.
I believe I was able to add joy to their day by providing a positive and fun activity. This service project provided a learning experience that reinforced the studies of Gerontology , on caregiving techniques for working with the frail elderly. I observed personalities with dementia, elderly with hearing loss, vision loss, and ambulatory issues. The studies from Gerontology covers all of these situations and many more.
My goal is to be the best employable caregiver for the elderly. I am thankful and pleased that I had the opportunity to interact with the staff and residents at Seacrest Village Retirement Communities. It was a positive experience. I highly recommend that future students take the opportunity to volunteer and make a positive contribution to our communities. Irina Manzhugo Nutrition Nutrition Today Instructor: Gail Meinhold Hunger affects millions of people in the United States, from youth to seniors, which makes it a problem that needs a lot of attention, work and time.
Creation of the food pantry at MiraCosta College was a brilliant idea to help our needy students, our fellow classmates, solve the issue of hunger. Generally lunch consists of a can of vegetables, soup or legumes, and a protein bar or briquette of fruits. These lunches provide the keys of the most important components for a healthy diet such as protein, fiber, vitamins, minerals, unsaturated fats, carbohydrates and calcium.
Also, the representatives of the Service Learning Office and the food pantry give information to students about where they can get permanent support with food supplies from different organizations. As a student in a nutrition class, I was more than happy to be given the opportunity to work in the food pantry with Carol Wilkinson for the goal of helping the MiraCosta community by using knowledge gained from nutrition class in my service learning project.
I volunteered as a food assistant with the food pantry at MiraCosta campus once a week, usually Thursdays or Fridays. Before the end of October I was working downstairs where the food storage is located. There I would check the cans for their food expiration dates and put them in the order from farthest to closest expirations dates.
This event gives an opportunity to all students, staff and faculty on the MiraCosta campus to donate to the food pantry. Halloween donation boxes were placed around the campus, where people could leave their canned food donations. During this time I was checking on the boxes because if somebody left a donation in the box I needed to take it to the office. In the office I was checking expiration dates and which cans were acceptable, I then took them downstairs to the storage room. It is really important to check expiration dates because the food pantry needs to provide healthy, not expired food to MiraCosta college students.
Before the food drive, Carol Wilkinson asked me to make a list of the healthiest canned foods of fruits, vegetables, legumes, and soup because some donors were interested in knowing which types of canned foods would be the best to donate to the food pantry. Through this task I was able to connect knowledge from my nutrition class about finding credible sources of nutritional information and using it in real life.
So, I made a list of the healthiest canned food which was based on my research on the internet websites with reliable information. For the Nutrition class, this service learning assignment was valuable and gave me a lot of rewarding experiences. I learned information about hunger and how this problem is important, about nutrients which are provided in canned foods, about expiration dates and recognition of websites with reliable information.
Now I can use this valuable experience in my future because it is really important to understand and realize what kind of food we consume based on GMO injections which helps keep food longer and taste better. If students are hungry they have a hard time sitting in classrooms and studying. The service learning food pantry provides our students with the ability to help alleviate this problem.
It was a good learning experience and it was fun to work with Carol Wilkinson and help her to make the world a little bit better at MiraCosta College. Return to Table of Contents. Three to five cups of fruits and vegetables and at least sixty minutes of exercise per day. Since my move back to California from North Carolina, I have been searching to find a place that suited my passions, a place where I could volunteer. It was led by an amazing organization that would bring in farm fresh fruits and vegetables to the school. At the market, the kids covered a variety of topics; the different produce and why it was good for them; food safety; about the farms the produce came from; the current drought and how it is affecting us; things we could do to help; and also simple math!
It was so wonderful seeing the smiles on their faces and just how excited they got, because they had the power to choose what they wanted to try and experience the sheer excitement of making healthier choices! I loved being a part of that. There we made up cards with different fruits and vegetables. The children would choose their favorite fruits or vegetables, and we would then show their choices at all of the different schools, using that to advertise what was currently being offered at their salad bars!
The kids would get to see their own artwork when they went to lunch. They loved it and it was great getting them involved. The majority of my time was spent in the classroom. I was fortunate enough to be assigned to the 4th graders of Olive Elementary in Vista. I got to teach nutrition to 4 different classes.
They were so excited to have me come in and play games and hear about what new things they got to try and what new activities they did that they never tried before. The classroom participation was astonishing. With every lesson I would come in and ask about how many cups of fruits and vegetables they should have and how much exercise they should get a day. By the end they knew it like the back of their little hands!
We would go over the different vitamins the different fruits contained and what they did for our bodies. If they didn't like something we got to discuss different, yummy ways they could prepare it so they could look forward to trying it again! It was a great learning experience for them and a great learning experience for me. This service learning helped me realize that this is something even though my hours are complete with the school , I will happily continue doing in my free time.
I really enjoyed volunteering and I plan on volunteering more in the future, specifically at the restoration event on December I feel that I made a difference at both community organizations, because I contributed to preserving the natural habitats that allow the lagoons to sustain and provide food for the various natural species of wildlife.
The tasks that I performed included constructing plant protector cages and planting native trees at the Ford Wildlife Habitat Preserve. The area had been previously infested by eucalyptus introduced to the area during the time that railroads were built eucalyptus trees are used to make railroad ties. The planted native species were trees such as: cottonwood, arroyo willow, and blue elderberry, trees which all belong to the riparian vegetation zone. The cottonwood provided native people with wood to make shelters and the coastal live oak trees provided acorns as a source of food.
The elderberry trees offered fruit for various songbirds. On another occasion we made seed balls with ml of water, ml of dirt and sand, and ml of seeds. We were instructed to make balls equivalent to the diameter of a quarter. After we used all the supplies we had made 1, seed balls in total. It was fun getting dirty and feeling the raw earth in my hands.
The seed balls included narrow leaf milkweed, saltgrass, California blackberry, and desert wild grape seeds. The last day I attended I removed invasive plants that were degrading the quality of life of various natural plant species and re-established barriers around plants that would allow water to absorb into its roots The constant challenges that both the organizations encounter are maintaining natural plant species that provide shelter and food sources and securing enough funds from the community, organizations, and government agencies to continue serving the public.
The success of replacing native species and removing invasive species is dependent upon the services that volunteers and staff provide. The most interesting aspect of volunteering was learning about the habitat of our native coastal estuaries and their various species. It was really neat being involved in restoration of the native habitat, because we are contributing to the success of the lagoons to flourish.
A couple of the most challenging moments that I encountered was constructing cages out of metal fencing and also collecting large amounts of water from the creek to water the plants that we planted. Carrying those large water jugs at times seemed almost impossible. I had no idea that I would be exerting so much energy. But, regardless I continued and worked as hard as I could.
The best part of all was the great team work that we achieved. It felt so amazing to work as a group in such a positive way. It was very rewarding knowing that I participated in helping such a beautiful segment of our environment. I realized that there are people who care about the wildlife that gives so much to us. It is touching to know that there are such kind and giving people in the world. By volunteering I learned a wealth of information about the many issues that preserves encounter, especially littering.
It was interesting actually visiting estuaries after learning about coastal shores and estuaries. It has always amazed me that all the fresh water sources in North County San Diego eventually end up in the coastal lagoons. The fresh water then mixes with salt water from the ocean. These environments are very productive, and learning that they create more organic matter than forests of the same size is remarkable. After briefly learning about estuaries, it was neat to see the different habitat types such as shallow open waters, fresh water and salt marshes, swamps, sandy beaches, mud and sand flats, and various types of sea grasses.
There are several species of birds, mammals, and other types of wildlife that live, feed, and reproduce in its habitats. The sediments are filtered out through swamps and salt marshes and create cleaner water that benefit communities of both people and marine life. They also absorb flood waters and protect upland habitats from extensive flood damage. The water is very dense in nutrients that largely contributes to its high biological productivity. By visiting the lagoons I learned that there are species of plants and animals.
Many of these species are rare and endangered. I was told by the staff that bald eagles are occasionally spotted in the sky around the lagoons. Overall, I am so glad that I did the extra credit assignment that led me to volunteering at both the San Elijo Lagoon and the Batiquitos Lagoon. I had such a great time and it truly was a life changing experience. I have always been interested in native water shed habitats around Southern California because I have spent so much time hiking on trails along native creeks, lakes, and rivers. I have also taken an environmental biology class and am interested in habitat conservation.
While getting to know the group members, I talked to interns who shared their stories. I asked them what their educational backgrounds were and what led them to their intern positions. I have always considered pursuing a job in environmental biology.
But, only the future will tell what I finally decide to pursue in the path that hopefully leads to my lifetime career. Observing the students over the past three months has caused me to ponder over how young people mature and what influences them on a daily basis. It was easy to see that although the seniors were only two grade levels above the sophomores, the two groups differed greatly in maturity. The group of fifteen year olds, although bright, demonstrated immense insecurities when it came to applying their knowledge.
Most of the students within the class seized any opportunity to avoid school work, often acting silly or purposefully straying from the in class topic or assignment. When forced to present to the class on specific chapters of Pride and Prejudice by Jane Austin, the students seemed afraid to demonstrate their intelligence to their peers. The students feel judged by their peers and seek always to maintain a balance between acting too smart or acting too foolish. The students realize that their peers are judging them, and they behave accordingly.
They act silly together, confused together, and they sympathize with one another. I noticed when Mrs. Owen spoke to the class, oft-times the students whispered to each other and ignored her, and occasionally they talked over her. However, when a peer presented to the class, all the students hushed, realizing their turns would come shortly thereafter.
The relationship between Mrs. Owen and the seniors, as well as the seniors with each other, is very different from the sophomores. The seniors, approaching college, have embraced the responsibility they have to their own education, and generally they demonstrate a desire to prove themselves intellectually to their teacher and to their peers. They participated with much greater enthusiasm in book discussions with Mrs. Owen, and they conversed with each other with equal excitement.
The differences between these two groups helped me to realize how much other people influence the way we think of ourselves and how we behave. The tenth graders still feel and act like children, not realizing how close they are to life outside of high school. This fear influences them to participate less, direct questions only at their teacher, and engage in off-topic discussions with classmates during activities. The twelfth graders, on the other hand, are beginning to feel their proximity to their future lives and are accruing knowledge to prepare themselves. They respect Mrs. They purposefully involve each other in stimulating discussions, practicing for college life and for the work force.
The lasting impression that this service learning experience has had on me, is the importance of understanding the impact our circumstances have on us. Although some of the differences in maturity between the tenth and twelfth graders is purely determined by age, a portion of it is also the influence of peer pressure.
Young people are unsure of themselves in almost every situation. They feel insecure and unprepared, constantly striving for the approval of their families and friends. Their growth into mature respectable, young adults is heavily influenced by the condition of their environment. This assignment was appealing to me because helping those in need is something that I have always enjoyed, and other classmates who had volunteered there talked about how much they had learned from the experience they had there. Obviously, because I was doing it for my nutrition class, nutrition had to be front and center in my volunteering services.
It took her a while to get back to me so I had to call back to make sure she received my phone call. Then, she told me to show up at a. We talked about incorporating nutrition into volunteering so in comparison to most of the volunteers who are there for the social aspect, I had the chance to help on the serving line, be the coffee girl, and bake healthy cookies for them towards the end. I was asked to serve food in the service line.
The service line consists of different stations with different kinds of food such as sandwiches, juice, fruits salad, dairy products, etc. Their orange ticket entitled them to a meal of the day plus milk and yogurt to go. They could take home one egg carton per ticket and could get a lunch which had a sandwich, juice, some type of fruit and vegetable, and lastly, eggs, mashed potatoes, gravy, and bread at the end. Then they would get an orange tray where their meal of the day could which gave them the option of getting some fruit salad, some type of dairy product; in addiotion they could get both milk and yogurt to go.
Then they could get one egg carton per person with two to three prepackaged foods plus a pastry. On Saturday, the same type of food was given out except they had spaghetti for lunch instead of eggs. People were allowed to go through the line times each morning. I came to notice that most of them did not like fruits or vegetables and always found a way around them but loved pastries and always wanted to take more. When I served on the food line, people would often ask me if the food was high in protein or to give them high protein foods.
Women usually asked for salads and a lot of packaged fruits and vegetables, and I often heard them say they needed to be careful choosing what they eat. People even brought in their own cups that were bigger than the ones given so they could put more coffee in.
On my last day volunteering, I brought in oatmeal cookies that I baked myself. They were healthy oatmeal cookies with whole wheat flour, oatmeal, and some had raisins. Going in to volunteer that day I honestly thought that many people would not want cookies, but to my surprise everyone did. As I offered the cookies people would look at the cookie for a while but decided to take one anyway. Some people even whispered that they were healthy but good, which made me laugh. Men, women, and kids liked them, and they were a success. I ran out of cookies in thirty minutes or so.
I learned choices are very important, especially when a load of food is placed right in front of you. However, a lot of this is due to the fact that many of them are homeless or very poor, and all they want is food in their system. I have learned how important it is to make the right food choices to better your health after observing some people making unhealthy choices. For the Lord will be your confidence and will keep your foot from being caught.
For years I repeated this verse to myself in the dead of night as shivers ran down my spine and goose bumps covered every inch of my body. On the nights I would be awakened by terrible nightmares I would cover my body head to toe with my blanket leaving enough room to stick my nose through a hole and breathe. I always found comfort in the fact that morning would break and the sun would rise emitting a soft warmth to erase my fears.
For me they were simply nightmares, bad dreams that would never matter but for others bad dreams and nightmares don't come in the night, they come at any time of day. This local non-profit organization assists Hispanic women with issues associated with domestic violence. Before I stepped foot in the agency, I had never taken time to properly inform myself about domestic violence and the affect it has on marriages, but as I built friendships with the women who attended Las Valientes weekly support meetings, my heart grew and I found it significantly harder to leave after every meeting.
Thursdays nights became special, magical even, where age, culture, and beliefs did not exist. Four light brown walls shielded and separated us from a world that held cruel obstacles and scary confrontations. At first glance, it was not your typical playroom. Chairs in a deep shade of blue were lined up in a circle which gave a serious air to the room making the toys that were piled up in a comer seem out of place.
No children were in sight and the youngest people in the group were older teens, but on the fourth night Blanca and her three children walked in. The youngest ran the show from the moment she walked in. I like to call her Dora, with her black shiny hair sitting above her shoulders and her bangs covering the tips of her long eyelashes. Her stubby legs carried her from toy to toy as we played in the waiting room, and her tiny hands grabbed lego after lego.
As I watched her skim her fingers across every toy available I could overhear her mom telling the story that brought little Dora into my life. The mom had been wrongfully imprisoned on two different occasions, held in a prison that also housed murderers. She had fled the iron grip of her husband only to return a few months later and then leave once and for all only weeks before we met her. As she told her story and I played with the kids in the other room, tears streamed down her cheeks and her voice broke after every few words. Anger and frustration seeped out of her, and the women who knew exactly what she was going through did their very best to fill her void with love and compassion.
In that playroom every woman was perfectly imperfect and loved beyond words. Lifelong friendships developed within seconds upon greeting one another, and years of repressed emotions oozed out of every woman's pores. My main concern, at the start of my service learning, was the lack of resources available to immigrants in our community, but as I hugged the women who walked through the door I realized one of the most crucial resources they lacked was friendship.
Attending these meetings introduced me to a world where friendship is nonexistent, where husbands threaten and abuse their wives however their mood dictates, including restricting contact with family, friends, and even sons and daughters. To me daylight was my friend, the bible verse was my friend, and together they guided me out of my nightmares, but the women at these meetings had no friend to guide them out of their nightmares.
Do you feel that learning in detail about the history of the Redwood Wars in Humboldt county helped you to develop strategies for your site? Rhodes, Frank H. Bringle, R. International service and the African American experience at St. Teaching Tolerance.
In fact they lived day to day walking in their nightmares many of them eagerly awaiting the morning, some already beginning to soak up some sun. What holds them together now are the friendships that they have built amongst each other. I chose this department because a friend and coworker works in the free and reduced lunch department. She loves her job, so I thought it would be perfect to learn all about it, and get a foot in the door. I love broadening my horizons!! When I chose this work site I assumed I would be working at the nutrition department site simply processing paperwork and learning how the school lunch program operates.
Boy, was I surprised at where I ended up and what I ended up doing She was wonderful and promptly responded to my email. We met and got the paperwork going to set up for the service learning registration. I was able to fill out the background check paper needed to work at the schools and was approved right away. I was scared to death but quickly accepted the invitation. She gave me the work books we would be going over so that I could prepare and get a feel for what I would be doing. My work site was at Maryland Elementary School and I would be teaching along with three teachers twice a week.
I was terrified as the start date approached but once I began, I was quickly calmed and reassured by the children that I was doing great. They were wonderful to teach and so willing to learn and even try new things. The teachers were all very supportive, helpful, and reassuring, and I appreciated my opportunity working with them.
I had never taught a day in my life, and it was so awesome to hear one teacher tell me how good at it I was and to learn that teaching is a daily learning experience. I learned a lot about myself and my genuine joy of teaching kids. I learned that kids really do want to learn and are eager and interested in learning about food and the benefits of nutrition for the body. They were so enthusiastic when we did the activities and were so willing to eat healthier alternatives and dump the junk!
I made sure to let the kids know how proud of them I was for their willingness to open their minds about trying new food. I was happy to hear that, for the most part, the kids are all pretty active. This experience was majorly life changing. I have decided to change majors from Sociology to Nutrition. I want to teach kids about nutrition because I believe that the younger they are taught the better chance they have at believing and using the knowledge.
I think kids are more open-minded and eager to learn. I have become more and more passionate about nutrition and how food really is medicine. A independent evaluation of the service-learning program in Sharon Public Schools revealed the overall success of the program in relation to student outcomes, school system morale, and community support. Community service learning in Sharon Public Schools has linked the school system with the community in meaningful ways and has contributed to student appreciation of diversity, social awareness, and civic responsibility.
For more information, call Thomas M. Service learning as an instructional strategy enhances student learning through active participation in experiences that meet actual community needs. We find that students gain mastery of key curricular content and develop higher-level thinking skills. The Waterford school district administration and board of education planted the seed for service learning by charging a committee of parents, teachers, students, school administrators, and community leaders to explore the role of community service in education.
Our intent in implementing a community-service requirement was to ensure that students actively experience community service as they prepare for productive citizenship in a diverse and changing world. As the service requirement was being implemented, the committee continued to research other methods to integrate service into the schools. Today, in addition to the graduation requirement, service learning is integrated into classroom instruction in multiple classes throughout the district.
We have strategically focused on integration at the high-school level and have begun to use our experiences to facilitate integration in the other schools. Waterford has effectively integrated service learning by creating an atmosphere that facilitates and encourages its use. Teachers were never told that they were required to use service learning as a strategy. Instead, teachers were given resources to integrate service learning, including professional time to plan projects, additional funding and the assistance of a program coordinator.
The work of the coordinator has been crucial in helping teachers move from wanting to integrate service learning to actual implementation. This environment has allowed teachers to recognize the value of service learning and integrate it into their curriculum, ensure that service-learning activities are directly linked to academic content, and meet real community needs.
It has been a challenge to get people to embrace such a change in the traditional teaching methodology. Education, exposure, support, and mentoring helped to ease the transition. We were fortunate to have a veteran teacher who engaged her students in a major project and actively shared the results of her work with her peers. Other teachers began to ask how they could use this methodology in their classrooms. The integration of service learning has had a positive impact on Waterford. Students take responsibility for their own learning and gain mastery of curriculum content while building critical-thinking skills.
Reflecting on their experiences in service learning, students have commented that they have learned more with this active, involved approach to learning than in traditional classroom instruction. Students look forward to the use of service learning in their other classes. Some students have encouraged other teachers to use this methodology. We have found that combining classroom work and service can lead to dramatic improvements in student attitudes, motivation, and achievement. Finally, students are being seen as valuable resources in the Waterford community.
For more information, contact Randall H. Collins, superintendent, Waterford, Connecticut, Public Schools, Past issues of Service-Learning Network are full of useful service-learning theory, practice, and resources. This helpful resource is available free of charge from the CRF web site at www. Do you have a favorite web site? Do you frequently toggle from one useful site to another? Are your Internet bookmarks a quagmire?
Netscape offers a Personal Toolbar that allows you to post frequently used web sites in plain view on your browser screen. The workshop will be held April 15—16, , in Los Angeles. CityYouth: a multidisciplinary, civic-participation program, designed for use by math, science, social studies, and language arts teachers in the middle grades.
Using CityYouth, teachers work in teams to integrate civic participation and service learning into their curriculum. CityYouth is rooted in the principles of middle-school transformation and provides a vehicle for teachers to effectively apply strategies of team teaching, student core grouping, cooperative learning, and service projects in their classrooms.
The CityYouth program is also being used as a core advisory curriculum and an after-school enrichment model. Workshop Content: Teachers will participate in interactive workshops covering content, design, and methodologies of the CityYouth curriculum. In addition to the full curriculum, workshop participants will receive useful supplemental materials outlining service projects, possible curriculum modifications, and strategies for school site implementation. The W. Kellogg Foundation Service-Learning Initiative aims to make service to others an integral part of everyday classroom learning in school districts across America.
The overarching goal of the network is to promote more and better quality research in the field of service learning through the formation of a national research agenda, web site discussion groups, identification of funders and publication vehicles, and development of a series of white papers on the research. You can learn more about the Research Network by attending information sessions at the National Service-Learning annual conference in San Jose or the American Educational Research Association annual conference in Montreal.
The Prudential Youth Leadership Institute is a unique training program designed to give high-school-age youth the ability and desire to make meaningful, lifelong contributions to their communities through volunteer service. The program provides young people with a broad array of leadership skills and a fundamental understanding of how to apply those skills to community problem-solving. Organizations can conduct their own institutes by attending one of the National Training Seminars and becoming certified Institute Trainers.
For information on starting an institute or to find out about an existing institute in your area contact the Points of Light Foundation, I Street, Suite , Washington, D. Phone: , Fax: E-mail: pyli pointsoflight. Close Up Foundation, Washington D. ISBN: How can students, teachers, school administrators, parents, and concerned community members work together on local issues?
How can teachers and school administrators find—and maintain—school and community support for a service-learning program? How can teachers fulfill their curriculum requirements while students explore and address the needs of their community? ACT is a service-learning program for middle- and high-school students that links social studies skills and knowledge to community needs and resources. ACT is built around a problem-solving framework that offers a hands-on approach to local political issues, government, and policy.
The ACT Implementation Guide gathers information from program designers, teachers, school administrators, students, parents, and community members who have participated in the ACT program in school districts across the country. This easy-to-use handbook answers a broad range of practical questions about planning any service-learning program and keeping it going. This volume addresses the systems necessary to implement quality service learning in schools. The Linking guide provided a rationale for adopting service-learning approaches, service-learning pedagogy, planning advice, program evaluation and student assessment, and more.
The editors soon learned that educators needed further guidance on several critical service-learning elements. Leading them to formulate Building Support for Service-Learning. Chapter One of Building Support for Service-Learning discusses strong, defensible actions that can lead to a vision that can be shared by school and community stakeholders. Chapter Two discusses how service-learning leadership can be focused and shared with teachers, administrators, students, and community members.
Chapter Three provides research and tools for nurturing a successful professional culture. Chapter Four describes methods to support teacher training in school reform. Chapter Five illustrates how parents, family, and community play an important role in school reform. Chapter Six discusses some common misconceptions about service learning and examines the need for public support. Chapter Seven shows where and how service-learning funding can be accessed.
Chapter Eight examines public policies that serve to support or hinder service-learning success. Chapter Nine discusses how service learning can be institutionalized to ensure continuity. Support for Service Learning also offers anecdotal profiles of school strategies that give weight to the ideas put forth in each chapter. Bibliographies supply additional reading for each chapter. For more information, contact Shelley H. ISBN Five years ago, the National Society for Experiential Education NSEE received funding to design a program that would help educators and practitioners integrate service learning into the cultures, missions, and curricula of high schools.
Critical Issues in K—12 Service Learning is a compendium of case studies, first-hand accounts, and personal stories that capture the lessons that NSEE has learned in its daily work with this project. The writers represent rural, urban, and suburban communities; public and private schools; community-based organizations; elementary, middle, and high schools; diverse student populations and communities; and various service-learning models. The goals of the project were threefold: to publish a useful resource for this field, to provide an opportunity for K—12 educators to reflect on their experience, and to advance their own leadership through the publishing process.
Through a survey of K—12 educators and collaborating community organizations, NSEE identified seven broad issues that are critical to sustaining service learning. Because of this deep, institutional commitment, Rollins has been recognized with a number of national recognitions for community engagement, including Carnegie Classification for Community Engagement. At Rollins, courses with a community engagement component are being offered under the designation CE Community Engagement in the Rollins Course Catalogue. As a part of CE courses, students will apply what they are learning in the classroom with the community through service-learning, research, civic participation, and be involved in active dialogue and reflection.
CE courses engage students in roughly hrs of direct community-based work throughout the semester with non-profit organizations throughout Central Florida. Courses meeting the standards listed below are considered for the designation of Community Engagement at Rollins College:. Each year, Rollins academic courses work with hundreds of community organizations through academic partnerships that are mutually beneficial. Students are assessed based on their ability to connect curriculum theory to practice. Some examples of current and past CE Courses include:.
How Can Faculty Get Started? Faculty are encouraged to contact CLCE to discuss community academic partnerships opportunities and professional development resources. International CE Courses are eligible for significant project and scholarship funds for students. At Rollins many faculty are involved in engaged scholarship through service-learning, community-based research, community-engaged scholarship, and civic engagement inside and outside the classroom. Through these experiences faculty and students have the opportunity to connect classroom curriculum and discussions. Community members are viewed as "co-educators" in the learning experience.
Rollins faculty interested in community engagement are encouraged to check out the following resources:. An academic conception of service-learning, described as "a pedagogical model that intentionally integrates academic learning and relevant community service. Contains models and tools for creating and sustaining service-learning programs.
Presents frameworks for developing sustainable partnerships and profiles and case studies of successful partnerships with communities, agencies, and public schools. More than a century ago, John Dewey challenged the education community to look to civic involvement for the betterment of both community and campus. Today, the challenge remains. Critically examines from a variety of perspectives how and why institutions of higher education should accept Ernest Boyer's challenge to become engaged citizens of their communities. A treasury of activities, ideas, quotes, reflections, resources, hundreds of annotated "Bookshelf" recommendations, and author interviews, presented within a curricular context and organized by theme.
Answers the questions: "What exactly is service learning? Provides the academic community with an understanding of the current state-of-the-art practices in experiential learning, with suggestions for program design and development and operation. Offers six models for service-learning courses, a cataloged sample of assignments, and sample syllabi. Designed for instructors and students who would like to integrate "real world" writing projects into their courses.
Enables the reader to derive the greatest benefit from the experience — in terms of providing meaningful service to the community partner, developing his or her skills and knowledge, and connecting back what she or he learns to course objectives and the framework of his or her discipline. Provides access to the laws that regulate student programs, services, and activities. It offers a fully indexed and cross-referenced guide to the state and federal laws that bear on student conduct, students' relationships with institutions, institutional obligations toward students, and student and institutional liability relating to on- and off-campus events activities.
Challenges us to think in fresh terms about the meaning of education for civic responsibility. What kinds of learning help all students prepare to assume responsibility and leadership in a democracy characterized by diversity and marked by persistent and invidious inequalities? Postulates that true leaders are those who lead by serving others. Spanning a time frame of more than fifty years, this collection includes original essays focused on the key issues - power, ethics, management, organizations, and servanthood.
Designed to stimulate and inspire people in the practice of a more caring leadership and reflect Greenleaf's continual refinement of his servant-as-leader concept, focusing on issues such as spirit, commitment to vision, and seeing things whole. Collection of lesson plans and syllabi that are examples of successful service-learning programs.
Robert K. Greenleaf, who died in , has been a powerful voice in the dialogue to reshape management and leadership policy.