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Learning Through Serving: A Student Guidebook For Service-learning Across The Disciplines

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Pub. Date:
Stylus Pub Llc

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This is the edition with a publication date of 4/30/2005.
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· A student-friendly, self-directed guide to service-learning · Develops the skills needed to succeed · Clearly links service-learning to the learning goals of the course · Combines self-study and peer-study workbook formats with activities that can be incorporated in class, to give teachers maximum flexibility in structuring their service-learning courses · Promotes independent and collaborative learning · Equally suitable for courses of a few weeks' or a few months' duration · Shows students how to assess progress and communicate end-results · Low priced'the ideal companion to disciplinary course readings · Methodology and activities extensively tested at Portland State University · Written for students participating in service-learning as a class, but also suitable for students working individually on a project This book is intended as a self-directed guide for college-level students who are engaged in service-learning. Though addressed principally to students participating in service-learning as a class, it is also suitable for students working individually. The authors' goals are to enable 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 their discipline. Service-learning requires students to take on new roles and to pursue learning in ways fundamentally different from traditional courses. This book begins by setting the context, explaining the differences between service and volunteerism and linking service-learning to the larger issues of citizenship and democracy. It then provides activities, exercises and other resources to develop students' skills of reflection, teamwork and cultural competence; and to help them plan, work with community partners, exercise leadership and manage change. The authors provide a framework for students to assess their progress and communicate final results to all stakeholders. By linking service-learning to the learning goals of the student's course, this workbook constitutes the ideal companion to disciplinary course readings. It is equally suitable for courses of a few weeks' or a few months' duration. The exercises can be undertaken by the students by themselves, or together with their peers, and can be incorporated as class activities by the teacher. This succinct and conversationally-written guide will engage and motivate your students while developing the skills to succeed in their service-learning.

Table of Contents

Introduction Why a Book about Learning through Serving? 1(6)
Christine M. Cress
What is Service-Learning?
Christine M. Cress
What Is Service-Learning?
How Is Service-Learning Different from Other Courses?
Why Is Service-Learning Required at Some Colleges?
What Is a Citizen and Why Must I Learn to Be One?
The Role of Education in a Democracy
How Is Civic Capacity Developed in Service-Learning Courses?
What Else Will I Gain from a Service-Learning Course?
What We All Gain
Building and Maintaining Community Partnerships
Vicki L. Reitenauer
Amy Spring
Kevin Kecskes
Seanna M. Kerrigan
Christine M. Cress
Peter J. Collier
Orienting the Self toward Serving and Learning
Community Partnerships
Community-Based Learning Environments
Am I Ready for This Challenge? Is My Community Partner Ready for Me?
What's This Place? What's My Place?
Learning about Your Community Partner
What Now?---Navigating Breakdowns
Developing an Action Learning Plan for Serving
Becoming Community: Moving from I to We
Vicki L. Reitenauer
Putting ``Community'' into a Community-Based Learning Course: A Case Study
Identifying Group Action for the Common Good
Moving from I to We
Learning through the Service Project
Conflict within the Community
Getting to We
Reflecting on Individual and Group Change
Groups are Fun, Groups are Not Fun: Teamwork for the Common Good
Peter J. Collier
Janelle D. Voegele
``Good Groups''/``Bad Groups''
The Development of a Group: Getting Started . . . and Beyond
Who's Doing What? Group Norms and Group Roles
Group Cohesion
Communication in Groups
Free-Riders and Other Equity Issues
Groups Revisited
Creating Cultural Connections: Navigating Difference, Investigating Power, Unpacking Privilege
Vicki L. Reitenauer
Christine M. Cress
Janet Bennett
What's Culture Got to Do with It?
Building Intercultural Sensitivity
A Step Further: Investigating Power and Unpacking Privilege
Reflection in Action: The Learning-Doing Relationship
Peter J. Collier
Dilafruz R. Williams
Why Reflect?
Connecting Reflection to Service-Learning
Models of Reflection
Deep Reflection
Modes of Reflection
Why Reflect? Revisited
Failure with the Best of Intentions: When Things Go Wrong
Janelle D. Voegele
Devorah Lieberman
Roadblocks and Flat Tires: A Case Study
Choosing Directions: The Meaning of ``Failure'' in Service-Learning
Checking the Map: Common Roadblocks
Reading the Signs: Redirecting around Roadblocks
The View from Yesterday: Making Meaning at the End(?) of the Road
Expanding Horizons: New Views of Course Concepts
Christine M. Cress
Judy Patton
Transformational Learning
Ways of Knowing
Critical Inquiry
Academic Disciplines as Critical Inquiry
Community Partners as Sources of Expertise
Conscious Living
Beyond a Grade: Are We Making a Difference? The Benefits and Challenges of Evaluating Learning and Serving
Sherril B. Gelmon
Susan Agre-Kippenhan
Christine M. Cress
Did We Make a Difference?
What Do We Mean by ``Evaluation''?
Challenges to Evaluation
A Strategy for Evaluating Service-Learning
Understanding Your Own Experiences
Methods for Evaluating Learning Environments
Measuring Benefits to Community
Other Important Issues in Evaluation
Looking Back, Looking Forward: Where Do You Go from Here?
Peter J. Collier
Vicki L. Reitenauer
Index 149(4)
The Authors 153

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