· 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.
|Sold by:||Barnes & Noble|
|File size:||3 MB|
About the Author
Christine M. Cress is Professor, Postsecondary, Adult, and Continuing Education (PACE) Program, Portland State University.
Peter J. Collier is Associate Professor of Sociology at Portland State University.
Vicki L. Reitenauer is an instructor in the senior Capstone service-learning program at Portland State University.
Table of Contents
Introduction: Why a Book about Learning-through-Serving?; Chapter 1: What Is Service-Learning?; Chapter 2: Building and Maintaining Community Partnerships; Chapter 3: Becoming Community–Moving from I to We; Chapter 4: Groups are Fun, Groups are Not Fun–Teamwork for the Common Good; Chapter 5: Creating Cultural Connections–Navigating Difference, Investigating Power, Unpacking Privilege; Chapter 6: Reflection in ActionThe Learning-Doing Relationship; Chapter 7: Failure with the Best of IntentionsWhen Things Go Wrong; Chapter 8: Expanding HorizonsNew Views of Course Concepts; Chapter 9: Beyond a GradeAre We Making a Difference? The Benefits and Challenges of Evaluating Learning-through-Serving; Chapter 10: Looking Back, Looking ForwardWhere Do You Go from Here?