Developing and implementing service-learning programs
著者
書誌事項
Developing and implementing service-learning programs
（New directions for higher education, no. 114）
Jossey-Bass, c2001
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
This issue examines service learning - the emerging form of higher education bringing together students, teachers, and community partners in ways that foster the student's responsible citizenship and promotes a lifelong involvement in civic and social issues. It also demonstrates how institutions can create effective service-learning programs that couple academic work in the classroom with students' service to an organization in the field. Authors explore successful service-learning programs in a variety of settings, from liberal arts colleges to research institutions, and offer clear, practical advice on such matters as finding community partners, reaching diverse populations, assessment concerns, and integrating service-learning and research. This issue shall serve as an invaluable resource for educators interested in this relatively new but challenging pedagogy.
目次
EDITORS' NOTES (Mark Canada, Bruce W. Speck). 1. Why Service--Learning? (Bruce W. Speck). Service--learning is generally based on one of two impulses, philanthropic or civil, each with its own distinct philosophical viewpoint. Teachers should be aware of these impulses as well as the major challenges of service--learning. 2. A Smart Start to Service--Learning (Maureen Shubow Rubin). A seven--step model can help newcomers develop a successful service--learning course. 3. Service--Learning Is for Everybody (Robert Shumer). A variety of strategies can help service--learning faculty reach out to include more people with disabilities as providers of service. 4. Creating Your Reflection Map (Janet Eyler). A systematic approach to encouraging reflection can help students get the most out of service--learning courses. 5. The Internet in Service--Learning (Mark Canada). Students can serve their communities by helping agencies create World Wide Web sites and by building university--based Internet resources. 6. A Comprehensive Model for Assessing Service--Learning and Community--University Partnerships (Barbara A. Holland). A global approach to assessing service--learning initiatives provides data to demonstrate that learning is taking place and to refine these initiatives so that they can be even more successful in the future. 7. The National Society for Experiential Education in Service--Learning (Lawrence Neil Bailis). Professors do not have to reinvent the wheel when they teach service--learning courses. The National Society for Experiential Education provides a variety of resources to help both novices and veterans succeed. 8. Advancing Service--Learning at Research Universities (Andrew Furco). Despite their emphasis on scholarship, research universities are appropriate places to use service--learning. Three strategies can help practitioners overcome obstacles. 9. How Professors Can Promote Service--Learning in a Teaching Institution (Kathy O'Byrne). Although a college devoted to teaching seems the ideal place to promote service--learning, faculty at such institutions should actively seek key stakeholders' support to ensure that service--learning thrives. 10. Humanistic Learning and Service--Learning at the Liberal Arts College (Edward Zlotkowski). Faculty at liberal arts colleges can take advantage of their institution's mission in order to promote service--learning. 11. Additional Resources (Elaine K. Ikeda). A number of core resources can help faculty begin or improve service--learning at their institution. INDEX.
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