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
大学図書館所蔵 全3件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
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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