Advancing critical thinking about adult basic education through academic service learning

2007 ◽  
Vol 11 (3) ◽  
pp. 23-36 ◽  
Author(s):  
Doria Daniels
Keyword(s):  
Critical Thinking ◽  
Service Learning ◽  
Basic Education ◽  
Adult Basic Education ◽  
Academic Service Learning

scholarly journals The Evolution of Designing E-Service-Learning Projects: A Look at the Development of Instructional Designers

2018 ◽  
Vol 9 (1) ◽  
pp. 122-134 ◽  
Author(s):  
Jill Stefaniak ◽  
Jennifer Maddrell ◽  
Yvonne Earnshaw ◽  
Paige Hale
Keyword(s):  
Service Learning ◽  
Basic Education ◽  
Adult Basic Education ◽  
Instructional Designers ◽  
Design Strategies ◽  
Design Decisions ◽  
Design Case ◽  
Education Needs ◽  
Service Learning Projects ◽  
Learning Projects

This design case will discuss how design strategies evolved through the development and implementation of two e-service-learning project cohorts. The article provides a detailed account for how Designers for Learning launched its first e-service-learning instructional design project to address adult basic education needs. Information and design feedback gathered at the end of project informed design decisions and changes to the process for a second iteration. The authors discuss the rationale for design decisions made throughout the course of these two cohorts as well as recommendations for mentoring and coaching novice instructional designers through a service-learning project.

Academic Service-Learning as a Pedagogical Tool and Strategy

2015 ◽  
pp. 171-194
Author(s):  
Estanislado S. Barrera, IV ◽  
Margaret-Mary Sulentic Dowell
Keyword(s):  
Urban Education ◽  
Critical Thinking ◽  
Service Learning ◽  
Teaching And Learning ◽  
The United States ◽  
White Female ◽  
Middle Income ◽  
Pedagogical Tool ◽  
Instructional Process ◽  
Academic Service Learning

This chapter presents academic service-learning (AS-L) as a pedagogical tool and strategy for promoting critical thinking among pre-service teachers. The results of the two cases discussed reveal that many well-intentioned young education majors' frames of reference about urban education indicate a dissonance of experience. Public urban education in the US is becoming increasingly stratified with teachers representing White, female, middle income backgrounds and resultant perspectives, but public school children in the United States represent families of color and communities that are predominantly poor. AS-L truly promotes critical thinking about teaching and learning, especially when the tensions surrounding difference surface. Findings indicate that pre-service teachers must first overcome bias, negative expectations, and stereotypes before they synthesize the elements of the instructional process that leads to achieving reflective praxis.

Academic Service-Learning as a Pedagogical Tool and Strategy

2018 ◽  
pp. 450-476
Author(s):  
Estanislado S. Barrera, IV ◽  
Margaret-Mary Sulentic Dowell
Keyword(s):  
Urban Education ◽  
Critical Thinking ◽  
Service Learning ◽  
Teaching And Learning ◽  
The United States ◽  
White Female ◽  
Middle Income ◽  
Pedagogical Tool ◽  
Instructional Process ◽  
Academic Service Learning

This chapter presents academic service-learning (AS-L) as a pedagogical tool and strategy for promoting critical thinking among pre-service teachers. The results of the two cases discussed reveal that many well-intentioned young education majors' frames of reference about urban education indicate a dissonance of experience. Public urban education in the US is becoming increasingly stratified with teachers representing White, female, middle income backgrounds and resultant perspectives, but public school children in the United States represent families of color and communities that are predominantly poor. AS-L truly promotes critical thinking about teaching and learning, especially when the tensions surrounding difference surface. Findings indicate that pre-service teachers must first overcome bias, negative expectations, and stereotypes before they synthesize the elements of the instructional process that leads to achieving reflective praxis.

Fostering Student Work-based Experiences through Service-Learning

2015 ◽  
pp. 182-210
Author(s):  
Jennifer Maddrell
Keyword(s):  
High School ◽  
Instructional Design ◽  
Service Learning ◽  
Basic Education ◽  
Adult Basic Education ◽  
High School Equivalency ◽  
Alcohol Recovery ◽  
Service Learning Projects ◽  
And Performance ◽  
One Year

This case study explains how a complete overhaul to the national high school equivalency test posed a significant organizational challenge to Grace Centers of Hope, a nonprofit based in Pontiac, Michigan in the United States. All adult clients participating in Grace Centers of Hope's one-year drug and alcohol recovery program who are without a high school diploma or equivalent are required to take in-house adult basic education classes to prepare for taking the high school equivalency test. Faced with the need to completely redesign their existing adult basic education program, Grace Centers of Hope reached out to Designers for Learning, an instructional design and performance improvement consultancy that matches nonprofits with instructional design students in service-learning projects. The resulting 100% virtual e-service-learning collaboration among volunteer college students, their faculty sponsors, and other advisors provided Grace Centers of Hope with educational resources to support the organization.

Fostering Student Work-Based Experiences Through Service-Learning

2020 ◽  
pp. 1041-1063
Author(s):  
Jennifer Maddrell
Keyword(s):  
High School ◽  
Instructional Design ◽  
Service Learning ◽  
Basic Education ◽  
Adult Basic Education ◽  
High School Equivalency ◽  
Alcohol Recovery ◽  
Service Learning Projects ◽  
And Performance ◽  
One Year

This case study explains how a complete overhaul to the national high school equivalency test posed a significant organizational challenge to Grace Centers of Hope, a nonprofit based in Pontiac, Michigan in the United States. All adult clients participating in Grace Centers of Hope's one-year drug and alcohol recovery program who are without a high school diploma or equivalent are required to take in-house adult basic education classes to prepare for taking the high school equivalency test. Faced with the need to completely redesign their existing adult basic education program, Grace Centers of Hope reached out to Designers for Learning, an instructional design and performance improvement consultancy that matches nonprofits with instructional design students in service-learning projects. The resulting 100% virtual e-service-learning collaboration among volunteer college students, their faculty sponsors, and other advisors provided Grace Centers of Hope with educational resources to support the organization.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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