Modified Immersive Situated Service Learning

2017 ◽  
Vol 80 (1) ◽  
pp. 6-28 ◽  
Author(s):  
Natasha N. Jones
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Course Design ◽  
Professional Communication ◽  
Professional Writing ◽  
Pedagogical Approach ◽  
Writing Courses ◽  
Agents Of Change ◽  
Traditional Service ◽  
Course Outcomes

Distinctions between traditional service learning and critical service learning with a social justice focus are important when structuring professional writing courses and defining course outcomes. This article presents a hybrid pedagogical approach for designing a critical service-learning course that integrates a social justice curriculum while focusing specifically on reflection, context, and positionality. Detailing the course design and sharing reflections from students and the instructor, the author argues that the modified immersive situated service-learning approach provides professional communication students the opportunity to become agents of change.

Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses

2020 ◽  
Vol 51 (1) ◽  
pp. 31-52
Author(s):  
Heidi S. Harris ◽  
Michael Greer
Keyword(s):  
Course Design ◽  
Technical Writing ◽  
Instructional Materials ◽  
Engaged Learning ◽  
Writing Courses ◽  
Course Materials ◽  
Instructor Presence ◽  
Course Outcomes ◽  
Writing Instructors ◽  
Student Projects

Teaching and composing with multimedia humanizes online technical writing and communication classes. However, students do not always see the connection between multimedia instructional materials, multimedia assignments, and the course learning outcomes. Purposeful pedagogy-driven course design uses multimedia instructional materials to connect assignments, course materials, and assessments with course outcomes. Technical writing instructors can integrate synchronous and asynchronous multimedia elements to address not only the what and why of online technical writing instruction but also the how of multimedia instructional materials. Example multimedia instructional materials and student projects discussed in the article can increase student retention and promote engaged learning.

Preparing Teacher Candidates for Diverse School Environments

2016 ◽  
pp. 296-312 ◽  
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

Preparing Teacher Candidates for Diverse School Environments

2018 ◽  
pp. 296-313
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

Partners, Neighbors, and Friends: The Practice of a Place-Based Education

2001 ◽  
Vol 23 (2) ◽  
pp. 19-23 ◽  
Author(s):  
Talmage Stanley ◽  
Stephen Fisher
Keyword(s):  
Public Policy ◽  
Social Justice ◽  
Social Change ◽  
Service Learning ◽  
Community Service ◽  
Systematic Study ◽  
Agents Of Change ◽  
Public Ethics ◽  
Place Based Education ◽  
The Impact

At Emory and Henry College, our vision for a place-based education integrating service with learning led in 1996, to the approval of the creation of a new major in Public Policy and Community Service. A rigorous and interdisciplinary service learning major, all of its courses are designed to help students better understand the impact of local, regional, national, and global structures and institutions on social change. As the curriculum evolves, we are institutionalizing in it a systematic study of several primary conceptual themes: citizenship, service, religion, public ethics, cultural diversity, public policy, place-based politics, social justice, and social change. The program aims to empower students by enabling them 110t only to understand critically the necessity and processes of social change but also to become agents of change in Southwest Virginia, Appalachia, and beyond, while they are students.

Using Learner Centered Pedagogy and Social Justice Pedagogy in Post-Secondary Technical and Professional Communication Writing Courses

2019 ◽  
pp. 337-350
Author(s):  
Kimberly C. Harper
Keyword(s):  
Social Justice ◽  
Cultural Competency ◽  
Technical Communication ◽  
Professional Communication ◽  
Writing Courses ◽  
Post Secondary ◽  
Social Justice Pedagogy ◽  
Learner Centered ◽  
Pedagogical Choices ◽  
Technical And Professional Communication

This chapter discusses the author's approach to implementing social justice and learner-centered pedagogies in a course titled Technical Communication in the Age of #BlackLivesMatter. The author uses the Black Lives Matter movement as a springboard for teaching technical communication students about the responsibilities of workplace writers. Technical and Professional Communication (TPC) make use of a skills-based pedagogy and, at times, omits the importance of providing students with cultural competency skills. However, there is a shift in the field of TPC as some scholars are advocating for the inclusion of topics such as race, culture, gender, and class in pedagogical discussions. Discussed in this chapter are the theories behind the author's pedagogical choices when creating the described course, the student assignments, and the challenges encountered while teaching the course.

Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses

2020 ◽  
pp. 004728162097836
Author(s):  
Heidi Skurat Harris ◽  
Michael Greer
Keyword(s):  
Course Design ◽  
Technical Writing ◽  
Instructional Materials ◽  
Engaged Learning ◽  
Writing Courses ◽  
Course Materials ◽  
Instructor Presence ◽  
Course Outcomes ◽  
Writing Instructors ◽  
Student Projects

Teaching and composing with multimedia humanizes online technical writing and communication classes. However, students do not always see the connection between multimedia instructional materials, multimedia assignments, and the course learning outcomes. Purposeful pedagogy-driven course design uses multimedia instructional materials to connect assignments, course materials, and assessments with course outcomes. Technical writing instructors can integrate synchronous and asynchronous multimedia elements to address not only the what and why of online technical writing instruction but also the how of multimedia instructional materials. Example multimedia instructional materials and student projects discussed in the article can increase student retention and promote engaged learning.

Preparing Teacher Candidates for Diverse School Environments

2016 ◽  
pp. 473-490
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

Using Learner Centered Pedagogy and Social Justice Pedagogy in Post-Secondary Technical and Professional Communication Writing Courses

2021 ◽  
pp. 161-174
Author(s):  
Kimberly C. Harper
Keyword(s):  
Social Justice ◽  
Cultural Competency ◽  
Technical Communication ◽  
Professional Communication ◽  
Writing Courses ◽  
Post Secondary ◽  
Social Justice Pedagogy ◽  
Learner Centered ◽  
Pedagogical Choices ◽  
Technical And Professional Communication

This chapter discusses the author's approach to implementing social justice and learner-centered pedagogies in a course titled Technical Communication in the Age of #BlackLivesMatter. The author uses the Black Lives Matter movement as a springboard for teaching technical communication students about the responsibilities of workplace writers. Technical and Professional Communication (TPC) make use of a skills-based pedagogy and, at times, omits the importance of providing students with cultural competency skills. However, there is a shift in the field of TPC as some scholars are advocating for the inclusion of topics such as race, culture, gender, and class in pedagogical discussions. Discussed in this chapter are the theories behind the author's pedagogical choices when creating the described course, the student assignments, and the challenges encountered while teaching the course.

scholarly journals MINORITY AGING BEYOND THE CLASSROOM

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S361-S361
Author(s):  
Tiffany R Washington
Keyword(s):  
Service Learning ◽  
Course Design ◽  
Learning Objectives ◽  
African American Families ◽  
Community Partnership ◽  
Pedagogical Approach ◽  
Community Based ◽  
Knowledge And Attitudes ◽  
Gerontological Social Work ◽  
Minority Aging

Abstract Service-learning is the pedagogical approach of integrating classroom learning objectives with community-based experiences. In gerontology education, service-learning is one way educators can collaborate with their respective communities to expose students to topics in minority aging. This paper presentation describes students’ experiences in a service-learning gerontological social work course embedded in a university-community partnership that took students beyond the classroom and into the community to learn about minority aging. In-classroom topics included social injustices in aging, caregiving in African American families, culturally-tailored caregiving interventions, and health disparities. In the community, students conducted in-home visits engaging persons with dementia in a tailored activities, thus freeing caregivers to engage in self-care activities. Classroom and community experiences were connected through ongoing reflection, critical thinking, and problem solving activities. Survey data revealed students experienced increased gerontological self-efficacy and increased knowledge and attitudes about dementia. This study has implications for future course design around minority aging.

High-Impact Civic Engagement: Outcomes of Community-Based Research in Technical Writing Courses

2019 ◽  
Vol 50 (3) ◽  
pp. 224-251
Author(s):  
Allen Brizee ◽  
Paola Pascual-Ferrá ◽  
Giuliana Caranante
Keyword(s):  
Service Learning ◽  
Technical Writing ◽  
Professional Communication ◽  
Community Members ◽  
Community Based ◽  
Baltimore City ◽  
Community Based Research ◽  
Writing Courses ◽  
Transformational Experiences ◽  
Mean Differences

This article reports on the first stage of a mixed-methods community-based research project involving residents of a socioeconomically challenged neighborhood in Baltimore City, Richnor Springs, and service-learning students in technical and professional communication courses at Loyola University Maryland (Loyola). To measure outcomes, we analyzed student surveys from 80 respondents and critical reflections from two students. We also analyzed interviews from two students and two community members. Findings indicate that there were no statistical mean differences in the educational experiences between service-learning and nonservice-learning students; however, there were significant mean differences in transformational experiences. Findings also indicate that community members responded positively and that stakeholders valued the personal relationships that developed.

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