scholarly journals Incorporación de la metodología “Service-learning” en la Facultad de Ciencias Biológicas y Ambientales de la Universidad de León = Introduction of Service-learning teaching method at the Faculty of Biology and Environmental Science (University of León)

2017 ◽  
Vol 1 ◽  
pp. 14
Author(s):  
Leonor Calvo Galván ◽  
María Luz Centeno Martín ◽  
Elena Colmenero Hidalgo ◽  
Pedro García García ◽  
Almudena Fernández Villadangos ◽  
...  
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Environmental Science ◽  
Teaching Method ◽  
Learning Experience ◽  
Community Action ◽  
Environmental Sciences ◽  
University Professors ◽  
Service Learning Projects ◽  
The University

<p> </p><p>Resumen</p><p>La metodología docente “service-learning”, como su nombre indica, combina en un proyecto único, un servicio a la comunidad con un aprendizaje académico relacionado con el curriculum del estudiante. En esta comunicación se presentan los resultados obtenidos en dos proyectos docentes que han utilizado este método para facilitar a los estudiantes de Grado la adquisición de conocimientos significativos y el desarrollo de habilidades personales y sociales difíciles de conseguir con las metodologías tradicionales. Estos proyectos han sido desarrollados por un grupo de profesores que imparten docencia en la Facultad de Ciencias Biológicas y Ambientales de la Universidad de León, en los Grados en Biología, Biotecnología y Ciencias Ambientales, durante los cursos 2014-15 y 2015-16. Con la introducción de la metodología docente “service-learning” se consigue que la Universidad se abra a la sociedad y alcance una conexión real con su entorno, avanzando en lo que se ha denominado la tercera misión de la universidad. El fin último de estos proyectos, es que tanto los estudiantes como los profesores universitarios conozcan las potencialidades de esta metodología y se planteen incorporarla institucionalmente, como ya se hace en otras Universidades americanas y europeas.</p><p> </p><p>Abstract</p><p> Service-learning is a teaching and learning methodology that integrates community service with academic coursework, enhancing the students’ learning experience. This communication summarizes the results obtained in two teaching projects in which students applied course contents to community-based activities, incorporating learning and community action goals. These projects were designed by a group of university professors from the Faculty of Biological and Environmental Sciences of the University of León, and were carried out by a selected group of students from the Degrees in Biology, Biotechnology and Environmental Sciences, in collaboration with different community partners. The purpose of these teaching experiences was to provide the students with a hand-on experience that linked personal and social development, helping them to develop new skills difficult to acquire with traditional teaching methods. Moreover, service-learning projects enhance community-university relations improving institutional commitment with the society. Our final goal is to publicize the benefits of community engagement pedagogies like service-learning among students and professors and to set the path to integrate them into the existing curriculum of the University of Leon.</p>

scholarly journals 16. “Learning by Doing” in a Graduate Course in Human Development and Family Studies: Service Learning Utilizing an Evaluation Project

2011 ◽  
Vol 1 ◽  
pp. 93
Author(s):  
Karen Kopera-Frye ◽  
Jeanne Hilton
Keyword(s):  
Service Learning ◽  
Human Development ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Family Studies ◽  
Learning By Doing ◽  
Graduate Course ◽  
Scholarly Teaching ◽  
Service Learning Projects ◽  
Course Format

The purpose of this paper is to share our experiences involving a creative approach to service learning that was implemented in a Human Development and Family Studies graduate course. In our departmental pursuit of evolving scholarship and promoting scholarly teaching and learning (Kopera-Frye, Hilton, & Cavote, 2003), this course represents an example of how one can promote higher-level learning among our future professionals. This service learning approach utilized in this particular course focuses on needs assessment and program evaluation, a direction not usually found in typical service learning projects that involve a social volunteerism approach. By discussing the theoretical basis for the project, course format, and providing some qualitative/evaluative data, we will contribute to the knowledge base on innovative ways to promote scholarly learning. Challenges and issues that need to be anticipated before designing this type of service learning experience will be highlighted.

Improving music teaching and learning through online service: A case study of a synchronous online teaching internship

2016 ◽  
Vol 35 (1) ◽  
pp. 107-117 ◽  
Author(s):  
Pamela D. Pike
Keyword(s):  
Service Learning ◽  
Music Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Underserved Populations ◽  
Distance Teaching ◽  
Service Learning Projects ◽  
Musical Understanding ◽  
Synchronous Online

This case study explored the potential for using a synchronous online piano teaching internship as a service-learning project for graduate pedagogy interns. In partnership with the university, a local music retailer, and a local middle school, three pedagogy interns taught beginning piano to underprivileged teenaged students for 8 weeks. All instruction took place in the synchronous online environment using acoustic Disklavier pianos, Internet MIDI, Facetime, and traditional method books. As a result of the experience, the students demonstrated musical understanding and the pedagogy interns developed teaching techniques, displayed improved comprehension of course content, learned about current distance teaching technology, and considered the role of music education in society. Based on these results, it might be feasible to provide piano lessons to underserved populations in remote locations while offering meaningful internship experiences to pedagogy students through distance service-learning projects.

scholarly journals Service Learning: Bringing The Business Classroom To Life

2010 ◽  
Vol 3 (9) ◽  
pp. 55-60
Author(s):  
Lauren Ayers ◽  
Tristan L. Gartin ◽  
Brannan D. Lahoda ◽  
Shannon R. Veyon ◽  
Megan Rushford ◽  
...  
Keyword(s):  
Service Learning ◽  
Business Students ◽  
Learning Experience ◽  
Or Efficiency ◽  
Management Level ◽  
Entry Level ◽  
For Profit ◽  
Not For Profit ◽  
Service Learning Projects ◽  
Learning Projects

While service-learning may be easily incorporated into medical or legal fields, this type of active learning generally has not been historically integrated into any discipline within the business curriculum. This is unfortunate, as the utilization of business students in not-for-profit environments can provide a triple-win scenario:  the students receive an enriched learning experience, as they likely will confront opportunities at the entry level that are not generally experienced until the middle-management level; the administrators at the not-for-profit have access to business students with skills that are necessary but typically expensive to acquire; and the constituents served by the organization are enriched by having improved delivery or efficiency of service.  Within this paper, we will discuss the service-learning environment and will then detail a project we have worked on in a service-learning-oriented class, with the hope that others may use our experience to facilitate their own service-learning projects as students or within the context of a class.

Connecting Pedagogy, Preparation, and Passion

2021 ◽  
pp. 291-307
Author(s):  
Cheresa Greene Simpson ◽  
Gerrelyn Chunn Patterson
Keyword(s):  
Secondary Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Social Issues ◽  
Pedagogical Approach ◽  
Post Secondary ◽  
Pedagogical Strategy ◽  
Diverse Communities ◽  
Education Levels ◽  
The University

This chapter will address an engaging pedagogical strategy to prepare pre-service teachers to work in diverse communities challenged by social issues such as poverty and food instability. The chapter presents a service-learning pedagogical approach that creates a collaborative partnership between faculty, students, the university, and the greater community. It demonstrates how stakeholders can work and learn together within a common service-learning project that positively impacts change in diverse communities. The chapter will benefit faculty at the secondary and post-secondary education levels who are interested in enhancing teaching and learning through service learning, collaboration and community engagement.

International Service-Learning

2016 ◽  
pp. 420-445 ◽  
Author(s):  
Joellen E. Coryell ◽  
Trae Stewart ◽  
Zane C. Wubbena ◽  
Tereza Cristina Valverde-Poenie ◽  
B. J. Spencer
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Learning Experience ◽  
Comparative Case Study ◽  
Future Research ◽  
International Service Learning ◽  
International Service ◽  
Working Together ◽  
Cultural Dialogue ◽  
The University

International Service-Learning (ISL) is a structured service-learning experience in another country where students learn from interaction, cross-cultural dialogue, and reflection. This humanistic pedagogy was utilized at the University of Canterbury after earthquakes rocked Christchurch, New Zealand (NZ) in 2010 and 2011. The present comparative-case study examined United States (US), European Union (EU), and Kiwi students' transformative learning through working together in a university-based ISL course designed around re-building Christchurch. Data were analyzed through the Kiely's (2005) Transformative Service-Learning Model. The findings of this study contribute new elements to the dimension of the model and argue that the concept of global citizenship may better explain a mixed cohort of international students' service-learning experiences in a post-disaster setting. Implications to the study's findings and recommendations for future research are briefly discussed.

scholarly journals Balancing University Teaching and Media Industry Needs: A Case Study of Teaching Finance and Economics News Translation

2019 ◽  
Vol 8 (3) ◽  
pp. 247
Author(s):  
Wan Hu ◽  
Xuquan Wang
Keyword(s):  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Teaching Method ◽  
Case Study Research ◽  
University Teaching ◽  
Media Industry ◽  
Key Stakeholders ◽  
The University ◽  
Industry Needs

This research uses case study research and employs a news translation module to analyse its synergic teaching method which includes a university teacher, an industry insider and translation learners. They, as the key stakeholders of the teaching and learning process, have their specific roles and continuously interact with each other. Through these interactions, actual trans-editing workflow is embedded into the university classroom. In order to examine the teaching effectiveness of such an innovative model, translation learners’ responses and commentaries are carefully taken into consideration. A wider implication of this research is that translator trainers may have their own reflections on innovating teaching strategies via the integration of academia and the professional world.

scholarly journals POETRY INTERVENTION IMPACTS PERSPECTIVES ON DEMENTIA AND CAPABILITIES AMONG YOUNG VOLUNTEERS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S198-S199
Author(s):  
Daniel B Kaplan ◽  
Gary Glazner
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Teaching And Learning ◽  
Emotional Health ◽  
Learning Experience ◽  
Self Esteem ◽  
Social Emotional ◽  
Group Settings ◽  
The Arts ◽  
People With Dementia

Abstract Poetry for Life (PFL), is a teaching and learning initiative that brings students together with older adults in meaningful community service workshops. PFL capitalizes on the skills and passions of young poets by offering opportunities to serve elders by leading poetry workshops at settings where older adults receive care. This study examines measurable impacts of training, exposure, and experience in poetry-based intergenerational workshops on students’ knowledge, attitudes, and values. Participating groups of students receive instruction in performing and creating poetry in group settings. They visit local elder care settings to facilitate PFL workshops and then write reflections on their experiences. Students agree to complete pre- and post-program surveys to document the impacts of PFL experiences on students' social/emotional health and on their knowledge, attitudes, and values related to older adults, dementia and dementia care, poetry and arts-based interventions, and careers in healthcare, aging fields, and the arts. To date, 33 young people from one middle school, one high school, and one graduate college program have volunteered to participate in the program and completed the study. Findings reveal significant impacts on students’ perceived capabilities working and communicating with people with dementia as well as leading poetry activities. Additionally, significant positive impacts were demonstrated on 12 of 20 items on the Dementia Attitudes Scale across participating students. The PFL experience did not, however, lead to significant impacts on student self-esteem or work interests. These findings suggest benefits and limitations of this service-learning experience. Implications for future programming will be discussed.

scholarly journals Global U: Exploring Curricular Development and Outcomes in Three University of Utah Experiential Learning Abroad Programs

2020 ◽  
Vol 6 (1) ◽  
pp. 36-45
Author(s):  
Lisa H. Gren ◽  
L. Scott Benson ◽  
Caren J. Frost
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Mission Statement ◽  
Learning Experience ◽  
Authentic Learning ◽  
The United States ◽  
Global Learning ◽  
Short Term ◽  
University Of Utah ◽  
The University

The University of Utah is a publicly funded, R1 university located in the United States, with a mission statement that includes recognition of its global role, asserting that “. . . we engage local and global communities to promote education, health, and quality of life.” As part of that engagement, the University of Utah has offered learning abroad opportunities since 1967. Approximately 1 in 10 students participates in a global learning experience, and 80% of programs are short term (defined as 10 weeks or less). The pedagogical theories that guide these short-term programs are experiential learning, authentic learning, and intentional targeted intervention. We describe three short-term learning abroad programs in public health and social work—for students at the high school, undergraduate, and graduate level—connecting the reported benefits to the pedagogical model and theories used to develop the specific curriculum for these short-term programs. Faculty use a variety of reflective tools to help students learn to function in their new setting (experiential learning); explore and meaningfully construct concepts and relationships as they address real-world problems (authentic learning); and facilitate intercultural growth (intentional targeted learning). The University of Utah has adapted a three-stage model for learning abroad that incorporates principles from these theories to drive program activities: Plan (predeparture), Learn (program participation), and Integrate (postprogram). Immediate benefits to students of participating in a global-learning experience include intercultural learning, personal, and career development. Benefits to faculty include scholarly products in the domains of education and service learning, community-engaged participation, and research.

Utah bioDesign: An Asynchronous Approach to Team Based Learning

2009 ◽  
Author(s):  
Monir K. Parikh ◽  
Robert W. Hitchcock
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Design Work ◽  
University Of Utah ◽  
Constructive Feedback ◽  
Requirements Specifications ◽  
Student Teams ◽  
The University ◽  
Learning Issues ◽  
Design Ideas

The University of Utah offers a two semester capstone biomedical engineering design course (bioDesign) where products are developed and prototyped using the guidance of FDA Design Control mandates. During the two semesters, students are required to develop a project plan, marketing requirements, specifications, test plan, results and working prototype. Additionally, design reviews are regularly held in order to provide student teams with constructive feedback from clinicians, coaches, and course instructors. To foster a rich environment for innovation and to better instruct students in problem based learning, we partner student teams with design ideas that have been conceptualized by clinical advisors. This collaboration creates high value relationships maximizing the students’ learning experience while exposing them to best practices. This course offers unique challenges to the students; they must balance the creativity and innovation of design work with the documentation and regulations mandated by the FDA and other regulatory agencies. Since the inception of this course, we have identified various problems with student learning. Over the past 25 years, educators have begun to understand the importance of hands-on, interactive learning experiences in the undergraduate engineering curriculum [1,2]. Therefore, by overcoming the teaching and learning issues associated with this program, we hope to develop a course that empowers student teams to become effective, innovative engineers.

scholarly journals Service Learning Through Mission and Ministry

2012 ◽  
Vol 4 (2) ◽  
pp. 127 ◽  
Author(s):  
Clarissa Lopez ◽  
Kuan Chen Tsai
Keyword(s):  
Service Learning ◽  
Positive Relationships ◽  
Learning Opportunity ◽  
Service Projects ◽  
Research Findings ◽  
Service Learning Projects ◽  
The University ◽  
Student's Perceptions ◽  
Learning Projects

The purpose of this study was to determine if student’s perceptions of service learning projects lead to an understanding the mission of the University of the Incarnate Word. It is through the service learning opportunity that a window opens to determine if students gain a prospective of service learning and the meaning of the mission of the institution. The research findings revealed moderate positive relationships among students’ perceptions of learning service projects and the students’ understanding of the mission of the institution. The implications and limitations of this study are discussed.

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