scholarly journals Introducing Community Service Learning Pedagogy Into Two Engineering Curriculums At California State University, Northridge

2020 ◽  
Author(s):  
Tarek Shraibati ◽  
Ahmad Sarfaraz
Keyword(s):  
Service Learning ◽  
Community Service ◽  
California State University ◽  
State University ◽  
Community Service Learning ◽  
Service Learning Pedagogy

Critical Currents in Community Service Learning and Community-Based Research: History, Theory and Practice

2003 ◽  
Vol os-20 (2) ◽  
pp. 23-41 ◽  
Author(s):  
Ken Cunningham ◽  
Kerry E. Vachta
Keyword(s):  
Service Learning ◽  
Critical Theory ◽  
Community Service ◽  
Critical Currents ◽  
Community Action ◽  
Theory And Practice ◽  
State University ◽  
Community Service Learning ◽  
Community Based ◽  
Community Based Research

Brulle (2000) has noted the failure of the recent literature in critical theory to reflect the commitment of its founders to applying their philosophical and theoretical scholarship to create concrete social change. The authors have taken up the challenge to recover critical theory's “forgotten materialist component” and simultaneously responded to the call to reinvigorate the civic mission of the public university through efforts to integrate critical theory with community service learning and community-based research. The paper discusses historical, philosophical and theoretical issues in this effort and some reflections on our attempt to apply them in practice through the revitalization of the Center for Community Action and Research at Pennsylvania State University at Harrisburg.

Globalizing Migration Dialogue

2015 ◽  
pp. 241-267
Author(s):  
Laura Talamante ◽  
Caroline Mackenzie
Keyword(s):  
Los Angeles ◽  
Service Learning ◽  
State University ◽  
Community Service Learning ◽  
Student Work ◽  
Migration History ◽  
Skill Mastery ◽  
Immigrant Experiences ◽  
And Migration ◽  
Service Learning Pedagogy

In this chapter, the authors examine how working with diverse international communities to explore migration history and experiences using oral history and community-service learning pedagogy as well as research practices creates a model for transformational dialogue and understanding regarding difference and diversity. The Empowerment and Migration project focused on two activities: a two-city exhibition on “Citizenship and Migration,” involving migrants from Los Angeles and Marseilles, and the E&M Website, which offers migrants, educators, researchers, associations, and NGOs a global forum for education, dialogue, and research regarding immigrant experiences. The project included student work from California State University Dominguez Hill in Los Angeles and from the Lycée Jean-Baptiste Brochier in Marseilles and immigrant contributions from the Coalition for Humane Immigrant Rights of Los Angeles. The authors qualitatively examine the project's goals of reducing defensiveness by promoting reflective practice, collaborative multicultural skill mastery, and practices for building and sustaining positive cross-cultural rapport.

Globalizing Migration Dialogue

2014 ◽  
pp. 326-351
Author(s):  
Laura Talamante ◽  
Caroline Mackenzie
Keyword(s):  
Los Angeles ◽  
Service Learning ◽  
State University ◽  
Community Service Learning ◽  
Student Work ◽  
Migration History ◽  
Skill Mastery ◽  
Immigrant Experiences ◽  
And Migration ◽  
Service Learning Pedagogy

In this chapter, the authors examine how working with diverse international communities to explore migration history and experiences using oral history and community-service learning pedagogy as well as research practices creates a model for transformational dialogue and understanding regarding difference and diversity. The Empowerment and Migration project focused on two activities: a two-city exhibition on “Citizenship and Migration,” involving migrants from Los Angeles and Marseilles, and the E&M Website, which offers migrants, educators, researchers, associations, and NGOs a global forum for education, dialogue, and research regarding immigrant experiences. The project included student work from California State University Dominguez Hill in Los Angeles and from the Lycée Jean-Baptiste Brochier in Marseilles and immigrant contributions from the Coalition for Humane Immigrant Rights of Los Angeles. The authors qualitatively examine the project's goals of reducing defensiveness by promoting reflective practice, collaborative multicultural skill mastery, and practices for building and sustaining positive cross-cultural rapport.

Yes, in Our Backyard

2000 ◽  
Vol 22 (2) ◽  
pp. 33-37
Author(s):  
Vivian Rohrl
Keyword(s):  
Native American ◽  
Service Learning ◽  
Community Service ◽  
Point Of View ◽  
American People ◽  
State University ◽  
Community Service Learning ◽  
State University System ◽  
California State University System ◽  
Community Based Learning

In these turn-of the-century times, with increasing concerns in academia about community service, and with anthropology continuing to reinvent itself, it is not surprising that what Sol Tax once called ‘action anthropology’ is breaking new ground. These days, at least in the California State University system, it is being encouraged under the rubric, ‘community based learning.’ Frequently, it is called ‘service-learning’ or ‘community service learning.’ While Tax's students of applied anthropology worked directly with Native American people, with the intention of listening to their ‘emic’ point of view, with a view to empowering, and as an input to policy, the 1990s San Diego incarnation involves working with a diverse urban community close to home.

Serve the People! Asian American Studies at Fifty: Empowerment and Critical Community Service Learning at San Francisco State University

2019 ◽  
Vol 16 (1-2) ◽  
pp. 111-136
Author(s):  
Eric Mar ◽  
Jensine Carreon ◽  
Wei Ming Dariotis ◽  
Russell Jeung ◽  
Philip Nguyen ◽  
...  
Keyword(s):  
Service Learning ◽  
San Francisco ◽  
Community Service ◽  
Asian American ◽  
American Studies ◽  
Community Based Participatory Research ◽  
Community Empowerment ◽  
State University ◽  
Asian American Studies ◽  
Community Service Learning

This essay reflects on five decades of growth of the nation’s first Asian American Studies Department at San Francisco State University (SFSU AAS), focusing on its primary commitment to community empowerment and critical “community service learning” (CSL) and also highlighting past and present struggles, challenges, and innovations. This collectively written analysis summarizes SFSU AAS departmental approaches to CSL and community-based participatory research and highlights two case studies: (1) refugees from Burma community health needs research and advocacy in Oakland and (2) the Diasporic Vietnamese Artists Network. We conclude by describing how we are applying our model and building support for critical CSL and argue that AAS and ethnic studies must reclaim CSL from the dominant “charity-based” model or risk losing our social justice orientation and commitment to empowerment and self-determination for our communities.

Community Service Learning with First Peoples

2018 ◽  
Author(s):  
Brydie-Leigh Bartleet ◽  
Dawn Bennett ◽  
Anne Power ◽  
Naomi Sunderland
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Music Educators ◽  
Learning Opportunities ◽  
Community Music ◽  
Culturally Appropriate ◽  
Community Service Learning ◽  
Intercultural Learning ◽  
Music Making ◽  
First Peoples

Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field to inform the insights shared.

The integration of a community service learning water project in a post-secondary chemistry lab

2021 ◽  
Author(s):  
Karen Ho ◽  
Boris S. Svidinskiy ◽  
Sahara R. Smith ◽  
Christopher C. Lovallo ◽  
Douglas B. Clark
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Secondary Students ◽  
Community Service ◽  
Positive Impact ◽  
Methodological Approach ◽  
Community Service Learning ◽  
Secondary Chemistry ◽  
Post Secondary ◽  
K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

scholarly journals Community Service-Learning: Why Can’t Canada Be More Like Mexico?

2018 ◽  
Vol 4 (1) ◽  
pp. 39-59
Author(s):  
Victoria Calvert ◽  
Halia Valladares Montemayor
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Undergraduate Students ◽  
National Level ◽  
Community Service Learning ◽  
Community Partners ◽  
Canadian Universities ◽  
Post Secondary ◽  
Volunteer Programs ◽  
The Government

  In Mexico, the community service strategy and requirements for undergraduate students are both longstanding and mandated by the Mexican Constitution. Students undertake a minimum of 480 hours of service during their undergraduate degrees, which are coordinated through their universities’ Social Service (SS) departments. Many Canadian universities and colleges offer community service through courses and volunteer programs; however, the practice and adoption levels vary widely. Student involvement with community partners, as represented through community service-learning (CSL) and volunteerism in Canada, are sponsored by many post-secondary institutions but are not driven by a national agenda. While, in Mexico, community service is documented at a departmental and institutional level for reporting to stakeholders and the government, in Canada, documentation of community service varies with the institutional mandate and is often sporadic or non-existent; the imperative for systematic student engagement and citizenship development has not been recognized at the national level. This research paper provides an overview of the community engagement practices in both countries, with the national patterns represented through a summative review of selected Canadian and Mexican universities. Suggestions for processes and practices for Canada are proposed based upon the Mexican model.

scholarly journals Community Service-Learning in a Large Introductory Sociology Course: Reflections on the Instructional Experience

2018 ◽  
Vol 4 (1) ◽  
pp. 61-78
Author(s):  
Jana Grekul ◽  
Wendy Aujla ◽  
Greg Eklics ◽  
Terra Manca ◽  
Ashley Elaine York ◽  
...  
Keyword(s):  
Graduate Students ◽  
Service Learning ◽  
Community Service ◽  
Graduate Student ◽  
Undergraduate Students ◽  
Teaching Experience ◽  
Pilot Project ◽  
Theory And Practice ◽  
Community Service Learning ◽  
Introductory Sociology

This paper reports on a pilot project that involved the incorporation of Community Service-Learning (CSL) into a large Introductory Sociology class by drawing on the critical reflections of the six graduate student instructors and the primary instructor who taught the course. Graduate student instructors individually facilitated weekly seminars for about 30 undergraduate students, half of which participated in CSL, completing 20 hours of volunteer work with a local non-profit community organization. We discuss the benefits of incorporating CSL into a large Introductory Sociology class and speculate on the value of our particular course format for the professional development of graduate student instructors. A main finding was the critical importance to graduate students of formal and informal training and collaboration prior to and during the delivery of the course. Graduate students found useful exposure to CSL as pedagogical theory and practice, and appreciated the hands-on teaching experience. Challenges with this course structure include the difficulty of seamlessly incorporating CSL student experiences into the class, dealing with the “CSL”/ “non CSL” student division, and the nature of some of the CSL placements. We conclude by discussing possible methods for dealing with these challenges.  

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