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.

Challenges and Solutions to Assisting Older Adults in Completing the GED

2016 ◽  
Vol 7 (4) ◽  
pp. 16-34
Author(s):  
Karen E. Brinkley-Etzkorn
Keyword(s):  
High School ◽  
Older Adults ◽  
Basic Education ◽  
Adult Basic Education ◽  
Older Students ◽  
Structured Interviews ◽  
High School Equivalency ◽  
Older Learners ◽  
Ged Credential ◽  
Ged Programs

The purpose of this study was to investigate the challenges and solutions encountered by Adult Basic Education (ABE) programs currently serving older adults seeking a GED credential in states where this is the only high school equivalency option available. The following questions guided this research: (1) what are the perceived characteristics and needs of older students seeking a high school equivalency diploma?; (2) how do GED programs promote the success of their older students?; and (3) what are the future service and planning needs of these GED programs with regard to this population? To address these questions, a series of 55 one-on-one, semi-structured interviews with experts across 32 GED-only states was carried out. Findings revealed a consistent, shared experience in terms of overall attitudes and challenges among these experts, as well as a variety of innovative practices and recommendations for assisting older learners.

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.

Implementing Service-Learning Through an Online Graduate Course in Instructional Design

2017 ◽  
Vol 7 (4) ◽  
pp. 65-79
Author(s):  
Jesús H. Trespalacios ◽  
Tera Armstrong ◽  
Cynthia Goodwill
Keyword(s):  
High School ◽  
High School Students ◽  
Instructional Design ◽  
Graduate Students ◽  
Service Learning ◽  
Underserved Populations ◽  
School Science ◽  
High School Science ◽  
Learning Program ◽  
School Students

The following paper describes a collaborative service-learning project done in an online graduate class on instructional design. With the help of the university's service-learning program, a community issue was identified related to encouraging underserved populations to pursue STEM careers. Graduate students developed a data analysis from surveying high school students, designed and implemented a website where information about specific careers can be found, and evaluated the project with the help of a high school science teacher. The project also required that the graduate students reflected about the service activity to gain a deeper understanding of course objectives. The course instructor and graduate students' experiences during this service-learning project are discussed.

scholarly journals The ‘enabling’ master’s degree in architecture, an opportunity for experiential learning

ZARCH ◽  
2019 ◽  
pp. 176-187
Author(s):  
Roger-Joan Sauquet Llonch ◽  
Marta Serra-Permanyer
Keyword(s):  
Service Learning ◽  
Master's Degree ◽  
Critical Approach ◽  
Main Challenge ◽  
Collateral Effect ◽  
Legislative Framework ◽  
Master’S Degree ◽  
Service Learning Projects ◽  
Technological Competences ◽  
One Year

Schools of architecture have recently converted the former Final Degree Project into a one-year ‘enabling’ master’s degree. This is a collateral effect of adapting Spanish university studies to the European legislative framework. Faced with this challenge, the Escola Tècnica Superior d’Arquitectura del Vallès (ETSAV) proposed the implementation of a teaching model that would allow students to learn based on the experience of interaction with ‘the people’ and construction experimentation. On a methodological level, the article reviews the theoretical basis related to this model based on the condition of an open process, physical experimentation and social return. It also makes a critical approach of the three first years of the master’s degree to identify and review the teaching tools implemented, the subjects being researched and the contradictions that emerge. It concludes by evaluating the results obtained and identifying the need to balance learning between psychosocial competences and construction and technological competences, representing the main challenge and potential complexity of the service-learning projects conducted by the ETSAV’s ‘enabling’ master’s degree.

Sign in / Sign up

Export Citation Format

Share Document