Communities, Cartography and GIS

2011 ◽  
Vol 2 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Timothy L. Hawthorne
Keyword(s):  
Social Change ◽  
Service Learning ◽  
Real World ◽  
Learning Experience ◽  
Local Communities ◽  
Community Members ◽  
University Partnerships ◽  
Real World Setting ◽  
Geographic Knowledge ◽  
Community Residents

This paper discusses an introductory cartography and GIS service learning course. The service learning experience, highlighted by a final mapping project and community presentation, resulted in 3,000 student-designed maps being distributed to community residents, a website of downloadable student maps, multiple student speaking engagements, and a sustained community-university collaboration. The course demonstrates the importance of applied geography in local communities and highlights the benefits of community-university partnerships for addressing social change. Such an applied geography experience offers an important twist on the conventional, introductory cartography course where students engage in pre-packaged lectures and labs, and are then asked to complete a final mapping project. Unlike the conventional approach, this service learning class experience allows students to use their creativity to demonstrate knowledge learned in the course and allows students to apply and present their geographic knowledge in a real-world setting to community members.

Communities, Cartography and GIS

2013 ◽  
pp. 1848-1863
Author(s):  
Timothy L. Hawthorne
Keyword(s):  
Social Change ◽  
Service Learning ◽  
Real World ◽  
Learning Experience ◽  
Local Communities ◽  
Community Members ◽  
University Partnerships ◽  
Real World Setting ◽  
Geographic Knowledge ◽  
Community Residents

This paper discusses an introductory cartography and GIS service learning course. The service learning experience, highlighted by a final mapping project and community presentation, resulted in 3,000 student-designed maps being distributed to community residents, a website of downloadable student maps, multiple student speaking engagements, and a sustained community-university collaboration. The course demonstrates the importance of applied geography in local communities and highlights the benefits of community-university partnerships for addressing social change. Such an applied geography experience offers an important twist on the conventional, introductory cartography course where students engage in pre-packaged lectures and labs, and are then asked to complete a final mapping project. Unlike the conventional approach, this service learning class experience allows students to use their creativity to demonstrate knowledge learned in the course and allows students to apply and present their geographic knowledge in a real-world setting to community members.

Communities, Cartography and GIS

2012 ◽  
pp. 222-238
Author(s):  
Timothy L. Hawthorne
Keyword(s):  
Social Change ◽  
Service Learning ◽  
Real World ◽  
Learning Experience ◽  
Local Communities ◽  
Community Members ◽  
University Partnerships ◽  
Real World Setting ◽  
Geographic Knowledge ◽  
Community Residents

This paper discusses an introductory cartography and GIS service learning course. The service learning experience, highlighted by a final mapping project and community presentation, resulted in 3,000 student-designed maps being distributed to community residents, a website of downloadable student maps, multiple student speaking engagements, and a sustained community-university collaboration. The course demonstrates the importance of applied geography in local communities and highlights the benefits of community-university partnerships for addressing social change. Such an applied geography experience offers an important twist on the conventional, introductory cartography course where students engage in pre-packaged lectures and labs, and are then asked to complete a final mapping project. Unlike the conventional approach, this service learning class experience allows students to use their creativity to demonstrate knowledge learned in the course and allows students to apply and present their geographic knowledge in a real-world setting to community members.

scholarly journals Spaces In-between: Text Poems from Community Practice and Research

2018 ◽  
Vol 3 (1) ◽  
pp. 114-131 ◽  
Author(s):  
Paula Gerstenblatt ◽  
Diane Rhodes ◽  
Lida Holst
Keyword(s):  
Service Learning ◽  
Social Issues ◽  
Lessons Learned ◽  
Community Practice ◽  
Community Members ◽  
University Partnerships ◽  
The Past ◽  
Teacher Researcher ◽  
Fellow Teacher ◽  
Artist Teacher

A commitment on the part of the academy to address social issues has increased over the past three decades, resulting in service learning courses, volunteering opportunities, and community-university partnerships. Faculty, staff, and community practitioners collaborating to lead these efforts often carry enormous responsibility and answer to often competing interests of students, community members, and universities. Using the experience of an scholar/artist/teacher in a university-community partnership founded by the first author in a racially polarized town, this article explores the potential of arts-based methods, specifically poetry and collage, to mitigate the consequence of this work. The format is a dialogue between two engaged teacher/researcher/practitioners and friends to clarify the hidden experience of the researcher with narrative truth to articulate and share not only experiences, but also lessons learned as a contribution to our fellow teacher/researcher/practitioners.

Writing Partners

2018 ◽  
pp. 202-222
Author(s):  
Sarah Blomeley ◽  
Amy Hodges Hamilton
Keyword(s):  
Service Learning ◽  
Learning Experience ◽  
College Level ◽  
Community Partner ◽  
Community Members ◽  
International Service Learning ◽  
International Service ◽  
Learning Contexts ◽  
Political Implications ◽  
Writing Assignment

This chapter describes and analyzes a writing assignment, an oral history project, developed for a college-level service-learning composition class. In bridging the writer with a single community partner and inviting the pair to jointly compose a memoir, this assignment can create a successful service-learning experience by engaging students and community members in projects that are beneficial and hold important personal, social, and political implications. The chapter also considers how the project, up to this point used successfully in local service communities, might fare in international service learning contexts.

Service Learning for Success – Three Cases at The University of Akron

2015 ◽  
Vol 3 (5) ◽  
pp. 1-5
Author(s):  
Baomei Zhao ◽  
Mrs Naomi White
Keyword(s):  
United States ◽  
Service Learning ◽  
Student Success ◽  
Community Service ◽  
Real World ◽  
The United States ◽  
Academic Disciplines ◽  
Community Members ◽  
Service Projects ◽  
The University

Service Learning is a form of education where students are assigned to participate in a variety of activities that combines what was learned in the classroom with community service projects. It requires knowledge, skills and passion from the faculty, students and community members that all work together in the real world. In recent years, service learning has been included in many academic disciplines throughout the United States. This paper examines three case studies to explain how service learning was designed for student success at The University of Akron.

Implementing Service-Learning Through a Community-Based Fitness Program

2015 ◽  
Vol 4 (4) ◽  
pp. 398-402
Author(s):  
Lisa G. Johnson ◽  
Birgitta L. Baker
Keyword(s):  
Service Learning ◽  
Learning Experience ◽  
Real Life ◽  
Community Members ◽  
Fitness Program ◽  
Theoretical Concepts ◽  
Capstone Course ◽  
Course Work ◽  
Real Life Setting ◽  
Community Fitness

Louisiana State University’s School of Kinesiology has partnered with the Dr. Leo S. Butler Community Fitness Center in Baton Rouge, LA since 2003 offering our fitness studies concentration majors a unique service-learning experience. The center is located in a community with citizens battling many health issues, such as high blood pressure and diabetes, with limited access and resources that promote a heathy lifestyle. Students enrolled in a senior capstone course work with the community members in the Sensational Seniors fitness program. This fitness program addresses some of those needs by providing a variety of group exercise sessions promoting overall health and longevity for the participants. Our students are able to apply theoretical concepts learned in lectures and laboratories to address public health concerns in a real-life setting. The students lead group fitness activities, monitor blood pressures, and disseminate appropriate and updated health and exercise information for the seniors.

scholarly journals A Mixed-Methods Study of Cognitive and Affective Learning During a Sophomore Design Problem-based Service Learning Experience

2014 ◽  
pp. 1-28 ◽  
Author(s):  
Olga Pierrakos ◽  
Robert Nagel ◽  
Eric Pappas ◽  
Jacquelyn Nagel ◽  
Thomas Moran ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Service Learning ◽  
Engineering Education ◽  
Real World ◽  
Learning Experience ◽  
Affective Learning ◽  
Community Based ◽  
Professional Engineer ◽  
Real World Problem ◽  
Structured Problems

Authentic, real-world problem solving is an integral part of the engineering profession. Yet, research suggests that engineering education is primarily focused on well-defined and well-structured problems, which do not provide students the real-world relevance, context, or experience in solving the types of problems required as a professional engineer. The addition of problem-based service learning (PBSL) to engineering curricula provides an opportunity to introduce students to a variety of real-world projects in a community-based context. Numerous studies have shown the importance and impacts of integrating service learning and problem-based learning into engineering education. Herein, the results of a mixed-methods, longitudinal study on cognitive and affective learning during a PBSL sophomore design experience are presented and discussed. The goals are to demonstrate how both qualitative and quantitative data can be used to measure student learning during a PBSL experience and to provide a framework for assessment of such experiences.

scholarly journals Designing a Women’s Refuge: An Interdisciplinary Health, Architecture and Landscape Collaboration

2017 ◽  
Vol 6 (6) ◽  
pp. 139 ◽  
Author(s):  
Suzanne Dean ◽  
Claire Williams ◽  
Samantha Donnelly ◽  
Tracy Levett-Jones
Keyword(s):  
Social Change ◽  
Nursing Students ◽  
Lived Experience ◽  
Real World ◽  
Positive Impact ◽  
Learning Experience ◽  
Learning Activity ◽  
Social Good ◽  
Women And Children ◽  
The Impact

University programs are currently faced with a number of challenges: how to engage students as active learners, how to ensure graduates are ‘work ready’ with broad and relevant professional skills, and how to support students to see their potential as agents of social change and contributors to social good. This paper presents the findings from a study that explored the impact of an authentic, interdisciplinary project with health, architecture and landscape students. This project facilitated students’ entrée into the lived experience of women and children requiring refuge services as a result of homelessness and/or domestic violence. Students collaborated with stakeholders from the refuge sector, visiting sites, undertaking individual research, exchanging ideas and problem-solving, to develop a design guide for a women’s refuge.  Focus groups were conducted at the conclusion of the activity to gauge students’ perceptions of the value of the activity. Results indicated that the ‘hands-on’ and collaborative nature of the learning experience in a real-world context was valued, primarily due to its direct relevance to professional practice. Architecture and landscape participants reported an increase in their understanding and knowledge of refuge clients, and many expressed a commitment to further learning and contribution to the sector. Nursing students felt that the authentic learning experience helped prepare them for the ‘real world’ of practice and that it aided development of their professional identities and capacity to effect real-world change. The learning activity had a positive impact on knowledge acquisition and students’ confidence to act as agents of social change.

Home Away from Home or Foreign Territory?: How Social Class Mediates Service-Learning Experiences

NASPA Journal ◽  
2005 ◽  
Vol 42 (3) ◽  
Author(s):  
Jenny J. Lee
Keyword(s):  
Social Change ◽  
Social Class ◽  
Service Learning ◽  
Qualitative Study ◽  
Learning Experience ◽  
Learning Experiences ◽  
Social Classes ◽  
Civic Responsibility ◽  
Multiple Perspectives ◽  
Interactive Classroom

This qualitative study explored the intersection between social class and college outreach. The service-learning experience was perceived differently by students of different social classes. The benefit was that the interactive classroom forum allowed diverse students to exchange views. Regardless of their personal backgrounds, students shared a heightened sense of civic responsibility. These findings have implications in designing service-learning courses that value multiple perspectives and aim to facilitate social change.

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