Service-Learning as Civic Pedagogy: Lessons Learned From Students’ Stories

2015 ◽  
pp. 429-434
Author(s):  
Keith E. Robinder
Keyword(s):  
Service Learning ◽  
Lessons Learned

scholarly journals Teaching civic engagement: Evaluating an integrative service-learning program

2012 ◽  
Vol 5 ◽  
Author(s):  
Jed Metzger
Keyword(s):  
Service Learning ◽  
Community Intervention ◽  
Academic Discipline ◽  
The United States ◽  
Lessons Learned ◽  
Integrative Approach ◽  
Community Practice ◽  
Integrative Learning ◽  
Learning Program ◽  
Community Environments

The demands on successfully teaching intervention skills in macro (community) environments are numerous and extend beyond the confines of any one academic discipline. In particular, when considering community, the compounding of the multiple factors of social economics, diversity, social policy, history and political agendas requires an integrative approach. This mixed-methods retrospective article analyses the use of service-learning in an advanced Master of Social Work community practice course. Special attention is given to the construction of academic and community experience that facilitates learning integration and understanding of the ways in which factors compound on community wellbeing. Specifically this project involved students in efforts constructed to address violence directed by and against inner-city youth in a mid-sized northeastern city in the United States that is beset with gang violence and has led its state in per capita murders for four of the past five years. Recommendations and lessons learned presented in this article are directed at exploring a construction of service-learning that could address integrative learning in community intervention courses. Keywords: Service-learning, teaching, macro practice, violence

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.

Lessons Learned From 15 Years of Service-Learning

2018 ◽  
pp. 17-40
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

Refugee Families and Undergraduate Nursing Service-Learning

2018 ◽  
pp. 248-265
Author(s):  
Ruby K. Dunlap ◽  
Emily A. Morse
Keyword(s):  
Service Learning ◽  
Social Systems ◽  
Lessons Learned ◽  
Cultural Barriers ◽  
Health Issues ◽  
School Of Nursing ◽  
Undergraduate Nursing ◽  
Refugee Families ◽  
Problem Solve ◽  
Future Work

This chapter describes a service-learning partnership between two refugee resettlement agencies and a school of nursing. The partnership has successfully completed its goals of both service and learning over many semesters to the present. This community-based learning opportunity has entailed a variety of health interventions with refugee families while the learning has involved essential competencies of cross-cultural nursing, insights into social determinants of health, and developing confidence in being able to problem solve in a complex mix of health, social systems, poverty, language, and cultural barriers. In addition, assignments connected with this community engagement have encouraged students to develop an awareness of global health issues while intervening locally with their assigned refugee family, thus thinking and acting globally. The authors will discuss lessons learned from this long-term relationship and suggested directions for future work.

Lessons Learned From 15 Years of Service-Learning

2021 ◽  
pp. 903-925
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

Building a Public Health Law and Policy Curriculum to Promote Skills and Community Engagement

2016 ◽  
Vol 44 (S1) ◽  
pp. 30-34 ◽  
Author(s):  
Amy T. Campbell
Keyword(s):  
Public Health ◽  
Service Learning ◽  
Learning Strategy ◽  
Lessons Learned ◽  
Law Students ◽  
Health Law ◽  
Community Based ◽  
Public Health Law ◽  
Building Process ◽  
Effective Community

This article describes implementation of a longitudinal curriculum in public health law, building on doctrinal coursework with skills-based coursework and opportunities for interdisciplinary, community-based engagement and service learning. It specifically describes development of a Policy Practicum, giving an example of how law students can learn policy skills and skills of effective community coalition work through a healthy homes partnership, highlighting areas where the curriculum can incorporate interdisciplinary education. It offers lessons learned during the curriculum-building process, and concludes with a more intensive service-learning strategy through the development of a Policy Lab.

Multifaceted Aspects of Assessment in Service Learning: Lessons Learned

2006 ◽  
Vol 20 (3) ◽  
pp. 49-54 ◽  
Author(s):  
Mary Lou Galantino ◽  
Lauren House ◽  
Beth Olsen ◽  
Tara Fayter ◽  
Michael Frank
Keyword(s):  
Service Learning ◽  
Lessons Learned
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