scholarly journals Building Community and Fostering Health and Well-Being through a Collaborative School Based Project

2021 ◽  
Author(s):  
Abimbola O. Asojo ◽  
Hoa Vo ◽  
Suyeon Bae ◽  
Chelsea Hetherington ◽  
Sarah Cronin ◽  
...  
Keyword(s):  
Elementary School ◽  
Service Learning ◽  
Interior Design ◽  
Self Regulation ◽  
Well Being ◽  
Lessons Learned ◽  
Theory And Practice ◽  
Service Learning Projects ◽  
Dining Room ◽  
Learning Projects

This article presents lessons learned from collaborative service-learning projects aimed at bridging the gap between theory and practice by providing students design experiences in authentic settings. Interior design students gained disciplinary and civic benefits while problem solving for a preK-5 elementary school calming room, dining room, and teacher sanctuary. The elementary school teachers and staff reported the redesigned calming room supported students’ emotional and self-regulation skills. Teachers and staff also reported the dining room and teacher sanctuary supported the school community well-being. The authors’ present findings and hope the article can serve as a model for educators interested in community building service-learning projects in school environments.

scholarly journals Improving the Long-Term Sustainability of Service-Learning Projects: Six Lessons Learned from Early MIT IDEAS Competition Winners

2011 ◽  
Vol 6 (2) ◽  
pp. 19-29
Author(s):  
Diana Jue
Keyword(s):  
Service Learning ◽  
Lessons Learned ◽  
Community Partner ◽  
Target Populations ◽  
Student Teams ◽  
History Of ◽  
Service Learning Projects ◽  
Learning Projects ◽  
Ongoing Concern

An ongoing concern of service-learning projects is whether they can benefit target populations in the long-term. Too often, service-learning projects end before a real deliverable is presented to the community. At MIT, a short history of service-learning projects can be documented through the IDEAS Competition, an annual competition that awards small monetary prizes to student teams that have designed and implemented innovative projects to positively impact underserved communities. This article analyzes how winning projects of the first five IDEAS Competitions evolved or dissolved. From the experiences and wisdom of these early winners, this article offers six pieces of advice to students and academic institutions seeking to implement service-learning projects: 1) Seriously consider implementation from the beginning, 2) Be concrete and realistic in the short term, 3) Be flexible in the long-term, 4) Build a multidisciplinary team, 5) Collaborate with a solid community partner, and 6) Prepare for continuity.

Reports from the Field

2016 ◽  
Vol 38 (3) ◽  
pp. 50-77 ◽  
Author(s):  
Erin L. Conlin
Keyword(s):  
Service Learning ◽  
New Media ◽  
Public History ◽  
Community Partnerships ◽  
Lessons Learned ◽  
Community Based ◽  
Media Technologies ◽  
Student Community ◽  
Service Learning Projects ◽  
Learning Projects

Student community-based projects are a natural tool for achieving diverse public history outcomes, yet these types of projects are challenging to organize and manage. Focusing on two undergraduate community-centered oral history projects, this article serves as a guide for those interested in developing manageable service-learning projects that facilitate meaningful community partnerships. It explores lessons learned during the projects’ organization and execution including how to keep them manageable in terms of scope, scale, and structure and how to maximize available resources (both human and material). It also advances methods for developing student skills in new media technologies and platforms.

scholarly journals Co-creación y validación de instrumentos para la integración del conocimiento experiencial en la formación de maestros

2018 ◽  
Vol 22 (1) ◽  
pp. 441-460
Author(s):  
Montserrat Payá ◽  
Begoña Gros ◽  
Begoña Pique ◽  
Laura Rubio
Keyword(s):  
Service Learning ◽  
Theory And Practice ◽  
Design Based Research ◽  
Collaborative Processes ◽  
Project Construction ◽  
Service Learning Projects ◽  
Competencias Profesionales ◽  
The One ◽  
The Relationship ◽  
Learning Projects

Resumen:La mejora de los procesos de formación inicial y continuada del profesorado a partir del diálogo entre el conocimiento surgido de la experiencia y el conocimiento teórico, no se produce de forma espontánea. Es necesario promover y dotar de instrumentos a los estudiantes para adquirir competencias profesionales adecuadas. El proyecto Construcción de conocimiento pedagógico a partir de la transferencia de experiencias de aprendizaje servicio en la formación inicial de maestros y maestras, investigación basada en el diseño (design-based research), tiene como objetivo mejorar el nexo entre la teoría y la práctica, facilitando procesos mediante los cuales estudiantes y docentes piensan sobre la formación y el aprendizaje que pretenden llevar a cabo. El principal objetivo de este artículo es presentar los resultados obtenidos en esta investigación. Por un lado, la batería de instrumentos para extraer conocimiento de las situaciones de experiencia desarrolladas en los proyectos de aprendizaje servicio. Por otro, el proceso de validación de dichos instrumentos. Se ha llegado a ambos resultados a partir de procesos colaborativos entre los diferentes agentes implicados. Abstract:The improvement of the initial and continuous teacher training based on the knowledge arise from the experience and the theoretical knowledge, does not occur spontaneously. It is necessary to provide tools that facilitate the appropriate professional skills to students. The project- Construction of pedagogical knowledge from the transfer of service learning experiences in the initial training of teachers - is a design-based research that has as a main goal to improve the relationship between theory and practice. The aim of this contribution is to describe and analyse the results obtained during the co-design process and to analyse the validation of the tools developed during the research. On the one hand, the battery of instruments to extract knowledge of the experience situations arising from service learning projects. On the other, the process of validation of these instruments. Both results have been achieved through collaborative processes between the different agents involved.

scholarly journals Establishing Partnerships To Provide Health Education In Appalachian Schools: An Approach To Service Learning

2014 ◽  
Vol 5 (2) ◽  
pp. 103-108
Author(s):  
Lisa Kauffman-Craig ◽  
Charlotte McManus ◽  
Vicky K. Parker
Keyword(s):  
Health Care ◽  
Health Promotion ◽  
Health Education ◽  
Service Learning ◽  
Well Being ◽  
Nursing Program ◽  
Care Providers ◽  
Health Fairs ◽  
Service Learning Projects ◽  
Learning Projects

Service learning is a form of collaboration between an educational facility and a community agency. The concept of service learning is an innovative teaching method designed to benefit both collaborating partners through respect of each other’s knowledge, expertise and skills. Needs and goals of both partners are met through many different types of service learning projects. Examples of such projects in which the OUC nursing program has participated include health fairs in the middle and high school populations, health education in elementary classrooms, health fairs in local industry, and working with the elderly in the community. The Ohio University-Chillicothe Nursing Program, located in a section of Ohio know as Appalachia, believes in the concept of service learning to promote health and well-being in the community. Health care in the Appalachian area, particularly health promotion and disease prevention, is a challenge to health care providers as residents in this area have a fatalistic view of health - “what will be, will be”. Service learning projects are an excellent way to provide health promotion education to those who may not seek this out on their own. The collaborations formed between agencies and the nursing program benefit both partners. The nursing students are exposed to the health care beliefs and need of Appalachia on a first-hand basis through an innovative approach in clinical education. Community agencies benefit by being able to expand the amount of health education they can offer which increases their manpower with use of the students. 

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
Transformational Learning ◽  
Liberal Arts ◽  
The United States ◽  
Field Methods ◽  
The Social ◽  
Service Learning Projects ◽  
Transformational Experiences ◽  
Learning Projects

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

Service-Learning Projects: Meeting Community Needs

2006 ◽  
Vol 18 (4) ◽  
pp. 315-322 ◽  
Author(s):  
Beverly A. Peterson ◽  
Jean Yockey ◽  
Peggy Larsen ◽  
Diana Twidwell ◽  
Kathy Jorgensen
Keyword(s):  
Service Learning ◽  
Community Needs ◽  
Service Learning Projects ◽  
Learning Projects

scholarly journals Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School

2018 ◽  
Vol 8 (3) ◽  
pp. 148 ◽  
Author(s):  
P. Andrews ◽  
Susan Leonard
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Critical Consciousness ◽  
Professional Development School ◽  
Engaged Scholarship ◽  
Traditional Service ◽  
Community Engaged Scholarship ◽  
Service Learning Projects ◽  
Learning Projects

Universities engage students in traditional service-learning projects that often yield “good feelings”, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars’ work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators—rather than for them—supported participants’ critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators’ research interests, work, and future directions.

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