Service-Learning Toolkit - Service-Learning Toolkit - Publications & Resources - Student Outreach Resource Center - Offices & Services - Johns Hopkins School of Public Health. Who We Are. Campus Compact is a national coalition of more than 1,100 college and university presidents who are committed to fulfilling the civic purposes of higher education. As the only national higher education association dedicated solely to campus-based civic engagement, Campus Compact promotes public and community service that develops students’ citizenship skills, helps campuses forge effective community partnerships, and provides resources and training for faculty seeking to integrate civic and community-based learning into the curriculum. Campus Compact’s membership includes public, private, two- and four-year institutions across the spectrum of higher education. Campus Compact comprises a national office based in Boston, MA, and state affiliates in CA, CT, FL, HI, IL, IN, IA, KS, KY, ME, MD-DC, MA, MI, MN, MO, MT, Mountain West, NE, NH, NJ, NY, NC, OH, OK, OR, PA, RI, SC, TN, UT, VT, WA, WI, and WV.
Mission Vision History. President's Higher Education Community Service Honor Roll. The President's Higher Education Community Service Honor Roll, launched in 2006, annually highlights the role colleges and universities play in solving community problems and placing more students on a lifelong path of civic engagement by recognizing institutions that achieve meaningful, measureable outcomes in the communities they serve.
The 2014 Honor Roll will recognize higher education institutions in four categories: The application deadline is April 3, 2014 at 5:00pm ET. Please log in or create an account so your institution can begin its application today. If you need help with your application or have questions, please participate in one of the following conference calls: Tuesday March 11, 2014 at 2:00pm ET (Call-In #: 1-888-790-3414; Passcode: 7167858) Tuesday March 25, 2014 at 2:00pm ET (Call-In #: 1-888-790-3414; Passcode: 8513471) To introduce the new application, provide technical assistance, and answer questions we conducted webinars in December of 2013 and in February of 2014:
Presidential Awardees: 2013 Presidents Higher Education Community Service Honor Roll. Tools-students. Tipsforslclass. 101_BRIGHT_IDEAS_FOR_SERVICE_LEARNING. Proud of Group Projects. Coming to terms with Service-Learning, Group projects, community service and public rhetoric. The Project I end every semester by asking students in my basic public speaking course to do a group project. There are more details to the project, but the first line of my assignment sheet pretty much sums it up: "Using what you have learned in this class, you must create a persuasive, public service communication artifact.
" With these words I ask my students to spend the last four weeks of class out in the community, using the skills I have taught them in persuasive communication, to do something in the public good. Every semester I am shocked at all the awesome things that they do and I wanted to share it with you: My MWF class: Group One joined up with the football team and worked with them to help elderly members of the community clean up their yards for summer. The First Tuesday/Thursday class: Second Tuesday/Thursday class: The Night Class: This is not to brag. Common Faculty Questions.
1. Is this another feel-good excuse to water down academic standards? This is an important and legitimate concern for all who are concerned with quality higher education, and it is the focus of much past and current research on Service-Learning. Unless real academic learning results, Service-Learning has no place in our colleges. Academic credit should never be given for service, only for learning. If applied properly, this pedagogy is actually more rigorous than the traditional teaching strategies. 2. Trying anything new is a risk, and it challenges our competencies.
Reading materials in this handbook, attending a few workshops and seminars, conversing with other Service-Learning faculty, and consulting with the Service-Learning Coordinator, will help you become more comfortable with using Service-Learning as an integral part of your course. 3. Some faculty may be concerned that their students lack adequate preparation or skills to help others in a meaningful way. 4. 5. 6. 7. Yes. 10 Benefits of ‘Service Learning’
After Hurricane Katrina, Tulane University looked inward and became the first major “high research” institution in the country to require “service learning” as part of the undergraduate required core curriculum. The requirement was grounded in the belief that “public service, rooted in an academic context…contributes to the development of student engagement.” Locally, American University’s Community Service-Learning Programs (CSLP) provides students the opportunity to receive an additional credit linked to a regular three- or four-credit course in exchange for completing an additional course assignment or project and 40 hours of service work relevant to the subject. At George Washington University, the Center for Civic Engagement and Public Service offers resources and support to faculty and students implementing service-learning into courses and programs. Specifically, the Center works to “enhance and grow GW service-learning in the District and around the world.”
Using Reflection. Service-Learning Development Worksheet. Service-Learning Syllabi By Discipline. History of Service-Learning in Higher Education. Source: National Service-Learning Clearinghouse, January 2008 Community service and civic engagement have a long history on American campuses beginning in the 19th century and finding revitalization in the 1960s, 1980s, and today. For example, community service activities in Greek-letter organizations and campus faith-based groups have had an enduring presence on campuses. The civil rights movement of the 1960s, and the formation of the in 1961, and Volunteers in Service to America ( ) in 1965 brought a new passionate energy to activist education by engaging young people and giving them real opportunities to make a difference in the world. It was during this time period that the early pioneers of the service-learning movement began to emerge and attempted to combine 'service' to 'learning' in a direct and powerful way.
The early to mid 1980s saw a resurgence of interest in campus service and service-learning, with a national initiative to promote service among undergraduate students. Service-Learning in Higher Education. INSTRUCTORS: Janet Eyler & Dwight E. Giles, Jr. OFFICE HOURS: By appointment OFFICES: Payne 206 & Mayborn 104 OFFICE PHONES: 322-8522 & 322 8273 E-MAIL: janet.s.eyler {at} vanderbilt(.)edu; dwight.e.gilesjr {at} vanderbilt(.)edu CLASS: Mayborn 105 Wednesdays 4:10-7:00PM This class is a hands-on, minds-on engagement in the practice and theory of service learning – the integration of community service and related academic study.
Students will assist a service learning program with planning, implementation or evaluation and integrate this experience with study of current practice, theory and research. By the end of the course students will: If there are students in this course whose interests lie with K-12 rather than higher education service learning, we will identify appropriate core reading alternatives and incorporate this focus into our seminar discussions. Service Learning Project: The project will allow you to provide service to a service-learning program. Edward Zlotkowski (ed.) CCPH - Service Learning Resources. Service-learning is a structured learning experience that combines community service with preparation and reflection.
Students engaged in service-learning provide community service in response to community-identified concerns and learn about the context in which service is provided, the connection between their service and their academic coursework, and their roles as citizens. Service-learning differs from traditional clinical education in the health professions in that: Citation: Seifer SD. (1998). Service-learning: Community-campus partnerships for health professions education. Academic Medicine, 73(3):273-277. Tools and Resources CCPH and our members have developed a number of tools and resources for service-learning, including PowerPoint presentations and proceedings. Please click to view and print these service-learning tools and resources (printable with Adobe Acrobat Reader) Electronic Discussion Groups. CultivatingCommunities_Aug2012.
Creatingaclimate_082010. HE_toolkit_with_worksheets. Models. The SENCER Model Series About the Models The SENCER models are curricular approaches to improving science learning and supporting engagement with complex issues. Through the "lens" of a matter or set of matters of public consequence, a SENCER model course or program teaches science that is both challenging and rigorous. The SENCER approach requires students to engage in serious scientific reasoning, inquiry, observation, and measurement. SENCER courses and programs connect scientific knowledge to public decision-making, policy development, and the effective "work" of citizenship. SENCER models have clear learning outcomes.
The models are presented heuristically, that is as aids to understanding and inspirations for what is achievable. We welcome your review, use, and appraisal of the SENCER models. Dr. General Editor, SENCER Model Series The SENCER Models Please see below for a list of the SENCER Models, organized chronologically based on their year of addition to the series. Slow Food Chance. Service-Learning Models. A Checklist for Implementing Service-Learning in Higher Education | JCES - The University of Alabama. Amelia Jenkins and Patricia Sheehey Abstract Service-learning has been implemented successfully as an instructional method in K-12 schools, colleges, and universities. Research indicates that service-learning helps students gain knowledge and skills and increase self-confidence and sense of caring. Service-learning projects in colleges and universities are beneficial to those in many disciplines, including education.
This article provides a framework for including service-learning in education courses and introduces an innovative checklist to guide and evaluate service-learning as an instructional strategy. Instructors in teacher education courses use an array of instructional strategies to facilitate preservice teachers’ acquisition of the theoretical knowledge of teaching and the application of the process of teaching children and young adults.
Service-Learning in Higher Education Research has indicated that service-learning is effective pedagogy on college and university campuses. 1. Welcome | National Service Knowledge Network. Standards. Hallmarks.