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Pedagogy and curriculum integrating community-based learning
The Evergreen State College s history demonstrates a substantial commitment to community service in academic programs and in the personal lives of faculty and staff. The five foci of Evergreen s pedagogy and curriculum (interdisciplinary study, personal engagement in learning, linking theory and practice, collaborative work, and teaching across significant differences) are integral to community-based learning. In May 1998, a Task Force studying community-based learning at Evergreen found that: In a typical year over 800 students earn credit through internships. 46% of faculty respondents said they include community-based projects in their curriculum. 68% of faculty respondents include other forms of…
Student Leadership Institute
The Office of Student Involvement fosters learning and success by providing opportunities for engagement through a wide variety of campus activities and organizations, holistic and intentional advising of student leaders, and the development of purposeful and mutually beneficial partnerships across the university and the City of Chicago to maximize access to resources for a rich DePaul campus experience. Website
Self and Community Course
A required year-long course for all students, the curriculum has been designed by faculty to help students explore their personal character, spiritual and philosophical issues, and family life in a rapidly changing and complex society. Website
Personal Development Portfolio
Students taking PDP 150, the first-year program at Bridgewater, are required to compile a “”Personal Development Portfolio””, which requires students to set personal goals in each of eight personal dimensions: academics, citizenship, cultural awareness, aesthetics, ethical development, leadership, social relationships, and wellness. Students are required to participate in community service projects and participate in activities and programs to fulfull the requirements of each of the eight dimensions. Contact: W. Steve Watson at swatson@bridgewater.edu Website
Personal Honor on Public Display
In order to promote the Bridgewater College Honor Code values of personal honor, integrity, and respect for the word of another, Bridgewater College engages in the unique practice of displaying framed statements about personal honor in all classrooms. The Honor System is controlled and administered by the Honor Council, which is a part of the student government. E-mail: William E. Abshire, Ph.D. at wabshire@bridgewater.edu
Virginia Women’s Institute for Leadership
Mary Baldwin College created the Virginia Women’s Institute for Leadership to promote leadership development by integrating academic and co-curricular activities. VWIL is the only college program for women that combines leadership education, military training, physical training, and character development in a comprehensive curriculum. Components of the program include community service projects, leadership challenges, military leadership training and experience in implementing and administering the program. Website
Public Policy: The Homeless
The University of San Francisco’s public policy course on the homeless integrates service, participation in the political process and community needs and concerns. Guided by Professor of Politics, Roberta Ann Johnson, and SIster Marie Ignatius Clune of campus ministry, students serve the San Francisco homeless population for a minimum of four hours per week for eleven weeks in addition to the accompanying 3-unit course. The course also included readings and guest lectures by a government agency representative, shelter coordinators and advocates for the homeless. Students kept journals to evaluate their efforts and to relate their volunteer experiences. According to Professor…
Senior Integrative Seminar in Women’s Studies
The Senior Integrative Seminar in Women’s Studies is an interdisciplinary course which draws from scholarship in history, English, philosophy, political science, psychology, and religion. The course is designed to serve as a “”capstone”” experience for women’s studies majors and graduating seniors interested in women’s issues. Through service-learning, students are encouraged to draw connections between the personal and the political and to recognize that ultimately, the status of women depends on the collaboration and creativity of women working together across the boundaries of race, class, and sexual orientation. The service-learning component of the course concentrates on promoting education and providing assistance…
Theology: Service and Christianity
Community service is strongly rooted in virtually all religious traditions. At St. Francis College, students learn to see the connection between service and Christianity in a variety of ways. Service-learning courses and research are peppered throughout the religious studies department. In Religion as Community Activism, students study and research the connection between values and action as they serve disabled children and adults at a nearby center. In Human Sexuality and Christian Marriage, students study issues of culture, ethnicity, and gender while serving at the local women s shelter or Take Back the Night program. All of this begins with a…
The Great River Greening Project: urban land restoration projects
The Great River Greening Project, a non-profit community-based organization, where biology students will participate in urban land restoration projects. This project is paired with the “”Race to Save the Planet”” learning community, an integration of the Environmental Science, Ethics, and Environment, Politics and Society courses into one interdisciplinary course. The Great River Greening Project
The Program for Ethics, Science, and the Environment
The program for Ethics, Science, and the Environment assists students to understand and resolve value conflicts raised by scientific inquiry, biotechnology, and natural resource use. Programs include an applied ethics certificate offered to undergraduate students, workshops on ethics for local high school students and civic organizations, a biweekly student-faculty discussion forum, and a newsletter with articles writen by professors and religious leaders which express varying views on critical moral issues. Website
The Preuss School
The University of California at San Diego doesn’t just help a local school, it owns one. The Preuss School, on the UCSD campus, is the nation’s first charter school created by a university and dedicated to serving poor minority students. Preuss has access to the resources of UCSD, such as its supercomputers and it’s students, who volunteer to tutor at Preuss. The impetus for Preuss came in the wake of California’s 1998 ban on affirmative action, which caused UCSD’s minority enrollment to drop a quarter. The university looked to recruit minority students through the traditional methods–faculty visits, fancy websites and…
The Holleran Center for Community Action and Public Policy
The Holleran Center for Community Action and Public Policy is a multidisciplinary, academic center that is dedicated to teaching, research, and community collaborations that foster active citizenship and community leadership in a multicultural, democratic society. Directed by an advisory board composed of college and community representatives, the center oversees three major areas: 1) The Program in Community Action (PICA), 2) Community Learning Course Development, 3) Community Partnerships and Public Policy. The Holleran Center also promotes the development of community learning courses at the College. Community learning takes many forms, including internships, action research, and courses with required service components. The…
Service learning partnership with the Mallett School French Program
In light of the Learning Results in Modern and Classical Languages which mandate second language acquisition from grades K-12 in the State of Maine, UMF embarked on a service learning partnership with Mallett School, to teach French in the elementary grades, and help Mallett school develop and sustain a foreign language curriculum. Several options were considered at the start of the program. French was selected because of local expertise and geographical setting, and also in light of costs involved and ease of running a second language program. Every classroom in each grade is involved, but the program was implemented in…
Resources for Faculty
The Center for Community Service and Learning offers the following resources: * Consultations with individual faculty, schools, and colleges * Faculty development workshops * Curriculum development grants * Inventory of community-based organizations, and assistance in identifying community placements compatible with course learning objectives * Workshops to prepare students for entering the community * Materials on service-learning research * Training for student facilitators * Publications lending library * Complimentary copies of the Michigan Journal of Community Service Learning * Searchable data-base for community-based research partners * Pocket guide on community-based research * Pocket guide on service-learning and independent study credit Website:…
Urban Communities course
For two decades now, students at Augsburg College have known that Garry Hesser s courses were different. Students who took them weren t asked just to know the material, they were asked to study it in the community. By following a semester of one of Dr. Hesser s courses entitled, Urban Communities, we can draw a picture of a high-quality curricular service-learning experience. In order to learn about urban communities, Professor Hesser tells students on their first day of class, you will use the community as your laboratory. Students are pleased to hear this, many of them having enrolled because…
MEd for Experienced Educators, Problem-Based Learning Using Critical Skills
Antioch University New England Our Problem-Based Learning concentration uses the highly regarded Critical Skills Classroom. Since 1986, the Critical Skills program has offered educators a powerful set of learning experiences in support of classroom and school change initiatives through the MEd program as well as via institutes and workshops through the Antioch Center for School Renewal. The Critical Skills Classroom is a comprehensive approach that creatively and effectively integrates four powerful teaching methodologies: collaborative learning experiential learning problem-based learning standards-aligned/ competency-based learning The Critical Skills Classroom is a mindset in which the teacher and the student are co-learners, engaged in…
On the Road From Service-Learning to the Engaged Campus
Over the years, a few faculty and specific programs at PCC have in one way or another connected their course study to the community. Three years ago, however, a grass-roots movement among faculty and staff organized the Service Learning Steering Committee in an attempt to promote the concepts of community-based education within PCC s three comprehensive campuses. With a few passionate faculty and staff members on each campus who believed in the positive impact that Service Learning could have on the lives of our students and the community, the Committee applied for, then received, a small grant that would pay…
PHENND Action Seminar
This seminar, focused on the role of colleges and universities in helping to overcome poverty, is co-chaired by Drs. Ira Harkavy, Caroyln Adams, and Keith Reeves. Currently several subcommittees are being developed to critically examine poverty from a variety of angles, all with “”action”” as the guiding goal. So far, these subcommittees are: Community Action Research Internships Statements about Higher Education’s Responsibility to “”help overcome”” poverty in local communities Concepts, mapping and measurement of economic poverty Concepts, mapping and measurement of schooling and poverty Concepts, mapping and measurement of family structure and poverty Concepts, mapping and measurement of ill health…
Swearer Center for Public Service
Brown University’s Swearer Center for Public Service considers active community participation and social responsibility to be central concerns of the university’s liberal arts education. Activities include one-day service projects, youth education, mentoring projects, community health initiatives, and language and literacy projects. Students work with special needs populations including immigrants, low-income and minority communities, senior citizens, developmentally disabled, the deaf, and adults in need of basic education. Website