关于雪兰多大学的服务学习
服务-学习 is predicated on the mission, core values and vision of 十大正规博彩网站评级博彩平台推荐大学. Through carefully designed classes faculty inspire students to be critical, reflective thinkers; engaged learners and ethical, compassionate citizens who are committed to making responsible contributions within a community, 一个民族和世界. 服务-learning celebrates creative expressions of learning, teaching and community engagement. 通过与社区领导人的持续沟通,互惠互利的关系得以培养. 学生在发展其研究领域的核心能力的同时,也实现了全球最大的博彩平台作为解决人类和社区需求的领导者的目标.
通过整合学术学习和社区服务, 服务学习课程的重点不同于实习经历(主要侧重于学生的知识/技能发展)和志愿者经历(主要侧重于满足社区的需求)。. 服务学习课程的教学方法和学习活动比传统的讲授型课程更以学生为中心.
为什么雪兰多大学选择服务学习?
大学使命宣言
十大正规博彩网站评级博彩平台推荐大学 educates and inspires individuals to be critical, reflective thinkers; lifelong learners; and ethical, compassionate citizens who are committed to making responsible contributions within a community, 一个民族和世界.
大学策略计划
通过变革性学习激励学生
- Use high-impact practices to embed liberal learning in professional and pre-professional curricula
- 与校外社区和组织合作,让学生参与学习和服务活动
- 让学生通过课堂内外的体验,将理论应用于实践, 发展智力和高阶思维, and engender transformative learning in career and life skills, 自我意识, 情商, 文化能力.
自1636年哈佛大学成立以来,培养公民积极参与社区生活一直是美国高等教育的目标之一. The public purpose of the American college includes a responsibility to the past, the present and the future (The American College and the University: A History, 鲁道夫1962).
服务学习允许我们的学生实质性地解决社区的嵌入和新出现的社会问题.
定义的服务培训
当代服务学习项目代表了两个重要历史传统的融合:(a)美国服务社区的传统, (b)全球最大的博彩平台教学法(Alt & Medrich, 1994; Shaffer, 1993). 服务学习的最早定义出现在Robert Sigmon和William Ramsey的著作中,可以在南部地区教育委员会(SREB)的出版物中找到, 1967年在吉尔斯 & 埃勒镇,1994). 西格蒙和拉姆齐将服务学习定义为:结合有意识的教育成长,完成满足真正人类需求的任务.
在过去的二十年里, at least 300 definitions of service-learning have been published, 将服务学习视为一种体验, 一个程序, 教育学, 和哲学(雅各比) & 协会,1996年). 各种术语,比如社区服务, 志愿服务, 基于社区的学习和服务学习实习等通常与服务学习互换使用. While the differences in these terms initially may appear simply preferential, some researchers have made clear distinctions among these terms. A closer examination of the activities reveals distinct learning objectives. 特别是, 体验式教育不同形式之间的差异, especially with regard to the impact of the experience on students have been studied (Furco, 1996). This ambiguity makes it difficult to articulate the 目标 of service- learning, 但同时,这种灵活性也允许各个校园的教师整合某种形式的服务学习.
尽管出现了300多个定义, the Commission on National and Community 服务 has cogently defined service-learning as follows:
服务学习是一种方法:
- 学生透过积极参与精心安排的服务体验,学习和发展,这些服务体验符合实际的社区需要,并与学校和社区协调;
- 这被整合到学生的学术课程中,或者为学生提供结构化的思考时间, 说话, or write about what the student did and saw during the actual service activity;
- that provides students with opportunities to use newly acquired skills and 知识 in real-life situations in their own communities; and
- 通过将学生的学习扩展到课堂之外和社区,这增强了学校的教学内容,并有助于培养关心他人的意识. (1990年国家和社区服务法).
作为体验式教育的一种形式, 服务学习是基于这样的教学原则,即学习和发展不一定是全球最大的博彩平台本身的结果, but as a result of reflection explicitly designed to foster learning and development (Jacoby, 1996). 与传统的, 家长式作风, 单向服务方式, 一个人或一个团体拥有资源,他们与另一个他们认为缺乏资源的人或团体共享资源, service-learning encourages students to do things with others rather than for others. Participants should expect to change in the process (Karasik, 1993). 服务学习不同于志愿服务, 明确地与课程目标联系在一起, 在这一点上,它体现了一定程度的学术严谨性, embedded in the reflection and integration students engage in before, 在他们服役期间和/或之后”(斯特拉格), 2000, p. 49).
服务学习的定义
服务学习是一种教学方法,在这种方法中,学生参与解决人类和社区需求的活动,并提供结构化的反思机会,旨在促进学生的学习并实现课程目标.
方法:
- 为学生提供持续的结构化机会,批判性地反思他们的服务全球最大的博彩平台.
- Maintains academic rigor so that class objectives are enhanced
- Recognizes that community definition of its own needs is critical to its success.
- Designs projects that strive to build capacity in the community.
- 包括培训, 监督, 监控, 支持, 识别, 和Assessment,以满足服务和学习目标.
在社区内建立伙伴关系,将学生与服务学习机会联系起来,这需要时间的基本要素, 知识, 人际交往能力和可持续资源.
Potential partners often approach the relationship from different places with different 目标, 优先级, 能力和需求.
那么,是什么让合作关系发挥作用呢?
- 共同领导、责任和监督.
- 关系是核心.
- An appropriate balance is struck between trust building and action.
- Taking enough time for partners to develop a sense of mutual understanding and trust.
- It is vital to move beyond planning in order to begin taking concrete actions.
- 行动-反思方法.
- 相互理解和利益被理解.
- Partnerships as means to achieve benefits for all partners and the community.
- It is important to engage in active efforts for each partner to understand the needs, 的优势, 目标, 限制, 专业知识, 以及其他合伙人的自身利益.
- Design efforts to reflect those things, including clear expectations.
- 共同的学习目标和教育活动.
- 视觉引导结构.
- 你希望通过建立伙伴关系来实现什么?
- 社区的愿景是什么?
- Answering those questions should precede and guide questions of structure, not vice versa.
- Being attentive to planning, communication, training, orientation, and preparation.
- 重要的是,合作伙伴必须开发一种共同的语言和系统,以便进行清晰和持续的沟通.
- 这样就有可能为所有合作伙伴提供相互了解的机会,并成功地建立关系并共同努力
Start small and with concrete 目标 when developing partnerships. 从那里, emphasize an action-reflection approach and foster collaboration by setting out to do a concrete, 共同分享的重点任务. 用这个, 团队和所有权的合作意识得以发展,信任得以建立,相互感成为期望. Partnerships often start small and will grow in both size and formality as time goes on. 这一渐进进程有助于避免从一开始就努力建立雄心勃勃的伙伴关系而耗费大量时间和资源的情况. 此外,记住保持合作关系的流动性,随着关系的发展加入新人.
服务学习对学生有两个主要好处:
- 服务学习对每个学生独特的个人影响
- 介绍各种个人品质,例如:
- 功效, 人际关系技巧, 减少刻板印象, 社会责任, 以及对未来服务的承诺.
- 服务-learning has been found to have a positive effect on students’ personal development, 包括自尊, confidence in political and social skills and building relationships with others
Students are challenged to examine multiple perspectives in theory and in practice through:
- 分析模型和实现技术
- 讨论和辩论
- 考虑解决实际问题的办法
There are two kinds of reflection when it comes to service-learning: Personal and Critical.
- Personal Reflection includes an examination of oneself in relation to others, 或者是对社会群体中的一个人的考察.
- Critical Reflection includes a deeper understanding of the historical, 社会学, 文化, economic and political contexts of the needs or issues being addressed.
当进入课堂时,反思需要结构. 结构化反思允许学生检查服务学习项目中的关键问题, 将服务连接到类, 在活动中找到个人的相关性,并允许学生进一步与可能激发长期学术兴趣的问题联系起来.
Reflection的要素
- 四个C
- 连续
- 贯穿课堂的反思
- 连接
- Reflection is structured and directly related to the learning objectives
- 具有挑战性的
- Reflection sets high expectations, demands high quality effort and stimulates further learning
- 更符合实际
- Appropriate activities for the course and the developmental progress of the students
- 连续
反思方法:
- 期刊
- 个人故事
- 演讲
- 直接写
- 信
有效的Assessment计划:
- 关注核心问题
- 加强常用的定义/术语
- 以数据为基础
- 反映所有参与者的观点
- 记录优势和需要改进的地方
- 预测结果的受众和应用
Assessment结果包括描述性信息, 分析信息和比较, 案例研究, 影响的证据, 程序开发的良好实践原则和思想.
良好的Assessment会:
- 定义的优势
- 验证知识
- 为资源决策提供证据
- 识别改进的机会
不良Assessment将:
- 消耗能源和资源
- 破坏项目活动
学习目标:
服务学习是关于……
- 群体:特定的群体或人口
- 一个特定的问题、挑战、机会
- 为社区提供服务
- 一个特定的组织或基层的努力
- Relevant public policies; historic perspectives
- 利益相关者的角色
基于这些目标, students will gain a variety of key concepts as a result of their experience and reflection. 这些概念包括社区意识, 服务承诺, 生涯探索, 自我意识, 理解课程内容, 发展沟通技巧和跨文化技能.
有效的Assessment方法:
- 焦点小组是高效和互动的.
- Interviews can be time intensive but allows for deeper views of individual experiences.
- 观察
- Surveys are time efficient, objective and anonymous but may be superficial.
- 期刊, syllabi, site-reports are all useful for validation and cross-checking.
- 密歇根社区服务学习杂志
- The International Journal of Research on 服务-学习 and Community Engagement
- 高等教育推广与参与杂志
- Partnerships: A Journal of 服务-学习 and 公民参与
- The International Journal of Education for Social Justice (RIEJS)
- 社区参与与奖学金杂志
- 高等教育推广与参与杂志
- VA Engage杂志
- 校园紧凑