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Integrated Service-Learning in a Preservice Program
Unformatted Document Text:  What are the steps to implementation? 1. Assess your needs and resources related to course objectives2. Form partnerships with community agencies3. Set specific educational goals and curriculum related to course content4. Brainstorm a project and begin preliminary planning5. Plan your project in detail6. Acquire necessary funding and resources7. Implement and manage the project8. Organize reflection activities9. Assess and evaluate your service program10. Celebrate achievements Types of service learning: (Heffernan, 2001). • Pure service-learning – complements and connects a variety of subjects through the acts of service itself • Discipline-based service learning – specific to a course or class • Problem-based service-learning – surrounds efforts that address and meet the needs of a particular issue in the community • Capstone service-learning – final course in a sequence of study • Service internships – responsibility of the student to make appropriate curricular connections through reflection • Service-learning students involved in action research = conduct action research activities as well as service Blending the community and classroom learning by providing models for critical reflection is a critical component of service learning. Listening, observing, and reflecting are key elements. Active engagement encourages the very purpose of active citizenry. Integration of knowledge through active construction of knowledge leads to a deeper understanding of course objectives (Eyler & Giles, 1999). The role of the faculty member is that of a facilitator, mentor, and coach. Thus the implementation of the pedagogy of learning through service necessitates a change in the instructors teaching techniques. This role shift involves knowledge, willingness, and “fluency in multiple teaching techniques” (Howard, 1993). While student learning outcomes become more student-owned, the instructor may feel a loss of power. Instructors must reflect on this process and focus on the learning that is occurring for each student, versus mandating the exact same outcomes for all students in a course. C. Contribution: This presentation will highlight an emerging practice on many campuses that facilitates the partnership building with community entities. This methodology will enhance trust between partners as students work directly with the community providing valuable services while enhancing their own growth. D. Relevance: Service learning is emerging as a successful practice in teacher education. These theoretical links are evident and directly taught to candidates in the program. This presentation also ties to using qualitative evidence to enhance practice. The reflective writing component of service-learning projects provides rich data to support student learning.

Authors: Mercer, Debbie.
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What are the steps to implementation?
1. Assess your needs and resources related to course objectives
2. Form partnerships with community agencies
3. Set specific educational goals and curriculum related to course content
4. Brainstorm a project and begin preliminary planning
5. Plan your project in detail
6. Acquire necessary funding and resources
7. Implement and manage the project
8. Organize reflection activities
9. Assess and evaluate your service program
10. Celebrate achievements
Types of service learning: (Heffernan, 2001).
Pure service-learning – complements and connects a variety of subjects through
the acts of service itself
Discipline-based service learning – specific to a course or class
Problem-based service-learning – surrounds efforts that address and meet the
needs of a particular issue in the community
Capstone service-learning – final course in a sequence of study
Service internships – responsibility of the student to make appropriate curricular
connections through reflection
Service-learning students involved in action research = conduct action research
activities as well as service
Blending the community and classroom learning by providing models for critical reflection is a
critical component of service learning. Listening, observing, and reflecting are key elements.
Active engagement encourages the very purpose of active citizenry. Integration of knowledge
through active construction of knowledge leads to a deeper understanding of course objectives
(Eyler & Giles, 1999). The role of the faculty member is that of a facilitator, mentor, and coach.
Thus the implementation of the pedagogy of learning through service necessitates a change in the
instructors teaching techniques. This role shift involves knowledge, willingness, and “fluency in
multiple teaching techniques” (Howard, 1993). While student learning outcomes become more
student-owned, the instructor may feel a loss of power. Instructors must reflect on this process
and focus on the learning that is occurring for each student, versus mandating the exact same
outcomes for all students in a course.
C. Contribution: This presentation will highlight an emerging practice on many campuses
that facilitates the partnership building with community entities. This methodology will
enhance trust between partners as students work directly with the community providing
valuable services while enhancing their own growth.
D. Relevance: Service learning is emerging as a successful practice in teacher education.
These theoretical links are evident and directly taught to candidates in the program. This
presentation also ties to using qualitative evidence to enhance practice. The reflective
writing component of service-learning projects provides rich data to support student
learning.


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