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Fostering Student Leadership in Tackling Community-Based Problems
Unformatted Document Text:  Furthermore, certain students seemed able to start making connections between theory and service-learning, while others have not yet reached that point. Response samples are below. In answer to the question, “What connections, if any, have you seen between our readings and experiences with CPF?” - It is required for a program to have a demand by people, otherwise the funders and leaders of the organization will shut programs down. This was seen in Munger with supply and demand, but applied in real life to a public policy organization it can determine something’s existence. It also involves politics, and experts. Through my time I have seen the demand, and I have seen the politics in “helping their community” and the experts in how things should be accomplished. -In class, we read about policies regarding charter schools. The day before this particular reading had been assigned, I was given the opportunity to facilitate a presentation at a nearby charter school. This charter school had a class committed to environmental needs. As a long-term assignment, they had been challenged to create their own garden on school grounds. I thought it was fascinating that the students really took initiative to make it a successful project. The reading by Christopher Lubienski explained how charter schools had become popular and what they were seeking to accomplish. It was a great experience to witness how these policies affect students attending charter schools. -We discussed public policy having to do with taxes and some of the terms used in class I wasn’t familiar with. Since taking my position with VITA, I’ve learned a lot about taxes. Therefore, when it comes to public policy having to do with taxes, or even just discussion about the topic, I feel I could be more actively engaged. Other connections I’ve made also are the extent to which bureaucracy is a reality, but it’s something that is for the good and protection of the people. I’ve always known that, but now I’m able to understand what this means from the perspective of the government worker. It was indicated earlier in this paper that one of the major motivations behind the Carnegie Fellowship was to get students to become more politically involved. It was my hope that by designing a course that engaged students in policy-oriented service, students’ awareness of the necessity of political involvement would naturally evolve, thus increasing the probability of political participation. Early indications of motivation for political participation were mostly positive with a couple of mixed responses. Examples of student responses are below. 11

Authors: Sylvester, Dari.
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Furthermore, certain students seemed able to start making connections between theory
and service-learning, while others have not yet reached that point. Response samples are
below.
In answer to the question, “What connections, if any, have you seen between our readings and experiences
with CPF?”
- It is required for a program to have a demand by people, otherwise the funders and leaders of the
organization will shut programs down. This was seen in Munger with supply and demand, but applied in
real life to a public policy organization it can determine something’s existence. It also involves politics,
and experts. Through my time I have seen the demand, and I have seen the politics in “helping their
community” and the experts in how things should be accomplished.

-In class, we read about policies regarding charter schools. The day before this particular reading had been
assigned, I was given the opportunity to facilitate a presentation at a nearby charter school. This charter
school had a class committed to environmental needs. As a long-term assignment, they had been challenged
to create their own garden on school grounds. I thought it was fascinating that the students really took
initiative to make it a successful project. The reading by Christopher Lubienski explained how charter
schools had become popular and what they were seeking to accomplish. It was a great experience to
witness how these policies affect students attending charter schools.
-We discussed public policy having to do with taxes and some of the terms used in class I wasn’t familiar
with. Since taking my position with VITA, I’ve learned a lot about taxes. Therefore, when it comes to
public policy having to do with taxes, or even just discussion about the topic, I feel I could be more actively
engaged. Other connections I’ve made also are the extent to which bureaucracy is a reality, but it’s
something that is for the good and protection of the people. I’ve always known that, but now I’m able to
understand what this means from the perspective of the government worker.
It was indicated earlier in this paper that one of the major motivations behind the
Carnegie Fellowship was to get students to become more politically involved. It was my
hope that by designing a course that engaged students in policy-oriented service,
students’ awareness of the necessity of political involvement would naturally evolve, thus
increasing the probability of political participation. Early indications of motivation for
political participation were mostly positive with a couple of mixed responses. Examples
of student responses are below.

11


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