Education Commons^™

Inside Unlv, Diane Russell, Carol C. Harter, Cate Weeks, Cayrn Key

Inside UNLV

No abstract provided.

Service-Learning Projects Enhance Student Learning In Strategic Management Courses, John Angelidis, Igor Tomic, Nabil A. Ibrahim

Service Learning, General

Academia has been criticized for Its supposed isolation from society and its lack of emphasis on practical applications and hands-on experience. Institutions of higher education are responding to this criticism by incorporating experiential service-learning in their curricula. One business course which is particularly appropriate for integrating service-learning into the curriculum is Strategic Management.

Middle School Service-Learning Instructional Framework, Maryland State Department Of Education

Curriculum

Students have enormous energy, enthusiasm, and intelligence that they will devote to our commlll1ities when they are asked and given the opportunity. Schools are now doing the asking and they are creating opportunities, both in courses and as part of their extracurricular activities. Students have weather stripped and rehabilitated houses and tended animals at the zoo. They have planted marsh grass to save the Chesapeake Bay and tested streams for pollutants. They have created plays about drug and alcohol abuse and put on fashion shows for senior citizens. These are not simply nice things to do. They contribute to an …

Three-Year Longitudinal Service-Learning Research Study: Preliminary Findings, Frank D. Aquila, L. Richard Bradley, Jennifer Dodd, Charlotte Jones-Ward

Service Learning, General

Using an experimental design, this study examines the contributions of service-learning to decreased at-risk behaviors, student cognitive, social, and personal development, and academic achievement over a three-year period. During the pilot phase and Years One and Two, teachers and students from eleven different Ohio schools have been surveyed. Preliminary findings are presented.

Maryland's Best Practices: An Improvement Guide For School-Based Service-Learning, Maryland Student Service Alliance

Curriculum

We are pleased to present a new tool for service-learning. Students can make a tremendous difference in their schools and communities if they are given the opportunity to use their enthusiasm, energy and ideas.

Maryland is a leader in the field of service-learning. We believe it is important for our students not only to understand the concept of citizenship but also to be good citizens by providing needed service to their communities. Teachers around the state have found service-learning to be a highly effective teaching method, adding relevancy to classroom learning.

As the first state to require that all students …

Community Action Problem Solving Teacher Guide, Earth Force

Curriculum

Welcome to the Community History/Environmental Citizenship (CHEC) teacher guide, which is designed to engage students in historical inquiry as part of environmental service-Iearning projects. CHEC materials are a key part of a larger Earth Force Program called Community Action Problem Solving (CAPS). CHEC materials are designed to help students understand:
• how past events affect present environmental issues
• how local environmental challenges have been addressed in the past
• how historical context can help them to effectively address today's environmental problems

Review: 'Women In Catholic Higher Education: Border Work, Living Experiences, And Social Justice', Carolyn Ridenour

Educational Leadership Faculty Publications

Twelve writers challenge the structures and priorities of traditional Catholic colleges and universities: contemporary “reality TV” for anyone who values social justice in Catholic education. Throughout the book the writers confront the status quo of Catholic universities, questioning even those who have embraced feminist theology. The editors divided the book into three parts with subheadings that overstate their contents: “Feminist Border Work: Tensions and Contradictions” (3 chapters), “Living Experiences: Identity, Empowerment, and Action” (4 chapters), and “Social Justice: The Ideal, the Reality, and the Quest” (3 chapters). Like bookends, the editors have constructed two additional chapters: one at the beginning …