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Social and Behavioral Sciences Commons™
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Articles 1 - 7 of 7
Full-Text Articles in Social and Behavioral Sciences
Service-Learning In One State: Results Of The North Carolina Service-Learning Inventory, Diane C. Calleson, Lani G. Parker, Robert C. Serow
Service-Learning In One State: Results Of The North Carolina Service-Learning Inventory, Diane C. Calleson, Lani G. Parker, Robert C. Serow
Service Learning, General
Recent years have seen greatly expanded interest in service-learning among educators at both the K-12 and college levels. By most accounts, the initiation of service-learning programs and courses has come about in response to a recognized need to provide more effective citizenship education and to do a better job of preparing young people to be active members of their communities (see, for example, Barber). What is less clear, however, is the overall shape and substance of these programs. Because service-learning usually has a strong local component, not very much is known of the broader patterns and trends at the national …
Reflection Activities For The College Classroom, Julie A. Hatcher, Robert G. Bringle
Reflection Activities For The College Classroom, Julie A. Hatcher, Robert G. Bringle
Evaluation/Reflection
As educators committed to strengthening the integration of service into academic study, we have provided this booklet of reflection activities as our first attempt to consolidate the collective wisdom on reflection activities that can be used in college classrooms.
Linking Learning And Service: Lessons From Service Learning Programs In Pennsylvania, Carl I. Fertman
Linking Learning And Service: Lessons From Service Learning Programs In Pennsylvania, Carl I. Fertman
Service Learning, General
Service is part of most schools. School staff and students participate in car washes, bake sales, dances, read-a-thons, and SK races to raise money for national and local groups and community-based organizations. Other students and teachers provide thousands of hours of more direct service, working at hospitals, providing support services at the Special Olympics, cleaning parks, assisting at shelters and food banks, providing tutoring services, running hotlines, and visiting the elderly. Young people and their teachers can also be found speaking at public hearings, serving on policy boards, and visiting elected officials to talk about the needs of the community.
Reflections On Evaluation Of Service-Learning Programs, Maryann Jacobi Gray
Reflections On Evaluation Of Service-Learning Programs, Maryann Jacobi Gray
Evaluation/Reflection
Somewhere between a thorn in the side and a bloom on the rose of service-learning is evaluation. Whatever one's personal attitude toward evaluation, pressures to demonstrate effectiveness are increasing for practitioners and proponents of service-learning at the postsecondary level. This article describes the factors driving interest in assessing program outcomes and reviews some of the challenges facing evaluators of service-learning programs. Although this discussion focuses on the higher education environment, many of the principles examined are also applicable to high school and middle school programs.
Developing Reflective Learners: Serendipity And Synergy At Wheaton College, Hannah Goldberg, Daniel Golden, Victoria Mcgillin
Developing Reflective Learners: Serendipity And Synergy At Wheaton College, Hannah Goldberg, Daniel Golden, Victoria Mcgillin
Evaluation/Reflection
For the past decade, Wheaton College, a small liberal arts institution located in Norton, Massachusetts, has been creating, refining, and integrating a range of initiatives designed to develop students into active and reflective learners. Some of these initiatives grew out of explicit institutional commitments to teaching and learning innovation, while others were in fact happy accidents of circumstance, or situations where an individual interesting program idea took hold, spread into other units of the College, and was itself transformed in the process.
Evaluating Service-Learning Programs, Andrew Furco
Evaluating Service-Learning Programs, Andrew Furco
Evaluation/Reflection
What we know about service-learning programs regarding impacts on students, communities, institutions:
• little systematic data analysis has been done;
• most existing findings are anecdotal;
• findings that exist are narrow in scope and are typically nongeneralizeable to other programs;
• most studies on service-learning have focused on the impact of service on student (service provider) development;
• there are a growing number of service-learning evaluations that are assessing the impacts of service on communities (service recipients);
• assessments of the impacts of service-learning on institutions are negligible
• regarding impacts on students, we know that service can impact …
Measuring Program Outcomes: A Practical Approach, United Way Of America
Measuring Program Outcomes: A Practical Approach, United Way Of America
Evaluation/Reflection
If yours is like most human service agencies or youth- and family-serving organizations, you regularly report on how much money you receive, how many staff and volunteers you have, and what they do in your programs. You know how many individuals participate in your programs, how many hours you spend serving them, and how many brochures or classes or counseling sessions you produce. In other words, you document program inputs, activities, and outputs.