Social and Behavioral Sciences Commons^™

Be Part Of The Equation: A User's Guide On Arts In Community Service, Sam Quan Krueger

Guides

In making art or doing community service, there are common elements such as examining a subject and its context; responding and taking action because of that examination; and involving others in the same experience of examining and responding. Of course, there are differences, as well. Not all artistic endeavors intend for obvious community benefits, nor do all community service activities include artistic qualities or pursuits. However, for those who are working in the overlapping areas between art and community service, there is a need to learn more. The AC3=∞ (IN SHORT, AC3) PROJECT attempts to address this need.

Creating A Balanced Program, National Institute On Out-Of-School Time

Guides

This resource contains: Assessment of needs/interests in the room; Introduction to the Agenda; Defining Aspects of a Quality Program; Defining "Program" and "Components"; Designing an Appropriate Environment; Designing Appropriate Routines/Schedules; Ideas for Themes; Integrating Service-Learning; Keys and Summary; Program Design Tools; and Resource list.

Starting Or Expanding An Out-Of-School Program: Five Steps To Starting Something New, National Institute On Out-Of-School Time

Guides

Step 1: Perceive the Need; Step II: Connect with Others; Step Ill: Conduct a Needs Assessment; Step IV: Utilize Information Gathered to Design a Program or Component; and Step V: Formulate an Action Plan.

Service-Learning In Out-Of-School Programs, Saren Lossli

Guides

This resource contains: Needs/Interests/Resources Assessment; Memory Exercise; What kinds of "learning" opportunities can "servicelearning" offer in out-of-school time programs?; What is service-learning? What is the difference between "service" and "service-learning"?; Why is service-learning important?; Benefits of Service-Learning; Eight Keys to Effective Project Planning; Sample Project Ideas; and Brainstorming Activity.

I Support National Service! A Guide To Promote Reauthorization Of The National And Community Service Trust Act, Youth Service America

Guides

The purpose of the national service reauthorization proposals is to extend longstanding national service legislation -- the National and Community Service Trust Act of 1990 and the Domestic Volunteer Service Act of 1973. The extension authorizes support for programs that encourage Americans to engage in full- time or part-time service in their communities in order to meet unmet needs in the areas of education, public safety, the environment, and other human needs such as health and housing.

Designing Collaborations Between Community Based Organizations And Schools To Produce Curriculum Models For Service- Learning Programs (Cambridge-Isanti High School), Cambridge-Isanti High School

Guides

This curriculum is designed to give students the opportunity to experience and discover the arts. It is a collaborative service-learning project between the local artistic community and a ninth grade English/Social Studies class poetry unit at Cambridge-Isanti High School.

Yes Ambassador Program Frequently Asked Questions, Points Of Light

Guides

What is the YES Ambassador Program?

Sponsored by The Points of Light Foundation, the YES (Youth Engaged in Service) Ambassador program places community-minded young people between the ages of 18-25 for one year with statewide leadership organizations (Partner Organizations) in order to create initiatives and partnerships and provide technical assistance and training in youth service, service-learning and youth le:adership.

New England College Pre-Service Teacher Service Learning Guidebook, Debra Nitschke-Shaw

Guides

In a democratic classroom, teacher and students strive to create a participatory learning community (Wade, 1997), a community where the voices and needs of all are respected and valued by the members of that community. Democratic education involves connecting with the larger community through meaningful, hands-on involvement. According to John Dewey, "schools should be democratic laboratories of learning closely linked to community need" (National Youth Leadership Council, 1991, p. 4). Therefore, the focus of a democratic classroom should be on responsible participation from all members of the classroom community.

Designing Collaborations Between Community Based Organizations And Schools To Produce Curriculum Models For Service-Learning Programs (Tree Trust), Tree Trust

Guides

Tree Trust's T.R.E.E.S. for TEENS program is a curriculum-based, school-to-work program, that emphasizes on the environment, and integrates classroom education with community service, service learning, and local resources.

Community Connections Kit: Practical Materials For Involving Your Community In Character-Building, Wise Skills Resources

Guides

Many recognize that there is a crisis in American schools today. School violence rates are increasing. Test scores are plummeting in many areas. High dropout rates continue to plague numerous school districts. And our prisons are bursting with men and women who have failed in school. While school districts and state governments wrestle with making our educational system effective, schools are faced with mounting social problems that cannot be solved by merely teaching academic skills.

Service Learning Handbook, Prestonsburg Community College

Guides

Prestonsburg Community College (PCC) and Big Sandy Area Development District (BSADD) have joined forces to offer service learning and volunteer opportunities in order to address unmet community needs of the Big Sandy region. Our program, "CONNECTIONS: Empowering Communities in Appalachia," facilitates community service opportunities in Senior Citizen Centers, Family Resource Centers, Youth Service Centers, Elementary and Secondary Schools, and many other community organizations. PCC and BSADD embrace service learning and volunteerism as powerful and meaningful approaches to education and community development. Both institutions are dedicated to linking student learners and volunteers throughout the five county service area.

Service Learning: A Step-By-Step Guide, Hoover Zariani

Guides

There are no hard and fast rules about how to create a service learning project for your class. The experience of instructors and students has helped us put together the information in this guide to help you clarify many questions and create an exciting learning tool for your students.

Service Learning Coursebook • Ill Mathematics, Benjamin Winchester

Guides

The Mathematics Discipline of the University of Minnesota, Morris has moved into the forefront of its academic excellence with the addition of a service learning component in its curriculum. Three professors, Dr. Jon Anderson, Dr. Peh Ng and Dr. Engin Sungur recently received SEAMS (Science, Engineering, Architecture, Mathematics and Computer Science) Mini Grants from Minnesota Campus Compact in 1996. These grants challenge the faculty to find innovative ways to address community/environmental hazards and concerns while enhancing students academic and civic understanding.

Service Learning Teacher Training Manual, Scott Richardson

Guides

This is a guide for trainers who view service learning as a teaching strategy to improve instruction. The guide assumes that the participants in the training are teachers who will use service learning to help their students achieve the objectives of the school curriculum. Some of the training sessions, such as reflection and defining service learning, may be useful for non-school-based programs as well. The bulk of the guide, however, is shaped by our belief that service learning is good education. We view service learning as an experiential teaching strategy with an ultimate aim of promoting student understanding of established …

Community Partner Orientation For Service Learning Courses, Service Learning Institute

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We have prepared this manual as a "work in progress" to help you think about the service learning process and practice. We are at a crucial stage in developing service learning infrastructure. We began our work this fall semester supporting 7 courses which involved 160 students in over 30 agency/sites in the Salinas-Seaside-Monterey area. This spring, 24 service learning courses/experiences are being offered as more faculty become involved with extending learning experiences into the community.

We offer you this manual to assist you and inform you of our plans for supporting, monitoring, and evaluating service learning experiences this spring. We …

Guides To Developing Service-Learning Programs, Gail Klosterman

Guides

This document lists those guides in our collection which are most pertinent to service-learning. Each citation provides bibliographic information, an indication of the type of guide, a program grade level, and the source or sources where the guide can be obtained. If an abstract was available from the ERIC database or the author it is included. The next edition of this document will include a greater number of abstracts as our staff continues to abstract and index materials. The guides included in this document meet the following criteria:

1. NSLCC has a copy of the resource on hand for reference by …

Spinning Interdisciplinary Service-Learning Webs: A Secondary Education Approach, Susan M. Falcone, Barbara D. Law, Ellen R. Hayes, Ava L. Mendelson, David A. Patterson

Guides

Springboards: The ideas presented are not meant to be comprehensive. Placing this much information on one page restrains the number of ideas that can be given. They are meant to spark creative minds. Each teacher knows his/her students, community. and curriculum best.

Making connections: Each and every curricular area does not need to participate for successful interdisciplinary learning to occur.

Choosing your action: We have presented an example of each type of action: (direct, indirect, and advocacy). Only one type of action is required to make this a service-learning project along with preparation and reflection

All School activities: When reading …

By The People: Citizenship And National Service, The Center For Democracy And Citizenship, Harry C. Boyt

Guides

As an AmeriCorps member, you are part of a national effort, a national movement, to address some of America's most pressing problems -- from education to violence, health care to the environment. AmeriCorps members demonstrate that citizens can be serious players in public life and can build the foundations for a healthy and flourishing society in the 21st century. AmeriCorps broadens our understanding of democracy and citizenship, returning us to our nation's wellsprings.

Students Trained In Advocacy And Community Service: Training Manual, Pennsylvania Campus Compact

Guides

A fundamental goal of the STACS program is to further develop students to become "community leaders" or "active citizens." Many historians, philosophers, and social scientists, after Witnessing a process of social disorganization and a decline in local community life, have concluded that the processes that fragment and change communities are inevitable. These processes have been called many things: progress, modernization, urbanization, industrialization, secularization, and "the great change" (Rollans Warren). Change itself has been measured in terms of loss, decline, and deterioration of traditional communities. In discussions that emerge as a result of the Citizenship Development component of the STACS workshops …

Community Service-Learning At Augsburg College: A Handbook For Instructors (Version 1.0), Victoria Littlefield

Guides

In August of 1994, the Office of Community Service-Learning at Augsburg College offered a weeklong institute on service-learning for faculty members from Augsburg College. The institute was funded by a grant from the Minnesota Higher Education Coordinating Board under the Youth Works Higher Education Program of the Minnesota Youth Works Act of 1993. During the first part of the week, faculty members who had previously used service-learning in their classes met to discuss the philosophical and practical aspects of service-learning and to design the remainder of the workshop for others who were developing course-related service components. The institute participants spent …

Creating And Managing Partnerships For Service-Learning Integration: A Guide For Service-Leaming Coordinators, Jim Pitofsky

Guides

The National Association of Partners in Education, Inc. (NAPE) had heard from individuals and organizations who wished to establish and oversee service-learning initiatives that there were many publications that told them what service-learning is, but virtually none that empowered them to create and manage partnerships for achieving service-learning outcomes. People often know the "why" and sometimes the "what," but they need to know the "how." As a result, we have created a manual which draws upon NAPE's expertise in building community/school collaboratives, as well as the lessons learned from the IDEALS (Innovative Democratic Education And Learning through Service) Project.

A Guidebook For A Service Model Of Leadership Development, Higher Education Research Institute

Guides

Although the primary purpose of the materials presented in this Guidebook is to facilitate the development of programs for student leadership development on the campus, we recognize that the life of the typical student affairs practitioner is already so busy and full that he or she may not be able to afford the luxury of embarking on major new efforts of this type. For this reason, we believe that there are other applications of the principles underlying this model that might indeed relate more directly to the daily activities of practicing student affairs professionals.

Keys To Kera: A Service Learning Faculty Development Workshop Manual, Wendell Cave, Billie Hardin

Guides

Materials for the Keys to KERA: A Service Learning Faculty Development Workshop

Community Servicelearning And The Vocational Teacher, Robert D. Shumer

Guides

While many have tried to understand the notion of service-learning, no one seems to agree on one definition or description. A Wingspread conference in 1990 defined service-learning as both a philosophy and a program (Giles, Honnet, & Migliore, 1991). The National and Community I Service Act (1990) contained a four part definition which described characteristics and processes of service-learning, including reflective components which tie service experiences to a curriculum.

Maryland Student Service Alliance Teacher Training Manual, Kathleen Kennedy Townsend, Maggie O'Neill

Guides

The Maryland Student Service Alliance definition of service-learning is:

Making a difference through actions of caring for others, in the school or in the community, through direct service, indirect service and advocacy, with preparation and reflection.

The most important word in the definition is Actions. Service is not intentions or plans or discussing ideas. Service is doing something to make the world a better place.

Principals Of Good Practice For Combining Service And Learning, Ellen Porter Honnett, Susan J. Poulsen

Guides

The level of interest and sense of urgency in community and voluntary service grows greater every day. In every community, programs are being designed for participants from kindergartners to the elderly. Is there a set of guiding principles by which service programs can be designed and by which their effectiveness can be judged? Is there a set if ideas which have the potential for deepening and sustaining current movements?

The principles described on these pages reflect the grassroots experience and the thinking of thousands of people, hundreds of programs and numerous national organizations over the last several decades. They are …