An Analysis of a Service-Learning Project: Students' Expectations, Concerns, and Reflections

McClam, Tricia; Diambra, Joel F.; Burton, Bobbie; Fuss, Angie; Fudge, Daniel L.

doi:10.5193/jee.30.3.236

Cited by 16 publications

(4 citation statements)

References 20 publications

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“…Reflection is a key component of deep learning which also emphasizes synthesizing information (Nelson, Laird, Shoup, Kuh, & Schwarz, 2008). Reflection helps the students link experiences with learning objectives, while encouraging personal growth and understanding (McClam, Diambra, Burton, Fuss, & Fudge, 2008). Thus, in addition to journaling about adventure-based activities, students write other reflections.…”

Section: Journals and Reflectionsmentioning

confidence: 99%

Cultivating Self-Awareness with Team-Teaching

Polk¹

2013

Journal of Leadership Education

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The Honors College program prepares leaders for the 21 st century to become forces for positive change through problem-solving, scholarship, service, teamwork, and leadership. Its structure involves nine sequenced courses familiarizing students with challenges facing communities. Courses are team-taught by professors in different disciplines to highlight the diversity in applying concepts across contexts. This paper offers an examination of the connections for cultivating self-awareness through team-teaching in the classroom and experiential learning.

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Section: Journals and Reflectionsmentioning

confidence: 99%

Cultivating Self-Awareness with Team-Teaching

Polk¹

2013

Journal of Leadership Education

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“…Similarly, service learning was also an attractive pedagogical strategy for our initiative because of its emphasis on community problems germane to ecology and environmental responsibility (McClam, Diambra, Burton, Fuss, & Fudge, 2008). By actively combining the benefits of service learning and PBL, our project promoted an increased understanding of the complexity of social issues relevant to a particular field while allowing the students the opportunity to resolve ill-structured problems.…”

Section: Pedagogical Approachesmentioning

confidence: 99%

Engaging Non-Scientists in STEM Through Problem-Based Learning and Service Learning

Tawfik

Trueman

Lorz³

2014

Interdisciplinary Journal of Problem-Based Learning

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This study follows the evolution of a single biology course designed for non-science majors. In its original design, the course used only traditional pedagogical techniques, such as lecture and textbook homework assignments. Over several iterations of the course, the class combined problem-based learning (PBL) and service learning to better support student knowledge. For this study, our goal was for students to learn biology concepts as they engaged in a lake cleanup project within the greater Chicago metropolitan area. Data sources consisted of pretest, posttest, and final exam scores to assess learning. The results suggest the combination of PBL and service learning led to gains in student learning.

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“…A crucial component of successful service-learning programs is students' reflections on their service-learning experience (Carney, 2004;Cummings, 2000;Levesque-Bristol, Knapp, & Fisher, 2010;McClam, Diambra, Burton, Fuss, & Fudge, 2008;Molee et al, 2010). Reflection is a means by which teacher candidates can refresh their memory of the experience and thereby reach a deeper understanding of the impact of their service-learning experience on themselves as educational professionals and as responsible citizens in the larger community.…”

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confidence: 99%

“…In service-learning programs, students' reflections have also been used as an evaluation tool to measure student growth and program effectiveness (Carney, 2004;McClam et al, 2008;Molee et al, 2010;Rymes, 2002). For instance, Molee et al (2010), focusing on assessment of service-learning courses, used written reflection to measure the academic enhancement, personal growth, and civic engagement of students involved in service-learning projects with a research-based model and found reflection to be a reliable tool for evaluating courses that incorporate service learning.…”

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Engaged Teaching and Learning With Adult Karen Refugees in a Service‐Learning Site

2013

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This article describes a case study of a service‐learning project connected to a TESOL (teaching English to speakers of other languages) teacher preparation program. The case study explored the teacher candidates' experiences teaching English to Karen refugees from Myanmar (Burma) in a midwestern city in the United States. The teacher candidates' interviews and written reflections demonstrated that the service‐learning experiences contributed to their academic and personal development and enhanced their academic knowledge, civic responsibility, and personal growth. This study demonstrated that service learning is a powerful experience that can enrich a TESOL program by engaging teacher candidates and the community they serve in a mutually beneficial way.

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An Analysis of a Service-Learning Project: Students' Expectations, Concerns, and Reflections

Cited by 16 publications

References 20 publications

Cultivating Self-Awareness with Team-Teaching

Cultivating Self-Awareness with Team-Teaching

Engaging Non-Scientists in STEM Through Problem-Based Learning and Service Learning

Engaged Teaching and Learning With Adult Karen Refugees in a Service‐Learning Site

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