College Classrooms of the Future: Megatrends to Paradigm Shifts

McDaniel, Thomas R.

doi:10.1080/87567555.1994.9926813

Cited by 14 publications

(6 citation statements)

References 1 publication

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“…Educational programs within high schools and colleges have been undergoing a paradigm shift, with one major trend being the introduction and implementation of SLPs (McDaniel ). SLPs are educational partnerships between classrooms and the communities (Billig et al.…”

Section: Service Learning and Applied Anthropologymentioning

confidence: 99%

Creating a better tomorrow: Teaching applied cultural anthropological research by reimagining service learning and community engagement

Copeland

Ploessl

Mcneece

et al. 2016

Annals of Anthropol Pract

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Service learning combines classroom instruction with meaningful community service. This article presents a project grounded in this concept that developed in a graduate‐level Applied Cultural Anthropology class to provide students the opportunity to learn by applying textbook information and anthropological methods to real world issues. Anthropology students researched elementary school children's concept of the future of their community. This article documents those perspectives. Graduate students visited local elementary schools and interviewed fourth graders, asking them to reflect on their city, design an ideal future community, and portray these in artwork. The project focuses on initiated change and encourages community engagement and partnerships between schools, higher education, and various community members. Outcomes include a coloring book, an illustrated report, and an instruction manual for conducting similar projects. Anthropology students benefitted in numerous ways, including a better understanding of applied anthropology and methodology as well as knowledge and experience.

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Section: Service Learning and Applied Anthropologymentioning

confidence: 99%

Creating a better tomorrow: Teaching applied cultural anthropological research by reimagining service learning and community engagement

Copeland

Ploessl

Mcneece

et al. 2016

Annals of Anthropol Pract

View full text Add to dashboard Cite

show abstract

“…Challenging traditional notions of education with strategies that blur the boundaries between educational institution and community is becoming increasingly popular among educators who see outdated and unproductive relationships between educational institutions and the communities within which they are located (Howard, 1998;Jarosz & Johnson -Bogart 1996;McDaniel, 1994). As a result, service-learning projects have been accepted as an effective way of bringing the community into the classroom and vice versa (McDaniel, 1994;Rhoads & Howard, 1998;Shumer & Cook, 1999).…”

Section: Ways Of Thinking About Service-learningmentioning

confidence: 99%

“…As a result, service-learning projects have been accepted as an effective way of bringing the community into the classroom and vice versa (McDaniel, 1994;Rhoads & Howard, 1998;Shumer & Cook, 1999).…”

Section: Ways Of Thinking About Service-learningmentioning

confidence: 99%

Organizing, Managing, and Evaluating Service-Learning Projects

Long¹,

Larsen²,

Hussey³

et al. 2001

Educational Gerontology

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As educators work to develop methods to capture the attention of greater numbers of students, they are ünding merit in som e of the tried-and-true methods of the past. Service-learning is one of those methods with a sound reputation that is now enjoying a comeback. Previously known as experiential learning, service-learning expands on the best aspects of volunteerism and classical internships. Servicelearning projects are beneücial for students, faculty members, site providers, and clients. Regardless of whether projects are loosely constructed with little oversight or highly prescribed and closely monitored, a system atic approach to organization, management, and evaluation is important. This article offers an adaptable framework for educators who wish to incorporate new or improve existing service-learning experiences within their gerontology program s.

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“…One of the results of these shifts is a change in the way that we operate our university classes (McDaniel, 1994). Some educators have most recently moved away from didactic delivery of material followed by formal examinations, toward the use of other assessment strategies such as portfolios (Kuisma, 2007).…”

Section: Introductionmentioning

confidence: 99%

Intrinsic versus extrinsic motivation: A study of undergraduate student motivation in science

Gallo¹,

Rinaldo²

2011

teachlearn

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Many individuals who enter into science programs do so because study in this area is a requirement rather than because of a genuine interest in the subject matter. As a result, science educators need to find new ways of motivating today's learners. One approach is to modify the educational process so that students no longer find themselves in the roles of traditional learners, where the instructor directs them to the information. Instead, they need to become active learners, who take responsibility for their own learning both in and out of the classroom. This study examined the effects of an external motivation approach that utilized a token system known as Microbucks. Qualitative examination of the data showed that students responded favourably and quantitative analysis showed up to a 9.39 percent increase in final grades.

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College Classrooms of the Future: Megatrends to Paradigm Shifts

Cited by 14 publications

References 1 publication

Creating a better tomorrow: Teaching applied cultural anthropological research by reimagining service learning and community engagement

Creating a better tomorrow: Teaching applied cultural anthropological research by reimagining service learning and community engagement

Organizing, Managing, and Evaluating Service-Learning Projects

Intrinsic versus extrinsic motivation: A study of undergraduate student motivation in science

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