A faculty learning community’s reflection on implementing servicelearning goals

Article Sidebar

PDF
Published: May 24, 2012
Keywords:
service-learning, community engagement, experiential education, extra-curricular activities, transfer of learning

Main Article Content

Diana Becket
University of Cincinnati
Brenda Refaei
University of Cincinnati
Claudia Skutar

Abstract

Implementing service-learning is challenging in light of issues such as changes in student demographics and pressure from existing curricula goals. However, closer community engagement is increasingly important in the long-term goals of our universities. Members of a faculty learning community at an open-access college reflect on the process of implementing the official university definition of service-learning in their English program. The implications of using servicelearning as a teaching tool are critically discussed.

Downloads

Download data is not yet available.

Article Details

How to Cite
Becket, D., Refaei, B., & Skutar, C. (2012). A faculty learning community’s reflection on implementing servicelearning goals. Journal of the Scholarship of Teaching and Learning, 12(1), 74–87. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1977
Issue
Volume 12, Number 1
Section
Articles
  1. Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
     
  2. Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.

  3. In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
Author Biographies

Diana Becket, University of Cincinnati

Department of English, University of Cincinnati, Blue Ash, 9555 Plainfield RD, Cincinnati, OH 45236.

Brenda Refaei, University of Cincinnati

Department of English, University of Cincinnati, Blue Ash, 9555 Plainfield RD, Cincinnati, OH 45236.

Claudia Skutar

Department of English, University of Cincinnati, Blue Ash, 9555 Plainfield RD, Cincinnati, OH 45236.

References

Allison, A. W. (2008). A best practices service learning framework for the Public Relations Campaigns course. Journal of the Scholarship of Teaching and Learning, 8(3), 50-60.

Bringle, R., & Hatcher, J. A. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service Learning, 2, 112-122.

Butin, D. W. (2006). Disciplining service learning: Institutionalization and the case for community studies. International Journal of Teaching and Learning in Higher Education, 18 (1), 57-64.

Fiddler, M, & Marienau, C. (2008.) Developing habits of reflection for meaningful learning. In S. C. Reed & C. Marienau (Eds.), Linking Adults with Community: Promoting Civic Engagement through Community Based Learning (pp. 75-84.). San Francisco: Jossey-Bass.

Franco, R. (2007). Using service-learning to build attainment pathways. In M. Baratian, D. K. Duffy, R. Franco, A. E. Hendricks, & T. Renner (Eds.), Service-Learning Course Design for Community College (pp. 5-16). Providence RI: Campus Compact.

Hendricks, A. (2007). Best practices for creating quality service-learning courses. In M. Baratian, D. K. Duffy, R. Franco, A. E. Hendricks, & T. Renner (Eds.), Service-Learning Course Design for Community College (pp. 17-38). Providence RI: Campus Compact.

Holland, B., & Robinson, G. (2008). Community based learning with adults. In S. C. Reed & C. Marienau (Eds.), Linking Adults with Community: Promoting Civic Engagement through Community Based Learning (pp. 17-28). San Francisco: Jossey-Bass.

Kraemer, D. J. (2005). Servant class: Basic writers and service learning. Journal of Basic Writing, 24(2), 92-109.

Largent, L., & Horinek, J. B. (2008). Community colleges and adult service learners evaluating a first-year program to improve implementation. In S. C. Reed & C. Marienau (Eds.), Linking Adults with Community: Promoting Civic Engagement through Community Based Learning (pp. 37-46). San Francisco: Jossey-Bass.

Macaruso, P., & Shankweiler, D. (2010). Expanding the simple view of reading in accounting for reading skills in community college students. Reading Psychology, 31(5), 454-471.

Milolchak, M. (2006). Service learning in English composition: A case study. The Journal of the Scholarship of Teaching and Learning, 60(2), 93-100.

Reed, S. C., & Marienau, C. (2008). Educator as designer: Balancing multiple teaching perspectives in the design of community based learning for adults. In S. C. Reed & C. Marienau (Eds). Linking Adults with Community: Promoting Civic Engagement through Community Based Learning (pp. 61-72). San Francisco: Jossey-Bass.

Shulman, L. S. (2000). From Minsk to Pinsk: Why a scholarship of teaching and learning? The Journal of the Scholarship of Teaching and Learning, 1(1), 48-53.