Students need real-world experience. Industry needs graduating students entering the workforce to be skilled in relevant subject matter, critical thinking, and communication skills. Community-based nonprofit organizations, as well as small businesses, need help in building organizational capacity. Instructors also benefit from periodic observation…

Course: Intercultural Communication. Objectives: After completing this intercultural service-learning activity, students should be able to (1) apply effective intercultural communication skills in culturally different sites; (2) analyze cultures different from their own through service-learning; (3) compare and evaluate course readings with…

In this timely book, curriculum expert Gerald A. Lieberman provides an innovative guide to creating and implementing a new type of environmental education that combines standards-based lessons on English language arts, math, history, and science with community investigations and service learning projects. By connecting academic content with local…

The "Project WILD Aquatic K-12 Curriculum and Activity Guide" emphasizes aquatic wildlife and aquatic ecosystems. It is organized in topic units and is based on the Project WILD conceptual framework. Because these activities are designed for integration into existing courses of study, instructors may use one or many Project WILD Aquatic activities…

Points to the promising application of service learning for students in alternative education. Discusses basic steps for incorporating service learning into the curriculum. Offers examples of such projects. (SR)

Presents an argument for and offers illustrations of service learning in technical communication courses and curricula. Reviews service-learning literature, discussing specifically the advantages of projects to students, faculty, and the community. Describes three projects in which instructors and students integrated service learning and technical…

The classroom practices discussed in "Effective Second Language Writing" reflect various trends and methodologies; however, the underlying theme in this volume of the Classroom Practice Series is the need for clear and meaningful communication between ESL writers and their readers. While approaches differ, two core beliefs are constant: ESL…

Describes a program to reinforce the art-history curriculum; establish a volunteer habit; and impact students' self-esteem, communication, and leadership skills through service learning. Discusses student training and service as docents at the Museum of Fine Arts, Houston (Texas), and comments on the skills that they acquire through the…

Describes a model of Team-Based Community Work being developed at Colgate University and relates it to service-learning. Emphasizes the importance of sustained reflective dialogue, a focus on problem solving, team work, partnering with difference, and training with basic skills of organizing and community building in a service-learning project.…

Describes how American and Russian students engaged in service learning in their own communities as part of an organizational communication class in which they learned communication principles and applied their skills to assist non-profit organizations. Describes both projects, stumbling blocks, and course outcomes. (SR)

Describes a capstone course specifically designed for Environmental Geoscience majors that is a project-based course stressing small-group identification, analysis, and solution of real-world geo-environmental problems on a local scale. Prepares students for the immediate demands of post-college employment as well as developing lifelong learning…

Presents an approach to teaching a consulting course that uses instructional frameworks and a service learning perspective. Notes the course explores consulting by using theoretical frameworks for thinking about and conducting consulting activities. Discusses the consulting research assignment, the service learning assignment, and considers course…

Describes the development and implementation of a service learning project carried out at Portland State University, including the mechanics of the project and excerpts from student journals with reflections on their growth in this process. (Author/ASK)

The authors recommend that management educators add the works of Dr. Seuss to their repertoire of teaching tools. After describing why instructors should use Dr. Seuss's stories to foster understanding of concepts in management and organizational behavior, the authors describe a Seuss-based project at two levels that (a) helps students identify…

Describes a teaching approach that uses an operating classroom business to fund service learning projects. (YDS)