Discusses the experience of a journalism professor in Canada who taught a class on September 11, 2001. She decided, after careful thought, to use the events of that day, and stories from her own journalistic experience, to teach her students about how to report on a tragic event under a deadline. (CAK)

Describes a course designated for incoming students as an introduction to liberal arts education, which proposes a close relationship between ethics and aesthetics. Students are exposed to different philosophical definitions of the good life as well as different definitions of beauty. Underlying is the course's working metaphor of life as a work…

Discusses a university course on multiculturalism and literacy study created by an English professor in the aftermath of September 11, 2001. The course served as an occasion for students to examine more carefully their assumptions about cultural differences, and was intended to broaden students' sense of the value of multiculturalism. (Contains 14…

Presents the results of a national study designed to gain an understanding of the status of service-learning in teacher education programs. Concludes that although service-learning exists in the language and curriculum of the majority of teacher education programs - approximately 60 percent address the subject - it still resides largely on the…

Presents a model that combines research and service learning. The Community Based Research Institute is an interdisciplinary summer academic experience in which undergraduate students and community partners collaborate to meet a community-defined research need. Finds that students are less likely than faculty to recognize the connections between…

Describes the Diversity Research Initiative at the University of Massachusetts, Boston, which involves students in seminars and research related to diversity. Concludes that these efforts have positively impacted curriculum and pedagogy, and have given students the opportunity to experience collaborative learning communities, become engaged in…

Describes the implementation of a structured service-learning program at the Mercer University Southern School of Pharmacy. Students were expected to secure a service-learning site and spend 32 hours in service to the community. Summative evaluation responses from the sites were very positive, and relationships developed between students and the…

Describes a hybrid classroom and web-based service-learning intervention that included a clinical practicum for nurses. By using in-person and web-based strategies, students who were new to the use of technology could be coached and encouraged to reflect on their clinical experiences using service-learning as an organizing framework. (CAK)

Describes a writing course that utilizes service-learning to help student explore ethical issues. Finds that the course increased students' interest in writing, that the students enjoyed the thematic focus of the course, and that the service learning environment contributed to students' comfort with otherwise difficult course materials and…

Discusses one professor's decision, in the aftermath of the destruction of the World Trade Center, to use a Shakespeare course to help students' process their feelings about military combat and cultural conflict. The professor uses Baxter Magolda's student development theory to understand student attitudes about war as presented in student…

Outlines the development of a service-learning project between university students enrolled in an elementary Social Studies methods course, urban elementary students, their principal and instructional facilitator, and an Junior Achievement staff representative. Asserts that the elementary school students' experiences helped prepare them for active…

Describes the attempts by one faculty member to assess the impact of service learning on student learning in a motor development class. Concludes that service learning has powerful effects on student engagement, but that faculty have to find new ways to properly assess those outcomes. (Contains 16 references.) (CAK)

Discusses an approach for teaching literature using a dynamic, holistic approach to the novel. Uses the "story mind" theory, which is built on the unifying quality of metaphor, and exposes students to analyses of character, overall story, and propelling elements on a variety of level. (Contains 10 references.) (CAK)

Delineates the use of unconventional methods in two novel courses, calling for pedagogy change in college classrooms. The instructor asked students to take on more responsibility and exercise decision-making power about the shape and content of the course. Student responses to this more inclusive pedagogy were mixed. (CAK)

Discusses an instructor's efforts to have students investigate the historical and cultural contexts in which novels are set. Requires students to use primary sources, such as newspapers, to see what ulight this information nsheds on their understanding of the novel they are reading. (CAK)