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Small Group Dynamics as a Catalyst for Change: A Faculty Development Model for Academic Service-Learning.
Peer reviewed Peer reviewed
Rice, Dale; Stacey, Kathleen – Michigan Journal of Community Service Learning, 1997
Faculty development in the pedagogy of service-learning is essential to the knowledgeable and sustained implementation of combined community service and academic study. A semester-long faculty-development seminar at Eastern Michigan University using small group interaction is described. The program achieved both cognitive and affective gains and a…
Descriptors: Classroom Techniques, Faculty Development, Group Dynamics, Higher Education
Learning While Serving in a Psychology Internship.
Peer reviewed Peer reviewed
Motiff, James P.; Roehling, Patricia V. – Michigan Journal of Community Service Learning, 1994
Describes a Hope College (Michigan) undergraduate psychology internship program and how it integrates service and learning. Outlines the personal, professional, and curricular goals of the course and details of the internship program. An important element of the internship is the classroom component, which helps the student integrate academic and…
Descriptors: Assignments, Classroom Techniques, College Instruction, Course Descriptions
The Instructional Challenge of Community Service Learning.
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Minter, Deborah Williams; Schweingruber, Heidi – Michigan Journal of Community Service Learning, 1996
Calls for greater attention to pedagogical challenges and opportunities to integrate service-learning and academic study, particularly in maintaining both content coverage and empowerment as objectives. Draws on transcripts of class discussions and student writing in a community service learning course focusing on literacy to trace students'…
Descriptors: Classroom Communication, Classroom Techniques, College Instruction, Course Content
Freshman Composition, the Internet, and Service-Learning.
Peer reviewed Peer reviewed
Ogburn, Floyd; Wallace, Barbara – Michigan Journal of Community Service Learning, 1998
Describes a freshman composition course that combines service learning and composition theory by having students publish Internet profiles of local social-service agencies. The project concludes a year-long course examining American social issues, drawing on varied texts and genres, and emphasizing social construction, active learning, the…
Descriptors: Agency Role, Classroom Techniques, Community Services, Computer Uses in Education
Student Effects of Service-Learning: Tracking Change Across a Semester.
Peer reviewed Peer reviewed
Osborne, Randall E.; Hammerich, Sharon; Hensley, Chanin – Michigan Journal of Community Service Learning, 1998
Four sections of an undergraduate pharmacy communications course were randomly assigned to include either a traditional laboratory project or a service-learning project. Data collected late in the semester revealed significant positive changes for the service-learning participants in cognitive complexity, social competency, perceived ability to…
Descriptors: Achievement Gains, Allied Health Occupations Education, Classroom Techniques, Cognitive Development
Pedagogical Variations in Service-Learning and Student Outcomes: How Time, Contact, and Reflection Matter.
Peer reviewed Peer reviewed
Mabry, J. Beth – Michigan Journal of Community Service Learning, 1998
A study found that college service learning is more effective as a civic and academic pedagogy when students have: (1) at least 15 to 20 hours of service; (2) frequent contact with the beneficiaries of their service; (3) weekly in-class reflection; (4) ongoing and summative written reflection; and (5) discussions of their service experiences with…
Descriptors: Academic Achievement, Citizenship Responsibility, Classroom Techniques, College Outcomes Assessment