Michigan Journal of Community Service Learning

Articles from Vol. 7, Fall

Assessments by Community Agencies: How "The Other Side" Sees Service-Learning
The importance of experiential activities in the education of students has been discussed for nearly 70 years (Dewey, 1938), and has been expanded through experiential learning theories (e.g., Kinsley & McPherson, 1995; Kolb, 1984). Current advocates...
Between School and Community: Situating Service-Learning in University Art Galleries
In a postmodern society, various conceptual and programmatic boundaries between schools, universities, and communities can be considered unnecessary, even "unnatural" (Anzaldua, 1987); they serve only to create a metaphorical place known as the "borderland"...
Changes in Involvement Preferences as Measured by the Community Service Involvement Preference Inventory
Previous research has confirmed that involvement in activities outside the classroom has positive effects on student learning and success (Astin, 1984; Astin, 1996; Cooper, Healy, & Simpson, 1994; Pascerella & Terrenzini, 1991). Furthermore,...
Community-Based Research as Pedagogy
Recently, advocates and practitioners of service-learning have proposed that we explore ways of describing and promoting it so as to broaden its appeal to the higher education community. Edward Zlotkowski (1995) and others (e.g., Lenk, 1997) suggest...
Comparing the Effects of Community Service and Service-Learning
Service-learning represents a potentially powerful form of pedagogy because it provides a means of linking the academic with the practical. The more abstract and theoretical material of the traditional classroom takes on new meaning as the student...
Creating Reciprocal Learning Relationships across Socially-Constructed Borders
All the higher mental functions originate as actual relations between people. (Vygotsky, 1978: 57) In reading the literature on adult literacy programs, it does not take long before one realizes that attrition is one of the key challenges facing...
Dare the School Build a New Social Order?
"Dare the school build a new social order?," George Counts (1932) once asked in the title of his call to educational justice-advocacy. "Yes," Benjamin Barber (1999) once responded to a similar question at a service-learning conference, "but not so...
John Dewey and the Rebuilding of Urban Community: Engaging Undergraduates as Neighborhood Organizers
Concern about the deterioration of local community is central to John Dewey's philosophy of education, democracy, and social reform. That deterioration, already serious at the end of the 19th century, obviously has continued apace in our own time....
Live Cases: Service-Learning Consulting Projects in Business Courses
The Live Case Model in Business What do you suggest to improve this course? No group project. I think it was too strange to work with those people. What aspects of this course were most beneficial to you? The group project. Real first hand experience...
Participants in, Not Spectators to, Democracy: The Discourse on Civic Responsibility in Higher Education
Civic Responsibility in Higher Education Thomas Ehrlich Phoenix Arizona: Oryx Press "What, after all, is the public under present conditions? What are the reasons for its eclipse? What hinders it from finding and identifying itself? By what...
Service as Text: Making the Metaphor Meaningful
From a faculty perspective one of the most constructive ways to conceptualize service-learning is to refine the pedagogically purposeful metaphor "service as text" (Morton, 1996; Varlotta, 1996). Unfortunately, service-learning's own theory is insufficiently...
Service-Learning: Enhancing Student Learning Outcomes in a College-Level Lecture Course
During the past decade, there has been a marked increase in interest in the pedagogy of service-learning. Perturbed by a lack of civic engagement on college campuses, frustrated by the ubiquitous "information-assimilation" style of teaching and learning...
Service-Learning "Rules" That Encourage or Discourage Long-Term Service: Implications for Practice and Research
Six students spent a quarter as service-learners in a "children's community garden." They participated 3 hours each week, presenting lessons, interacting with the children, and working beside them in the garden. They were prompt and reliable, engaged,...
The Problem of Time: Enabling Students to Make Long-Term Commitments to Community-Based Learning
Colleges and communities structure time differently. They endeavor to engage the attention and effort of their members on schedules that are responsive to different needs and values. These differences create tensions and challenges in service-learning...
The Relationship between Performance Feedback and Service-Learning
Performance Feedback and Service-Learning Rooted in the civics education tradition in American schools (Hepburn, 1997), service-learning is receiving interest from academicians in higher education interested in applying curricular models that are...
Toward a Theory of Engagement: A Cognitive Mapping of Service-Learning Experiences
Service-Learning and Cognitive Processing: Opening the 'Black Box' At most colleges and universities, service-learning has two pedagogical goals: increasing civic responsibility (Myers-Lipton, 1998; Parker-Gwin & Mabry, 1998) and facilitating...
What Really Happens? A Look Inside Service-Learning for Multicultural Teacher Education
What really happens in service-learning, particularly when it is utilized in conjunction with a multicultural education course for preservice teachers? In this paper, we investigate the extent to which service-learning provides the kind of experiences...
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