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Kappa Omicron Nu
FORUM
Table
of Contents
Reflection Matters: Connecting Theory to Practice in Service-Learning Courses
Mary E. Henry
Abstract
Service-learning
courses enable students to integrate
academic study with service in the community to better understand course content through direct engagement in active
learning. Reflection is a powerful educational strategy that enables students to make connections and derive meaning
from their experience. ...
Service-Learning as a Value-Added Curriculum Strategy in Family
and Consumer Sciences
Linda C. Robinson and Amanda W. Harrist
Abstract
An upper-level family and consumer
sciences service-learning course titled “Professional Services for Children and Families” is reviewed in
light of four characteristics that have been empirically supported as being crucial for
service-learning to be
effective: support of autonomy, matching of goals and activities, attention to relationships, and opportunity for
reflection. The course also is reviewed from the perspective of a cognitive map theorized to encompass three stages of
service-learning: shock, normalization, and engagement. Practical suggestions are given for instructors designing
service-learning components as part of their family and consumer sciences curricula.
Creating Learning Communities: A Service Experiential
Project
Susan M. Winchip
Abstract
The purpose of this article is to describe an effective
experiential learning experience that occurred in a service-learning assignment in an interior and environmental design
course. The format of the assignment could serve as a model for how service-learning can be used to create learning
communities in higher education. Furthermore, the outcomes of the project could serve as a model for using theory and
research in addressing societal problems through service-learning.
Debriefing
Sessions: Opportunities for
Collaborative Reflection
Mary E. Henry
Abstract
There is an increasing call for colleges and
universities to “confront disengagement from democracy . . . ” (Williams, 2001,
p. 13) by examining their missions and goals as well as by committing resources
to efforts that promote social responsibility. In other words, higher education
is being challenged to find ways to enable university students to be good
citizens, active participants in a democracy and engaged in socially
responsible learning (Faculty Advisory Committee, 1998). Although students know
they can contribute to a community and to others by providing service (Eyler
& Giles, 1999), they are often unaware of the community assets they are
helping to enhance one semester at a time. It is not uncommon for students to
feel that their voices and actions have little overall impact on the well-being
of their own community or society at large....
Utilizing Service-Learning in a Life-Span Course
Jennifer Chabot
Abstract
... The use of service-learning as a teaching pedagogy is
rising, and a life-span course is an ideal class to utilize this technique. I will outline the key elements of
service-learning for the course, discuss why service learning can be a powerful classroom tool, offer suggestions for
building service-learning into the curriculum, share ideas for potential placement sites, and share three case studies
of service-learning experiences dealing with various populations along the life span. Integrated throughout will be
concepts often referred to as “best practices” from various service-learning scholars.
The Implementation and Evaluation of Service-Learning Activities
Diane Klemme
Abstract
Service-learning activities help students develop their
knowledge and skills while doing meaningful work in their community. This article highlights the advantages of
service-learning and reviews a service-learning assignment using the Duckenfield & Wright (1995) model. Class participants
self-select groups, clients, and provide activities to meet their clients’ needs. Student evaluations reflect a
positive response to the service-learning activity and student growth in collaborative skills.
Enhancing Academic Learning through
Service-Learning
Elaine S. Voytek and Janice G. Sandrick
Abstract
Service-learning
enhances academic achievement by
providing reality-based experiences that meet identified community needs. Integrating knowledge from classes and
previous experiences with that community need, junior students successfully conducted a soup kitchen at a homeless
shelter. After realizing the need for better sanitation at the shelter, the class, with other family and consumer
sciences student volunteers, cleaned the shelter kitchen and posted sanitation requirements. These experiences and
student reflection reinforced their learning as well as development of professional values.
Tying Service-Learning to the Curriculum: The Design of an Intergenerational Center
B. Jeanneane Wood, Lindsey Kauffman, Shelly Schaefer Hinck, Kimber Abair, and
Jamie Schramski
Abstract
Experiences gained from
service-learning are redefining the purpose and outcome of
undergraduate education. To this end, this manuscript will describe the service-learning
experience provided to
students enrolled in an interior design course at Central Michigan University (CMU). This project provided students
with an opportunity to experience interdisciplinary education through course/client requirements targeting the unique
needs of seniors, children, and individuals with disabilities. Participants developed the understanding that
service-learning, volunteerism, and outreach have the potential for far-reaching impact.
Bridging the Gaps: A Service-Learning Project
Norma Nealeigh
Abstract
This paper discusses an intergenerational
service-learning project that has built bridges between college and community, theory and experience, and college
students and retired seniors. Students' stories and evaluations support the premise of symbolic interaction theory in
that their self-reported behaviors were changed as a result of interactions with their senior partners.
Service Learning and Portfolios: Enhancing the Scholarship of
Integration and Application
Brenda L. Bass, Howard L. Barnes, Kyle L. Kostelecky,
Wm. Michael Fleming
Abstract
Service learning provides students the opportunity to
realistically assess the strengths of their professional knowledge and skills while contributing to services that
address community needs. Process and product portfolios are proposed as tools
for integration of thought and action as students analyze their service-learning
experiences. ...
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