Learn Global; Serve Local: Student Outcomes from a Community-Based Learning Pedagogy

Autor/inn/en	Pedersen, Paula J.; Meyer, Jenice M.; Hargrave, Michelle
Titel	Learn Global; Serve Local: Student Outcomes from a Community-Based Learning Pedagogy
Quelle	In: Journal of Experiential Education, 38 (2015) 2, S.189-206 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825914531738
Schlagwörter	Service Learning; Experiential Learning; Teaching Methods; Models; Integrated Activities; Integrated Curriculum; Student Development; Educational Research; Educational Philosophy; Program Effectiveness; Classroom Research; College Students; Family Life Education; Statistical Analysis; Likert Scales; Qualitative Research; Pretests Posttests; Gender Differences; Participant Satisfaction; Academic Achievement; Outcome Measures + Suchen Sie Ihr Suchwort? Service-Learning; Experiental learning; Erfahrungsorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Integrierender Unterricht; Bildungsforschung; Pädagogische Forschung; Bildungsphilosophie; Erziehungsphilosophie; Collegestudent; Family education; Education within the family; Familienerziehung; Statistische Analyse; Likert-Skala; Qualitative Forschung; Geschlechterkonflikt; Schulleistung
Abstract	Although research suggests that service learning (SL) is being incorporated into the college classroom at an increasing rate, faculty often report that they are not convinced of its educational values. There is a lack of research on, and awareness about, what SL is, how it can be incorporated into the curriculum, and the outcomes on student learning. In this article, the authors discuss the research and philosophy behind SL as an experiential pedagogical technique, describe one model of integrating SL into a large college classroom, and share findings on student outcomes across six areas of student development. Findings include implications for practice related to previous service experience of students, student gender, and service as a course requirement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01