ࡱ> DFC` rbjbjss 4(rLLLL`\&%%%%%%%$d'h)&>>>&&>j%>%#|w%| p L{$%,&0\&$r*Br*$w%r*w%dn&& \&>>>> D $ Teaching Public Administration 2009 Conference Title: Service-Learning: Maximizing Classroom Learning by Incorporating Experiential Education in Public Administration Courses by Olubunmi Fadase Abstract: Service-learning can be difficult to practice because of its implications on the classroom experience. In my position as Community Service Learning Center Coordinator and Masters of Public Administration student at Grand Valley State University, it is apparent to me that service learning explores interdisciplinary approaches to learning. Despite the uncertainty and nontraditional nature of service learning, incorporating it into Public Administration courses produces global students who are equipped to foster positive relationships within their communities. Objectives: The purpose of this roundtable is to: Discuss the various definitions of servicelearning and how they relate to experiential education and experiential learning Explore service-learnings benefits for the community, students, and faculty Provide resources and tools that aid instructors to incorporate service-learning into their courses Provoke thoughts and ideas on how to be innovative and creative when trying to positively contribute to social justice issues in the community Service-learning is an element to experiential education that needs the support and cooperation of faculty to be successful; however difficulties in achieving this are recognized. Checkoway and Cahill as cited in Dewar and Isaac (1998) stated that, the faculty member cannot define in detail the work required for [community development] projects, cannot say exactly what will constitute excellent work in advance, and cannot dictate the direction of the class even if he or she might like to do so (p. 337). Often difficult to measure and incorporate, service-learning is a useful learning tool for students, faculty and the community. Weigert (1998) states, [service learning] can contribute to the renewal of the love of teaching that draws so many into higher education in the first place (p.9). Students are also positively affected through the unique and innovative faculty/student relationship that develops through service-learning teaching methods. Communities are strengthened through the unique solutions to community issues that develop from students incorporating what they have learned in the classroom with their service experiences. Discussion questions and thoughts to explore: What are some possible motivations of students to sign up for service-learning courses or opportunities? Think about how long-term student volunteers can serve to enhance volunteer recruitment and retention efforts that nonprofit managers face. In what ways may incorporating service-learning in the classroom revive facultys passions for teaching? What impact will developed relationships from service-learning experiences have on faculty? Students? Community organizations? Additional Resources to explore... For Faculty: Praxis I: A Faculty Casebook on Community Service Learning a book by Jeffrey Howard, Ed. Principles of Good Practice in Combining Service and Learning (handout provided during roundtable) Service-Learning in Todays Higher Education a book by B. Jacoby and Associates Strengthening Experiential Education Within Your Institution a book by J. Kendall and Associates For Students: Campus Compact and your local state office (www.compact.org Look under Resources and Student Resources) Students as Colleagues: Expanding the Circle of Service-Learning Leadership A book compiled by Campus Compact References: Dewar, M. E., & Isaac, C. B. (1998). Learning from difference: The potentially transforming experience of community-university collaboration [Electronic version]. Journal of Planning Education and Research, 17, 334-347. doi:10.1177/0739456x9801700408 Honnet, E.P., and Poulsen, S.J. Principles of Good Practice for Combining Service and Learning. Wingspread Special Report. Racine,Wis.: The Johnson Foundation, 1989. Howard, J. (ed.). Praxis I: A Faculty Casebook on Community Service Learning. Ann Arbor, Mich.: OCSL Press, 1993. Jacoby, B. Service-Learning in Todays Higher Education. In B. Jacoby and Associates, Service-Learning in Higher Education: Concepts and Practices. San Francisco: Jossey-Bass, 1996. Kendall, J., and Associates. Strenghtening Experiential Education Within Your Institution. Raleigh, N.C.: National Society for Internships and Experiential Education, 1986. Weigert, K. (1998, Spring98). Academic service learning: Its meaning and relevance. 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