Start Date
6-6-2013 9:30 AM
End Date
6-6-2013 10:40 AM
Description
Service-learning is a structured learning experience that combines community service with personal experiencing preparation and reflection. In service-learning, involves a principle-centered partnership between communities and university. In service-learning, traditional definitions of "teacher" and "learner" are intentionally blurred. Service-learning differs from traditional classroom education, which emphasizes reciprocal learning-We all learn from each other. This paper suggests additional theoretical perspectives drawn largely from cognitive psychology and social theory. Three teaching courses related to local or indigenous community development projects of Taiwan have been involved to answer these questions: (1) How can community partnerships enrich service-learning? (2) How curriculum development as a partnership building tool? (3) Frequently encountered barriers to establishing and maintaining partnerships Based on the methodological strategies of qualitative inquiry, data were collected using a variety of techniques, including formal and informal interviews, surveys, participant observation, and document analysis. The principal documents used as a source of data were journals students kept as part of their community service experience involved these teaching cases in Taiwan. All of community cases have their potential problems during community building process. Students engaged in service-learning provide community service in response to community-identified concerns and learn about the context in which service is provided, the connection between their service and their academic coursework, and their social roles as citizens. Despite increased popularity and a strong pedagogical tradition, the literature on community-based service learning initiatives and service learning evidences improve some certain conceptual imprecision. This paper presents a three-dimensional model for doing partnership with community partners on the process and outcomes of community service learning, showing that it should emphasize the community-university partnership as the indicator of analysis and involve participatory action research.
Recommended Citation
Chao, C. L. (2013, June). Making friends, acting changing: Partnerships across community-based service learning. Paper presented at the 4th Asia-Pacific Regional Conference on Service-Learning: Service-Learning as a Bridge from Local to Global: Connected world, Connected future, Hong Kong and Guangzhou, China.
Included in
Making friends, acting changing : partnerships across community-based service learning
Service-learning is a structured learning experience that combines community service with personal experiencing preparation and reflection. In service-learning, involves a principle-centered partnership between communities and university. In service-learning, traditional definitions of "teacher" and "learner" are intentionally blurred. Service-learning differs from traditional classroom education, which emphasizes reciprocal learning-We all learn from each other. This paper suggests additional theoretical perspectives drawn largely from cognitive psychology and social theory. Three teaching courses related to local or indigenous community development projects of Taiwan have been involved to answer these questions: (1) How can community partnerships enrich service-learning? (2) How curriculum development as a partnership building tool? (3) Frequently encountered barriers to establishing and maintaining partnerships Based on the methodological strategies of qualitative inquiry, data were collected using a variety of techniques, including formal and informal interviews, surveys, participant observation, and document analysis. The principal documents used as a source of data were journals students kept as part of their community service experience involved these teaching cases in Taiwan. All of community cases have their potential problems during community building process. Students engaged in service-learning provide community service in response to community-identified concerns and learn about the context in which service is provided, the connection between their service and their academic coursework, and their social roles as citizens. Despite increased popularity and a strong pedagogical tradition, the literature on community-based service learning initiatives and service learning evidences improve some certain conceptual imprecision. This paper presents a three-dimensional model for doing partnership with community partners on the process and outcomes of community service learning, showing that it should emphasize the community-university partnership as the indicator of analysis and involve participatory action research.