On November 10th, 2014, at Dr. Lindsay Whitlow from Seattle University gave a talk as part of the Regis University Department of Biology Seminar Series. Being from Seattle University, another Jesuit university, Dr. Whitlow concerned himself with how he can not only provide an engaging learning environment for his students, but how he can also help the community. It seems that his aim with this speech was not only to be informative by telling the audience about his ecological research and his research regarding creating service learning projects, Dr. Whitlow seemed passionate about both types of research, and while his ecological research was very important to him, it seems that the purpose of this lecture was to get the idea of using service …show more content…
While this lecture covered some more advanced topics in ecology, the content didn’t seem overwhelming or too over the audiences head. Most of the audience was college students studying in the biological sciences. Dr. Whitlow talked about his initial creation of a service learning opportunity by allowing his students to get involved and collect water samples in Lake Washington. His students worked on collecting data with local high-risk high school students. This allowed his students to design studies which increased their understanding in field research and ecology, and it also provided high-risk high school students a learning opportunity that not only helped the community but could have also sparked an interest in biology or science for students who don’t normally get this type of opportunity. Dr. Whitlow reported that this program was a success and the high school students involved enjoyed the project. Dr. Whitlow also …show more content…
Whitlow did an exemplary job of not only presenting his information, he did a great job of speaking ethically, establishing his credibility, and just by being passionate about the subject matter. As far as the classical metrics we use to judge a orator, such as eye contact, posture, body language, I feel that Dr. Whitlow did a great job demonstrating these skills as they added to the lecture. One thing I noticed was instead of scanning the audience; he made contact with a few audience members. He was careful not to fixate on one member for too long and was sure to have a good distribution of people to look at so it didn’t appear like he was only staring at one part of the auditorium. Not only did show that Dr. Whitlow was comfortable with his audience, it helped foster a connection, and it showed that he was prepared as preparation is associated with eye-contact (Chaney & Green, 2006). Dr. Whitlow exemplified ethos very well by suing citations through his presentation which demonstrates trustworthiness of the speaker, also his expertise in his field helps build up his credibility (Ramage & Bean 1998). With regards to logos, Dr. Whitlow backed up his assertions such as how service learning is a great benefit to both the community and the students involved by using data collected in his research and in other research. According to Ramage & Bean, “the clarity of the claim” is important to the logos of the speech and Dr. Whitlow did a good job of being
Edlund, John R. Ethos, Logos, Pathos: Three Ways to Persuade.” Cal Poly Pomona, n.d. Web. 6
Logos is “a strategy in which a writer uses facts, evidence, and reason to convince audience members to accept a claim” (Lunsford). Dr. Khullar utilizes this aspect of writing by primarily using statistics. One
Growing up, my parents and other influential figures around me modelled the importance of community service through their continual volunteer work and dedication to improving the world around them. Whether it be participation in a well-attended project or persistent contribution to a helpful organization, those aforementioned individuals were formative in guiding me towards a path filled with opportunities for having an impact on my community.
It also inspires the audience to want to help end it, as well as using logos. In the speech, Watson uses ethos, pathos, and logos. She uses ethos when she states “You might be thinking who is this Harry Potter girl? And what is she doing up on stage at the UN? It’s a good question and trust me, I have been asking myself the same thing. I don’t know if I am qualified to be here. All I know is that I care about this problem. And I want to make it better. And having seen what I’ve seen—and given the chance—I feel it is my duty to say something. English Statesman Edmund Burke said: “All that is needed for the forces of evil to triumph is for enough good men and women to do nothing.”. She uses pathos when she states “I started questioning gender-based assumptions when at eight I was confused at being called “bossy,” because I wanted to direct the plays we would put on for our parents—but the boys were not.
President Lincoln, King George VI, and President F. Roosevelt all gave speeches facing a conflict and they used ethos, pathos, and logos when persuading their audiences of the arguments they presented. They used ethos to prove their credibility and trustworthiness, pathos to attract their audience and connect to them on an emotional level, and logos to back up their information and arguments with logical reasoning.
The functional area of service-learning is currently emerging as an acknowledged department at an institution of higher education. The theoretical roots of service learning go back to John Dewey, and the early twentieth century. However, current research on service-learning pedagogy dates back only to the early 1990’s. Best practices for the field are still being created as more and more new offices are springing up on campuses throughout the United States and institutions internationally. The reason this functional area is becoming ever popular is due to the positive impact it has on students and most all educational outcomes.
There were quite many relations made between my service learning experiences and themes addressed in the course. Some of the connections were about human self-respect, unity, and fairness. The social ties hold people together and can support the people who do not have the power to help each other. It was interesting for me to employ my skills and knowledge I learned in the classroom to serve those who need help.
logos consist of facts, statistics, causal statements, experiments, and case studies. Logos shows logical reasoning to the audience, and while Ethos and Pathos are important, Logos helps to give you the final push to persuade the viewer. Facts that help to create belief. The Art of Rhetoric can be very effective when used in a documentary. For example, in “Waiting for Superman,” the director uses Ethos, Pathos, and Logos to tell and persuade the viewer that the public school system is broken, which he does very effectively.
Service learning is a rather new concept, but it has proven advantageous in connecting students with their communities when paired with reflection and when included in school curriculum. . Weigert’s (1998) view of ser...
important issues, gain new perspectives and provides learning experiences for volunteers as well as individuals from underserved groups. Because of the numerous benefits, college students should enroll in the Service Learning courses or service learning based programs. These programs allows students to move away from the dualism versus unity point of view and focus on reciprocity and provides the skills necessary to approach future service experiences with a service learning perspective.
There were several connections made between my service learning experiences and themes addressed in class. Some of the connections were about human dignity, solidarity, subsidiarity and equity. My service learning took place in a nursing home and the applicability of human dignity became abundantly clear. Teachings of solidarity and equity were directly exemplified. Social ties hold people together and are able to support the people who don’t have the power to help themselves. Subsidiarity is also a relevant issue; decisions for helping the elderly is best when done on the lowest level—the people who directly work with the elderly and know what troubles faces them.
How did a departmental faculty generated 12,000 hours of student community service in one semester? The following is a qualitative analysis of conversations with faculty members in a department that recently instituted a service learning requirement for all student majors. The campus is a large urban comprehensive university with a multi-ethnic student body. Approximately fifteen faculty members were interviewed for this study. While most of those interviewed included service learning components in their courses, interviews with faculty members who resisted or refused to incorporate service learning were conducted as well in order to understand varying faculty attitudes towards service learning.
* Daily, Gretchen C., ed. Nature’s Services: Societal Dependence on Natural Ecosystems. Washington, D.C.: Island Press, 1997.
SUPPORTING DIVERSE STUDENTS’ ENVIRONMENTAL SCIENCE IDENTITIES Youth from non-dominant groups often face identity-related barriers to participating in both nature activities and science practices. For example, shared notions of “outdoorsy people” and “scientists” may be at odds with some young people’s sense of self and the ways their identities are expressed in where they live, what they do, and with whom they associate. Identity-based obstacles pose a serious challenge, then, if environmental educators want all young people to care about biodiversity. From a social justice perspective, these obstacles are compounded by the fact that youth from non-dominant groups are more likely to grow up in communities impacted by environmental hazards.
Withgott, J., & Laposata, M. (2014). Environment: the science behind the stories (5th Ed.). New York, NY: Pearson Education, Inc.