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This service learning will impact my lifelong learning process by incorporating such experiences in my future classroom. It has impacted my daily life, because I have seen a positive impact on the students we reached that I also work with on a daily. The impact on how I perceive the importance of mathematical communication, is that math can be learned by people of all ages, but it has to be done with similar language and more time. I have already declared my major and have a career path that I am pursuing, education with in an incarceration facility. With this in mind, the service learning we participated in has not influenced my future career choice. It will assist in my future in how I would like to approach education with prison inmates.
Selecting to do my service learning at Harvest Hope Food Bank was a very impactful experience. This was so, because of the fact that I have never volunteered at a food bank until now. The organization was able to connect me with the required skills I will practice throughout my career as a professional social worker, therefore better preparing me for assisting clients who may be dependent on my services.
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.
Strage, A. (2004, June). Long-term academic benefits of service-learning: When and where do they manifest themselves? College Student Journal, 38(2), 257-261.
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.
What connections do you make between your service-learning experiences and some of the themes addressed in class (justice, love, rights, responsibility, relationships, etc.)?
I volunteered at the Activity Center for my Service Learning project. My duties were to watch the kids who participated in the after school program, play with them and help them with their home homework. I really enjoyed interacting with the African-American people and culture. I learned many things from the African-American population I worked with. I learned how the Activity Center staff teaches the after school kids good manners and behavior. I mentioned in one of my service learning journals that the staff was very strict and treated the kids like prisoners, but I came to the realization that maybe that is how they teach the kids discipline. I had the opportunity to be around all the Activity Center kids and interact with them. They were kids just like any other kids. Of course they are kids and sometimes they did misbehave but overall they were really great kids. I noticed that most of the boys want to be more independent of them, but they were such sweet kids.
Community service is something that I have always engaged. In college, I worked with chemically dependent children as both a caretaker and a mentor. After I graduated, I taught at-risk children in a community youth outreach program. To remain involved and aware of the focus of my studies during my first year of law school, I volunteered at the Cook County Juvenile Detention Center teaching youth their basic legal rights. Essentially, we strove to empower kids by providing practical information about the legal system and to help them develop more favora...
One person cannot tackle the vast amount of issues of today and change the world. With so many injustices that occur in today’s society we can’t help but feel overwhelmed as to what people, as citizens of the world, can do to make the world an exceptional environment. Many believe the task is either too large and intimidating to face head on, or they don’t want to face the possibility of failure and criticism. We have the idea of taking on enormous tasks and expect change almost immediately, however, it’s not the anticipated outcome. Real change starts when one contributes to their community; the smallest of impacts generate the biggest changes in the long run.
Service-learning is defined as a “course-based, credit-bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility” (Bringle & Hatcher, 1995).
A service learning experience is designed to enhance a student 's growth in personal and social development and to obtain an understanding of community involvement. For my service learning experience, I volunteered at Change Point Center. In this reflection paper, I will discuss in depth information about the services that Change Point provides, my goals while I was there,and what I ultimately learned from this experience.
Learning this competency made me think about what makes a good human service professional and how I measured up. It caused me to look at my life and my experiences and realize how different things could have been for me if I were to have received certain services growing up. I have also learned from my class that all kinds of people from all walks of life, can find a place they are needed in human services.
Following participation in an Engaged Department Institute sponsored by Campus Compact, a service-learning requirement was instituted for all majors in the department studied beginning Fall 2002. All faculty were encouraged to incorporate service-learning in their courses. A training session on service-learning was the centerpiece of a departmental retreat in January 2002. In order to develop closer relationships with community agencies, the department hosted a faculty-partnership luncheon the following fall semester. Potential community partners were invited to meet with faculty in an effort to forge new relationships with the University. In order to institutionalize service-learning, all recruitment advertisements specifically mention service-learning and all new hires are expected to include service-learning components in their courses. As a consequence of these efforts, this department has gone from teaching only a few courses with service-learning components to offering twenty five different classes (thirteen courses) by Fall 2002.
Provide Service-learning opportunities as a teaching method that combines meaningful service to the community with curriculum-based learning. This way students improve their academic skills by applying what they learn in school to the real world; they then reflect on their experience to reinforce the link between their service and their
During my time in this class I have experienced new things that I have never before been introduced to. The things I have learned while in this class is things I can use to help me understand in the future when I am aging what is going on around me. This whole service learning process really taught me a lot.
Lifelong learning and adult education is not just a trend, it is something that has the potential to lower our nation’s health care costs and prolong the quality of life for each and every one of us. In relatively wealthy countries, individuals who have stayed in formal education for longer, and who have gained higher qualifications tend to enjoy better mental and physiological health than their less well-educated counter-parts. (e.g. Burnette & Mui, 1994; Montgomery & Schoon, 1997; Vega Deinstmaier et al., 1999) Education has always been something that we did for ourselves to improve our lives personally as well as the society we are a part of. The idea that adults are not capable of continuing to learn into their golden years is no longer