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ERIC Number: ED410573
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 9
Abstractor: N/A
Reference Count: N/A
Applied Scholarship in the Community Service Link: From Classroom Texts to Classroom as Text.
Fischer, Ruth Overman
Students entering the university have to create a space for themselves, not only in the writing classroom, but in their relationships with faculty, other students, and their evolving selves. A curricular support mechanism helps students enlarge their educational process. Such a support system, the Linked Courses Program, has been in operation at George Mason University since the fall of 1992. Designed primarily to provide comprehensive support for first-semester freshmen, the program links various introductory courses in disciplines such as sociology, psychology, anthropology, government, philosophy, communication, and biology with designated sections of first-year composition (FYC). One link is the Community Services Link (CSL), a 3-way cluster joining introductory sociology, University 100 (a credit course for transition into the university), and FYC. The pedagogy of FYC, taught in a computer classroom, was based on the writing process model. "Writing to learn" and "writing to show learning" assignments were used in the sociology class. E-mail and field notes were also used effectively. The underlying premise of the sociology course was the concept of the sociological imagination--the capacity to see interrelations between an individual's biography and his/her time and place. As part of University 100, students formed a socially active community through the service component of the CSL. They performed community service in an elementary school located in an ethnically and socioeconomically diverse neighborhood and were given opportunities to connect their experiences with the concepts they were studying in FYC and sociology. (CR)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A