NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1018246
Record Type: Journal
Publication Date: 2013
Pages: 8
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-1544-0389
Service-Learning Pedagogy: Benefits of a Learning Community Approach
Flinders, Brooke A.
Journal of College Teaching & Learning, v10 n3 p159-166 2013
Service-learning is, by nature, continually evolving. Seifer (1996) stressed the importance of partnerships between communities and schools, and stated that reflection should facilitate the connection between practice and theory, and lead to critical thinking. Before these reflective activities occur, however, much can be done to maximize student impacts and facilitate critical thinking. When students are included as partners, within a learning community, they can experience significant professional development through the mentoring and modeling of professional behaviors, by faculty members. During a three month pilot, a team of junior-level, undergraduate nursing students joined together, in one such learning community, called "FOCUS". The common agenda was to update evidence-based program materials, prepare for a federally-funded, five-year study, and to begin educating local females, regarding pregnancy and sexually transmitted infection (STI) strategies. This article reviews key impacts for the pilot team, and explores student-identified outcomes, in reflection of their learning community experience.
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A