Using Service Learning to create Positive Change in Local Communities
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Date
2011-11-01
Authors
Dr.Nabila Nihad Daqaq
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Abstract
<p>Service-learning is a teaching method that combines service to the community with classroom curriculum. It is more than merely community service. It is a hands-on approach to mastering subject material while fostering civic responsibility.</p>
<p>Service-learning provides a context for talking about learning in terms of not only what students know but also what they are able to do. Critical to this type of learning is building in time for students to reflect on their service experience. Reflection time helps students make the connection between classroom and community learning, and ensures they understand the extent to which they can impact positive change.</p>
<p>Service-learning builds stronger academic skills. First, students take an active role in determining how the projects are identified and accomplished, creating interest and excitement for learning. Second, service-learning accommodates many different learning styles.</p>
<p>By teaching students early about the role they can play in their community, service-learning also encourages lifelong civic participation. Furthermore, by relating academic activities to real-life experiences, service-learning improves workplace skills and enhances personal development among youth. Finally, service-learning gives students a sense of competency; they see themselves as active contributors to their community and learning experiences rather than passive recipients of adult decisions.</p>
<p>Social work history of community engagement and advocacy for human rights and social justice. In the required Social Work course ( SOWK 440) at Bethlehem University students used service learning strategies to create positive change in their communities. This presentation will use ( SOWK 440) as a case study to discuss:-<br />
1. The goals of theories associated with service Learning<br />
2. The ways in which the goals were achieved in the course<br />
3. The strategies used to design the individual projects and to enhance student learning.<br />
4. A community project involving violence against women<br />
5. Evaluating the experience of the course.</p>
<p>The presentation will discuss the ways in which the students in this course were able to learn about contribute to their communities , experiment with the social work, psychological, and sociological theories discussed and determine the specific theories which were considers appropriate to the Palestinian context in general ant the context of the individual students in local communities, network with local institutions , identify referral services and work collaboratively with one another.</p>
<p>The projects carried out in the course include: an awareness campaign against domestic violence. Empowerment and community support given to the family, and providing family support and education to students from special education program.</p>
<p>Service-learning is a teaching method that combines service to the community with classroom curriculum. It is more than merely community service. It is a hands-on approach to mastering subject material while fostering civic responsibility.</p> <p>Service-learning provides a context for talking about learning in terms of not only what students know but also what they are able to do. Critical to this type of learning is building in time for students to reflect on their service experience. Reflection time helps students make the connection between classroom and community learning, and ensures they understand the extent to which they can impact positive change.</p> <p>Service-learning builds stronger academic skills. First, students take an active role in determining how the projects are identified and accomplished, creating interest and excitement for learning. Second, service-learning accommodates many different learning styles.</p> <p>By teaching students early about the role they can play in their community, service-learning also encourages lifelong civic participation. Furthermore, by relating academic activities to real-life experiences, service-learning improves workplace skills and enhances personal development among youth. Finally, service-learning gives students a sense of competency; they see themselves as active contributors to their community and learning experiences rather than passive recipients of adult decisions.</p> <p>Social work history of community engagement and advocacy for human rights and social justice. In the required Social Work course ( SOWK 440) at Bethlehem University students used service learning strategies to create positive change in their communities. This presentation will use ( SOWK 440) as a case study to discuss:-<br /> 1. The goals of theories associated with service Learning<br /> 2. The ways in which the goals were achieved in the course<br /> 3. The strategies used to design the individual projects and to enhance student learning.<br /> 4. A community project involving violence against women<br /> 5. Evaluating the experience of the course.</p> <p>The presentation will discuss the ways in which the students in this course were able to learn about contribute to their communities , experiment with the social work, psychological, and sociological theories discussed and determine the specific theories which were considers appropriate to the Palestinian context in general ant the context of the individual students in local communities, network with local institutions , identify referral services and work collaboratively with one another.</p> <p>The projects carried out in the course include: an awareness campaign against domestic violence. Empowerment and community support given to the family, and providing family support and education to students from special education program.</p>
<p>Service-learning is a teaching method that combines service to the community with classroom curriculum. It is more than merely community service. It is a hands-on approach to mastering subject material while fostering civic responsibility.</p> <p>Service-learning provides a context for talking about learning in terms of not only what students know but also what they are able to do. Critical to this type of learning is building in time for students to reflect on their service experience. Reflection time helps students make the connection between classroom and community learning, and ensures they understand the extent to which they can impact positive change.</p> <p>Service-learning builds stronger academic skills. First, students take an active role in determining how the projects are identified and accomplished, creating interest and excitement for learning. Second, service-learning accommodates many different learning styles.</p> <p>By teaching students early about the role they can play in their community, service-learning also encourages lifelong civic participation. Furthermore, by relating academic activities to real-life experiences, service-learning improves workplace skills and enhances personal development among youth. Finally, service-learning gives students a sense of competency; they see themselves as active contributors to their community and learning experiences rather than passive recipients of adult decisions.</p> <p>Social work history of community engagement and advocacy for human rights and social justice. In the required Social Work course ( SOWK 440) at Bethlehem University students used service learning strategies to create positive change in their communities. This presentation will use ( SOWK 440) as a case study to discuss:-<br /> 1. The goals of theories associated with service Learning<br /> 2. The ways in which the goals were achieved in the course<br /> 3. The strategies used to design the individual projects and to enhance student learning.<br /> 4. A community project involving violence against women<br /> 5. Evaluating the experience of the course.</p> <p>The presentation will discuss the ways in which the students in this course were able to learn about contribute to their communities , experiment with the social work, psychological, and sociological theories discussed and determine the specific theories which were considers appropriate to the Palestinian context in general ant the context of the individual students in local communities, network with local institutions , identify referral services and work collaboratively with one another.</p> <p>The projects carried out in the course include: an awareness campaign against domestic violence. Empowerment and community support given to the family, and providing family support and education to students from special education program.</p>