Rich Gause and
Terrie Sypolt
December 14, 2005, UCF Winter
Faculty Development Conference
Pedagogical Relevance
Thought Þ Action Þ Thought
Critical Thinking
Janet Eyler & Dwight Giles, Jr., Where's the Learning in Service Learning (San Francisco, Jossey-Bass, 1999), pages 75-77:
Participation in well-integrated and highly reflective service-learning classes was a predictor of increased complexity in analysis of both causes and solutions to social problems.... Students in highly integrated service-learning classes were significantly more likely to increase their application of information and resources to their analysis of the social problem over the course of a semester than those in less reflective service-learning classes or with no service.
Some possibilities for involving and using the library with service-learning courses:
Planning - research by instructor and community partner prior to semester, particularly for out-of-discipline resources
Before Service - research by students, including needs assessment, supporting data, project possibilities (some may also be pertinent for planning and during service)
During Service - Reciprocity - Students bring to the table access to the research resources of the UCF Library.
After Service
Reciprocity & Reflection & Relevancy - students may supplement their reflections with research in the discipline. Do the students' observations match what has been reported in the literature? Can the literature assist the students in analyzing their reflections?
Citation Styles - students are likely to have resources other than books and articles and will need to know how to cite unpublished material from the agency, interviews, etc.
Identifying organizations and agencies:
Statistics:
rgause@mail.ucf.edu
(407) 823-2563
Last modified: December 13, 2005
http://pegasus.cc.ucf.edu/~rgause/sl.htm