Download Acting Locally: Concepts and Models for Service Learning in by Harold Ward PDF

By Harold Ward

9th within the Service-Learning within the Disciplines sequence, this publication discusses the pervasive use of service-learning in environmental reports courses and explains why it frequently is a required a part of the environmental experiences curriculum. individuals from quite a lot of collage and college environmental experiences courses speak about the advantages and demanding situations those courses supply and the resultant common healthy among environmental reviews and service-learning.

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Additional resources for Acting Locally: Concepts and Models for Service Learning in Environmental Studies (Service Learning in the Disciplines Series)

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We have also experimented with inviting the assistance of professional consultants purportedly skilled in the dynamics of team behavior. One year a sociologist conducted an exercise in which half of the class analyzed the social dynamics of the other half, which was involved in a role-playing discussion of a difficult personnel problem within an organization. The observers noted how gender, position at the table, and other variables influenced the consensus-building process. ' None of these devices has shown enough success to become institutionalized in the course, but all instructors do spend some time alerting students to the importance and difficulty of building an effective committee structure.

This course is designed to enable students to interact with the public and observe interactions in public and private meetings to help them gain a broader understanding of the diversity of opinions on a particular issue. Choice of Projects and Community Involvement Several years ago, community leaders and local residents began to make requests of us to undertake projects of local interest. In addition to identifying possible projects for the class, the requests provided several pedagogical advantages.

It takes a delicate touch to honor the philosophy of class independence and yet to i tervene, as gently as possible, when it is necessary to avoid irrevocable blungers of organization or strategy. Because the course is such a central part of the curriculum, we try to rotate it as widely as possible among the dkpartmentls faculty. Not surprisingly, there is wide variation in the comfort level faculty report in teaching the course. T The Faculty Perspective It is clear from the nearly-30-year history of the course that it has established a valuable place in the curriculum.

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