International Center Board of Directors Dear Service ... - Conference.ie

Case Study: Honors College Civically Engaged
Location: Table 2
Presenters:
Lillie McCain, Mott Community College, Flint, MI, US
Paul Rozycki, Mott Community College, Flint, MI, US
This presentation will discuss the linkage between servicelearning
and a triad of three elements of teacher education:
the academic strengths of an Honors Program, the
professional development offered by a college teacher prep
program, and the interaction with the local community.
Employing specific academically developed skills such as
listening (social work), polling (political science), critical
thinking and problem solving (all disciplines), students
engage with grass roots and nonprofit organizations to
contribute, support, assist, and serve.
Location: Room AM 110
Critical Conversations, Professional Learning and
the Role of International Placements in Reflective
Pedagogy
Location: Table 1
Presenters:
Jon Tan, Leeds Metropolitan University, Leeds, UK
Christine Allan, Leeds Metropolitan University, Leeds, UK
Timothy Murphy, Leeds Metropolitan University, Leeds, UK
This symposium provides a forum of conversations around
the use of critically reflective approaches in Initial Teacher
Education, drawing from examples that connect practice,
reflection, and research from current work developed
in the Carnegie Faculty of Sport & Education at Leeds
Metropolitan University. Many of the foundations of
service-learning have resonance with our international
work, in particular the ways in which such approaches
support the recognition of diversity and of providing
culturally-situated learning.
Service-Learning Enhances and Informs
International Student Teaching: A U.S. Student
Teacher in Ireland Shares her Experiences
Location: Table 2
Presenters:
Laura L. Stachowski, Indiana University, Bloomington, IN, US
Emily Evans, Indiana University, Bloomington, IN, US
This presentation first provides a “best practice” model for
infusing service-learning with international student teaching
to enrich and inform the classroom experience. Second, a
U.S. student teacher in a rural Irish village talks about her
service-learning project and the insights she gained about
her pupils, teaching, and community as a result.
Printed materials will be shared and connections fostered
for attendees who seek to develop/expand existing programs
combining student teaching and service-learning
Location: McKenna AM 214
From “Program” to “Policy:” Institutionalization
of Service-Learning from an Administrator’s
Perspective Resulting in Greater Student
Connection to School and Learning
Location: Table 1
Presenters:
Joseph Erickson, Augsburg College, Minneapolis, MN, US
In this presentation, we examine the critical role of
school administrators in institutionalizing school-based
service-learning (S-L). According to many S-L advocates,
administrators are often the most effective advocates in
the development of S-L in our schools. We examine how
this works and identify the features that elicit successful
institutionalization. We also employ the Frames of Analysis
approach (Bolman and Deal, 1991) to fashion a leadership
model of implementation for successful S-L initiatives.
Integrating Service-Learning into a K-12 school –
Case Study of an Australian Context
Location: Table 2
Presenter:
Ken Symonds, All Saints Anglican School, Queensland, AU
This successful K-12 school was perhaps, after 20 years of
operation, missing something of its earlier focus on outreach
and civic engagement that had characterised its earlier
years. We felt that this key quality in our graduates was
in need of “resharpening” in terms of global citizenship
and responsibility, especially given our privileged lives
in Australia. Service-Learning was considered an ideal
pedagogy to integrate into our curriculum for the thirteen
years of schooling of our students.
Teacher Candidates’ Development Over Time:
Implications for a Programmatic Approach to
Service-Learning
Location: Table 3
Presenter:
Mickey Fenzel, Loyola College in Maryland, Baltimore, US
This session addresses how pre-service candidates mature
cognitively and morally over four years in an undergraduate
program that includes five service-learning courses. Using
different perspectives of college student development
and student self-perception data, I will lead a discussion
on how to facilitate and assess students’ development
over time. In addition, I will present how our department
structures our service-learning courses and seek input on
how to best structure service-learning for long-term student
development.
10