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

More documents

Recommendations

Info

The Global Classroom: Digital Technology as a Tool for Global Understanding and Service-Learning Presenter: Kenneth Carano, University of South Florida The digital era has enabled educators the opportunity of accessing information across nations and cultures. This session discusses the implementation of an online course focusing on global perspectives. As a result of breaking the confinement of the four walls of the traditional classroom, students will consult with people and access materials globally, review changing perspectives they are developing and be provided service-learning opportunities across the world, regardless of the classroom locale. Can Mindfulness Deepen Critical Reflection? The Use of Contemplative Tools to Foster Learning Presenter: Vanessa-Jean Merckel, University of Johannesburg, Johannesburg, ZA I plan to explore conceptually whether “mindfulness” practices could assist service-learning students to deepen their reflective skills to enhance learning. Recent theories acknowledge that learning is more than just a cognitive enterprise (Merriam, Cafferella, & Baumgartner, 2006) and involves the “whole” student – body, mind, and spirit. Drawing on the work of Kabott-Zinn (1994) and Ng (2005), I believe that utilising somatic awareness could increase students’ ability to view and critique their worlds more meaningfully. An Education that Matters: The Amigos Club Experience Presenters: Glenda W. Crawford, Elon University, Elon, NC, US April Post, Elon University, Elon, NC, US The Amigos Club is an academic service-learning initiative that builds social relationships among teacher education majors, Spanish conversation students, and adolescent English language learners (ELL) and families. University students use ethnographic inquiry, digital storytelling, and reflective journaling to gain understanding of diverse cultures. Faculty research measures the impact of university students’ personal efficacy in building crosscultural relationships, civic responsibility in solving problems of cultural disenfranchisement, and academic knowledge in understanding critical issues of social democracy. Panel # 2 Location: Room AM 200 (Fottrel) A Comparative Examination of Outcomes Associated with Service-Learning in Domestic and International Contexts Presenter; Kari Knutson-Miller, California State University, Fullerton, CA This presentation examines outcomes associated with service learning in domestic and international contexts. Multiple groups of upper-division undergraduate level pre-service teachers participated in service-learning experiences in either domestic (Orange County, CA) or international (China) settings. Outcomes including mastery and understanding of course learning goals, cultural competencies, civic engagement, and career goal clarification were considered. Group differences were found in both quantitative and qualitative analyses of participant outcomes. Rurality: A Sense of Place and Identity for Student Teachers Presenter: Jane Pennefather, University of KwaZulu-Natal, Pietermaritxburg, ZA In considering the social formation of identities, this paper explores the implications of placing student teachers in a deeply rural South African context. The session will examine the concept of rurality as a context/a sense of place and the importance for Teacher Education to create service-learning opportunities to challenge deficiency discourses often associated with rural contexts in South Africa. Drawing from the work of Wenger, E (1998), the presenter will attempt to illustrate the connection between identity and practice. Preparing Elementary Teacher Candidates to Utilize Service-Learning as Pedagogy Presenter: Kathleen Wasserman, University of Scranton, PA, US This project describes how one university is purposefully educating its teacher candidates to view service-learning as a meaningful pedagogy for increasing student motivation and learning. Freshman, sophomore, and junior-level service-learning requirements will be briefly described. Research findings evaluating how seniors choose to implement service-learning into their student teaching experiences will be explored. 16
Panel #3 Location: Room AM 150 (O’Tnuthail) Service-Learning’s Impact on Attitudes and Behavior: A Review and Update Presenter: Joseph Erickson, Augsburg College, Minneapolis, MN, US In this presentation I reexamine and update the ongoing discussion regarding service-learning’s impact on learners’ attitudes and beliefs. This presentation aims to discover whether the same caveats that applied to earlier attitude change interventions still apply to our pursuit of civically engaged learners. I also review the latest research in the social psychology of attitude change to see what impacts refinements in this field have for those employing servicelearning for attitude change. Social Justice Through Service-Learning: Creating a Sense of Community for Pre-Service Teachers Presenter: Noah Borrero, University of San Francisco, CA, US Focusing on new teacher training, this session addresses the importance of teachers starting their careers with a vision for social justice. Highlighting the need for effective teachers in America’s urban schools, an assetapproach to student diversity is outlined along with a call for community involvement by new teachers. The TEAMS Program at the University of San Francisco is presented to showcase the possibilities for equipping new teachers with a vision for social justice through service-learning. Integrating Service-Learning With Participatory Action Research: Benefits on Multiple Levels to Multiple Role-Players and Clusters in Society Presenter: Ronél Ferreira, University of Pretoria, ZA In this session, I describe the manner in which I have been integrating Service-Learning with an ongoing participatory action research project. My focus falls on the case of a South African informal settlement community’s way of coping with HIV&AIDS. In exploring this phenomenon, an initial doctoral study expanded into a broad research project that has been ongoing since 2003 and have involved two primary investigators, as well as nine postgraduate students as co-researchers. After introducing the research project and the action research methodology that have been employed, I highlight the manner in which Servicelearning has been integrated in the process. I then turn my discussion to the benefits that have been experienced on multiple levels, by multiple role-players. Panel #4 Location: Room AM 214 (McKenna) Enhancing the Service-Learning Experience of Science Students– The “Science-on-a Shoestring” Case Study Presenter: Josef de Beer, University of Johannesburg, ZA Science education students at the University of Johannesburg are expected to plan and present science-on-ashoestring (also known as “zero-cost science”) interventions in the schools where they do their service-learning. They have to submit research reports, in which they critically reflect on the outcomes of these interventions. This paper discusses how this action research provided a richer servicelearning experience for 2008 students. OzanaMaths: Service-Learning in Mathematics Education Presenter: Tony Hall, National University of Ireland, Galway, IE This session will discuss the design, development, and evaluation of a service-learning experience for undergraduate mathematics education students at NUI Galway, Ireland. In collaboration with a local charitable organisation, students provide after-school mathematics tuition, where they have the opportunity to enhance their pedagogical skills in teaching mathematics. In addition to impact on civic engagement, students achieve academic credit in the firstyear Professional Studies element of their four-year, B.A. Mathematics and Education degree programme. Meeting the Challenge of Implementing Service- Learning with In-service Teachers Presenter: Judy Donovan, Indiana University Northwest, Gary, IN, US An online graduate course, “Issues in Education: Race, Class, and Gender,” was completed by in-service teachers. The goals of the course were to have students increase their awareness of educational inequities involving race, class, and gender; recognize and examine their beliefs; and identify ways to promote social justice in schools. Because practicing teachers often view the educational system through a lens derived from personal experience, a required service-learning assignment was designed to expand their viewpoints. 15:00 – 15:30 Conference Close and Looking Forward Location: Arts Millennium Building - O Tnuathail Hosts: Jean Strait and Timothy Murphy, Conference Co-Chairs Final Announcements: Don Hill, Chairman, International Center for Service-Learning in Teacher Education, Board of Directors 17
Page 1 and 2: International Center Board of Direc
Page 3 and 4: 25 June 2009 Greetings to Conferenc
Page 5 and 6: SPECIAL CONFERENCE FEATURES Thursda
Page 7 and 8: FRIDAY, 26 June 2009 Location: Frid
Page 9 and 10: Working the “Third Space” of Te
Page 11 and 12: Are They Getting It? Using a Reflec
Page 13 and 14: Saturday, 27 June 2009 Research 9:0
Page 15: Youth Leaders Guide Teachers in Ser
Page 19 and 20: Is Teacher Education the Achilles H
Page 21 and 22: community, and higher education par
Page 23 and 24: L Jamie Luedtke, Providence College

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?