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• W1510797910 abstract "In a traditional classroom setting, students come in, find their seats, and begin to take notes from a lecture. Possibly, for variety, they complete a worksheet, or work on a textbook assignment. Each of these traditional classroom activities is intended to help students learn the course content and in turn help them achieve some desired course grade. In this scenario, grades become the primary motivator for students to learn, and it is grades which spur the students to participate in classroom activities and discussions. Now imagine a different classroom—a classroom where students enter ready, motivated, and eager to master the days content not because of a fear of poor grades, but because of an internal desire to help others through participation in a class service project. In this classroom, the students understand that they must learn the appropriate skills found in the course content in order to better complete their service objectives, which are also—and not coincidentally—the course learning objectives. Here, students apply their newly learned skills towards the completion of a class service-learning project." @default.
• W1510797910 created "2016-06-24" @default.
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• W1510797910 date "2006-01-01" @default.
• W1510797910 modified "2023-09-23" @default.
• W1510797910 title "Participation and Learning Relationships: A Service-Learning Case Study" @default.
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