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• W2992969892 abstract "Abstract Service Learning programs are at risk of becoming pre-fabricated, do-good postscripts to the school curriculum with little connection to essential academic lessons. In contrast, by building community service and civic action upon an underlying framework of inquiry, service learning programs can provide a deeper context for learning. The Kids Around Town (KAT) Model is one model that provides such a context for learning. This article draws on Model's seven years of field experience to suggest specific examples of the sorts of research questions that educators can use to train students in methodologies of meaningful inquiry. Inquiry and Research as Foundations of Service Learning What do we really mean when we use the term citizen? A popular interpretation is that of U.S. Secretary of Education Richard Riley and Corporation for National Service Chaff Harris Wofford, who have called for the creation of active duty citizens through service learning (Riley & Wofford, 1999). It would be a tragic perversion, however, to envision this citizen corps as troops of civilian soldiers carrying out orders from above to execute good deeds, since the spirit of voluntarism they are calling for should contradict requirement and performance of service. Yet columnist Jane Eisner expresses concern that such distortions are a real danger (Eisner, 1999). In the excitement of mandating service hours, are we losing sight of the partnership that must link the goals of improving citizenship and improving student academic capacity? Her concerns are substantiated in a survey reported by The New York Times, in which college students indicate that their interest in public service does not extend to voting or talking about politics. (Clymer, 2000). Most of these students saw no connection between public policy decisions and the socio-economic problems their community service activities were intended to ameliorate. They expressed powerlessness within our democratic system. Thus, their service activities touch only society's symptoms; students remain unprepared to address underlying causes of the problems and uninterested in and uninformed about participating in political means to remedy them. One way to help address this shortcoming in the current implementation of service learning is to prepare students in advance of the experience by flaming useful questions before deciding upon a service solution. Too many service learning projects lack roots in underlying research questions. Without a clear, inquiry-based structure for data gathering and analysis, service activities are doomed to remain isolated, do-good deeds, full of non-transferable skills, resistant to integration into the broader understanding that service learning is supposed to promote. As professionals devoted to scholarship and research, many academic leaders assume that inquiry is built into academic life! But seven years of training teachers to implement a civic education model persuade me that this assumption is naive. The program I helped develop with Sharon Kletzien of West Chester University of Pennsylvania is rooted in inquiry, and relevant civic action is designed to grow out of this inquiry. In the Kids Around Town (KAT) Model, service results from a multidisciplinary process of problem-solving; its specifics are student-designed, student-tailored civic and service applications meant to address the specific situation studied. Instead of just offering a pat-solution in which students participate, the KAT approach teaches students how to generate and creatively solve meaningful questions. Kids Around Town (KAT) was honored as a 1996 Outstanding Program of Excellence by the National Council for the Social Studies. Sponsored by the League of Women Voters of Pennsylvania Citizen Education Fund, KAT has engaged thousands of students and hundreds of educators across Pennsylvania in serious public policy issues and empowered these learning teams to respond by initiating responsible civic action (Rappoport & Kletzien, 1996; Rappoport, 1999). …" @default.
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• W2992969892 title "Inquiry and Research as Foundations of Service Learning" @default.
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