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• W343347712 abstract "Nonservice-Learning to Service-Learning Course Transition Many U.S. colleges and universities are moving from focus on teaching to focus on (Barr & Tagg, 1995). This paradigm shift is visible in several higher education reform movements occurring over past several years (Boyer Commission, 1998; Kellogg Commission, 1999; Wingspread Group on Higher Education, 1993). This shift highlights need for collaboration within higher education institutions, as well as between these institutions and communities in which they reside. One way to shift from teaching to learning, and begin to address reform concerns, is to incorporate service-learning into college courses (Ehrlich, 1997; Eyler & Giles, 1999). This change requires revising individual classes. Driscoll (2000) describes service-learning as a course-driven feature of curriculum, an area of university controlled by (p. 35), and argues the future growth and sustainability of service-learning depends to large extent on (p. 39). Although service-learning has become robust field of research, few studies focus on course design or courses in transition from nonservice-learning to service-learning format (Heffernan, 2001). Howard (2001) contends that questions of service-learning course development are serious and demand attention of service-learning (p. 6). Heffernan (2001) and Howard (2001) offer useful starting points for faculty transitioning existing classes to service-learning courses. Heffernan's Fundamentals of Service-Learning Course Construction includes scores of sample syllabi as models for effective classes and assignments. Howard's Service-learning Course Design Work-book provides comprehensive guide to conceptualizing service-learning class, including worksheets to help faculty think through process of transitioning from nonservice-learning to service-learning course. Both books aim to establish clear criteria for, and best practices in, service-learning course design. While Heffernan gives scant attention to evaluation, Howard's workbook stresses importance of both formative and summative assessment as tool for instructor to understand alignment (or disconnect) between course goals, teaching strategies, grading methods, and student learning. Howard further stresses, If critical mass of students are not demonstrating sufficient learning, this may suggest that either strategies are not effective in meeting objectives or assessment methods are not effective in measuring student learning (p. 21). Although student is crucial, perhaps crucial, indicator of service-learning course's success, information on should not be only data collected about student experience during development of service-learning course. Eyler and Giles (1999) maintain, Students need considerable emotional support when they work in settings that are new to them; there needs to be safe space where they know that their feelings and insights will be respected and appreciated (p. 185). The service-learning classroom often provides such space, but students in course that is just developing service-learning component may experience unusual stressors in both community and classroom. During such transition, faculty not only need to assess student learning, but also to probe other aspects of student experience to more fully comprehend what is supporting and hindering students' learning. Assessment and evaluation supply needed evidence about structural components of programs, methods of program development and delivery, and short- and long-term impacts of activities (Gelmon, 2000). When it comes to transitioning nonservice-learning course to service-learning, assessment is critical for effective teaching and learning. As Gelmon asserts, In short-term, assessment can provide immediate feedback allowing for incremental changes while responding to pressing needs and concerns. …" @default.
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• W343347712 date "2003-01-01" @default.
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• W343347712 title "Course Transitions, Midsemester Assessment, and Program Design Characteristics: A Case Study" @default.
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