Memorandum of Agreement The University of Maryland, Adele H. Stamp Student Union Leadership & Community Service-Learning and Universidad de Cuenca and Ixa Tours

English

Teaching Communications, Cultures, Connections, Comparisons, and Communities with Multimedia: A University-Middle School Service-Learning Project

Se describe el uso de tecnología en forma de presentaciones de multimedia para facilitar la enseñanza de las Normas para el Aprendizaje de una Lengua Extranjera del Concilio Americano para la Enseñanza de Lenguas extranjeras. Las normas abarcan las comunicaciones, las culturas, las conexiones, las comparaciones y las comunidades. El estudiantado universitario aprende a crear, con multimedia, presentaciones sobre un tema cultural en la lengua meta. El componente de aprendizaje por servicio comunitario se fundamenta en las presentaciones creadas para estudiantes de colegio, quienes tienen acceso a las presentaciones en un sitio web de la universidad.A description is provided of how the use of technology in the form of multimedia presentations enhances the teaching of the Five C Standards for Foreign Language Learning of the American Council on the Teaching of Foreign Languages: communications, cultures, connections, comparisons, and communities. University students learn to create multimedia presentations on a cultural topic in the target language. The service-learning component provides the multimedia presentations for middle-school students who access them from the university website.

GeographielehrerInnen erproben Service Learning. Empirische Rekonstruktion von Bewertungsmustern, Akzeptanzkomponenten und Gelingensbedingungen für einen gemeinwohlorientierten Geographieunterricht

Ausgangspunkt dieser Arbeit ist die Frage: „Wovon hängt die Bewertung von Service Learning-Projekten durch GeographielehrerInnen ab?“. Der empirischen Beantwortung dieser Forschungsfrage geht eine theoretische und literaturgestütze Potenzialanalyse von „Service Learning im Geographieunterricht“ voraus. Diese offenbart, dass Service Learning als innovativer und vielversprechender konzeptioneller Ansatz für einen an den Bildungsstandards (DGFG 2012) orientierten und modernen Geographieunterricht bewertet werden kann. Sie zeigt jedoch auch, dass Service Learning - trotz dieser vermeintlichen Potenzialvielfalt - bislang nahezu keine Anwendung im Geographieun-terricht gefunden hat. Es ist das Ziel dieser Arbeit zu erforschen, welche Gründe und Barrieren für den zu-rückhaltenden Umgang der GeographielehrerInnen mit der Unterrichtskonzeption vor-liegen und - in einer positiven Betrachtungsweise und als Forschungsschwerpunkt - welche Akzeptanzkomponenten für Service Learning im Geographieunterricht sich aus den Wahrnehmungs- und Bewertungsmustern von LehrerInnen, die erstmalig ein Ser-vice Learning-Projekt umgesetzt haben, ableiten lassen. Diese so gewonnenen Akzep-tanzkomponenten werden abschließend im Sinne der Grounded Theory (GLASER & STRAUSS 1967) zu einem Gelingensbedingungsgefüge verknüpft. Dieses kann als wis-senschaftlich hergeleitete Hilfestellung für Initiations- und Implementationsprozesse der Unterrichtskonzeption Service Learning in den Geographieunterricht verstanden werden und richtet sich somit an GeographielehrerInnen, FachleiterInnen und Geographiedidak-tikerInnen.

The transformative potential of community engagement in higher education: an analysis of service-learning effects on students, communities, and institutions.

Service-learning in higher education is gaining attention as a reliable tool to support students’ learning and fulfil the mission of higher education institutions (HEIs). This dissertation addresses existing gaps in the literature by examining the effects and perspectives of service-learning in HEIs through three studies. The first study compares the effects of a voluntary semester-long service-learning course with traditional courses. A survey completed by 110 students before and after the lectures found no significant group differences in the psychosocial variables under inspection. Nevertheless, service-learning students showed higher scores concerning the quality of participation. Factors such as students’ perception of competence, duration of service-learning, and self-reported measures may have influenced the results. The second study explores the under-researched perspective of community partners in higher education and European settings. Twelve semi-structured interviews were conducted with community partners from various community organisations across Europe. The results highlight positive effects on community members and organisations, intrinsic motivations, organisational empowerment, different forms of reciprocity, the co-educational role of community partners, and the significant role of a sense of community and belonging. The third study focuses on faculty perspectives on service-learning in the European context. Twenty-two semi-structured interviews were conducted in 14 European countries. The findings confirm the transformative impact of service-learning on the community, students, teachers, and HEIs, emphasising the importance of motivation and institutionalisation processes in sustaining engaged scholarship. The study also identifies the relevance of the community experience, sense of community, and community responsibility with the service-learning experience; relatedness is proposed as the fifth pillar of service-learning. Overall, this dissertation provides new insights into the effects and perspectives of service-learning in higher education. It integrates the 4Rs model with the addition of relatedness, guiding the theoretical and practical implications of the findings. The dissertation also suggests limitations and areas for further research.

IN.TRA: un progetto di service-learning all’interno del Dipartimento di Interpretazione e Traduzione dell’Università di Bologna

Nell’a.a. 20/21 viene attivato presso il Dipartimento di Interpretazione e Traduzione dell’Università di Bologna il corso Service Learning Laboratory. L’insegnamento si basa sul service-learning, un approccio didattico sviluppatosi alla fine del XX secolo che integra il servizio significativo reso alla comunità all’interno del curriculum. D’accordo con tale proposta, il corso di service-learning si poneva un obiettivo tanto virtuoso quanto ambizioso: la fondazione di un’agenzia di servizi linguistici pro bono a gestione studentesca. Tale scopo è stato raggiunto nel marzo del 2021 con la fondazione di IN.TRA. Il presente elaborato si pone l’obiettivo di effettuare una valutazione finale del corso Service Learning Laboratory al duplice scopo di provare la rilevanza e la qualità del servizio sociale offerto alla comunità e di dimostrare la sua utilità nella formazione degli studenti e delle studentesse che hanno preso parte al corso. A tal fine, sono state raccolte le autovalutazioni e le opinioni dei protagonisti del progetto IN.TRA e analizzate sulla base delle tre domande di valutazione: quali risultati sono stati raggiunti dal punto di vista dell’apprendimento degli studenti? Quali risultati sono stati raggiunti dal punto di vista del servizio sociale offerto? Sono stati rispettati i criteri che rendono un’esperienza di service-learning di qualità? I risultati mostrano alti livello di apprendimento da parte dei discenti a fianco di un servizio rilevante e di qualità offerto ai partner comunitari. Tutto ciò, nel pieno rispetto degli elementi cardine di un progetto di service-learning di qualità. Il presente elaborato si propone inoltre di offrire un contributo alla limitata letteratura circa l’implementazione del service-learning nei curricula di traduzione, senza tuttavia la pretesa di generalizzare i risultati ottenuti. A tale scopo, si rendono necessarie ulteriori ricerche che l’autrice si auspica possano trovare ispirazione dal presente elaborato.

Learning to care : national directory of Student Community Service programs.

Mode of access: Internet.

Planning by objectives : a manual for student community service program coordinators.

Mode of access: Internet.

Student community service in ACTION.

Mode of access: Internet.

Resultats de l'estudi avaluatiu sobre projectes d'aprenentatge-servei

Es presenten els resultats obtinguts en el projecte de recerca finançat per l'ICE-UB que porta per títol: Projecte d'estudi sobre l'avaluació de l'impacte (grau de satisfacció) dels projectes d'aprenentatge-servei.

Universidad y sociedad. Experiencias de aprendizaje servicio en la universidad

Rubio, L.; Prats, E.; Gómez, L. (coord.) Universidad y sociedad. Experiencias de aprendizaje servicio en la universidad. Barcelona, Universitat de Barcelona(Institut de Ciències de l’Educació), 2013.

Qüestionari aprenentatge i servei. Alumnat

Aquest qüestionari pretén valorar la teva experiència en la participació del projecte que desenvolupes en la universitat. El qüestionari és anònim i no trigaràs més de 15 minuts en respondre'l.

Qüestionari Aprenentatge Servei. Professorat

Aquest qüestionari pretén valorar l’experiència dels estudiants dins del projecte d’Aprenentatge i Servei que promous. El qüestionari és confidencial i no trigaràs més de 15 minuts en respondre'l.

Qüestionari Aprenentatge Servei. Professorat

Aquest qüestionari pretén valorar l’experiència dels estudiants dins del projecte d’Aprenentatge i Servei que promous. El qüestionari és confidencial i no trigaràs més de 15 minuts en respondre'l.

Qüestionari aprenentatge i servei. Alumnat

Aquest qüestionari pretén valorar la teva experiència en la participació del projecte que desenvolupes en la universitat. El qüestionari és anònim i no trigaràs més de 15 minuts en respondre'l.

Qüestionari aprenentatge i servei. Alumnat

Aquest qüestionari pretén valorar la teva experiència en la participació del projecte que desenvolupes en la universitat. El qüestionari és anònim i no trigaràs més de 15 minuts en respondre'l.