I recently attended a webinar about High-Impact Practices (HIPs) presented by Jerry Daday and Tom Hahn (Institute for Engaged Learning, IUPUI) and the Center for the Integration of Research, Teaching, and Learning (CIRTL). High-impact practices are educational practices that have been shown to increase student engagement and retention (Kuh 2008). There are eleven HIPs: service-learning/community-based… Read more »
Tag: high impact practices
Assessing Service-Learning Outcomes and Student Service
Now that we’ve shared fundamental resources for creating a partnership and revising your syllabus to detail service-learning, let’s turn an eye to assessment. Assessment of community-engaged teaching and learning follows the same practices of assessing student learning, with some specialized tools particular to the method. While targeted at service-learning, the support offered below works for… Read more »
What Does Your Syllabus Say about Service? Constructing a Service-Learning Syllabus
So far, the Service-Learning Foundations series has addressed selecting your partner and chosing the style of service students will complete. But how do you fully build service into the structure of your class? A service-learning syllabus reflects the integration of service into your course and communicates to students that service is an essential part of… Read more »
Bringing Community Expertise to Your Service-Learning Partnership
In our last Foundations of Service-Learning post, we prepared your community partner relationship. After laying the foundation, how can your community partner join in the education that comes from service? At nearly 30 agencies, Advocates for Community Engagement (ACEs) support service-learning by serving as liaisons among local Bloomington agencies, IU faculty, and IU student service-learning… Read more »
What Service Fits Your Course?
As mentioned in the first post of our Service-Learning Foundations series, giving equal space to the service and learning components of your course will result in the greatest impacts on students and community partners. So, how do you identify a service opportunity that reinforces service learning outcomes and civic development? Use the following questions to… Read more »
What Does the Service-Learning Literature Say?
Service-learning (SL) now has over 50 years of literature and critical evaluation. While much has changed, SL remains largely driven by John Dewey’s vision for institutions of higher education. The goal of SL is participation in democracy–in the development of educated citizens active in public life. In bringing service into conversation with course content, students… Read more »