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| I.
Faculty Knowledge and Skills |
A. Faculty Development
Expertise in the pedagogy of experiential learning does not ordinarily
emerge from graduate school instruction or by having extensive classroom
teaching experience. The knowledge and skills required to promote collaborative
community-based studies have been developed in a wide variety of settings
and by employing a broad range of approaches.
- Augsburg College - Engaging Minneapolis
A one-day retreat was used for faculty development purposes.
- Chatham College - Choosing
the Right Partner
Faculty development was infused by a multi-disciplinary approach that
facilitated a willingness to introduce new experiential components into
some courses being taken by sophomores and juniors—midway between
the first year's service-learning program and the senior year's research
capstone.
- College Misericordia - The Service
Leadership Center
Faculty members who participate in service-learning are educated in
the pedagogy by Center staff.
- College of St. Catherine - Using
Technology
Study groups are effective in building community among partners. Teachers
from various settings exchange ideas about how to best use technology
in increasing their productivity and enhancing student learning.
- Gettysburg College - Nicaragua as
Template
Use of political science courses and workshops to consider incorporation
of service-learning components into various courses.
- Ithaca College - Eco Village
of Ithaca
Environmental studies faculty encourage colleagues from other disciplines
to incorporate sustainability themes into their courses.
- Mars Hill College - Thematic Courses
in Liberal Arts
in Action
Faculty helped to transform traditional text-based approaches to courses
by weaving in experiential components. Workshops involved faculty design
teams and community partners.
- Maryville College - Just Connections
Regional network designed to foster collaboration among faculty from
seven Appalachian colleges. Aim is to promote community-based research
on social justice issues and help build community capacity. Faculty
and community members attend quarterly workshops, make use of a web
page and toolbox, participate in an annual conference, exchange advice,
and make better use of technology.
- Messiah College - The Harrisburg Institute
Faculty and others learned lessons about what it takes to create effective,
long-term community partnerships.
- New England College - Teaching
the Pedagogy of Service Learning to Pre-Service Teachers
Pre-service teachers will become leaders of change in the schools in
which they become teachers. Understanding the pedagogy of service-learning
and being able to use service-learning effectively are critical elements
of the New England College teacher education program.
- St. Joseph's College of Maine - The
Rural Service
Learning Initiative
The College determined that faculty development support and leadership
were important to the success of their project. Two workshops for faculty
from different disciplines enhanced appreciation for service-learning
activities on campus and furthered interest in subsequent attendance
at conferences and strategic planning meetings.
- Tougaloo College - The Partnership
in Excellence
College faculty and administrators work together to research and implement
faculty development and experiential learning models that systematically
impact priorities identified with the assistance of community partners.
- University of the Incarnate
Word - Ministerio de Salud
Faculty and students learn a great deal about what it is like living
below poverty level. Faculty scholarship also has changed in response
to working with this ministry. Professors have honed their grant-writing
skills; some funded grants have been won.
- Utica College - The History Project
Faculty members prepared themselves to refocus curricular offerings
to include greater emphasis on developing the skills their students
needed: to conduct original research, use primary sources, and, among
other purposes, to explore the dynamic relationship between history
and community culture. Instructors aim to offer guided research, not
independent study.
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