Melding Service Learning and Leadership Skills Development: Keys to Effective Course Design

Autor/in	Lester, Scott W.
Titel	Melding Service Learning and Leadership Skills Development: Keys to Effective Course Design
Quelle	In: Journal of Experiential Education, 38 (2015) 3, S.280-295 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825915576196
Schlagwörter	Service Learning; Leadership Training; Course Descriptions; Feedback (Response); Experiential Learning; Community Leaders; Instructional Design; Student Attitudes; Teacher Role; Student Projects; Assignments; Transformative Learning; College Faculty; Teacher Attitudes; College Students; Networks; Student Development; Community Involvement; Course Organization + Suchen Sie Ihr Suchwort? Service-Learning; Führungslehre; Kursstrukturplan; Experiental learning; Erfahrungsorientiertes Lernen; Community leadership; Gemeindeleitung; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerverhalten; Lehrerrolle; Schulprojekt; Assignment; Auftrag; Zuweisung; Pädagogische Transformation; Fakultät; Lehrerverhalten; Collegestudent; Course organisation; Kurskonzept
Abstract	The author presents keys to designing a class that successfully melds service learning and student leadership development. These prescriptions are based on the lessons learned over 8 years of teaching a class titled "Community Leadership." This class emphasizes experiential learning and revolves around service learning projects. The article begins by describing the theoretical foundations that informed the decision making during the ongoing development of this class. Next, the planning process that occurred prior to the initial offering of the course is discussed. Feedback from researching other leadership programs, conversations with local community leaders at the outset, and feedback elicited from project liaisons and student participants in subsequent years highlighted the biggest challenges associated with facilitating student leadership development in a service learning context, informed ongoing course adjustments, and shaped the evolution of the class. The connections between the multi-source feedback, class refinements, and suggested keys to success are reviewed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01