Are Real World Projects Worth the Risk? Evidence from Service Learning Projects

Autor/inn/en	Warner, Janis; Glissmeyer, Michael; Gu, Qiannong
Titel	Are Real World Projects Worth the Risk? Evidence from Service Learning Projects
Quelle	In: Journal of Instructional Pedagogies, 7 (2012), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3394
Schlagwörter	Service Learning; Experiential Learning; Taxonomy; Grounded Theory; Reflection; Student Projects; Writing Assignments; Essays; Risk Management; Risk Assessment; Skill Development; Critical Thinking; Problem Solving; Communication Skills; Interpersonal Competence; Job Skills; College Students; Sequential Learning; Student Evaluation + Suchen Sie Ihr Suchwort? Service-Learning; Experiental learning; Erfahrungsorientiertes Lernen; Taxonomie; Schulprojekt; Essay; Aufsatzunterricht; Risikomanagement; Risikoabschätzung; Kompetenzentwicklung; Qualifikationsentwicklung; Kritisches Denken; Problemlösen; Kommunikationsstil; Interpersonale Kompetenz; Produktive Fertigkeit; Collegestudent; Didaktische Sequenzierung; Lernsequenz; Schulnote; Studentische Bewertung
Abstract	Although service learning provides unparalleled real world experiential student learning opportunities and benefits to four major constituencies--student, faculty, community and institution, it takes place in an uncontrolled environment introducing uncertainty into the instructional process. Faculty might avoid this valuable approach to instruction seeing the uncertainty as additional risk that jeopardizes a major desirable outcome, student learning. This paper provides evidence that a major disruptive event, in this case the client quitting the project before the end of the course, does not limit the student learning levels achieved. The Plato's taxonomy levels of learning are used in a grounded theory approach to gauge learning achieved based on students' reflective papers from two service learning project classes where one client quits during the semester. Effective strategies to manage this major challenge inherent in experiential service learning are presented. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01