HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Let’s start out by defining our terms. The definition of service-learning differentiates it from volunteering and old-fashioned community service.
It is true that there are many definitions about service-learning floating around, some since the 1970s. In fact, everyone reading this probably has one. But this definition is a solid working one, succinctly covering the distinctives:
The Little Assignment with the Big Impact: Reading, Writing, Critical Reflection, and Meaningful Discussion
Several years ago, I came across the Purposeful Reading Assignment that was reported to encourage students to read, reflect, and write about readings assigned for class. Research (Roberts and Roberts, 2008) and experience tell us that supporting students’ reading, writing, and reflective practices is one of the most challenging aspects of learning and teaching. Although this assignment appeared to be simple, it has proven to be an influential tool for learning and has increased engagement and participation among my students.
Experiential learning is widely recognized as a high-impact educational practice that occurs outside the classroom through experiences such as internships, study abroad, and service-learning. However, experiential learning works very well inside the classroom as well. In fact, there are a number of reasons why faculty may want to facilitate an experiential learning component in class rather than outside of class.
It’s thrilling when I, as an educator, witness a student’s transformation from a limiting perspective to one that is broader, more inclusive, and most times
More and more colleges and universities are developing general education curricula that include courses involving critical reflection, including how the various disciplines address some of the big questions facing today’s society. But be warned, critical reflection is not for the faint of heart.