UU150 Lecture Notes - Lecture 1: Illinois Wesleyan University, Experiential Education, Christian Radio

70 views33 pages
UU150
Lesson 1
Couity is a broad term used to define groups of people; whether they are stakeholders, interest
groups, citizen groups etc.
A community may be a geographic location (community of place), a community of similar
interest (community of practice), or a community of affiliation or identity (such as industry or
sporting club).
Egageet is used as a generic, inclusive term to describe the broad range of interactions between
people. It can include a variety of approaches, such as one-way communication or information delivery,
consultation, involvement and collaboration in decision-making, and empowered action in informal
groups or formal partnerships.
Community Engagement a e defied as people orkig ollaoratiel, through ispired atio ad
learig, to reate ad realize old isios for their oo future.
The proess of orkig ollaoratiel ith releat parters ho share oo goals ad
interests' or 'working collaboratively with and for groups of people affiliated by geographical
proximity, special interest, or similar situations to address issues affecting the well-being of
those people.
Engagement is more than just bringing people together to share their thoughts and ideas. It is
aout oetedess ad ollaoratio as a illage.
There are many reasons why community engagement is important. For example, it:
1. Enables collective change (changing attitudes, building social capital, etc.);
2. Builds agreement around issues, and
3. Creates movement in communities to address local issues.
There are a variety of different ways that community engagement is described in academic settings.
“oe all it Couit Egaged Learig or Couit “erice-Learig, ad still others all it
Voluteeris or Itership. All of these ters fall uder the roader terCouity
Egageet.
Furco distinguishes five experiential learning models:
Volunteerism is the engagement of students in activities where the primary emphasis is on the
service being provided, and the primary intended beneficiary is clearly the service recipient.
Community Service is the engagement of students in activities that primarily focus on the service
being provided, as well as the benefits the service activities have on the recipients. The students
receive some benefits by learning more about how their service makes a difference in the lives
of the service recipients.
find more resources at oneclass.com
find more resources at oneclass.com
Unlock document

This preview shows pages 1-3 of the document.
Unlock all 33 pages and 3 million more documents.

Already have an account? Log in
2
Internship programs engage students in service activities primarily for the purpose of providing
students with hands-on experiences that enhance their learning or understanding of issues
relevant to a particular field of study.
Field Education programs provide students with co-curricular service opportunities that are related,
but not fully integrated, with their academic studies. Students perform the service as a part of a
progra that is desiged priaril to ehae studets’ uderstadig of a field of stud hile
also providing substantial emphasis on the service being provided.
Service-Learning programs are distinguished from other approaches to experiential education by
their intention to equally benefit the provider and the recipient of the service, as well as to
ensure equal focus on both the service being provided and the learning that is occurring
Defining Community Service-Learning is difficult. Terminology carries with it different meaning and
associations for different people. For example, service to some may imply a one-way transaction, such
that you are giving something to a community agency, but may not necessarily get anything back.
Moreover, that one-way transaction is sometimes imagined in terms of a power relationship in which a
superior (the one giving) is imagined as helping an inferior (a collectively disenfranchised group). This
uderstadig is proleati, ad as a result soe prefer to use a differet ter tha serie-
learig.
It is therefore a challenge to come up with terms that are not considered offensive or misleading. As an
extension, the difference between Community Service and Service-Learning is also difficult to define.
“oe prefer the ter ouit-egaged learig eause it ephasizes reiproit hile others
would include reciprocity as a guiding value of Community Service-Learning.
We struggle with terminology and the conceptualizations we associate with these terms at Laurier. If
ou oe fro aother istitutio, thik aout hat our hoe istitutio alls C“L. Here is an
example from Illinois Wesleyan University that helps clarify the differences.
Cleaning up a riverbank is COMMUNITY SERVICE.
Sitting in a science classroom looking at water samples under a microscope is LEARNING.
Science students taking samples from local water sources then analyzing the sample,
documenting the results, reflecting on the link between what is learned in the classroom and
what is experienced when working with the agency is COMMUNITY SERVICE-LEARNING.
At Laurier, for example, participation in community engagement falls under the term
Couit “erie-Learig. Here, the oept of egagig ith the ouit hile
find more resources at oneclass.com
find more resources at oneclass.com
Unlock document

This preview shows pages 1-3 of the document.
Unlock all 33 pages and 3 million more documents.

Already have an account? Log in
3
providing some kind of service is combined with reflection, and making meaningful connections
between what is learned in your course(s) and in the community placement or project.
While many definitions exist to describe Community Service-Learning, Laurier uses the following
definition:
Couity “ervice-Learning (CSL) integrates meaningful community service with classroom
instruction and critical reflection to enrich the learning experience and strengthen
couities for the coo good.
As part of your course or program, you may be required to complete a certain number of hours in a
community agency placement or while engaged in a community project. The purpose of this experience
is to provide you, the learner, with an opportunity:
To engage in relevant and meaningful experiences within the community.
To enhance your academic learning.
For reflection and assessment.
Types of CSL Opportunities
There are various types of CSL opportunities at Laurier, including:
Placement-based CSL:
“tudets i C“L ourses sig up olie for a idiidual plaeet i a orgaizatio ith eed.
Daycares, schools, and non- profit organizations
Varied placements of students within class, set timelines
Project-based CSL:
Orgaizatios ill idetif a projet that eeds to e doe that itegrates the urriulu of the C“L
ourses that studets are takig.
Multiple-projects available, students have choices
Collaborative work, flexible timelines
Co-curricular CSL:
“tudets oie serie e.g., readig eek, ogoig eekeds, das of serie ith strutured
learig atiities, suh as refletios.
CSL is integrated across a variety of fields of study at Laurier. CSL component courses offered at both
Waterloo and Brantford campuses include:
Psychology
Sociology
History
English writing
Spanish
Religious studies
Geography and environmental studies
Global studies
Kinesiology
Criminology
Human Rights and Human Diversity
It's a Reflective Process...
It is important to remember that your participation in a community placement or project does not just
sipl iole opletig our hours, ut should e a refletie, thought prookig eperiee. You
find more resources at oneclass.com
find more resources at oneclass.com
Unlock document

This preview shows pages 1-3 of the document.
Unlock all 33 pages and 3 million more documents.

Already have an account? Log in

Document Summary

It can include a variety of approaches, such as one-way communication or information delivery, consultation, involvement and collaboration in decision-making, and empowered action in informal groups or formal partnerships. It is a(cid:271)out (cid:272)o(cid:374)(cid:374)e(cid:272)ted(cid:374)ess a(cid:374)d (cid:272)olla(cid:271)oratio(cid:374) as a (cid:862)(cid:448)illage. (cid:863) There are many reasons why community engagement is important. For example, it: enables collective change (changing attitudes, building social capital, etc, builds agreement around issues, and, creates movement in communities to address local issues. There are a variety of different ways that community engagement is described in academic settings. O(cid:373)e (cid:272)all it (cid:862)co(cid:373)(cid:373)u(cid:374)it(cid:455) e(cid:374)gaged lear(cid:374)i(cid:374)g(cid:863) or (cid:862)co(cid:373)(cid:373)u(cid:374)it(cid:455) er(cid:448)ice-lear(cid:374)i(cid:374)g(cid:863), a(cid:374)d still others (cid:272)all it (cid:862)volu(cid:374)teeris(cid:373)(cid:863) or (cid:862)i(cid:374)ter(cid:374)ship(cid:863). All of these ter(cid:373)s fall u(cid:374)der the (cid:271)roader ter(cid:373) (cid:862)co(cid:373)(cid:373)u(cid:374)ity. Terminology carries with it different meaning and associations for different people. For example, service to some may imply a one-way transaction, such that you are giving something to a community agency, but may not necessarily get anything back.

Get access

Grade+20% off
$8 USD/m$10 USD/m
Billed $96 USD annually
Grade+
Homework Help
Study Guides
Textbook Solutions
Class Notes
Textbook Notes
Booster Class
40 Verified Answers
Class+
$8 USD/m
Billed $96 USD annually
Class+
Homework Help
Study Guides
Textbook Solutions
Class Notes
Textbook Notes
Booster Class
30 Verified Answers

Related Documents