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Service learning: An action oriented program evaluation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Service learning: An action oriented program evaluation./
Author:	Kelley, George.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
Description:	140 p.
Notes:	Source: Dissertations Abstracts International, Volume: 75-05, Section: A.
Contained By:	Dissertations Abstracts International75-05A.
Subject:	Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3595230
ISBN:	9781303404689

Service learning: An action oriented program evaluation.
Kelley, George.

Service learning: An action oriented program evaluation. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 140 p.

Source: Dissertations Abstracts International, Volume: 75-05, Section: A.

Thesis (Ed.D.)--Fielding Graduate University, 2013.

This item must not be sold to any third party vendors.

Service learning is an academic discipline that provides students with hands-on opportunities for developing skills in real-world, community-based projects that serve and benefit community members. This dissertation reflects an action-oriented process for improving the quality of the Service Learning Program at City University of Seattle, a private, non-profit university serving a non-traditional student population. The study was supported by input from students, faculty-advisors, and community partners who were associated with the program. Specifically, they offered their perceptions about the benefits and challenges of the program, and they provided recommendations for making program improvements. Students identified numerous benefits associated with time management, multicultural awareness, team process, project management, community service, communication, networking, and leadership. They identified the challenges as being related to resources, institutional support, sustainability, recruitment, multicultural communication, and internal politics and bureaucracy. Faculty indicated the benefits as being skill development for students, brand identity for the university, and service to community. They noted the challenges as institutional support and recruitment. Community partners reported the benefits as improving social conditions and resources, and the challenges were related to communication and noncredit internships. Recommendations from the three groups of participants included recruiting team members, advisors, and volunteers; getting more institutional support; and marketing the program.

ISBN: 9781303404689Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Action research

Service learning: An action oriented program evaluation.
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500 $a Advisor: Beaulieu, Rodney.
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520 $a Service learning is an academic discipline that provides students with hands-on opportunities for developing skills in real-world, community-based projects that serve and benefit community members. This dissertation reflects an action-oriented process for improving the quality of the Service Learning Program at City University of Seattle, a private, non-profit university serving a non-traditional student population. The study was supported by input from students, faculty-advisors, and community partners who were associated with the program. Specifically, they offered their perceptions about the benefits and challenges of the program, and they provided recommendations for making program improvements. Students identified numerous benefits associated with time management, multicultural awareness, team process, project management, community service, communication, networking, and leadership. They identified the challenges as being related to resources, institutional support, sustainability, recruitment, multicultural communication, and internal politics and bureaucracy. Faculty indicated the benefits as being skill development for students, brand identity for the university, and service to community. They noted the challenges as institutional support and recruitment. Community partners reported the benefits as improving social conditions and resources, and the challenges were related to communication and noncredit internships. Recommendations from the three groups of participants included recruiting team members, advisors, and volunteers; getting more institutional support; and marketing the program.
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