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Innovative Student Actions

Innovative Student Actions. Rosalyn McKeown University of Tennessee. Module 3. Institutional capacity (page 2). “Institutions need to link knowledge and action” (page 3). Sustainable Campus Management Greening and water saving (page 31). Why Service Learning?.

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Innovative Student Actions

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  1. Innovative Student Actions Rosalyn McKeown University of Tennessee

  2. Module 3 • Institutional capacity (page 2). • “Institutions need to link knowledge and action” (page 3). • Sustainable Campus Management • Greening and water saving (page 31).

  3. Why Service Learning?

  4. The power of service learning resides not only in its experiential and humanitarian nature but in its participatory and problem-posing potential. The degree to which young people engage in the processes of exploring, analyzing, critiquing, suggesting, deciding, planning, and acting through service greatly determines the impact of the experience on their understanding of themselves and their surroundings. . .

  5. [S]ervice learning can provide powerful opportunities for youth to reflecting critically and constructively on their world and to develop skills for facilitating meaningful social change. (Claus & Ogden 1999)

  6. Service Learning • Integrates cognitive and affective domains • Prepares youth for • Workplace • Democratic participation • Fosters • Individual growth • Sense of mutual respect • Community commitment

  7. Elements of Successful Service Learning Project • Work must be real. • Should be a good “fit” with the interests and development stage of the student. • Must be sufficient duration and frequency that interpersonal relationship can develop and trust and understanding can replace diffidence or uneasiness. • Regular and ongoing reflection with guidance of a trained adult.

  8. Outcomes of Service Learning • Educators report: • Understanding of participatory democracy. • Counteracts the hopelessness of expanding social consciousness of youth. • Self-identification and development of personal skills. • Increase in self-efficacy. • Empowerment of the individual.

  9. Sustainable Campus Management • Brown University students • Environmental studies students did research (counted showerheads, timed showers, found alternative technologies, calculated savings). • Convinced administration to install low-flow showerheads. • Saved per year: 12 million gallons = $5,000, $25,000 in water heating costs, and $14,00 in sewer fees. • Other students did follow up study.

  10. Module 3 • “Financial Challenge” (page 4). • Posit -What you don’t spend on water and • energy you can spend on ESD curriculum • and research.

  11. Service Learning Model: Student and Community Involvement Charity (giving, caring, civic duty) Additive Experiences Social Change Maintain status quo Transformative Experiences Change (giving, caring, self-transformation)

  12. Important to recall the personal courage it takes to go beyond your own comfort zone. Tsepo Mokuku Give student teachers the opportunity of working with schools different than their own socio-economic status and ethnic group.

  13. Resources • Claus,J. and C. Ogden. 1999. Service Learning for Youth Empowerment and Social Change. New York: Peter Lang. • Eagan, D.J. and J. Kerry. 1998. Green Investment, Green Return: How Practical Conservation Projects Save Millions on America’s Campuses. National Wildlife Federation Campus

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