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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

Innovative Student Actions

Rosalyn McKeown

University of Tennessee

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

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. . .


[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)

service learning
Service Learning
  • Integrates cognitive and affective domains
  • Prepares youth for
    • Workplace
    • Democratic participation
  • Fosters
    • Individual growth
    • Sense of mutual respect
    • Community commitment
elements of successful service learning project
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.
outcomes of service learning
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.
sustainable campus management
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.

Module 3

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

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)


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.

  • 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