Developing University and Community Partnerships: A Critical Piece of Successful Service Learning

The partnership between science and the environment in service-learning projects helps students to make greater connections to the world around them. Service learning provides many benefits to students, faculty, and communities within the context of a college course. However, to prevent frustration,...

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Bibliographic Details
Published in:Journal of college science teaching 2015-01, Vol.44 (3), p.52-56
Main Authors: McDonald, James, Dominguez, Lynn A.
Format: Article
Language:English
Subjects:
Collaboration
College Programs
College students
Communities
Community service
Course Objectives
Environment
Outreach Programs
Partnerships in Education
Program Descriptions
Program Development
Program Effectiveness
School Community Programs
School Community Relationship
Science and Society
Science Education
Science learning
Service Learning
Student Projects
Teachers
Teaching methods
Universities
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Summary:The partnership between science and the environment in service-learning projects helps students to make greater connections to the world around them. Service learning provides many benefits to students, faculty, and communities within the context of a college course. However, to prevent frustration, it is important for faculty members to make a clear distinction between service learning and volunteerism by connecting their course objectives to the service being provided. They also must develop a framework for planning, assessment, and reflection. Finally, a successful partnership must be developed. Clearly defining the community setting to be used for the service-learning project will ensure a more positive outcome. Developing the partnership framework through purposeful communication with all partners is the key to successful service-learning projects. A sequential series of steps are provided for the framework development. Actual examples of classroom projects are described, along with benefits to students, agencies, and community participants.
ISSN:0047-231X
1943-4898
DOI:10.2505/4/jcst15_044_03_52