Higher Continuing Education

Civic Engagement and Service Learning in a Metropolitan by Michael W. LeDoux

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By Michael W. LeDoux

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Elected officials and representatives from economic development organizations would tell me that the city would never overcome its troubles until it had a better school system that would attract new families and businesses to the city. Local citizens and parents were justifiably concerned about the welfare of the children of Chester, and many non-profit agencies in the city had mounted efforts offering tutoring or mentoring programs for children to address this concern but with no discernable results.

Issues related to assessment, reflection, and implementing a service-learning activity had slightly lower means. Table 3 includes some of the survey items related to teaching a service-learning course that were also ranked on the same scale. Table 3. Faculty Member Responses Related to Teaching a Service-Learning Course Survey Item Service learning proved to be a teaching strategy that enhanced my ability to communicate the core competencies of the subject matter I teach. Using service learning required more of my time as a teacher, but it was worth it.

The chapter presents an analysis of data gleaned from oral and written surveys from the faculty fellows on the impact of the ASLDP on their pedagogical and community engagement practices. INTRODUCTION Studies of faculty motivation to participate in service learning have found that it is most often related to the desire to improve student learning, enhance curriculum, provide service to their community, and encourage students to personally value engagement in the life of their community (Forbes, Wasburn, Crispo, & Vandeveer, 2008).

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