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“Out of Order!” Exposure, Experience, E-Learning, and Evaluation: An Interdisciplinary Studies Approach @ Service Learning

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Technology, Theory, and Practice in Interdisciplinary STEM Programs

Abstract

The integration of interdisciplinary studies with service learning can invoke meaningful, engaging, and sustainable learning with technology for students beyond the classroom. Service learning provides learners with opportunities to explore the real needs of a community, and connect content knowledge with prior experiences from both the classroom and life. Grounded in Dewey’s notion of “learning by doing,” service learning necessitates deep reflection, as students merge theory with practice. An interdisciplinary studies approach to service learning offers space wherein the adage still applies for students today, “Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand.”

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Notes

  1. 1.

    Bell Hooks, Teaching Community: A Pedagogy of Hope (New York: Routledge, 2003).

  2. 2.

    Paulo Friere, Pedagogy of the Oppressed, trans. by Myra Bergman Ramos (New York: Seabury Press, 1970).

  3. 3.

    Ibid.

  4. 4.

    Doug Ward, “Why Change Our Teaching?” Faculty Focus, reprint from Teaching Matters, July 15, 2015.

  5. 5.

    Ibid.

  6. 6.

    Derek Bok, Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More (New Jersey: Princeton University Press, 2007).

  7. 7.

    Jennifer Avenatti, Jennifer Twila D. Garza, Ambrose P. Panico, and Students, “The Adventure of Service.” Reclaiming Children and Youth 16, no. 1 (2007): 28–32.

  8. 8.

    John Dewey, Experience in Education (New York: Macmillan, 1939).

  9. 9.

    Martin Dougiams, Moodle: Open-Source Software for Producing Internet-Based Courses, 2001, http://moodle.com/.

  10. 10.

    Daniel Conrad and Diane Hedin, “School-Based Community Service: What We Know from Research and Theory” Phi Delta Kappan 72, no. 10 (1991): 743–49; James Kielsmeir, “Build a Bridge Between Service and Learning,” Phi Delta Kappan 91, no. 5 (2010): 8–15; Rebecca Skinner and Christopher Chapman, Service-learning and Community Service in K–12 Public Schools (Washington, DC: National Center for Education Statistics, 1999) http://nces.ed.gov/surveys/frss/publications/1999043/index.asp; Karen Pittman. “Balancing the Equation: Communities Supporting Youth, Youth Supporting Communities,” Community Youth Development (CYD) Anthropology (2002): 19–24.

  11. 11.

    Shelley Billig, Sue Root, and Dan Jesse, “The Relationship between Quality Indicators of Service-Learning and Student Outcomes: Testing the Professional Wisdom,” in Advances in Service Learning Research: Vol. 5. Improving Service-Learning Practice: Research on Models That Enhance Impacts, ed. Sue Root, Jane Callahan and Shelley Billig, 97–115 (Greenwich, CT: Information Age, 2005); Carnegie Corporation and CIRCLE, The Civic Mission of Schools (New York: Carnegie Corporation of New York, 2003); Daniel Conrad and Diane Hedin, “School-Based Community Service: What We Know from Research and Theory,” Phi Delta Kappan 72, no. 10 (1991): 743–49; National Commission on Service Learning Executive Summary: Learning in Deed: The Power of Service Learning for American Schools (Newton, MA: National Commission on Service Learning, 2002), accessed June 15, 2015, http://learningindeed.org.

  12. 12.

    Robert Bringle and Julie Hatcher, “Reflection in Service Learning: Making Meaning of Experience,” Educational Horizons Summer (1999): 179–85.

  13. 13.

    Jennifer Avenatti, Twila D. Garza, Ambrose P. Panico, and Students, “The Adventure of Service,” Reclaiming Children and Youth 16, no. 1 (2007): 28–32.

  14. 14.

    Jean Piaget, The Equilibrium of Cognitive Structures: The Central Problem of Intellectual Development (Chicago: University of Chicago Press, 1985).

  15. 15.

    John Dewey, Experience in Education (New York: Macmillan, 1939), 6.

  16. 16.

    Jeffery Moser and George Rogers, “The Power of Linking Service to Learning,” Tech Directions 64, no. 7 (2005): 18–21.

  17. 17.

    Ernest Boyer, High School: A Report on Secondary Education in America (New York: Harper & Row, 1983).

  18. 18.

    James Kielsmeier, Growing to Greatness 2005: The State of Service Learning Project (Saint Paul: National Youth Leadership Council, 2005).

  19. 19.

    Barack Obama, Inaugural Address 2009, accessed June 15, 2015, https://www.whitehouse.gov/blog/inaugural-address/.

  20. 20.

    William James, The Moral Equivalent of War: International Conciliation, No. 27, February, 1910 (Whitefish, MT: Literary Licensing, 2013); Dewey, Experience in Education; James Coleman, “Differences Between Experiential and Classroom Learning,” Experiential Learning: Rationale, Characteristics, and Assessments, ed. Morris T. Keeton and Associates, 46–61 (San Francisco: Jossey-Bass, 1977); Ernest Boyer, “The Scholarship of Engagement.” Journal of Public Service and Outreach 1, no. 1 (1996): 11–20; Paulo Friere, Pedagogy of the Oppressed, trans. by Myra Bergman Ramos (New York: Seabury Press, 1970).

  21. 21.

    William Doll, A Post-Modern Perspective on Curriculum (New York: Teachers College Press, 1993).

  22. 22.

    Ibid, 3.

  23. 23.

    Gloria Anzaldua, Borderlands/La Frontera: The New Mestiza, 2nd ed. (San Francisco: Aunt Lute Foundations Books, 1999).

  24. 24.

    Luis, C. Moll and Norma Gonzalez, “Engaging Life: A Funds of Knowledge Approach to Multicultural Education,” in Handbook of Research on Multicultural Education, 2nd ed, ed. James Banks and Cherry McGee Banks, 669–715 (New York: Jossey-Bass, 2004).

  25. 25.

    Friere, Pedagogy of the Oppressed.

  26. 26.

    Michel Foucault, The Archaeology of Knowledge, trans. by T.A.M. Sheridan Smith (New York: Pantheon Books, 1972).

  27. 27.

    Serge Moscovici, “Social Influence and Conformity,” in Handbook of Social Psychology, 2, ed. Gardner Lindzey and Elliot Aronson, 347–412 (New York: McGraw-Hill, 1985).

  28. 28.

    Friere, Pedagogy of the Oppressed.

  29. 29.

    Dewey, Experience in Education.

  30. 30.

    Ibid.

  31. 31.

    Timothy Stanton, Dwight Giles, and Nadinne Cruz, Service-learning: A Movement’s Pioneers Reflect on Its Origins, Practice, and Future (San Francisco: Jossey Bass Publishers, 1999).

  32. 32.

    Aldrin E. Sweeney and Jeffery A. Paradis, “Developing a Laboratory Model for the Professional Preparation of Future Science Teachers: A Situated Cognition Perspective,” Research in Science Education 34, no. (2004): 195–219.

  33. 33.

    Etienne Wenger, Richard McDermott, and William M. Snyder, A Guide to Managing Knowledge: Cultivating Communities of Practice (Cambridge, MA: Harvard University Press, 2002).

  34. 34.

    Ernest Boyer, “The Scholarship of Engagement,” Journal of Public Service and Outreach 1, no. 1 (1996): 11–20; Lee Shulman, Teaching as Community Property (San Francisco: Jossey-Bass, 2004).

  35. 35.

    Dan Butin, “The Limits of Service-Learning in Higher Education,” Review of Higher Education 29, no. 4 (2006): 473–98.

  36. 36.

    Maryann Gray, Elizabeth Ondaatje, and Laura Zakaras, Combining Service and Learning in Higher Education. Summary Report (Santa Monica, CA: Rand, 1999).

  37. 37.

    Jeffery P. F. Howard, “Academic Service Learning: A Counter-Normative Pedagogy,” in Academic Service Learning: A Pedagogy of Action and Reflection, ed. Robert Rhoads and Jeffery Howard, 21–9 (San Francisco: Jossey-Bass Publishers, 1998).

  38. 38.

    Butin, “The Limits of Service-Learning in Higher Education.”

  39. 39.

    Ibid.

  40. 40.

    Ibid.

  41. 41.

    Heather Manchester and Lauren Baiocchi, “Reflecting on Jonathan Kozol’s Challenge: Who Really Benefits from Service Learning?” Currents: The Newsletter of Youth Service California IX, no. 3 (2001), http://www.energizeinc.com/art/vvser.html (accessed June 15, 2015).

  42. 42.

    Shelley Billig and Andrew Furco, Service-Learning Through a Multidisciplinary Lens: Advances in Service Learning Research (Greenwich, CT: Information Age, 2002); Meta Mendel-Reyes, “A Pedagogy for Citizenship: Service Learning and Democratic Education,” in Academic Service Learning: A Pedagogy of Action and Reflection, ed. Robert Rhoads and Jeffery Howard, 31–8 (San Francisco: Jossey-Bass Publishers, 1998).

  43. 43.

    Marc Prensky, Teaching Digital Natives: Partnering for Real Learning (California: Corwin, 2010).

  44. 44.

    David Buckingham, “Beyond Technology: Children’s Learning in the Age of Digital Culture (Cambridge: Polity, 2007); Lance Bennett, Changing Citizenship in the Digital Age”, in Civic Life Online: Learning How Digital Media Can Engage Youth, ed. Lance W. Bennett (Cambridge, MA: MIT Press, 2008).

  45. 45.

    Larry Johnson, Samantha Adams Becker, Victoria Estrada, and Alex Freeman, NMC Horizon Report: 2014 Higher Education Edition (Austin, TX: The New Media Consortium, 2014); Council of Chief State School Officers (CCSSO) and National Governors Association Center for Best Practices (NGA Center), “Common Core State Standards Preparing America’s students for College and Career,” 2009, http://www.corestandards.org/about-the-standards/.

  46. 46.

    Friere, Pedagogy of the Oppressed.

  47. 47.

    Dewey, Experience in Education.

  48. 48.

    Mark Warschauer, Technology and Social Inclusion: Rethinking the Digital Divide (Cambridge, MA: MIT Press, 2003); Neil Selwyn, Citizenship, Technology and Learning: A Review of Recent Literature (Bristol, UK: Futurelab, 2007), accessed June 15, 2015, http://www.futurelab.org.uk/resources/documents/lit_reviews/Citizenship_Review_update.pdf.

  49. 49.

    Mary Tucker, Anne McCarthy, John Hoxmeier, and Margarite Lenk, “Service-Learning Increases Communication Skills across the Business Curriculum,” Business Communication Quarterly 61, no. 2 (1998): 89–100.

  50. 50.

    Janet Eyler, Dwight Giles, Christine Stenson, and Charlene Gray. At a Glance: What We Know About the Effects of Service-Learning on College Students, Faculty, Institutions and Communities, 1993–2000 (Washington, DC: Learn and Serve America National Service Learning Clearinghouse, 2001), accessed June 15, 2015, http://servicelearning.org.

  51. 51.

    Lillian Katz and Sylvia Chard, Engaging Children’s Minds: The Project Approach (Connecticut: Ablex, 2000).

  52. 52.

    Confucius: Analects—With Selections from Traditional Commentaries, trans. Edward Slingerland (Indianapolis: Hackett Publishing). The original work was published c. 551–450 BCE.

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  1. Division of Education, Medaille College, Buffalo, NY, USA

    Elaine Correa

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  1. Elaine Correa
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  1. City University of New York, New York City College of Technology, Brooklyn, New York, USA

    Reneta D Lansiquot

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Correa, E. (2016). “Out of Order!” Exposure, Experience, E-Learning, and Evaluation: An Interdisciplinary Studies Approach @ Service Learning. In: Lansiquot, R. (eds) Technology, Theory, and Practice in Interdisciplinary STEM Programs. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-56739-0_5

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