...Samuel Durham American Government Professor Tapia 12/03/15 Service Learning Reflection Paper For my service learning project I volunteered as an intern at the 5000 role models project of excellent program. Head director Paul Wilson and his staff welcomed me with open arms. During my time there I assisted with many activities which helped me learn some great communication skills and also greatly benefited the staff as well. During my internship I was involved in encouraging mentors of different fields such as Police Officers, Firefighters, Military Veterans and others to come out and support young men who are headed in the right direction. I found my self-surrounded in a setting that I saw openly was consisted on pure professionalism. Every day that I walked inside of that office I received nothing but respect, kindness and admiration. In fact I was even acknowledge that I was a consistent, dedicated, and diligent by head director Paul Wilson. That in which stood as true because I had already exceed my service learning hours. What I have attained from my brief time there was that having an impact on younger people is very important. This opens up my eyes as to getting involved with helping young men becoming better fathers’ better husbands and having greater voices in the community. I learned that teaching young people about the importance of growth in the community starts with unity. The biggest problem we are having when it comes down to change in the community is voting...
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...The Service Learning Program is through service and help people work to help students learn more about themselves, others, social issues, and the value of altruism and care practices, to promote self-growth. I have participated in this program through my secondary school. One part of this program is visiting the elderly that living alone. One of the most impressive experience is going to a grandmother’s home who living alone. The house is narrow, dilapidated and exudes a sour smell house. She smiles to greet us, we chat, talk about health, and daily diet. We have not focused on time and unexpectedly talk to overtime. At the moment to say goodbye, she clenched my hand and said "meet you guys" with a shaky voice. I was actually a bit surprised,...
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...Service Learning Reflection For my service learning in OT 220, my group and I were assigned to work with the second grade class. Being that this was the biggest class, my group and I realized that we would need to plan out numerous activities. We first started by planning how we would present the topic of bullying. We decided to do an activity that involved each student writing one compliment on a pumpkin with another student. I decided to make pumpkins to enhance the topic of bullying, and to ad a fun theme. Once each student received their pumpkin, they seemed nervous about what to put on it. For example, the young boy that I was next to was nervous because he wanted to tell a girl she was pretty. After a few minutes, he got the confidence...
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...Culture & Cultivation English 4WS (Sec 2) – Critical Reading & Writing w/ Service Learning ________________________________________________________________________________________________________________ Instructor: Alex Zobel Email: akzobel@gmail.com Office: Humanities A82 Time & Location: T/R 9:00-10:50 Rolfe 3134 Office Hours: W 12:00 - 2:00 pm Mailbox Location: Humanities 149 ________________________________________________________________________________________________________________ COURSE DESCRIPTION English 4W aims to expose students to the three major forms of literature (poetry, prose fiction, and drama) through the art of close reading, which literary scholars broadly define as the practice of scrutinizing a text carefully in order to discern complex patterns of meaning. It is impossible to spend sufficient time on the works we will be exploring within the bounds of class-time, so you will be required to spend time reading and writing on your own; this is a practice that will enable you to bring your personal experiences with these works to our discussions in class and participate in an engaged way as part of our community of learning. But our community of learning is broader than the classroom—it also includes the community organizations you will be partnering with for your service-learning. We will be investigating and interrogating a versatile metaphor—cultivation—and how it impacts the cultures and communities in which we live...
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...Maurice Townsend Service Learning Project Baker College June 2, 2014 Curriculum LWCC Food Bank offers an exciting curriculum to teach children and teens about hunger using the best ideas from other food banks and a bit of our own ingenuity. Students will: Learn about hunger What is hunger? Why is food important? Ball throwing mayhem Understand hunger What does it feel like to be hungry? Face hunger Skittles and skid row End hunger Advocacy: know your audience Most wanted charades Empty plates can say a lot Reflect on hunger Helping hands Postcard reflection What do we know about hunger? Standard Comparisons I. Model service learning provides concrete opportunities for youth to learn new skills, to think critically, and to test new roles in an environment that encourages risk-taking and rewards competence. | Students will be asked to define hunger and write their ideas on a piece of paper. Students will then have a discussion over a handout they received on hunger; then they will discuss the definitions of hunger and compare the detentions to their ideas on their paper. | II. Preparation and reflection are essential elements in service learning. | Yes, preparation, preflection and reflection are essential elements of this service learning project | III. The service students perform makes a meaningful contribution to the community. | This team-building activity teaches participants...
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...Questions to Guide Your Reflection Paper Note: It is not required that you answer every one of these questions in your paper. The questions are intended as a guide to help you think about the types of things to discuss in your reflection paper. 1. What was the purpose/importance of the restoration work with which we assisted? a. What areas/habitats did we restore? i. Are these habitats threatened? ii. Are they important ecologically? iii. Are they important culturally? b. What native plants did we plant? i. Are the species we planted endangered? ii. Are they important ecologically? iii. Are they important culturally? iv. Why were these plants chosen, as opposed to other native plants? 2. What did we actually, physically DO in the restoration process? a. What were the steps of the restoration process? b. What was the purpose/importance of each of the steps? 3. What is your opinion, or feeling, about the work that we did (this is the ‘reflection’ portion of the reflection paper). a. What did you find most and least enjoyable about the service learning events? b. Did the service learning improve your experience in the biology/botany class in any way? c. Overall, did you find service learning to be a valuable or important experience? d. Would you recommend to a friend to participate in the UHWO biology service learning? To assist you in remembering the restoration process, the plants we planted, and the habitats we restored, you are free to refer to my blog...
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...that is available at the Department Website) Social work practice is carried out through interactions between social workers and individuals, families, organizations and society. Social workers are inevitably shaped by their own experiences, beliefs, upbringing and culture, which might affect their interactions with these systems. This course encourages the students to start the reflective journey in visiting issues of self in relation to the perceived identity, intimacy, loss, family, and society. Through reflective exercises, discussions, and assigned readings, the students will develop a deeper understanding of their values, philosophy of life and behaviors, and how these in turn impact social work practice. The course adopts an active-learning and experiential approach. Assessment: 100% coursework. 5. Course Objectives: 1. To increase the reflexivity of the students 2. To enhance the development of self-understanding of the students in relation to their physical sensitivity, perspectives towards intimacy and loss, choices in life, and the value orientation towards broader social issues. 3. 4. To facilitate the students in examining the influences of their...
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...THE EXPERIENCES OF VOLUNTEERING AND SERVICE LEARNING: A CASE STUDY OF A SERVICE LEARNING PROJECT AT “CROSSROADS FOUNDATION” Samuel, Ho Lee, Fullness Social Enterprises Society, Lingnan University, sleeho819@hotmail.com Erica, Kim Man Lee, Fullness Social Enterprises Society, Lingnan University, erica_lee02@yahoo.com Mike, Hyung Min Lee, Dongguk University, wemakemoves123@gmail.com Jacqueline Kelleher, Pace University, jk56646n@pace.edu Katy Kaestner, Trinity University, kkaestne@trinity.edu ABSTRACT The processes and outcomes of a service learning project conducted by a group of five students and engaged with a nonprofit organization are described in this paper. The processes and outcomes are evaluated with respect to the effectiveness of service learning as an educational means and the contribution to the nonprofit sector made by service learning initiatives. The findings include the benefit of the initial ambiguity of the service learning project and the benefit of the project outputs to the nonprofit agency. It is concluded that researchers may need to figure out the absolute relationship between initial ambiguity and the effectiveness of a service learning project and that between project outputs and the benefits received by the organization concerned. It is also concluded that researchers need to study how to keep participants’ passion towards the nonprofit sector after completion of their service learning project. KEYWORDS Service learning, volunteering, nonprofit organizations...
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...|[pic] |Syllabus | | |School of Business | | |LDR/531 Version 4 | | |Organizational Leadership | Copyright © 2011, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course prepares students to apply leadership principles to the roles they play as managers. Students will discover more about themselves and will learn more about the connection between the individual and the organization. Other topics include organizational culture, structure, group behavior, motivation, power, politics, organizational change, and workplace conflict. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum.2+10+ University policies are subject to change. Be sure to read the policies at the...
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...For service learning students at California State University, Los Angeles, learning does not begin and end in the classroom. It takes place in the community, where students are making a difference, helping individuals, serving agencies, and addressing social issues. We’d like to know more about the many ways students are contributing to the community and putting academics into action. We’re looking for a brief, engaging narrative about your service learning experience. You might consider some of the following questions, which are meant to provide inspiration for your reflection. How did you put your academics into action? How did you serve individuals, agencies, and/or the community? What did you learn about the community? How did the experience change you? How did it change your understanding of social issues? How did it make your coursework meaningful? What did you learn about your role in the community? If you have any photos or images you’d like to attach please include them as well. Reflections will be reviewed by a committee. The strongest reflections will be awarded with coupons from the CSULA bookstore: • • • First place: $50 CSULA bookstore coupon for an educational item. Second place: $25 CSULA bookstore coupon for an educational item. Third place: $10 CSULA bookstore coupon for an educational item Entering the contest is easy! Just share your story with us. You’ve probably already written reflections and final papers for your service-learning course. Feel free...
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...Gibbs Reflective Assignment On Non-Verbal Communication With A Patient With Demenita Introduction This assignment is a reflective account of my first experience when assisting a patient to eat lunch. For the purpose of this assignment I will refer to this patient as Mrs C to maintain confidentiality and comply with the NMC code (2008). It will discuss the importance of non-verbal communication when providing effective nursing care to the elderly. Description Thoughts and Feelings Evaluation I felt this first experience was very rewarding and a big learning curve for me in caring for others. I was delighted that I had been able to support Mrs C to eat nearly all of her meal which she clearly enjoyed. The ‘protected mealtime’ policy ensured that I had time to dedicate to assist her and as she did not have the ability to feed herself, without my help she would have eaten very little or nothing at all. In order to communicate with Mrs C, I modified the usual rules of communication. I did not speak to Mrs C in an inappropriate way or use elder talk which may have damaged her self esteem and confidence (Argle 1994). I talked to her as I would address any adult but put more emphasis on non-verbal communication which according to Caris Verhallen (1999) is the main way in which humans communicate, in order for her to receive my message, extract the meaning and give me feedback. By holding Mrs C’ gaze I was maintaining communication and encouraging engagement and interaction...
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...Honors English 10 Independent Reading Nickel and Dimed by Barbara Ehrenreich Purpose: * To increase exposure to different types of literature * To understand how reading can have practical applications Expectations: * Read Nickel and Dimed by Barbara Ehrenreich * Write a one-page summary of one of Ehrenreich’s 3 experiences in the book (CCPS Summary Checklist/Rubric) * Write a 2-3 page reflection on how issues in the book affect our local area, including first-hand experience with community action and/or outside research *see note below (CCPS Narrative/Analytical Writing Rubric) Experiences: * Guest speaker from Human Services Programs (HSP) of Carroll County (Monday, December 9th during Mod 3A) * Class project **see note below * Volunteer to help with HSP Neighbors in Need Holiday Shop (http://www.hspinc.org/nin.help.php) *Students also receive Service Learning Hours * Volunteer to help organize WHS Food Pantry (dates/times will be provided) *Students also receive Service Learning Hours *Reflection paper: The reflection paper must include text-based evidence from Nickel and Dimed, connecting issues in the text to at least 2 other sources. These may be two experiences from the list above, two sources of outside research about local poverty and/or community action agencies, or a combination of the two. Please note that if you choose to include outside research, you must include citations in MLA format. **Class project: HSP Neighbors...
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... |College of Natural Sciences | | |SCI/163 Version 4 | | |Elements of Health and Wellness | Copyright © 2013, 2012, 2011, 2009 by University of Phoenix. All rights reserved. EL14FS05 Course Start Date: 04/16/2014 Course End Date: 05/14/2014 Wednesday’s *6 PM to 10 PM* El Centro Learning Center 3095 North Imperial Suite 101 El Centro, California - 92243 Phone: 800-473-4346 Instructor: Rosyo Ramirez, MPA Course Description This course reinforces the concept that learning effectively and living well involves both the mind and body. It presents the fundamentals of wellness and preventive health including strategic planning to attain and maintain personal optimal health. In addition, physical and mental diseases are discussed along with the dangers of environmental pollution, stress, addiction, and other negative factors that can affect personal health. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. ...
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...How to Guide for REFLECTION ------------------------------------------------------------- How to Guide for REFLECTION The National Service-Learning Cooperative ServeAmerica K-12 Clearinghouse Pennsylvania Institute for Environmental and Community Service Learning Northeast Regional Technical Assistance Center Compiled by Lorraine Parrillo Cooperative/Clearinghouse Coordinator Northeast Regional Technical Assistance Center December 5, 1994 Used with their permission INTRODUCTION This module includes a summary of materials currently used to support reflection in the service learning movement. Crucial information presented includes: 1. Introductory materials on Reflection by Diane Hedin and Dan Conrad 2. Reflective teaching techniques using eleven different forms of reflection rather than just using journals and asking how participants feel about service 3. Basic critical thinking skills that may be used in reflection sessions 4. Bibliography Reflection Reflective learning techniques are not the lone providence of service activities. All thinking and dialogue requires some form of reflection if learning is to take place. Individuals need time and reconsideration of events to put facts and ideas into sequence and eventually into a better understanding as to what happened during a specific event. Everyone in their life-time will be required to repeat this process endlessly. Nevertheless, schools do little...
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...VOLUNTEERING AND SERVICE LEARNING: A CASE STUDY OF A SERVICE LEARNING PROJECT AT “CROSSROADS FOUNDATION” Samuel, Ho Lee、Fullness Social Enterprises Society、Lingnan University、852-9834 9725、sleeho819@hotmail.com、samuellee@ln.edu.hk Erica, Kim Man Lee、Fullness Social Enterprises Society、Lingnan University、852-91082586、erica_lee02@yahoo.com、ericalee@ln.edu.hk Mike, Hyung Min Lee 、Dongguk University、 wemakemoves123@gmail.com Jacqueline Kelleher、Pace University, NYC Campus、jk56646n@pace.edu Katy Kaestner 、Trinity University、kkaestne@trinity.edu ABSTRACT The processes and outcomes of a service learning project conducted by a group of five students and engaged with a nonprofit organization are described in this paper. The processes and outcomes are evaluated with respect to the effectiveness of service learning as an educational means and the contribution to the nonprofit sector made by service learning initiatives. The findings include the benefit of the initial ambiguity of the service learning project and the benefit of the project outputs to the nonprofit agency. It is concluded that researchers may need to figure out the absolute relationship between initial ambiguity and the effectiveness of a service learning project and that between project outputs and the benefits received by the organization concerned. It is also concluded that researchers need to study how to keep participants’ passion towards the nonprofit sector after completion of their service learning project...
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