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Service Learning / Field Experience


Anne Arundel Community College Education Department Fieldwork Study

Anna Arundel Community College, Arnold, MD

Throughout their coursework, education majors at Anne Arundel Community College (AACC) complete a total of 45 hours of fieldwork in order to meet the requirements of the Associate of Arts degree in Teaching (A.A.T.). This unique degree allows students to complete the first two years of a teaching degree and then transfer seamlessly to any public or private four-year college/university in Maryland. At one time, students completed all 45 hours of fieldwork at the end of their A.A.T. program; however, beginning with the 2007-2008 academic year, the hours were divided into three separate courses (15 hours of fieldwork each). The fieldwork classes were scaffolded according to the breadth and depth of course requirements and students were encouraged to complete courses in a specified sequence that would lead to increased student success and retention.

 

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Service Learning Provides Opportunities for Reflection on Putting Theory into Practice

Cuyahoga Community College, Cleveland, OH

In 2010, Cuyahoga Community College's (Tri-C's) Associate of Applied Science degree in Early Childhood Education program received accreditation by the National Association for the Education of Young Children (NAEYC) (NAEYC, 2012). Early childhood programs earning accreditation are associate degree programs that demonstrate evidence of meeting NAEYC's Professional Preparation Standards. In meeting these standards, Tri-C reworked some of its courses, specifically the methods courses. These changes addressed inconsistencies surrounding the methods courses. Previously, these courses had differing credit hours and expectations for service learning.  Four courses were revised to give similar titles and formats (two hours lecture, two hours lab). The courses now have identical credit hour and service learning requirements. These changes more clearly communicate the college’s philosophy that all areas of development and learning are important.

 

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Service Learning/Field Experience Model of Success

Kapi‘olani Community College, Honolulu, HI

The Second Language Teaching (SLT) Program1 at Kapi‘olani Community College (KCC) provides specialized education for current Hawai‘i state Department of Education (DOE) professionals and students who are interested in becoming English as a Second Language (ESL) and other second language tutors, teaching assistants, and – with additional education – teachers, both locally and abroad. Students have unique certificate and degree options, depending on their career goals and previous experiences.

 

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Remember the Children

Lehigh Carbon Community College, Schnecksville, PA

There is a traditional greeting used by the Masai tribe of Kenya, it is “Kasserian Ingera.” This salutation translates to “How are the children?” and it is used to make somebody’s acquaintance within the community of this powerful tribe. The traditional reply to meeting individuals in this tribe is to respond “All the children are well.” This statement helps to recognize that the well-being of the children within their community is deeply valued. Ultimately, the greeting means that peace and safety prevail and the priorities of protecting the young and the powerless are in place.

 

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Increasing Time in the Field and Success in the Classroom via Service Learning

Lone Star College-University Park, Houston, TX

A service learning/field experience model has been used in the Introduction to the Teaching Profession course at Lone Star College to actively engage students who were planning to become teachers since 2003. Over the past nine years, many valuable lessons have been learned and evidence gained concerning this teaching model. This highly effective model consists of a few key components—dedicated instructors, focused course learning outcomes, and respectful partnerships. So what else sets this model apart? Extensive planning…there is a lot of time spent each semester getting ready to go into the field before the course ever begins.

 

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Models of Success: Teacher Education Training Academy

Normandale Community College, Bloomington, MN

Education Training Academy (EdTrAc) was established in 2005 with support of a National Science Foundation grant. The grant enabled Normandale Community College (Normandale) to build on and strengthen a partnership with Minnesota State University, Mankato (Mankato) that had been forged in 1999. Normandale offers an Associate of Science in Elementary Education Foundations and an Associate of Science in Special Education Foundations. Each degree is supported by an articulation agreement with Mankato. After completing required courses at Normandale, students can complete a Bachelor’s degree through Mankato either on Normandale’s campus or at a nearby location. Normandale and Mankato cooperate to enhance students’ experiences and to foster seamless transfer.

 

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