“Service-learning makes it real”

IF 0.7 Q3 ANTHROPOLOGY
SUSAN SCHALGE, MATTHEW PAJUNEN, JACLYN BROTHERTON
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引用次数: 6

Abstract

At Minnesota State University, Mankato, the Anthropology Department pursued service-learning as a means of educating and engaging diverse publics. An assessment of the service-learning program began after it became clear that standard course evaluations provided an inadequate assessment of service-learning's efficacy. We employed a mixed- method, multiperspective approach, combining interview data gathered from students, faculty, community partners, and program coordinators to complement existing archival and survey data. Through these interviews and participant observation, we explore the pedagogy of service-learning, its effectiveness, and the relationship among anthropological theory and practice. Our research identified three forms of value regarding student and community partner motivation. Additionally, we consider the role of culture in what constitutes value. One emergent theme, “realness,” was vital for enhancing student outcomes through providing embodied examples of concepts and practical experience in field methods. Service-learning enhances comprehension through practical application, demonstrating the relevance of anthropology while improving students’ learning outcomes.

“服务学习让梦想成真”
在曼卡托的明尼苏达州立大学,人类学系将服务学习作为教育和吸引不同公众的一种手段。在发现标准课程评估不能充分评估服务学习的效果之后,对服务学习项目的评估开始了。我们采用了混合方法,多视角的方法,结合从学生,教师,社区合作伙伴和项目协调员收集的访谈数据,以补充现有的档案和调查数据。通过这些访谈和参与观察,我们探讨了服务学习的教学法、有效性以及人类学理论与实践之间的关系。我们的研究确定了关于学生和社区合作伙伴动机的三种形式的价值。此外,我们考虑文化在构成价值中的作用。一个新兴的主题,“真实性”,通过提供概念的具体例子和实地方法的实践经验,对提高学生的成绩至关重要。服务学习通过实际应用提高理解能力,展示人类学的相关性,同时提高学生的学习成果。
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来源期刊
CiteScore
1.90
自引率
14.30%
发文量
21
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