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Programs:
Teacher Education Initiative
Massachusetts Campus Compact is pleased to offer grants to
Education faculty interested in revising or developing courses to
include service-learning pedagogy as a key component of
undergraduate and graduate-level teacher instruction. Grants are
designed to support the INSTRUCTION of service-learning as a K-12
teaching and learning strategy rather than the USE of
service-learning in the course structure. This awards program will
support faculty members interested in teaching pre/inservice
teachers about service-learning as a K-12 pedagogical approach.
Seven $1,500 grants will be awarded to faculty to develop or revise
courses that will be offered during the spring 2009 semester. In
addition to the grant awards, faculty will receive training and
technical assistance related to service-learning practice and
syllabus construction. This project, funded by the Massachusetts
Department of Education, is designed to increase the number of K-12
teachers who understand service-learning and use it in their
classrooms. Through investment in higher education faculty,
Massachusetts Campus Compact and the Massachusetts Department of
Education seek to develop more opportunities for Massachusetts
teachers to learn about this effective teaching and learning
strategy for engaging K-12 students.
MACC's 2008-2009 Service-Learning in Teacher Education Initiative
Award Winners Paul Jablon & Susan Rauchwerk, Faculty, Lesley University
Will incorporate service-learning instruction into courses offered in middle,
high school and elementary education programs. Pre-service teachers will be involved
in service-learning projects themselves and will write service-learning components
of lesson plans. Courses include Creating a Community of Learners: Management
through Engagement, Science in the Elementary School: Thinking with Evidence,
Engaging High School Learners through Inquiry and Pro-Social Management.
Annette Sullivan & Laurie DeRosa, Faculty, Fitchburg State College
Will offer Service Learning: Our Conceptual Framework in Action
to explore service-learning as a teaching strategy to emphasize student-centered
learning, promote civic responsibility and strengthen community relationships. Pre-service
teachers will develop skills to integrate curriculum content into a range of service
activities to encourage the civic engagement of K-12 students. Pre-service teachers
will identify the knowledge; skills and values associated with service-learning
and experience a variety of reflection and analysis strategies to examine critical
issues and ways to determine the impact of service-learning. They will also develop
their communication and networking skills through exploration and presentation of
service-learning research.
Christine Holmes & Susan Eliason, Faculty, Anna Maria College
Will revise Fostering Mental Health: Supporting the Human Spirit. Through
this graduate-level course, in-service teachers will examine and evaluate strategies
for developing positive mental health and wellbeing in children through the use
of service-learning as an educational strategy. Teachers will be required to research
and develop a service-learning curriculum for K-12 students.
Patricia McDiarmid, Faculty, Springfield College
Will revise Special Topics for Health Professionals. Pre-service health
educators enrolled in the course will explore the use of service-learning pedagogy
in the design and delivery of special health topics. This course, focused on the
exploration of different teaching methods and tools, will require pre-service educators
to develop service-learning projects for K-12 students that are appropriate for
teaching various health topics.
Shannon Whalen, Faculty, Springfield College
Will revise Methods and Materials in Health Education to develop a greater
focus on service-learning as an effective method for delivering school health education.
The course will involve pre-service teachers in analyzing theories, practices and
planning processes that will enable successful implementation of service-learning
projects at the K-12 level.
Anneliese Worster, Faculty, Salem State College
Will revise The Arts and Social Studies in the Elementary School. Through
this revised course, pre-service teachers will explore service-learning as a teaching
strategy to engage K-12 students in an understanding of "civics and government"
content and in the development of a sense of civic responsibility.
Christine MacTaylor, Faculty, Salem State College
Will revise the course Instrumental Analysis to incorporate a focus on
service-learning pedagogy as a means for teaching chemistry at the high school level.
This graduate level course for in-service teachers will engage teachers in service-learning
lesson planning and implementation in high school classrooms.
Grant Opportunity for Education
Faculty: Incorporating Service-Learning into Teacher Education
Curriculum
April 2008
Applications are due June 2nd, 2008.
Click here for information and the
application.
Massachusetts Campus Compact Grant Opportunity for Education Faculty
Teacher Instruction on Community Service Learning
October 2007
Massachusetts Campus Compact is pleased to offer grants to Education
faculty interested in revising or developing courses to include service-learning
pedagogy as a key component of undergraduate and graduate-level teacher
instruction. Seven $1,500 grants will be awarded to faculty to develop or revise
courses that will be offered during the spring 2008 semester. In addition to the
grant awards, faculty will receive training and technical assistance related to
service-learning practice and syllabus construction. This project, funded by the
Massachusetts Department of Education, is designed to increase the number of
K-12 teachers who understand service-learning and use it in their classrooms.
This begins with teacher education. Through investment in higher education
faculty, Massachusetts Campus Compact and the Massachusetts Department of
Education seek to develop more opportunities for Massachusetts teachers to learn
about this effective teaching and learning strategy for engaging K-12 students.
Faculty Participation Requirements:
- Incorporate service-learning instruction into a spring semester course.
Service-learning content should be a substantive component of the course.
Faculty will be required to submit a copy of the final course syllabus.
- Attend one full-day workshop.
Tentatively scheduled for Thursday, November 8th at a Worcester location,
the workshop will include training on
service-learning pedagogy, an overview of resources for service-learning
instruction, time for course construction, technical assistance, etc.
Breakfast and lunch will be provided. Funding to offset the cost of travel
is included in the faculty award.
- Host a departmental brown-bag lunch.
During the spring semester, faculty will be asked to host a department gathering to discuss
service-learning instruction within the department. Massachusetts Campus
Compact will provide lunch and facilitation.
- Complete an end-of-term report.
Faculty will be asked to submit
a brief report on an evaluation of the course and achievement of educational
objectives.
- Take advantage of technical assistance as necessary.
Resources and Support:
- $1,500 faculty award for time and other costs associated with syllabus revision
- High quality training on service-learning pedagogy
- Technical assistance for course construction
- Service-learning publications for individual faculty and department use
- Funding for faculty/K12 teacher teams to attend the Massachusetts Department of Education's annual
Service-Learning Conference
MACC's 2007 Service-Learning in Teacher Education Initiative
View award winners >
Learn more >
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