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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.
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.
Ann Benjamin, Assistant Professor, Graduate School of Education,
University of Massachusetts, Lowell
Will be revising a course in Child Development and Assessment to include
service-learning instruction. The course encourages appreciation of the
interrelatedness of theory, research, and applications, including instruction on
anti-bias curriculum and discussion about the role of children and teachers as
change agents. Students will be engaged in planning and carrying out
service-learning projects as part of their work in linking theory to practice.
"Helping pre-service teachers appreciate the reciprocal nature of
service learning (and related civic activities, such as philanthropy, community
service, volunteerism, etc.) may increase the likelihood that new teachers will
incorporate similar activity into their work when they become teachers
themselves."
Margaret Bouchard, Associate Professor, Education, Worcester State College
Will be revising a course in Elementary Reading, Language Arts and Literature to
involve students in the planning and implementation of service-learning projects
with elementary school students. The course, which provides pre-service teachers
with a strong foundation in current knowledge, perspectives and procedures for
teaching literacy, will demonstrate the use of service-learning as an effective
teaching strategy through hands-on experience.
Ricardo Dobles, Assistant Professor, Education, College of the Holy Cross
Will revise a course, Schooling in the United States, to link service-learning
instruction to theories of learning, theories of educational inequalities and
philosophies of education to provide students with a community-based context for
applying theory.
Sue Fan Foo, Assistant Professor, Education, Worcester State College
Will revise a course in early literacy for young children to include instruction
on service-learning as an educational tool for supporting literacy education.
The course, providing skills and techniques for presenting emergent reading and
teaching early literacy to young children, will engage pre-service teachers in
the design of a service-learning home/school project.
John Giordano, Associate Professor, Art Education, Massachusetts College of Art
Will revise a course titled: Exhibitions: Concept, Context, Audience. Students
will be engaged in the development of a service-learning gallery education
project with a middle school class to encourage learning about how
service-learning/civic engagement both augments the objectives of the art
curriculum and introduces a hands-on way for art to encourage a commitment to
providing learning environments in which young learners use the visual arts to
address complex issues and problems.
Daren Graves, Assistant Professor and Director, Urban Elementary Master's
Program, Simmons College
Will revise a course focused on urban education to offer students pedagogical
and curricular tools to create a classroom culture that will affirm and allow
students to explore their racial/ethnic identities and to build the skills and
philosophy of learning and teaching that will enable teachers to become change
agents in their schools and students' communities. Course revision will help
urban school teachers incorporate service-learning into their practice.
"If urban school teachers can incorporate service learning into their
curricula, this will be an important first step in helping teachers forge
connections between their students' home and school cultures in meaningful
ways."
Molly Munkatchy, Assistant Professor of Education, Western New
England College
Will revise a Principles and Problems in Education course to include instruction
in service-learning pedagogy. The course explores a variety of historical and
contemporary issues in educations which are examined through the perspective of
a diverse group of stakeholders, including families of K-6 students.
Service-learning instruction will focus on service-learning as a strategy for
building connections between schools and families.
Sample Syllabi: Sample
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Training and Conference Photos

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