Using Standardized & Locally Created Assessment Tools to Gauge Student Service-Learning Outcomes.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
When intentions go public - Gollwitzer PM, Sheeran P, Michalski V, Seifert AE.Marcela Fernandez
Based on Lewinian goal theory in general and self-completion theory in particular, four experiments examined the implications of other people taking notice of one's identity-related behavioral intentions.
Leanne Cameron, IRC/ELI Service Learning Presentation 2013Leanne Cameron
Presentation from Leanne Cameron's 2013 Presentation at the CATESOL Statewide Conference. All images used with permission of organizations/individuals. All rights reserved.
Inclusive Education and Core Capabilities: School Evaluation’s Challenges t...Mattia Baglieri
Inclusive Education and Core Capabilities:
School Evaluation’s Challenges to Overcome Educational Inequalities
Paper presented at Scuola Democratica 1st International Conference - Cagliari - 6-8 June 2019 (7 June 2019, Sessione E.02)
Four different tests of 63 people found that those who kept their intentions private were more likely to achieve them than those who made them public and were acknowledged by others.
Once you've told people of your intentions, it gives you a “premature sense of completeness.”
You have “identity symbols” in your brain that make your self-image. Since both actions and talk create symbols in your brain, talking satisfies the brain enough that it “neglects the pursuit of further symbols.”
When intentions go public - Gollwitzer PM, Sheeran P, Michalski V, Seifert AE.Marcela Fernandez
Based on Lewinian goal theory in general and self-completion theory in particular, four experiments examined the implications of other people taking notice of one's identity-related behavioral intentions.
Leanne Cameron, IRC/ELI Service Learning Presentation 2013Leanne Cameron
Presentation from Leanne Cameron's 2013 Presentation at the CATESOL Statewide Conference. All images used with permission of organizations/individuals. All rights reserved.
Inclusive Education and Core Capabilities: School Evaluation’s Challenges t...Mattia Baglieri
Inclusive Education and Core Capabilities:
School Evaluation’s Challenges to Overcome Educational Inequalities
Paper presented at Scuola Democratica 1st International Conference - Cagliari - 6-8 June 2019 (7 June 2019, Sessione E.02)
Four different tests of 63 people found that those who kept their intentions private were more likely to achieve them than those who made them public and were acknowledged by others.
Once you've told people of your intentions, it gives you a “premature sense of completeness.”
You have “identity symbols” in your brain that make your self-image. Since both actions and talk create symbols in your brain, talking satisfies the brain enough that it “neglects the pursuit of further symbols.”
Disrupted Futures 2023 | Social and emotional competences of practitionersEduSkills OECD
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Career management skills “Social and Emotional competences of career guidance practitioners – why and which?”. Presented by Peter C. Weber.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
Social Emotional Learning in ELT Classrooms: Theoretical Foundations, Benefit...AJHSSR Journal
Abstract: This paper aims to explore the effective utilization of social emotional learning (SEL) in English
Language Teaching (ELT) environments. In other words, it will provide a comprehensive overview of the key
components and offer practical guidance for teachers looking to implement SEL practices in their own unique
teaching classrooms and situations. It starts by detailing the theoretical foundations or roots and importance of
SEL, as well as the five core competencies (self-management, responsible decision-making, relationship skills,
social awareness, and self-awareness) and what each one means. After that, several key case studies are
presented in an effort to underscore the positive impact of SEL on academic achievement. Following this, ways
to implement SEL in ELT environments are showcased, to include preparation and planning, learning objectives,
supportive classroom communities, teacher self-care, language teaching methodologies, instructional strategies
and tools, curriculum design, lesson planning, materials selection and development, multimedia and technology,
assessment, and reflective practice. To conclude, the need for continued research on effective SEL practices and
its impacts on long-term student outcomes are discussed.
KEYWORDS:humanistic psychology, self-management, responsible decision-making, relationship
skills, social awareness, self-awareness
Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
JEIBI VOLUME 4 – NUMBER 3
532
Social skills interventions for preschoolers with Autism Spectrum
Disorder: A description of single-
subject design studies
Jennifer M. Gillis, Ph.D., BCBA1 & Robert C. Butler, B.S.
Abstract
Social skill development is one of the primary areas of intervention for young children with Autism
Spectrum Disorders (ASD). The purpose of this article was to conduct a retrospective review of social
skills intervention research for preschool children with ASD. A review of 17 single-subject design studies
from twelve journals (1999-2006) was conducted. We assessed information concerning the features of
social skills interventions, the elements of single subject designs utilized across studies, and the overall
success of interventions for social behaviors. A comparison with a review conducted by Vaughn et al.
(2003) revealed some important common elements of interventions such as reinforcement, modeling and
prompting, providing converging evidence from group design studies and single subject studies.
Keywords: Autism Spectrum Disorders, Social Skills, Intervention, Preschool
The term, Autism Spectrum Disorder (ASD), is commonly used to identify a family of disorders,
including, Autistic Disorder, Asperger’s Disorder, or Pervasive Developmental Disorder Not Otherwise
Specified, in the Diagnostic Statistical Manual–IV, Text Revision (DSM-IV TR; American Psychiatric
Association, 2000). An individual with ASD exhibits deficits in core areas including social development
and social skills, language and communication skills, and repetitive, ritualistic, stereotyped behaviors.
Across the ASD spectrum, the expression of these deficits ranges from mild to severe.
Social Skills Deficits in ASD
The primary deficit of ASD is social impairment (Romanczyk, White, & Gillis, 2005; Weiss,
2001; Weiss & Harris, 2001a). We use the term, social impairment to refer to any deficit or limitation or
delay in social awareness, social competence, and social development. We define social skills as
behaviors each person learns to facilitate awareness of his/her social environment and social
contingencies, to be able to solve social problems (i.e., demonstrate social competence), and other
behaviors that are developmentally appropriate.
Social skills deficits are common to all individuals with an ASD, are pervasive, and typically
manifest at a very young age. The DSM-IV-TR (APA, 2000) lists the impairments in social interaction as:
1) deficits in nonverbal behaviors (e.g., eye-to-eye gaze, recognition of facial expressions, use of gestures
to regulate social interaction), 2) failure to develop peer relationships appropriate to the child’s
developmental level, 3) lack of spontaneous seeking to share enjoyment and interests (e.g., failure to
show, bring, or point out objec ...
Kimbrilee Schmitz To respond my opinion 8.1Consider the model.docxDIPESH30
Kimbrilee Schmitz: To respond my opinion 8.1
Consider the models of Piaget, Erickson, and others regarding the stages of cognitive developmental. Do these models suggest a correlation between cognitive development and learning development throughout the human lifespan? Why or why not?
Learning development consists of allowing a person to learn at their own pace so they fully understand what is learned and feel accomplished when they master a task. If a person is pushed to learn to fast, they feel defeated because they do not understand the concepts. If a person is learning at a pace that is too slow, they become bored. People also need to have time to learn, reflect, and apply what they have learned (Mayhew, Wolniak & Pascarella, 2008). Although some learning needs to be structured so people learn the correct concepts, there needs to be time for out of the box thinking and hands on applications.
Piaget’s stages of cognitive development starts with an infant that cannot recognize that they are separate from the world and ends around age 11 where a child has a good concept of themselves and the world around them (Malerstein and Ahern, 1979). Erickson’s stages of life development stretches from birth to old age. Erickson believed that people had to complete steps in one phase before entering the next stage. These stages go from learning about one’s self and the world and end in reflecting on life and making sure all questions are answered (Ornstein, Cron & Slocum, 1989). Both of these models have a correlation with learning development. People have to learn certain things in each stage of their life. If they do not learn or accomplish certain things it is difficult for them to move forward in their life. Although there are age ranges set up with the models of cognitive development not everyone reaches each stage in the same time period. Just like learning development, people must learn and accomplish things at their own pace.
Resources:
Malerstein, A., & Ahern, M. M. (1979). Piaget's Stages of Cognitive Development and Adult Character Structure. American Journal Of Psychotherapy, 33(1), 107. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rlh&AN=5349402&site=eds-live&scope=site
Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students. Research in Higher Education, (4). 337. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25704567&site=eds-live&scope=site
Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: A comparative test of the theories of Levinson and Super. Journal Of Organizational Behavior, 10(2), 117-133. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1989-31344-001&site=eds- ...
Assessing Intercultural Capability A ScarinoMLTA of NSW
Assessing Intercultural Capability: teacher and researcher perspectives
Presentation by Angela Scarino and Melissa Gould-Drakeley at AFMLTA conference in Sydney 2009, Dialogue Discourse Diversity
Leadership for wicked problems. Key Words: Public Leadership and Management, Wicked Problems, Transactional and Transformative, Implementation, Competencies
Handout from Creating Engaged Communities: The Role of Service-Learning Conference, May 23, 2011. St. Cloud State University. Session on Using Assessment Tools to Gauge Service-Leanring Outcomes. Presented by Prof. Isolde Mueller and Beth Knutson-Kolodzne.
Disrupted Futures 2023 | Social and emotional competences of practitionersEduSkills OECD
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Career management skills “Social and Emotional competences of career guidance practitioners – why and which?”. Presented by Peter C. Weber.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
Social Emotional Learning in ELT Classrooms: Theoretical Foundations, Benefit...AJHSSR Journal
Abstract: This paper aims to explore the effective utilization of social emotional learning (SEL) in English
Language Teaching (ELT) environments. In other words, it will provide a comprehensive overview of the key
components and offer practical guidance for teachers looking to implement SEL practices in their own unique
teaching classrooms and situations. It starts by detailing the theoretical foundations or roots and importance of
SEL, as well as the five core competencies (self-management, responsible decision-making, relationship skills,
social awareness, and self-awareness) and what each one means. After that, several key case studies are
presented in an effort to underscore the positive impact of SEL on academic achievement. Following this, ways
to implement SEL in ELT environments are showcased, to include preparation and planning, learning objectives,
supportive classroom communities, teacher self-care, language teaching methodologies, instructional strategies
and tools, curriculum design, lesson planning, materials selection and development, multimedia and technology,
assessment, and reflective practice. To conclude, the need for continued research on effective SEL practices and
its impacts on long-term student outcomes are discussed.
KEYWORDS:humanistic psychology, self-management, responsible decision-making, relationship
skills, social awareness, self-awareness
Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
JEIBI VOLUME 4 – NUMBER 3
532
Social skills interventions for preschoolers with Autism Spectrum
Disorder: A description of single-
subject design studies
Jennifer M. Gillis, Ph.D., BCBA1 & Robert C. Butler, B.S.
Abstract
Social skill development is one of the primary areas of intervention for young children with Autism
Spectrum Disorders (ASD). The purpose of this article was to conduct a retrospective review of social
skills intervention research for preschool children with ASD. A review of 17 single-subject design studies
from twelve journals (1999-2006) was conducted. We assessed information concerning the features of
social skills interventions, the elements of single subject designs utilized across studies, and the overall
success of interventions for social behaviors. A comparison with a review conducted by Vaughn et al.
(2003) revealed some important common elements of interventions such as reinforcement, modeling and
prompting, providing converging evidence from group design studies and single subject studies.
Keywords: Autism Spectrum Disorders, Social Skills, Intervention, Preschool
The term, Autism Spectrum Disorder (ASD), is commonly used to identify a family of disorders,
including, Autistic Disorder, Asperger’s Disorder, or Pervasive Developmental Disorder Not Otherwise
Specified, in the Diagnostic Statistical Manual–IV, Text Revision (DSM-IV TR; American Psychiatric
Association, 2000). An individual with ASD exhibits deficits in core areas including social development
and social skills, language and communication skills, and repetitive, ritualistic, stereotyped behaviors.
Across the ASD spectrum, the expression of these deficits ranges from mild to severe.
Social Skills Deficits in ASD
The primary deficit of ASD is social impairment (Romanczyk, White, & Gillis, 2005; Weiss,
2001; Weiss & Harris, 2001a). We use the term, social impairment to refer to any deficit or limitation or
delay in social awareness, social competence, and social development. We define social skills as
behaviors each person learns to facilitate awareness of his/her social environment and social
contingencies, to be able to solve social problems (i.e., demonstrate social competence), and other
behaviors that are developmentally appropriate.
Social skills deficits are common to all individuals with an ASD, are pervasive, and typically
manifest at a very young age. The DSM-IV-TR (APA, 2000) lists the impairments in social interaction as:
1) deficits in nonverbal behaviors (e.g., eye-to-eye gaze, recognition of facial expressions, use of gestures
to regulate social interaction), 2) failure to develop peer relationships appropriate to the child’s
developmental level, 3) lack of spontaneous seeking to share enjoyment and interests (e.g., failure to
show, bring, or point out objec ...
Kimbrilee Schmitz To respond my opinion 8.1Consider the model.docxDIPESH30
Kimbrilee Schmitz: To respond my opinion 8.1
Consider the models of Piaget, Erickson, and others regarding the stages of cognitive developmental. Do these models suggest a correlation between cognitive development and learning development throughout the human lifespan? Why or why not?
Learning development consists of allowing a person to learn at their own pace so they fully understand what is learned and feel accomplished when they master a task. If a person is pushed to learn to fast, they feel defeated because they do not understand the concepts. If a person is learning at a pace that is too slow, they become bored. People also need to have time to learn, reflect, and apply what they have learned (Mayhew, Wolniak & Pascarella, 2008). Although some learning needs to be structured so people learn the correct concepts, there needs to be time for out of the box thinking and hands on applications.
Piaget’s stages of cognitive development starts with an infant that cannot recognize that they are separate from the world and ends around age 11 where a child has a good concept of themselves and the world around them (Malerstein and Ahern, 1979). Erickson’s stages of life development stretches from birth to old age. Erickson believed that people had to complete steps in one phase before entering the next stage. These stages go from learning about one’s self and the world and end in reflecting on life and making sure all questions are answered (Ornstein, Cron & Slocum, 1989). Both of these models have a correlation with learning development. People have to learn certain things in each stage of their life. If they do not learn or accomplish certain things it is difficult for them to move forward in their life. Although there are age ranges set up with the models of cognitive development not everyone reaches each stage in the same time period. Just like learning development, people must learn and accomplish things at their own pace.
Resources:
Malerstein, A., & Ahern, M. M. (1979). Piaget's Stages of Cognitive Development and Adult Character Structure. American Journal Of Psychotherapy, 33(1), 107. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rlh&AN=5349402&site=eds-live&scope=site
Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students. Research in Higher Education, (4). 337. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25704567&site=eds-live&scope=site
Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: A comparative test of the theories of Levinson and Super. Journal Of Organizational Behavior, 10(2), 117-133. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1989-31344-001&site=eds- ...
Assessing Intercultural Capability A ScarinoMLTA of NSW
Assessing Intercultural Capability: teacher and researcher perspectives
Presentation by Angela Scarino and Melissa Gould-Drakeley at AFMLTA conference in Sydney 2009, Dialogue Discourse Diversity
Leadership for wicked problems. Key Words: Public Leadership and Management, Wicked Problems, Transactional and Transformative, Implementation, Competencies
Handout from Creating Engaged Communities: The Role of Service-Learning Conference, May 23, 2011. St. Cloud State University. Session on Using Assessment Tools to Gauge Service-Leanring Outcomes. Presented by Prof. Isolde Mueller and Beth Knutson-Kolodzne.
Creating Engaed Communities: The Role of Service-Learning conference May 23, 2011
"Using Assessment Tools to Gauge Service-Learning Outcomes".
Prof. Isolde Mueller & Beth Knutson-Kolodzne, St. CLoud State Universitl
Viewing and Understanding Service-Learning Through the Lens of Academia.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
Using Innovative (FREE) Technology to Enhance Campus-Community Partnerships.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
Using Standardized & Locally Created Assessment Tools to Gauge Student Service-Learning Outcomes.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
Using Standardized & Locally Created Assessment Tools to Gauge Student Service-Learning Outcomes.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
Creating a "Strategies for Successful Service Learning Experience" Session at Your School.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
Creating a "Strategies for Successful Service Learning Experience" Session at Your School.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
New Professionals' Reflections on Engaging Non-Traditional Students.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
International Experiential Learning: The Journey with CSB/SJU.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
International Experiential Learning: The Journey with CSB/SJU.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
Using Learning Styles and Communiteis of Practice in the Classroom: A Model for Engaged Learning.
This session was presented at the "Creating Engaged Communities: The Role of Service-Learning" conference at the St. Cloud State University Welcome Center on May 23, 2011.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
1. Outcomes of Service-Learning
Eyler and Giles found that students who engaged in well-integrated service-learning experiences
self-reported an increase in the following areas:
Tolerance (NSSE: 1.u., 1.v., 6.e., 11.L.)
o Growth in the appreciation of other cultures
o Sense that the people they work with are “like me”.
o Positive view of the people they work with
o Reduction in stereotyping
Personal Development (NSSE: 1.u., 1.v., 11.b., 11.k.)
o Self-knowledge
o Spiritual growth
o Sense of reward in helping others
o Sense of personal efficacy
o Desire to include service to others in one’s career plans
Interpersonal Development (NSSE: 1.u., 1.v., 8.a., 8.b., 11.b., 11.h.)
o Ability to work well with others
o Leadership skills
o Communication skills
Understanding and applying knowledge (NSSE: 1.t., 1.u., 1.v., 7.b., 11.m.)
o Depth in understanding of subject matter
o Understanding of the complexity of social issues
o Ability to apply material learned in class to real problems
Problem Solving/ Critical Thinking (NSSE: 1.t., 1.u., 1.v., 11.e., 11.m.)
o Ability to identify social issues
o Openness to new ideas
o Ability to see consequences of actions
o Ability to connect learning to personal experience
Perspective Transformation (NSSE: 1.u., 1.v., 6.e., 11. L.)
o Ability to perceive the root of social problems
o Understanding of the importance of social justice
o Need to influence political structure
Citizenship- Attainment of the elements of the Citizenship Model: (NSSE: 7.b., 11.i., 11.o.)
o Values- “ I ought to do”
o Knowledge – “I know what I ought to do and why”
o Skills – “I know how to do”
o Efficacy – “I can do and it makes a difference”
o Commitment – “I must and will do”
Taken from Where’s the Learning in Service-Learning? by Janet Eyler and Dwight E. Giles, Jr., 1999.
