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GEI features service-learning possibilities
“The invited speakers enhanced our concept of the three Gen Ed Goals. They provided background and broad ideas, as well as specific models,” Martha Carothers, faculty director of the Center for Teaching Effectiveness/General Education Initiative, said. “Faculty commented on feeling more empowered to plan, infuse, take advantage of and integrate these three goals into their courses and teaching. “They valued the supplemental materials included in the GEI binder. Many gained a better awareness of the number of academic support units involved in furthering the goals. An added benefit was the opportunity to meet and network with faculty and academic professionals from multiple disciplines,” Carothers said. The last session of the institute focused on service learning, featuring Margarita Lenk, associate professor of computer information systems in the business college of Colorado State University. She has been involved in service learning in accounting education with ties to community nonprofits and in creating partnerships among industry, professionals, nonprofits and higher education. Lenk also served as chairperson of the Active Learning Committee within the American Accounting Association. In her talk on service learning, Lenk said relevance to academic learning, contribution to the community, connectivity with partnerships and stakeholders, self-interest and the interests of students, the department and the university are all factors in selecting service-learning projects. Lenk drew on her own experience in creating a service- learning classroom. In an introductory business course, one of the options offered students was working for the local food bank. Some were reluctant at first to spend their time pouring 40-pound bags of rice into smaller portions, she said, but as the semester progressed, the students’ attitudes changed. They learned about the realities of hunger problems, about the distribution system of food and some became so involved they organized a benefit for the food bank at a local country club. Another project involved helping a nonprofit organization change from manual to computerized accounting. Lenk secured funding for the project from professionals in the field. Teams of students worked in with the nonprofit organization in helping upgrade their system, with the Accounting Club eventually taking over the project. In another ongoing project, accounting students evaluated the control of financial assets of 80 small nonprofit organizations. The first class of students prepared surveys and gathered data; subsequent classes evaluated the data and proposed solutions to problems. The information was published and disseminated in pamphlet form. Again Lenk went to stakeholders for assistance--in this case, to the Society of Certified Public Accountants, which frequently does pro bono work for the organizations. The society helped fund the project in exchange for the data that was gathered. “Know who your stakeholders are, keep them informed about what is happening and channel the information you gather to them,” Lenk said. Community partners are not interested in babysitting or supervising, Lenk said. They are interested in increased efficiency, effectiveness and data. Students in her classes are required to keep journals, which show their progress in learning through their service-learning project. Service learning is not for everyone, Lenk said. However, student reactions have been positive, with students saying that it improves learning, gives more meaning to their studies and is fun. Professors say service learning hones skills and attitudes and helps develop the whole person, Lenk said. "For a successful service-learning project, know your self-interests, your assets, your risks and sources of power," Lenk said. Article by Sue Moncure To learn how to subscribe to UDaily, click here. |
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