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SL Assignments

Page history last edited by David Shutkin 9 years, 4 months ago

Service Learning Essay Guidelines  (mid-term)

 

Theme

Through analysis and synthesis of your ED253 service learning experiences, course readings, classroom experiences and weblog entries, write a research essay questioning your service learning experiences. Through this essay, I challenge you to question your experiences; ask yourself, "what are the conditions that have made this experience(s) or event(s) possible?"  These conditions are informed, at the same time, by history, politics, culture, economy and more. Note:  experience,  your experience, DOES NOT provide the evidence to support your conclusions.  Instead, your experiences become the objects or events about which you are seeking understanding.Your essay can be created in any form and/or medium approved by Dr. Shutkin. (1500 word limit)

 

Introduction

What is your research topic? Briefly describe the topic that you have in mind within the context of the broad field of educational studies and your lived experience of education.

 

Problem Statement

What is the problem that your research topic responds to? Research topics don't emerge from nothing. They arise out of a situation in which there is a need, a problem that must be solved. What needs, interests and prior knowledge form a foundation for your research topic? What connections will you make in this project with other topics you know or study? Conversely, what "big" question or questions do you have about this topic? What do you want to know; what important content and concepts have you learned?   

 

Literature Review

Is there sufficient literature for the research project? In your literature review, please define the research topic, comparing and contrasting how it is defined across the literature surveyed. Further, discuss how the topic is treated in the literature, i.e. what are the articles about, what are the educational and/or political perspectives of the articles, and so forth. The literature survey needs to include three to five thoughtful essays or research articles.

 

Conclusions:  Discussion, Analysis, Synthesis

Show how your conclusions directly address the problems that you previously identified.  What is/are the problem(s) that your research responded to?  How have you addressed / solved this/these problem(s)? How have you answered the "big" question or questions about this topic? What do you know now; what important content and concepts have you learned?  What knowledge, skills, strategies and attitudes have you gained? What are the results / outcomes of your research? Discuss these fully.

 

Bibliography

Complete bibliography in a standard form such as MLA, Chicago or APA.

 


Assessment Rubric

Usage
4. Demonstrates good command of Standard American English and writes with originality.
3. Demonstrates good command of Standard American English.
2. Demonstrates errors in spelling, grammar and punctuation etc.
1. Consistently demonstrates incorrect grammar and syntax.

 

Questions experience
4. Consistently questions and explores personal assumptions; reflects on lived experiences; and provides examples.
3. Consistently reflects on lived experiences; and provides examples; but inconsistently questions and explores personal assumptions.
2. Consistently: provides examples but inconsistently reflects on lived experiences.
1. Inconsistently reflects on lived experiences; and provides examples.
 
Self-reflection
4. Analysis conveys extensive evidence of a personal response that relates service experience to the issues raised in course discussions, lectures and readings. Demonstrates personal growth and a political awareness.
3. Analysis conveys evidence of a personal response that relates service experience to the issues raised in course discussions, lectures and readings. Demonstrates that he/she is beginning to develop new ways of reflecting on his/her world.
2. Analysis conveys little evidence of a personal response that relates service experience to the issues/concepts raised in class.
1. No personal response is made to relate service experience to the issues/concepts raised in class.

 

Reflections From the Field
4. Reflection indicates that student is observing and listening well.
3. Reflection alludes to what student has observed or heard.
2. Makes minimal reference observations from the field.
1. Makes no reference to what is heard in class.
 
Historical and Scholarly Text Reflection
4. Consistently makes inferences well and comprehends deeper meaning; relates service experience to issues raised to other texts; demonstrates insight and relevance of service experience to lived experiences and society; produces thorough and accurate bibliography.
3. Frequently makes inferences and comprehends deeper meaning; relates texts to issues raised; demonstrates insight and relevance of texts to lived experiences and society. Consistently produces thorough and accurate bibliography.
2. Regularly demonstrates comprehension of texts; relates issues raised to general knowledge, lived experiences and other texts. Consistently produces thorough and accurate bibliography.
1. Demonstrates basic comprehension of texts but does not make connections with the broader issues and contexts in and beyond the field of education.


 

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