Hi!
In reference to non-traditional students and service-learning, have folks
tried action research projects? We have had great luck with those here at
the University of Richmond (granted with tradional students, but the
projects meet the needs expressed by the non-traditional students.)
These projects are often very similar to regular papers, but they have real
world applications and serve community group needs. Examples * having
students work on position papers for lobbying groups * have students do
background research for future legal cases on behalf of groups like Common
Cause or the ACLU *have students write articles for agency newsletters (ie,
a peice on the death penalty for a Peace Education Center) * have students
design surveys or evaluations for organizations * have students design
computer programs for agencies.
We have had pretty good luck with these types of projects. They are a great
service to the community and are flexible to fit the student's needs.
Usually students meet with the community representative once, then work
independently and then meet with them again when the product is finished.
Number of hours required on these projects obviously vary. We have broken
down large research projects into smaller parts in some classes to make the
project manageable (in those cases the community agency representative has
actually come to class even taking the burden of a meeting off the
students). Most of these projects are considered product oriented. Hours
don't matter as long as the student produces a good product (just as would
be required with a regular paper or class project).
These types of projects are also an easy sell to Seniors because they look
great on a resume. When the work is done well (professors need to monitor
that :) ) the agencies have been very pleased. It has saved them time and
provided needed information for their work.
Hope this information is helpful. Good luck!
Regina Wink Swinford
>My department is also including service learning into a curriculum for
>non-traditional students. At the present we include 30 hours in a
>required senior seminar on commitment and social responsibility. Last
>year was the first semester. At the end of the semester there was a
>petition signed by many students in opposition to the requirement.
>
>the two main objections are: 1. the students have obligations with
>family, jobs, etc and cannot afford 30 hours for "extra" work. 2. This
>is a required class and the service learning results in mandatory
>"volunteer work" which is against their rights and should be listed in
>the school bulletin so that students know about it before they apply to
>the school.
>
>Meetings were held with the Dean, students and faculty to discuss this.
>My section of the class is going to evaluate the options this semester.
>Meanwhile the opposition still exists and more meetings are being held
>with the Dean.
>
>I would like to hear aobut others experiences also.
>
>Bonnie Winfield
>School of Education and Human Development
>Binghamton University
>Binghamton, NY 13902-6000
>607-777-6729
>
Regina Wink Swinford
Learning in Community Settings (LINCS)
234 Jepson Hall
University of Richmond, VA 23173
phone: 804/287-6518 fax:804/287-6584