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Dear
Listrserve Members:
It's
been brought to my attention that some people either cannot open up the survey
files I sent or are wary of opening attachments via e-mail. With that in
mind, I am attaching a copy of my survey on community in service-learning
courses below. I would appreciate any feedback. Thanks for all of
your help.
Sincerely,
Risa
Gorelick
University of Louisiana-Lafayette
List-Serve Survey Questions My dissertation focuses on the relationship of community in service-learning writing courses. If you teach these courses or if you are a community partner involved in such courses, I would really like to hear your definitions of "community." I would be grateful if you would take the time to answer the following questions and return them to me via e-mail: Please use WordPerfect 8, Word 97, or cut/paste your responses into an e-mail message. Participants will be assigned code names for confidentiality. If you have any questions, please feel free to contact me via e-mail as well. Thank you for your time.–Risa Gorelick, PhD Candidate, University of Louisiana-Lafayette Name: Title: College/University: Agency (if applicable): Office Telephone: e-mail: _____ Yes, you may contact me for follow up questions _____ No, I do not wish to be contacted.
1. How do you define the term "community"?
2. What types of service-learning activities/assignments do you incorporate into your writing classes?
3. How do you define students’ roles at their service sites? ___outsider? ___observer? ____participant? ____ other? [please list:__________] Explain:
4. Do you think students consider themselves as members of the community in which they do their service? If so, when do you think they joined the community? How did they join it? If not, is it important for them to "belong" to the community in which they are serving?
5. Do you perceive the people/clients who benefit from the agency as part of the community? How so? Explain.
6. How does the term "community" relate to your service-learning writing course? Explain.
7. Did you students change as writers? If so, how? Do you think the change(s) had anything to do with the service-learning component?
8. Do you think students’ writing improved? If so, how much of the improvement do you think directly correlated with students connecting to a community service organization? Explain.
9. What type(s) of writing did students do for your service-learning course(s): ____ writing about service (reflective writing; free-writing; journals, observation pieces, etc.) ____ writing for service (producing literature for the service agency–grants, brochures, newsletters, PR materials, etc.) ____ writing with service(writing with members of the agency that supports inquiry and dialogue–tenant’s rights; literacy issues, etc.)
10. Which level (first-year, sophomore, advanced) do you think works best for service-learning related writing courses? Why?
Please feel free to add any additional comments. Thank you for your time and assistance. |