This volume is the 18th in a series of monographs on service learning and the academic disciplines. The articles in this volume provide an array of service learning courses in biology that demonstrate active student participation in thoughtfully organized service experiences that meet real community needs and are integrated with the students' academic curriculum. The articles are: (1) qEducational Benefits Associated with Service-Learning Projects in Biology Curriculaq (John C. Kennell); (2) qAn Environmental Science Approach to Service-Learning in Biologyq (Jeffrey A. Simmons); (3) qService-Learning in Botany: A Public School Projectq (Nancy K. Prentiss); (4) qService Stimulates Science Learning in At-Risk Kids: The Millikin Modelq (Marianne Robertson); (5) qVirginia STEP: Evidence That Service-Learning Can Enhance a College Biology Programq (Alan Raflo); (6) qService-Learning in Biology: Providing a College Experience for High School Studentsq (Scott S. Kinnes); (7) qExpanding the Reach of University Courses in Biology and Health To Provide Meaningful Service to Underserved Communitiesq (Amal Abu-Shakra and Tun Kyaw Nyein); (8) qCommunity and Environmental Compatibility in the York River Watershed: A Project-Based Interdisciplinary Service-Learning Courseq (A. Christine Brown and Samuel A. McReynolds); (9) qService-Learning in Biology: Using the Internet and Desktop Videoconferencingq (Paul D. Austin); (10) qService-Learning in the Natural Sciences: North Seattle Community Collegeq (Peter Lortz); (11) qService-Learning and Field Biology in Postcolonial Perspective: The Bahamas Environmental Research Center as a Case Studyq (Luther Brown); and (12) qBiology and Service-Learning: Logical Linksq (Joel H. Ostroff and David C. Brubaker). An appendix contains reprints from qScience and Society: Redefining the Relationship, q 1996 Campus Compact; summary course descriptions, suggested readings, and a list of contributors. Each paper contains references. (SLD)This approach lends itself well to reflection on service projects, and is described in more detail in the handout reproduced at the end of this chapter.1 Some classes require more structured essays, which may be written after a class returnsanbsp;...
|Title||:||Life, Learning, and Community|
|Author||:||David C. Brubaker|
|Publisher||:||Stylus Publishing, LLC. - 2000|