Service Learning in the Honors Composition Classroom: What Difference Does It Make?
Service Learning in the Honors Composition Classroom: What Difference Does It Make?
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荣誉作文课堂中的服务学习：有何不同？
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发表时间：
2007
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通讯作者：
Ann Parker
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作者：
Ann Parker
引言我在一个帮助他人是理所当然的家庭长大。我的父母总是慷慨地付出他们的时间、金钱和有形的捐赠。我记得很多时候，我们把食物、衣服或家庭用品送到社区中急需这些基本必需品的家庭。作为一个合适的结果，我现在鼓励我自己的孩子，12岁和14岁，志愿服务。我们在假期期间帮助家庭，为当地部门的夏季午餐计划制作并为儿童提供午餐，并与当地的宠物收养机构合作，帮助无家可归的狗找到永久的家，仅举几个我们试图帮助当地的方式。幸运的是，今天的许多年轻人有充分的机会为他人服务，不仅在自己的家庭，而且在学校，从小学一直到大学。收集学校用品和罐头/干食品的活动对我所在社区的学生来说已经司空见惯。这是一个美妙的景象，当学生跳下校车，急于把他们的纸和铅笔包或罐头汤在指定的垃圾箱为他们不幸的同龄人。这是一个多么好的例子在这么小的年龄！这种志愿精神，我已经长大了，现在工作灌输给我自己的孩子让我想知道我如何能鼓励我的新生组成的学生成为更多地参与他们的社区以及。虽然我认识许多学生，他们通过教堂或童子军等其他组织成为奉献的志愿者，但我经常听到学生们支持这样的想法：“这都是关于我的。“我能赚多少钱？我为什么要关心别人的问题？我只是个大学生。我没有钱也没有时间去奉献给别人。我已经有足够的担心，只是试图通过下一个任务，下一个考试，下一个星期！这些只是我在讨论搬出教室墙外时听到的一些评论，可以说是搬出“象牙塔”。然而，该大学的荣誉计划，鼓励学生之间的社区服务，并建议积极参与各种志愿者组织，从辅导当地西班牙裔高中生到担任校园大使，激励我让我的荣誉作文学生站起来，并在他们，字面上。虽然组成不是一个类，通常具有服务学习，我的荣誉组成II类是这个实验的理想场所，在班级规模，学生的动机，和教师的期望。班级很小，只有12名学生，甚至在学期开始之前，我就知道这些学生有很高的动力去做强有力的，有价值的工作，以保持他们的GPA和他们作为荣誉学生的地位。我相信这是一个完美的网站，为我们单位的主题“现实与虚构”的就职探索，并将其与服务学习，一个新的概念，为学生在这门课。服务项目在我所有的作文课上，我要求在这学期的课程中有三个作品集。这些作品集包括许多组成部分，从日常探索性的写作需要提示深思熟虑的课堂讨论，以照片，视觉上支持学生的写作，最后，较长的论文和反思，拉在一起的投资组合的整个概念。第二个组合要求学生学习“现实与虚构”的概念。“主题可以是学生在整体主题范围内喜欢的任何内容。例如，学生经常选择调查他们申报或潜在专业的主题，或者在家上学和上公立学校的区别。然而，在荣誉班，我把这个特殊的作品集看作是一个机会，让学生们作为一个团体做更多的事情，当他们想到自己的生活，自己的现实，而不是生活是什么样子，距离我们在格鲁吉亚玛丽埃塔的校园只有五英里。…
INTRODUCTION I grew up in a family where helping others was a given. My parents have always been generous with their time, their money, and their tangible donations. I can remember many occasions when we took food, clothes, or household items to families in our community who were in desperate need of such basic necessities. As a fitting result, I now encourage my own children, ages twelve and fourteen, to volunteer. We assist families during the holidays, make and deliver lunches to children for a local ministry's summer lunch program, and work with a local pet adoption facility to help homeless dogs find permanent homes, just to name a few of the ways we try to help out locally. Fortunately, many of today's youth have ample opportunities to serve others, not just within their own families but in their schools as well, from elementary age all the way through college. Collection drives for school supplies and canned/dried foods have become commonplace for the students in my community. It is a wonderful sight when kindergartners hop off of the school buses and rush to place their packs of paper and pencils or cans of soup in the designated bins for their less fortunate peers. What a wonderful example of service at such an early age! This sense of volunteerism that I have grown up with and now work to instill in my own children made me wonder how I could encourage my freshman composition students to become more involved in their community as well. Although I had known many students who were dedicated volunteers through their churches or other organizations such as the Boy Scouts, much too often I heard students espouse the idea "It's all about me." How much money can I make? Why should I care about others' problems? I'm just a college student. I don't have money or time to dedicate to anybody else. I've got enough to worry about just trying to get through the next assignment, the next exam, the next week!!! These are just a few of the comments I would hear when we discussed moving outside the classroom walls, out of the "Ivory Tower," so to speak. However, the university's Honors Program, which encourages community service among its students and suggests active participation in various volunteer organizations ranging from tutoring local Hispanic high school students to working as campus ambassadors, motivated me to get my Honors Composition students up and at 'em, literally. While composition is not a class that typically features service learning, my Honors Composition II class was the ideal place for this experiment in terms of class size, student motivation, and teacher expectations. The class was small, only twelve students, and I knew even before the semester began that these students were highly motivated to do strong, valuable work in order to keep up their GPA's and their resulting status as honors students. I believed that this was the perfect site for an inaugural exploration of our unit's theme of "Reality versus Make-Believe" and to connect it with service learning, a new concept for the students in this class. THE SERVICE PROJECT In all of my composition classes I require three portfolios over the course of the semester. The portfolios include many components, ranging from daily exploratory writings required to prompt thoughtful class discussions, to photographs that visually support the students' writings, to final, longer papers and reflections that pull together the entire concept of the portfolio. The second portfolio asks students to study a concept of "reality versus make-believe." The subject matter may be whatever students prefer within the parameters of the overall theme. For example, students often choose topics that investigate their declared or potential majors, or the differences between being home-schooled and attending public school. With the honors class, however, I saw this particular portfolio as an opportunity for the students to do more as a group when they thought of their own lives, their own realities, versus what life is like a mere five miles away from our campus in Marietta, Georgia. …