Re: [xmca] The national context for education funding in the US

[Mike Cole <lchcmike@gmail.com>]

One of our courses also meets in the school after work with the kids, Emily.
Nice
part of the partnership.

But I really think we need a vocabulary that distinguishes what we are
talking about,
genuine theory/practice education from what is ordinarily understood as
service learning.
The service runs both ways while the ideology of the university "serving the
community"
rules. Got level that playing field.
mike

On Sun, Mar 29, 2009 at 11:38 AM, Duvall, Emily <emily@uidaho.edu> wrote:

> Interesting course, Peter! I have become a huge fan of service learning;
> it's such a natural fit for education. I am slowly adapting my courses
> to include service-learning components. I'm working to develop our
> elementary teacher education program in northern Idaho as a
> service-learning program that also operates in schools. It is a blend of
> lab school, professional development school, and service-learning.
> Courses are taught on site in elementary schools which provide us with a
> classroom. In turn, we go into classrooms to provide various
> teaching-learning services to students and teachers with the goal being
> collaboration and win-win for elementary students and university
> pre-service teachers. We've also done some after school programs. So far
> it has been all the language and literacy courses... but come this fall
> we will incorporate elementary science, math and social studies methods
> into our Partner School Initiative. What I find most fascinating is the
> innovation that occurs when we all work together - the activity shifts
> expertise around in interesting ways.
> ~em
>
>
> Emily Duvall, PhD
> Assistant Professor Curriculum & Instruction
> University of Idaho, Coeur d'Alene
> 1000 W. Hubbard Suite 242 | Coeur d'Alene, ID 83814
> T 208 292 2512 | F 208 667 5275 emily@uidaho.edu | www.cda.uidaho.edu
>
> He only earns his freedom and his life, who takes them every day by
> storm.
> -- Johann Wolfgang Goethe
>
>
>
>
>
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu]
> On Behalf Of Peter Smagorinsky
> Sent: Sunday, March 29, 2009 10:44 AM
> To: 'eXtended Mind, Culture, Activity'
> Subject: RE: [xmca] The national context for education funding in the US
>
> Hmmmm, this sounds remarkably like the way the 5th Dimension experience
> at
> UCSD works.
> I know that others attempt similar ways to integrate student work into
> communities, a.k.a. "service-learning" in US contexts. I'm teaching such
> a
> course this semester (see
> http://www.coe.uga.edu/~smago/SL/SLSyllabus.htm<http://www.coe.uga.edu/%7Esmago/SL/SLSyllabus.htm>
> for the syllabus), which I developed through a grant from UGA's Office
> of
> Service-Learning. One of my friends from the Fellows has a great project
> described at http://www.uga.edu/columns/070910/news-urbanfood.html.
> These
> efforts can also serve as great research sites and thus combine
> teaching,
> research, and service into one project. They also provide students with
> important experiences and close the town/gown gap by serving community
> members in need. p
>
> Peter Smagorinsky
> Professor of English Education and Program Chair
> The University of Georgia
> 125 Aderhold Hall
> Athens, GA 30602
> smago@uga.edu/phone:706-542-4507
> http://www.coe.uga.edu/lle/faculty/smagorinsky/index.html
>
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu]
> On
> Behalf Of Mike Cole
> Sent: Sunday, March 29, 2009 12:02 PM
> To: Jay Lemke
> Cc: eXtended Mind, Culture, Activity
> Subject: Re: [xmca] The national context for education funding in the US
>
> My answer to your last question, Jay.
>
> Make participation in real world settings, linked to relevant academic
> work
> including reading and writing, mandatory for all students attending any
> college or
> university. Use money to do this mainly to support grad student
> supervisors
> who themselves are gathered into groups supervised by senior professors
> as
> one
> of their courses.
>
> All evidence is that such practices improve student commitment to more
> serious study at the university, increase the intellectual and social
> capital of those with whom
> they work, and increase understanding of social justice issues among
> more
> privileged students, e.g., those who can afford to attend a university.
>
> mike
>
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