Service Learning inInterpreter Education
Interpreter Education Series / CYNTHIA B. ROY, EDITOR
Service Learning inInterpreter Education
CONTENTS
FOREWORD / JANICE HUMPHREY
FOREWORD / EILEEN FORESTAL
ACKNOWLEDGMENTS
PREFACE
Overview of Contents
PART 1: Foundations of Service Learning
Introduction
What Is Service Learning?
Myth 2: The Myth of Conceptualization
Defining Service Learning for Interpreter Education
Roots of Service Learning in Interpreter Education
Early Program Response to the Trust Dilemma
Momentum Toward Engaged Interpreter Education
Associated Resources
Service-Learning Synopsis
Social Capital and the Element of Trust
Place and Space: A Social Framework
Coming to Terms With Service and Boundaries
Viewing Service Learning Through a Social Lens
Where’s the Learning?
Recommended Reading
CHAPTER 2: Modifying the Curriculum
The Accidental Evolution
Allies vs. Advocates
National Standards for Service Learning
Service Learning and Interpreter Education Standards
Curriculum Adjustments
Options to Embed or Start Anew
Parallel Profession Model: Occupational Therapy
Planning Quality Indicators
Recommended Reading
PART 2: Implementing Service Learning
CHAPTER 3: Course Development
What to Expect From a Service-Learning Course
Course Syllabus: Description, Objectives,Assignments, and Assessment
Objectives
Ethical Character (Personal Skills Development)
Assignment 1: Class Participation (Relates to Course Objectives 1, 3, 6)
Assignment 3: Personal Skills Assessment (Relates to Objective 5)
Assignment 5: Final Summary (Relates to Course Objectives 1, 4)
Course Schedule
Topical Outline or Weekly Plan?
Flexible Schedules
Linking Outcomes to Assessment
Rubrics for Measuring Student Learning
Instructor Qualifications
From Concept to Course Development
Recommended Reading
Preliminary Considerations for Forming Partnerships
Establishing the Partnership
Listening to Student Experiences
Strength-Based Needs Assessment: Asset Mapping
Problem-Based Needs Assessment
Attending to Community Voices
Feasibility and Sustainability
CHAPTER 5: Student Orientation
Prerequisites for Service Learning
Student Preparation for Course Structure
Mindset for Service Learning
Multiple Intelligences
Experiential Learning Theory
Application to Real-World Experience
Recommended Reading
CHAPTER 6: Teaching Academic Reflection
What Constitutes Reflection?
Exposing Belief Systems
Individual and Joint Reflection
Mindful Learning
Learning to Critically Reflect
Contextual Considerations of Mindfulness
Contemplating Realities
Guiding Questions
Evaluation
Becoming Reflective Practitioners
Applying Ethical Principles
Back to Assessment Basics
Formative and Summative Evaluation
Why Are We Conducting an Assessment?
What Will Be Measured?
What Assessment Methods Will Be Used, and Who Will Gather the Information?
How Will the Information Be Used?
Value of Assessment
Qualifications for Engagement
Faculty Impact and Community-Engaged Scholarship
Recommended Reading
PART 3: Stakeholder Perspectives, Program Spotlights, and Resources
CHAPTER 8: Deaf Community Perspectives
Partner Debriefing
Evaluation Interviews With Stakeholders
Stakeholder 1: Jacksonville (FL) Deaf Club (JDC) President, Michelle Fletter
Stakeholder 2: Northeast Florida Association of the Deaf, Past President, Tom D’Angelo
Stakeholder 3: Deaf Participants and Families
Stakeholder 4: Arkansas Deaf-Blind Community (ADBC)
Learning From Community Assessment
Author Introductions
Kristen (graduate student, NIC Master, age 37, Tampa, FL)
Tyree (graduate student, precertified, age 28, Stockbridge, GA)
Course Requirements
Great Expectations
Early Experience and Resistance
Primary Challenges
Reflective Journaling
Impact and Sustainability
Reconciling Service
Conclusions
Summary of Service Learning Within Programs
Data-Collection Method
Defining and Distinguishing Service Learning
Community Orientation
Collaboration
Student Resistance
Impact Measurement
Resources, Reasons, and Reform
Student Resistance
Service-Learning Project
Introduction:
Case Study 3: St. Louis Community College (SLCC)
Student Resistance
Resources, Reasons, Reform
Defining and Distinguishing Service Learning
Community Collaboration
Student Resistance
Resources, Reasons, and Reform
Defined and Differentiated
Community Orientation
Impact Measurement
Conclusion
References
Association of American Colleges and Universities www aacu.org
National Service-Learning Clearinghouse http://www.servicelearning.org
Books and Book Chapters
Journal Articles and Essays
Objectives
Texts
Assignments
Class Schedule
Bibliography (Additional Teaching Resources)
Appendix B
University of North Florida
INDEX