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PROVISIONS. Signature Pedagogies. “Signature Pedagogies” …. Are “ways of being taught that require [students] to do, think, and value what practitioners in the field are doing, thinking, and valuing” (Calder, 2006) And, …
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PROVISIONS Signature Pedagogies
“Signature Pedagogies” … • Are “ways of being taught that require [students] to do, think, and value what practitioners in the field are doing, thinking, and valuing” (Calder, 2006) • And, … • “A characteristic of all professions is that professions are fields in which people make decisions and act under conditions of unavoidable uncertainty. And so the very uncertainty that is essential to the pedagogy is also socializing future professionals to the conditions of practice” (Shulman, 2005).
A mission-centric signature pedagogy: a goal for Saint Rose-- Service Learning? • The Mission • “The College delivers distinctive and comprehensive liberal arts and professional programs that inspire our graduates to be productive adults, critical thinkers, and motivated caring citizens. Our engagement with the urban environment expands the setting for educational opportunities and encourages the Saint Rose community’s energetic involvement and effective leadership in society.”
Service learning is… • “Service-Learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities” (National Service Learning Clearinghouse, Retrieved January 11, 2011, http://servicelearning.org/what-service-learning.) • Service learning is a pedagogy that connects service to learning standards at any educational level. It is the connection to learning standards that distinguishes service learning from community service.
Categories of Service Learning include… • Advocacy. Students create awareness or promote action on an issue of public interest (e.g., promoting attendance at a town meeting). • Research. Students are involved in finding, gathering, and reporting on information in the public interest (e.g., they take and test soil samples). • Berger Kaye, C. (2004) • Direct service. Students’ service directly affects and involves recipients (e.g., tutoring). • Indirect service. Service is not directly provided to individuals, but to a community or environment, as a whole (e.g., collecting clothes for families that live in shelters).
When is (in)direct service, advocacy or research service learning? The essential connections to course content
…And professional practice When…. When… the activity requires that students make decisions, act under conditions of unavoidable uncertainty, and socializes them to the conditions of practice. • the activity requires that students “…do, think, and value what practitioners in the field are doing, thinking, and valuing.”
References • Berger Kaye, C. 2004. The complete guide to service learning. Free Spirit Publishing, Minneapolis. • Calder, L. (March, 2006). Undercover: Signature pedagogies for the history survey. (http://www.iub.edu/~tchsotl/part3/calder%20uncoverage_files/ContentServer_data/20248906.pdf. Retrieved April 22, 2013) • National Service Learning Clearinghouse, Retrieved January 11, 2011, http://servicelearning.org/what-service-learning • Shulman, L. (February, 2005). The Signature pedagogies of the Professions of law, medicine, engineering, and the clergy: Potential lessons for the education of teachers (http://www.taylorprograms.com/images/Shulman_Signature Pedagogies.pdf Retrieved, April 22, 2013).