Active Learning Pedagogy In The Nation's Colleges And Universities

The focal point of current educational trend in the United States is on preparing the leaders of tomorrow (National Task Force, 2012). Student success has been expanded to include civic responsibility which is a dimension of the college experience largely ignored until recently (Upcraft, Gardner, & Barefoot, 2005). The Department of Education has taken this charge and developed the National Task Force for Democratic and Civic Engagement. This initiative places developing civic responsibility as a national priority based on the tendency of young people who are often too caught up in ‘narrow collegiate worlds’ of their own existence to understand the larger role of being a contributing member of society (Upcraft, Barefoot & Gardner, 2005). Thus, engagement as a participating citizen living in community is frequently beyond the scope of young student leaders in college. Due to this, the government has renewed its interest in creating civic-minded young people prepared to advocate for change. This has led the charge for a civic engagement initiative nationwide.

Morrison also contends that students educated by given choices will become active adult citizens who understand how to negotiate and give back service to their communities (Koonce, 2015).

The purpose of education is to prepare students for their futures with both knowledge as well as fundamental life skills. I believe students are highly capable beings who have a desire to be productively challenged. To empower students to meet and exceed high expectations set forth by the state, school, or teacher, it is imperative that educators “teach for enduring understanding through partnerships and by drawing on brain-based education, students ' multiple intelligences, and culturally appropriate curriculum innovations” (Laster and Johnson). Beyond guaranteeing students can read, write, and perform basic math functions, we should be producing graduates who are responsible individuals positively contributing to society, reliable workers, and devoted family members. Whether students receive a scholarship to attend college or go to work immediately following graduation, we must train them to conduct themselves with integrity, have an admirable work ethic, and solve challenging problems they may face throughout their lives.

An American Education has drastically changed over time, and it is widely known that things have changed. Students in their generation and ones prior are acutely aware and morally affected about subjects regarding

It is also a “boundary spanning” activity in that it requires active involvement from people both within and outside of the classroom context, often resulting in participant contributors who represent a variety of generations, ethnicities, social groups, and experience levels (Billig and Furco, 2002, p.vii). Service-learning is designed to reduce the boundaries between an institutional campus environment and the community around it. It is designed to connect learning to real experience through service and reflection (Ball and Schilling, 2006; Becker, 2000). As a baseline to facilitate this development, service-learning is distinct from other types of community service and civic engagement experiences in that the service-learning experience must not only have a service and reflective component but also be clearly tied to the curriculum through learning objectives and theoretical underpinnings (Bloomquist, 2015; Pritchard, 2001). As Barbara Holland, former Director of the U.S. National Service-Learning Clearinghouse, shared, “Service-learning is all in the hyphen. It is the enrichment of specific learning goals through structured community service opportunities that respond to community-identified needs and opportunities.” (Kenworthy-U’Ren, Taylor, and Petri, 2006: 121).

Several third grade special education students lack the basic skills to determine how much money is needed to make a purchase. In particular they are unable to identify and value coins. However, it is assumed that students entering third grade have already

Some future college students are born with a natural talent in the subject English. Which includes critical thinking, writing, and reading. While for others, possibly being mathematicians, English is and probably will never be their keen subject in life. Students find more passions in sciences, arts, and medical teachings which is not something to look down upon. Although, many students forget that English is still a huge part of all these subjects. Where ever these students go they will find the necessity to read something or to write something. That’s where college English comes in handy. College English prepares students for academic writing at a university level, and also for their careers when formal writing is required. Many students fear college English classes, but there are many ways to succeed in these college English classes. Looking over the articles Becoming an Active Learner by Skip Downing, Brianology by Carol S. Dweck, and The Right to Fail by Willliam Zinsser, these authors express their feelings on being able to succeed in life in a general view. Mainly taking education into consideration. Students should not be afraid of college English classes because their are many ways to succeed in them by establishing a growth mindset, creating an active learning pattern, and having a positive and mature attitude.

In the article “Engaged Pedagogy,” the author, bell hooks, attempts to gain a relationship between professors and teachers with their students to create a comfortable environment in which learning can be fun and interactive. As an illustration, the author states that educators who are “vulnerable” activate students’ want to participate and share in the classroom. Considering this, educators who take risks in the classroom to help students strengthen their involvement are as hooks describes “wholly present in mind, body, and spirit” (hooks, page 3, paragraph 9). Anthony Majewski, a principal of Hill-Freedman practices this concept with his pursuit in expanding the middle school into a high school. At first, the students were skeptical on attending a new school, and Majewski looked to his students for ideas and decision-making help, and of course to

Character education class is the cornerstone of civic development at Pacific Rim. In character education class, students are expected to be self-disciplined, courageous, and respectful of others with concern for the universal needs of society. Teachers implement cooperative learning activities that develop need for interdependency. One teacher, Angela Rossing, points out how the story entitled Seedfolks demonstrates how we all have a role, responsibility and something to offer all for the common good of a community (Seider, 2012, p. 170-171). As the students at Pacific Rim learn that they have much to offer their community, teachers promote activities requiring reflection upon their roles and responsibilities as members of a community (Seider, 2012, p. 172). By immersing students in current events; strengthening their sense of global citizenship; and giving them opportunities to freely express their thoughts; civic-minded thinking

Reflecting upon Kelemen’s (2015) article, I was struck by her comment that all people require education to develop from childhood to adulthood and schooling is the cornerstone to becoming social beings. It is the school’s responsibility to train children to become social beings who can think critically and act rationally and responsibility in our American Democracy. As I think about the students who enter my classroom each day, I realize that they are about two years away from turning eighteen and will be able to vote. Therefore, I have the tremendous responsibility of providing them with an education that includes both achievement and integrity (Shirley, 2017). Kelemen (2015) states that education should align with the practical aspects

In the document titled, In the service of what? The Politics of Service Learning, authors Kahne & Westheimer, discuss “the moral domain, service learning activities and the two different assumptions regarding political socialization”. Particularly what it means to be a citizen (Kahne & Westheimer, 1996). They describe social sustainability projects as being able to meet students’ needs for “personal relevance and a sense of membership in a community”. One way this can be achieved is by encompassing volunteerism and compassion for the less fortunate and vulnerable individuals in our communities. It is with this definition in mind along with the vision of Bronwyn Sheehan founder of The Pyjama Foundation, that allow me to see the robustness of

The mission of The University of St. Thomas is to “educate morally responsible leaders who think critically, act wisely and work skillfully to advance for the common good,” this statement personally made an impact on my college search because of how it closely it relates to my perception of how I plan to help and benefit the world. Whether it’s future Tommies’, students attending another university, or anyone that believes in creating a brighter and more efficient world, we are all in it for the common good. While the motto of “the common good” can mean many things to a variety of people, I personally believe the common good has to do less of what we can do for ourselves and more about what can we do to improve others lives. The second I stepped

The University of Utah Honors College motto engraved on the rock outside of the Marriott Honors Center reads “Serve the World”. The motto assumed to be written and approved by the donor and honors boards is an attempt to inspire college students through a short phrase. It’s safe to say the people on these boards have good-hearted motives in writing a phrase they believe will drive honors students to have an unstoppable drive to produce a positive change in the world. Aspiring to be a phrase vague enough to make students want to find the solution for climate change, cure cancer, and end world hunger; while also being a phrase that is powerful enough to make students feel like they have the power to change serve the world, the motto attempts to reach near impossible heights.

I also realized that global citizen education is so important because it can change our perspectives and how together we can initiate change and improve existing issues around the world. Creating an activity to support global justice was a very effective learning tool because it allowed me to strategically apply what I’ve learned to achieve the goal of creating a global understanding. During this process, I spent a lot of time thinking of simple, memorable, and a practical activity that could be easily used in teaching students about the importance of being a global

A university's job is create responsible adults. While they educate students on paying bills, owning a home, and living away from caretakers they must also educate students on the responsibility they have to the environment. "Whose responsibility was Chernobyl?" (Orr) Orr asks to illustrate how hard it is to assign blame to environmental issues because they problems are just so large. If everyone takes blame than everyone will strive fix troubles. "Knowledge of how to do vast and risky things has far outrun our ability to use that knowledge responsibly." (Orr) One of Einsteins biggest regrets was the push