Service Learning and Credit Flexibility

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By adding your programs and events to The Connectory (powered by the Coalition for Science after School), you ensure that young people and parents in your area are able to find your programs and events. We also invite you to Apply for Support which includes cash grants and in-kind donations.

One of the consequences of globalization is the increasing free movement of human capital on a global scale. Whether through physical relocation or virtual telecommuting, human resources are fluid across national and geographical boundaries. Businesses can find employees across the globe through outsourcing their business operations worldwide to maximize their profits and stay commercially competitive. Political actions and patriotism no longer are sufficient to keep businesses from sending their jobs abroad.

Meanwhile, nothing prevents Americans from working for foreign businesses through telecommuting or relocating abroad. But the problem is that on average American workers are much more expensive than their counterparts in developing countries such as Brazil, China, India and Mexico. For them to continue to be employed and paid a salary to sustain their current standard of living, Americans must have talents that are more valuable or unavailable in other parts of the world at a lower rate.

What then is that “something” the Chinese, Indians and others cannot offer but Americans can?

Engagement theory has emerged from the authors' experiences teaching in electronic and distance education environments (see Shneiderman, 1994,1998; Shneiderman et al, 1995; Kearsley, 1997). The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching.

The first principle (the "Relate" component) emphasizes team efforts that involve communication, planning, management and social skills. The modern workplace demands proficiency in these skills, yet historically students have been taught to work and learn on their own. Research on collaborative learning suggests that in the process of collaboration, students are forced to clarify and verbalize their problems, thereby facilitating solutions. Collaboration also increases the motivation of students to learn, a significant consideration in settings with high drop-out rates (e.g., teen-agers, distance learners)

The second principle (the "Create" component) makes learning a creative, purposeful activity. Students have to define the project (problem domain) and focus their efforts on application of ideas to a specific context. Conducting their own projects is much more interesting to students that answering sterile textbook problems. And because they get to define the nature of the project (even if they don't choose the topic), they have a sense of control over their learning which is absent in traditional classroom instruction. Project orientation is the essence of Problem-Based Learning (PBL) approaches which are often used in medical and others types of professional education (e.g., Barrows & Tamblyn, 1980).

Determining a Student's Degree of Self-Direction

Does the student participate in class discussions? Does he come prepared? Does he not only read the assignment, but actually learn from it, remember it, and make it his own?