Environmental and Economic Injustice - From Classroom to Community
Religious Studies News
School of Arts, Humanities and Social Sciences
"My original motivation for incorporating service-learning and experiential learning into my course stemmed from our university’s emphasis on service-learning in the curriculum. Since ethics courses are well suited for service-learning, I decided to take up the challenge. We were urged to assign a minimum of fifteen hours of service in our courses, preferably with a community partner, and structure some in-depth reflection on the service, both through assignments and/or discussion in class. As I mentioned above, meeting some of these requirements in a place with little environmental activism made traditional service-learning impossible. Nevertheless, the experiential learning and service I incorporated into the course met my pedagogical goals and confirmed some of the benefits claimed by the teaching and learning literature." ~ from the article
Stivers, Laura, "Environmental and Economic Injustice - From Classroom to Community" (2011). Collected Faculty and Staff Scholarship. 223.
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