Abstract
Business faculty have often shied away from “service learning” activities, commenting on “what’s serving soup in a kitchen have to do with (fill in the blank course topic)?” The reaction is understandable: if faculty do not see the connection between activities students are asked to do and the course material then the students certainly won’t see it. Given the myriad of experiential educational options available to educators to enhance the classroom environment professors do not have to feel locked in to one pedagogical method or another. In the classes examined in this study, faculty and staff of a college in the Western states have chosen Community-Based Learning activities as a way to help students not only connect what they are learning in the textbook with “real life,” but also to allow them time to reflect on themes of justice, equity, and ethics. This study examines the effectiveness of the Community-Based Learning to provide greater understanding of how it is implemented at one
Volume
5
Issue
2
First Page
78
Last Page
85
Rights
© Fort Hays State University
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
McCale, Christina; Moody, Richard D.; and Nix, Melissa
(2009)
"The Community As Our Classroom: Student Feedback On Community based Learning Exercises,"
Journal of Business & Leadership: Research, Practice, and Teaching (2005-2012): Vol. 5:
No.
2, Article 10.
DOI: 10.58809/ESLO8802
Available at:
https://scholars.fhsu.edu/jbl/vol5/iss2/10
Comments
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