Perspectives from Service-Learning Recipients

This chapter's objectives are to identify the five groups of service-learning recipients; identify best practices in service-learning for college and university student recipients; identify benefits of service-learning for college and university student recipients; identify NASPE and your state standards in physical education teacher education (PETE) as related to service-learning (field experiences); identify benefits to all stakeholders from PETE and adapted physical education research on service-learning; distinguish between Boyer's terms "service" and "scholarship of service"; use Boyer's four levels of scholarship and his six faculty evaluation times and relate them to your college's or university's expectations and evaluations of faculty scholarship; give an example from your own student's responses from service-learning or field experiences for each of Bloom's cognitive domain categories; describe the elements of a collaborative program between a university and a choice school; and describe the various steps on how to design service-learning in an adapted physical education setting. [authors]