Students learn best when they build something. And they enjoy it best when they are outdoors. And they develop character when they do it for someone else.
Student using the trowel method is carefully excavating the test unit to find evidence of the presence of pre-Columbian people.
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Students are focused on the small organisms captured from the bottom of the lake.
Students working together to measure the depth of the test unit at the Blueberry Site.
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Using a weighted measuring tape the students are calculating the depth of the lake.
We make a living by what we get, we make a life by what we give. Winston Churchill
Service helps young people see the connection between academic content and the problems people encounter in everyday life. It provides an opportunity to test and apply knowledge they have gained beyond the settings in which the learning occurred.
Through service-learning, young people—from kindergarteners to college students—use what they learn in the classroom to solve real-life problems. They not only learn the practical applications of their studies, they become actively contributing citizens and community members through the service they perform.
Service-learning can be applied in a wide variety of settings, including schools, universities, and community-based and faith-based organizations. It can involve a group of students, a classroom or an entire school. Students build character and become active participants as they work with others in their school and community to create service projects in areas such as education, public safety, and the environment.
Community members, students, and educators everywhere are discovering that service-learning offers all its participants a chance to take part in the active education of youth while simultaneously addressing the concerns, needs, and hopes of communities.
In the service-learning example, in addition to providing an important service to the community, students are learning about water quality and laboratory analysis, developing an understanding of pollution issues, and practicing communications skills. They may also reflect on their personal and career interests in science, the environment, public policy or other related areas. Both the students and the community have been involved in a transformative experience