Eight Missouri State University faculty members had their service-learning projects profiled in a new resource book for educators entitled “Quick Hits for Service-Learning: Successful Strategies by Award-Winning Teachers.” Published by Indiana University Press, each article in the book features an introduction, project description, timeline, steps for implementation, assessments and a conclusion.
Faculty members featured in the book include:
- Dr. Sandra Byrd, professor in the school of accountancy and director of the low income tax clinic (LITC)
- Dr. David Byrd, professor in the school of accountancy
- Dr. Joanna Cemore, associate professor in the childhood education and family studies department
- Dr. Billie Follensbee, professor in the art and design department
- Dr. Cynthia Green Libby, professor in the music department
- Dr. Ken Vollmar, department head and professor of the computer science department
- Dr. Steve Willis, associate professor in the art and design department
- Brenda Goodwin, instructor in the health, physical education and recreation department
In their article, “Successful Integration of a University Service-Learning Class into a Community Coalition,” Sandra and David Byrd discussed how undergraduate and graduate accounting students provided financial literacy and tax assistance to vulnerable individuals in the community.
Cemore’s article, “Understanding Play at the Discovery Center,” explained how her “play as development” service-learning students effectively partnered with a local science center. Students assessed needs, developed age-appropriate exhibits, and generated ideas on how to improve the amount and quality of play for children at the center.
Follensbee wrote “Strategies and Techniques for Implementing Community-Based Research Service-Learning Projects in Advanced Courses in Areas of Study that are not Traditionally Related to Public Service.” Through her course, students accessed, researched, labeled and publicly disseminated information about an African art collection.
“The Healing Power of Music,” by Libby, described how service-learning students played therapeutic folk harps at the bedside of hospital and hospice patients. Studies have shown that music can help provide comfort and relief for these individuals. According to the article, “recent research by the International Harp Therapy Program revealed that 84 percent of 200 patients experienced relief of anxiety, 71 percent experienced easier breathing, 70 percent experienced decrease of fear and 63 percent found that their pain was lessened while harp therapy was being administered.”
Vollmar’s article, co-authored by Pete Sanderson of Otterbein College, compared two computer science service-learning projects. The first was software designed to help preschoolers learn their phone numbers. The second was a digital media storage and retrieval software package designed for the U.S. Department of Agriculture’s Natural Resources Conservation Service.
Unlike traditional service-learning, computer science projects tend to be more “all or nothing” since final products are delivered at the end. This requires special care and consideration. Extensive community partner, student and faculty checklists are provided in the article for those considering this type of “all or nothing” project.
Willis’ article, “Perceptual Changes Through Teaching Others,” explained how service-learning art education students teach inmates at the Greene County Correctional Facility. Much of the article focused on the reflection portion, which allows students to make the connection between classroom theory and “real life” situations.
“Reaching and Teaching: Bringing Health Concepts to Life,” co-authored by Goodwin and Janice Clark Young of Truman State University, talked about how integrated service-learning students organized and presented booths at a local health fair in the community.
For more information, contact Elizabeth Strong at (417) 836-6368.