East Carolina University
Faculty Spotlight
Service-Learning Quarterly Page 2
“¡Sí se puede! Yes, it can be done!” -César E. Chávez
Dr. Craig Becker, Assistant Professor in the Department of Health Education and Promotion, and recipient of a 2008-2009 ECU Scholar-Teacher Award, started utilizing service-learning pedagogy in 2005. Each semester, his Health 4604 students complete 15 hours of service in community health settings, applying health promotion principles and theory to meet demonstrated needs in local nonprofit and human service organizations. What motivated you to utilize service-learning pedagogy in your class? Something was missing in my class and the students were having trouble connecting theory with practice. To help students make the connection, I was looking for some way for students to apply what they were learning and service-learning provided that opportunity. How does service-learning impact student learning in your course? There are several impacts on student learning from their service-learning experience. The experiences help students connect what they are learning to real life, make professional contacts, gain professional experience, and students are able to add these experiences to their resume. These additional real life experiences provide them with an added edge in the job market when they begin to look for jobs, which is especially valuable with today’s market. These experiences also give them additional professional contacts and some of these experience have led them to permanent jobs after graduation How does service-learning impact (challenge or benefit) your teaching? It helps me be a better teacher. No longer do they see what I am teaching as theoretical, but they learn that what they hear about in class is valuable and useful in real life settings. They learn things that they could not learn in the class at their service-learning location and what they learn benefits all I do in the classroom. Can you provide an example of a student service-learning project from your class, and how it benefitted the community? All of the student experiences benefit the community. Some memorable examples I learned about in reflection papers were from their times at the Boy’s and Girl’s Club where they were able to help students not only with activity and nutrition, but also with their academics. Other students found great value in working with special needs populations during events with Campus Recreation and Wellness, and others had rewarding experiences working with senior populations. What types of reflection do you use to help students bridge course theory with service in the community? I have students write 4-5 page reflection papers where I ask them to respond to four questions: What did they do? What did they learn from the experience they couldn’t have learned in the classroom? How does their experience relate to the health field and what they hope to do after graduation? What would be the impact if the service or program you worked at did not exist? I also ask them to cite relevant theories or models they saw in action at the location where they completed their service-learning. What advice would you share with faculty interested in utilizing service-learning pedagogy? Utilize the Volunteer and Service-Learning Center. They do a great and thorough job by assisting students in helping them get a valuable experience. They are thorough and help all the students.