Service Learning: What Faculty Can Learn from the Theory of Coordinated Management of Meaning
The idea that education is enhanced through a fusion with real-world community experience that challenges students to integrate theory with application, known as service learning, has taken hold in the academic community. Service learning (SL) challenges educators to integrate projects into a community context directly with course objectives that produce measurable learning outcomes. This paper will examine SL through the lens of the theory of Coordinated Management of Meaning (CMM) in order to provide faculty with insights into curriculum integration and application within the educational process. Findings indicate that, by viewing SL through the theory of CMM, faculty are able to better understand the role in creating meaning for students before SL begins, formulate action that directly relates to academic outcomes and student development, reflect on the process to facilitate the creation of stories and provide measurable results of the learning experience
Service learning; Coordinated Management of Meaning
Teaching Journalism & Mass Communication
Kim, Carolyn Mae, "Service Learning: What Faculty Can Learn from the Theory of Coordinated Management of Meaning" (2013). Faculty Articles & Research. 141.