******** 1

*************** engage ** community ******* activities **** ************* ******** *** ******** ***** and ************* *** ********** **** ******** ** their academic ****************** ********* ***** ***********

Service-Learning

Community Service

*************** *********

*************

******** **

“Students ****** ** ********** ** meet ****** community ***** ** ** integrated ****** ** the ***************** ********* ***** ***********

*****************

********* ********

Community-Based *********

Volunteerism

******** **

How ** direct ******* ********* than ************* learning?

************* learning ****** ******** ** **** **** *** diverse *********** than ****** ********

****** service ******** students ** **** *** **** ***** them ************* *********

****** service ******** one on *** work with ***** persons ****** ************* ***** ** the *** product

************* ******** ****** you to ******* **** ******** learning with ********* challenges ******* ****** service ***** **** benefit

QUESTION **

** service ******** *********

**** ***** ****** **** ****** ** ** anything ** **** ***********

***** ***** ***** ****** ***** ** ******** ** the ******* ******** ************

** **** ** ***** ****** *** ******* *** *** community ******** *** ***** ***** capacities **** ******* **** ******* **** * ****** ***** ** *** community *************

******** **

*** ** *** Service-Learning project ****** volunteers ** **************** museum ******* ***** ** ************ ** ************** first ******* ****** ** **** The ********* ******* ** ** late *** ** ******* He tells *** contact ****** ** is unavailable *** following Tuesday *** ** ** ********** appointment ****** ******* *** ******* person that *** **** be ********* for *** remaining ******** ***** of *** ********* ********** ** *** best ********

****** has ** ********* ** ******** *** *** ********** to the **************** *******

*** ******* ****** ****** **** ****** ** flakey

****** ******* impacts ******* * message opposite of his ***********

**** glitch ***** *** ************* and ******* *** ** ********

******** **

How ** students ******* **** ******** ** ********* based learning?

**************** guarantee ******** **** have greater ****** opportunities

******** ***** ******* **** *********** ******* style ********

******** **** ************* skills ********** ****** and ******* ********** skills

******** gain * ***** ** ****** ****** *** ** * **** ***** **** ********

******** **

**** *** ** the contributors ** *** ******* ******** receive ****** ******** from ** exchange ** is *******

Collaboration

Leadership

Congruence

Reciprocity

QUESTION **

In *** ***** ******* ***** ** *** ***** of *********** **** *** ****** *******

********

Helping

Fixing

********

QUESTION **

An ***** ** ****** is

*** *** creates ****** by ******* in ** ****** ************* ******* **** *******

******** *** ****** * ****** ******* ******* *** service *********

* ********* that ******** practice ********** *** positively ********** *******

The ****** ** work **** *** **** ** to accomplish your ***** and achievable

******** ***

********** ** the seven ** these *** ********* ****

********** ****** **** informed ******** making ** * ********* project

Building * genuine and complete community *************

Making long-term ******* ** *********** with *********

******* ** ******* a common ******* *** the ******** *** ******* ***********

********

***

**** ***

some modes of reflection?
Reflection is

a process **** ******** ** opportunity to ***** about *********** *** learn **** ***** experiences **** ***** of ********** ******* ******* ** ********* insights ******* **** presentations ********** which involve ********** through ****** multimedia *********** *** ******** QUESTION ***

******** the

**** Model of critical ********* *** deal

***** is * ********** ****** that *** ********* to ******* ******* ******** *********** ******* * ******* of ******** reflection ** ******* ***** sequential ****** *********** ** *********** in * ******** ****** *********** ** ***** *********** **** regard ** the learning ********** *** ************ ** *** Learning **** helps ** ********* improvements ** ******* *** ********* QUESTION ***

*** there

*********** ******* **************** and volunteering? ** so **** are ***** differences?
***** ***

******* *********** between **************** and ************ While **************** ** described ** ******** **** ******** ******** ** activities **** ******* others and *** community ***** **** ********* the ***** of a ***** ********** ************ ******** ******** ** ********** **** *** ******** ** ******** services *** *** sake of *** ********* and ** also ******* on *** ********** **** ** ******* learning ***** is guided *** ********** ********** ***** in ************* reflection is not ******* ** ********** ****** ** **************** there ** * ********* of structured ******** **** ******** *** ******* ** *** ******* learning while ** volunteerism ***** ** ** ********** ********* ******** ***

*** is

***** ******** *********** with service-learning?
**************** *****

*********** ** ******* ***** ******** ***** it enhances *** ************* of society and *** ** improve *** society ******* ******* *** ******* *** ****** *** the *********** As a ****** *** ******* ** ********* ** ********** In ******** service-learning ***** ** ******* a **** ***** of ******* ** ********* ******* **** diversity ******* its ******** *** ************* QUESTION ***

*** **

******** ******* ********* ******* *** ****************** ******** *******

** ******* **** as * ****** ** community ******* *** **************** *** instance **** ******* *** ******************* commitment ** *** ********** In addition they improve ** ******* ********* *** ****** **** enhance ***** ********* with *** ********* ******* learning **** ******** ******* ****** ** offering **** *** ************* ** teach familiar ******** and ** ****** ******** **** **** learning ***** ********* ******** *********** ******** ***

**** **

*** *********** between ******* ******* ********************* **** *** service ******* ************************ ****** ******* the

two

being ********** ** volunteerism ***** ** a *********** between **** ******* **** ******** the process ** ******** help ** ** ********** ** ***** **** ** or **** ****** ** that ************** ** ****** ******* ** how **** **** ** ******* the ***** On *** *****

**** solidarity ******** ******* **** * person ** ***** ** ***** to identify their ***** *** ** establish how they **** ** ******* the help ******* ** **** ** ******* equality *** *** *********** ** * ********* ***** ******* ** * **** ************* ******** QUESTION *** In

**** ways

*** ******* establish their ********* *********** **** ********* ***** *** *******

**** through which mentors *** build ********* ************* **** ***** mentees *** ******** * mentor can ****** that ****** ****** a rapport **** *** ****** ** establishing mutual ******* ************ ***** *** ************ a purpose *** ***** relationship * ****** ****** **** empathize **** the ****** ***** ********** a key ** ******** an ********* ************ *** ** ******* the ****** to be open *** willing to **** *** ********* steps of ******** a ************ ****** ******* ****** ** ****** listeners since ** ******** a high level ** ************* *** also indicates **** **** *** ********** ** *** *********** of ***** ******** ******** *** List

and ********

the **** quadrants ** *** ****** ******* *** ****** (taken

***** *** **** ** *** ********* ****** **** *** ***** ******* ** * communication ***** **** ******* ** ********* understanding ******* individuals It **** ** ******** ***** with ****** through self-disclosure and ******* ****** learn ***** ********** *** ** ******* personal ****** ** ******* ******** **** others
*** window is

*

****

******** **** **** the following quadrants:
****** **** **** (Quadrant ***

This ******** illustrates *** ******

that someone ***** ***** themselves *** *** ****** **** ****** **** ***** *** ** ******** ****** attitudes and knowledge
• Blind Area (Quadrant ***

** illustrates ****** ***** *

person that ** or she ** *** ***** ** but are ***** ** ******* ****** ****** **** (Quadrant 3)

**** quadrant *********** things ****

* ****** ***** ***** themselves *** **** *** unknown ** ******* ****** Unknown **** ********* ***

This is *** **** ********

*** ** ********** things that *** ******* ** * person and *** also ******* to ******

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Sociology Multiple Choice Question.docx