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Assessment relies on presentation, report, reflection, and peer evaluation. The paper also frames service learning as academically rigorous, grounded in theory and engagement principles, contrasting it with common criticisms and aligning it with a clear community and learning mission.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the capstone course model described in the paper?","Question",{"text":62,"@type":63},"The paper describes an innovative full-time, single-semester service learning capstone where students use their work in SIFE as the vehicle for applied learning in the community.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How do students in this model address community needs?",{"text":67,"@type":63},"Student teams identify community needs, plan solutions, and implement and measure outcomes, drawing on business knowledge and an entrepreneurial mindset.",{"name":69,"@type":60,"acceptedAnswer":70},"How is learning assessed in the course?",{"text":71,"@type":63},"Assessment is based on presentation, report, reflection, and peer evaluation across the work 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Ballard  \nAuckland University of Technology, NZ  \nThe purpose of this paper is to share my experiences as the instructor of a full-time, single semester, servicelearning capstone course. In this innovative course students already volunteering in the Students in Free Enterprise (SIFE) organization work in teams to identify community needs and address them using their business skills and knowledge and an entrepreneurial approach. The student teams are responsible for all phases of the work, from working with the community to identify needs through planning solutions to implementation and measurement. The students’ work is assessed through presentation, report, reflection and peer evaluation.  \nIntroduction  \nI n this paper I will present an innovative model for  \nservice learning where students at Auckland University of Technology (AUT) in New Zealand use their work in the Students in Free Enterprise (SIFE)1 organization as a vehicle for applied learning in the community.  \nIn the SIFE organization students work to apply business knowledge and an entrepreneurial mindset to improve the quality of life and standard of living of people in need in their communities (SIFE, 2012a) . The Auckland University of Technology branch of the Students in Free Enterprise organization (SIFE AUT) has  \nbeen highly successful over the 10 years of its existence, winning the SIFE New Zealand National Championships five times and placing runner up in each of the other years. SIFE AUT typically runs between five and 10 concurrent projects to benefit the community, with some of these lasting several years.  \nWorldwide, SIFE is present on around 1,600 universitycampuses (SIFE,2012a) .Aspertheorganization’s guidelines, SIFE teams are only allowed to exist if they can show that they are financially sustainable and have the support of their institution, so it can reasonably be assumed that each of these 1,600 teams is active. What makes our University’s approach to SIFE unusual is that  \n1 Shortly after this paper was submitted, the Students in Free Enterprise (SIFE) was rebranded worldwide as Enactus; however, the programme itself remains the same. The references are unchanged.  \nthis multidisciplinary applied learning is formally assessed in a full semester capstone course. In other words, we do not view SIFE as an additional activity, unrelated to the students’ classroom learning, nor do we view it as a simple source of credit for community volunteering. Rather, we view SIFE as an integral part ofour students’ learning – a service learning experience that is based on principles of problem-based learning, a capstone experience structured around the principles of engagement theory.  \nBackground  \nOver 50 years ago, John Dewey (1956) claimed that effective learning requires the right context, which can be gained through a combination of environment and experience. Service learning provides exactly that when correctly implemented. Service learning is “an academically rigorous and integrated real-world course project where students produce tangible, professional products for use in the local community as they work with and learn from organizations designed to serve community needs,” but with the addition of “or directly with the communities themselves” (Kenworthy-U’Ren, 1999, p. 382) . Service learning is hence more than volunteerism. Rather, it is a structured activity where the projects undertaken are founded on appropriate theory, have clear objectives and where there is a reflective component (Hatcher & Bringle, 1997; Kenworthy-U’Ren & Peterson, 2005) .  \nThere have been many criticisms of servicelearning, some of which view it as a form of political indoctrination in which the liberal views of the academy are foisted on an unsuspecting student body by preaching the evils of capitalism and the moral superiority of the poor – a form of re-ed","cbCailAQxEIEqECR","https://ap.wps.com/l/cbCailAQxEIEqECR","pdf",175288,"English","# Introduction\n# Background\n## Service learning concept and academic rigor\n## Criticisms and contrast with the AUT/SIFE model","[{\"question\":\"What is the capstone course model described in the paper?\",\"answer\":\"The paper describes an innovative full-time, single-semester service learning capstone where students use their work in SIFE as the vehicle for applied learning in the community.\"},{\"question\":\"How do students in this model address community needs?\",\"answer\":\"Student teams identify community needs, plan solutions, and implement and measure outcomes, drawing on business knowledge and an entrepreneurial mindset.\"},{\"question\":\"How is learning assessed in the course?\",\"answer\":\"Assessment is based on presentation, report, reflection, and peer evaluation across the work phases.\"}]","Reducing the Boundaries Between the Community and the Academy With a Full-Time Service Learning Capstone - Paper | PDF",1792087388,15]