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Celebration of 18 ... incorporated into the VRA



the A + s uc held the national holiday last Friday ... dumplings, kebabs and even in the event there cueca involving all officials of the Academic Vice-Presidency of San Joaquin.

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New courses this semester

For the second semester of 2006 has introduced new courses that have begun working with Service Learning. These 8 new courses are added to the 23 courses that had already implemented A + S previous semesters. Thus in this semester A + S uc is officially running 31 courses.

The new courses are:

1. Multimedia story (journalism). Professor: Francisco Fernandez and Claudia Gutierrez.
2. Understanding of the environment I (Education Villarrica). Prof: Guadalupe Grau.
3. Cultural Heritage (Education Villarrica) . Prof: Francesca de la Maza.
4. Education Theatre (Theatre). Prof: Yani Nuñez.
5. Athletics I (sports). Prof: Marcelo Gajardo
6. Children's Literature (Basic education and kindergarten). Prof: Cecilia Beuchat and Oscar Coya.
7. Flowers and Ornamental Production (Agronomy). Prof Eduardo Olate
8. Statistics (mathematics). Prof. Lorena Correa.

to all these teachers who dared and committed to the methodology: Congratulations! hope that A & S is an input to their courses .

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Human Resources Management Training








One group of students who worked on the course Human Resource Management closed its work with a presentation to all managers schools in the Platina.
In the pictures you can see the teacher of the course, Regina Funk with Carolina Castro and Cristina Gómez, professional learning and Puentes UC Service, who assisted in the coordination of this initiative also appear principals and students participated.
The other groups of this course worked with Foundation Telethon Foundation and America Solidaria, develop equally successful work which we do not have pictures ... and get it!

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completed successfully finished courses for teachers

There are two teacher training courses, an introductory level, for those who have yet to complete service learning experiences and do not know the methodology and an in-depth, which are open to all teachers who have participated service learning or have attended the introductory workshop.

Introductory Workshop:

"Knowing the Service Learning methodology"

This workshop teaches the principles of A + S and shows some basic aspects of planning a service learning course. The methodology is participatory and includes testimonials from teachers and community members who have worked with this type of course. It is expected that each teacher can work based on the courses that he or she works, so it is advisable to bring the workshop program document their courses.

Date: Monday, July 24
Time: 10:00 to 13:30 hrs.
Location: Fourth Floor Building CDDoc. Campus San Joaquín
Interested register with: freutter@uc.cl

Deepening Workshop

"Ethical aspects of intervention social, a view from academia "

This workshop presents a critical theoretical view, reflective and deeply about ethical dilemmas involving social interventions from the field of teaching. It incorporates practical elements that teachers can include in their courses to safeguard some of the basic requirements of successful interventions and ethically responsible. This workshop conbined theoretical aspects with practical experiences and methodology have limited capacity.

Date: Tuesday, July 25
Time: 10:00 13:30 hrs.
Location: Fourth Floor Building CDDoc. Campus San Joaquín
Interested register with: freutter@uc.cl

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... Course Photos




has been a very profitable quarter.
This post will include only a few references that allow you get an idea of \u200b\u200bwhat has been happening ... pictures and gathering evidence.
will show by this time only successful face to the criticisms and mistakes and there will be other opportunities.


The photos are of Tennis I: There are some children with students who were taught tennis. Child Age Psychopedagogy: students presenting in front of the educators of kindergartens.
Community Health II: Nursing students presented their work to the community in a conference held in San Joaquin.

and here are some testimonials:

Storytelling Course Student Radio (journalism):

· who once and for all of us feel part of the creation of society. when young people expect big things done and when old is thought that there are no forces and that more young people should act. was a nice opportunity to be truly public. Keep it up, is a great project.

· When leaving the university, for example a radio in La Platina, it is possible to look at our society as it is. One can understand that we live in a diverse country and helps many out of the bubble it means to be at the Catholic University . Students

Works Workshop Course (Construction):

· This experience helps you to discover the social side of the race, showing that with the knowledge and tools delivered over the years of study can do something beneficial for the whole community.

· Works not go to the "garbage bin" and are used by people who if you need them and not lose time from work for a simple score. Students

Optimization course. (Civil engineering):

· Bringing reality to the theory is very good, but the link to the student, knowledge and e ideas (and sometimes feelings), with the world outside the classroom, is an experience that enriches one as a student and contributing to the creation of a man of integrity and complete.

sensibles who had the means to actually help even a little to improve the business of microenterprise

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Look ... these are some of the things that have been happening!
students during workshop works in a brainstorming session, students of physical training on a day with students of a municipal school, the students develop technology education materials for blind children ....

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We have new offices


No more crowded. The photo shows how we fit into our old office. The spirit of sharing remains the same.
To those who knew our offices in headquarters, the office move will be very impressive. As it has been for us.
New dependencies ... new computers, we're more loose and more comfortable.
Sebastian has his office in the first floor of this new building "CDDoc" and I (of France) next to our three advisory courses (Pauli, Carola and Sole) are on the fourth floor, ready to receive them when they want to visit
. So
is that there invitation .. which appear to be surprises!

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Alliances and Networks: Collaborative work within the UC



Learning Service is just one of the initiatives within the University aimed at promoting social responsibility. UC Bridges, Rural Life Foundation, Bethlehem Calcutta UC and UC, are just some of the other initiatives with different emphasis "rowing in the same direction."
is clear to me that the work conjunction with these initiatives would substantially improve the performance of all. In our particular case, the emphasis on service learning is work with teachers, we are concerned about installing a form of teaching that consider community service as a valuable learning experience. That is why for us it is ideal to be other instances, specifically designed for that, which is dedicated to detecting community needs can be met from courses and manage the relationships between these and communities. For this to happen it is necessary to many coordination efforts, and coordination is a difficult task and a challenge for all who work on these issues. Each program generates their own objectives, a particular methodology, growth strategies, implementation and evaluation exercises. In addition, all working with limited resources it requires us to optimize our work and limit the possibilities of sharing with others.
However, if we all make small coordination efforts, we can position our issues more efficiently, and generate a real student movement, which encourages solidarity in the university community and social responsibility position as the hub of training. In my view these efforts assume that each program will clarify the bid that could make the rest of way to make commitments to order how we will relate.

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A new teacher quality


I realized that the teacher of A + S, can be a new teacher, a teacher who sees the learning from another perspective, that excites me, if a teacher dares to change and modify their teaching to do, can leave a big footprint.

"immediately warned that the new teacher had a different way of approaching things and treat themselves, more committed because they were given more responsibility, more trust in them. Was submitted to it a new way of things. " Description (Students in grades 4 through college to get to San Ignacio Alberto Hurtado as a teacher)

by Soledad Gonzales (advisor A + S)

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who and how?

We have decided that 2006 is the year of quality for the Service Learning program. And when we talk about quality we refer primarily to improve the services provided by the course and to improve student learning. Without giving much back we decided that it would we.
However ... there is more to this quality. Using an exhaustive search I found nothing to distinguish that describes areas of indicators that measure the quality that I think we can apply to our case (the distinctions are of an article focused on quality measurement health programs can be viewed by clicking here : There are distinguished at least:
Input indicators: determine if a program has the necessary resources.
Process indicators: assess how they conduct program activities.
Outcome indicators: measure the results at the program level.
Performance indicators: measure the program's impact in the short term and long-term impacts on the population in general.
I think when we say that we want this to be the year of the quality we are talking mainly of an improvement in performance indicators and results. That is considering that level of "achievement" a service learning course would be the learning of students and level of "results" for the purposes of the service they performed. I was interested in the distinction proposed in the aforementioned article and echoes me ... Our efforts must also be targeted and explicit way to meet indicators of inputs and processes. And now that I think we also have developed lines for that, because this year systematize management of the development area "process indicator"). On input indicators are not doing anything ... but geez ... that's three of four. At the end we are not doing so bad.

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what to do with poor service-learning course? We are back

put in UC by a team of professionals, promote the practice of service learning in different university courses. This implies a major effort to disseminate our work. The expectation is that, in future, A + S is a concept easily understood: a metaphor that people can associate with their courses.
However, this implies a risk: there may be teachers who think they are implementing A + S in their courses, for the simple fact of having some connection with excluded groups of society, not understanding that A + S is not just a metaphor but also a methodology that demands hard work and dedication. Without this, we may need courses that instead of building society, destroy frustrating expectations, delivering defective services or many other ways.
The issue is as follows: A + S UC courses they can encourage, but what about a bad year? What role should take the A + S UC to find such courses, which will not do a responsible job to ensure that their intervention is responsible? Can we remain comfortable with the fact that further developing their work? Sebastian Zulueta

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This blog gives for the year started.
With 30 New Courses.
The UC service-learning program has set itself the goal this year to work for it to be "the year of quality ".
While last year we did was create a strategy to implement service-learning, this year we hope to nuetsro efforts to provide higher quality experiences courses require. We are open to ideas to do so.
Suggestions?

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Choosing a Community Partner for my course: It does not matter?


For some, it may be a minor issue. For me, no. When it comes to choosing a community partner, many teachers choose the first organization where students can do their job. My vision is that, in his activities, is making a big mistake: falling in social activism, not acting under a diagnosis about social priorities our country needs. I think it is this last point, the central component that should guide the search for a community partner. And this is a question that should be the teacher, together with students, its faculty, with the university. And only after that, choose a community partner. The acting from social activism to educate us from a society that thinks before acting, and who engages in a coordinated effort of a whole country. In short, it does not matter. Sebastian Zulueta