Permeability is defined here as the flow of knowledge    that  enters and leaves the classroom through connections   with  the external environment. Experiential knowledge    comes into the classroom through interviews, guest     speakers and panel presentations. Service learning,    whereby students share their classroom knowledge with    others in  the community who may derive some benefit from   it, is the mechanism by which knowledge is extended
  beyond the classroom. Permeability is also inextricably linked to the identity of the teacher. Three college    courses - two undergraduate and one graduate - are     described relative to their application of permeability.   It is suggested that if courses have experiential     components, students make more meaningful connections    with classroom  learning.
 
 
 
 

 The permeable classroom, as I view it, is one in which the knowledge generated within it is extended beyond its boundaries. Conversely, it is also one into which outside knowledge is assimilated. This classroom contrasts sharply with the traditional setting of learning sometimes referred to as the “two-by-four” classroom - two pages of a book and four walls (Shapiro, 1989). In the latter setting, students are less likely to make connections between classroom material and the “real world”. Such connections are vital because without them, textbooks, lectures, and demonstrations often lack impact or are easily forgotten. Many students and teachers unfortunately have become inured to the more traditional classroom and expect a separation of classroom learning from what they experience in other environments. They often don’t even connect material from one course to another where such connections would be appropriate and mind expanding. Bruner (1959) aptly used the term “episodic” curriculum to describe how courses are divided into separate units and short time spans that promote a tunnel vision approach to learning. Given this situation, it is no wonder that many of our students are passive, complacent, grade-oriented and unmotivated with baseball hats pulled down in front of their eyes and facial expressions that defy interpretation. It is not surprising that many students see what they are learning as important only for a test or as an obstacle to overcome in pursuit of a career. While it is frustrating to academicians to have large numbers of these students in their courses, the tendency is to not only blame the students themselves but also their high school teachers who, in turn, blame elementary teachers, all the way down to the genetic makeup of the paternal side of the family. It is easy to see how this argument dissolves into pointless reductionism. Instead of becoming ensnared in this complicity, we educators should focus more of our attention on what we can do and what we are able to control. With sufficient will and determination, we can achieve a liberating experience with the particular group of students with whom we share a finite space and time. Complaining and blaming will only serve to demoralize ourselves, pave the way toward burnout, displace our frustrations onto our students and others, and give the public more ammunition with which to vilify higher education.
 In this article, I would like to first offer a thumbnail sketch of myself as a teacher as a way of connecting who I am with what I do, and then describe some of the strategies I use in my courses to expand the awareness, knowledge and experience of students. These strategies have enabled me to thoroughly delight in teaching and eagerly look forward to meeting with my classes each week. I feel I have the same exuberance as I did when I began teaching in 1971. The reason for this may be that I have never totally felt comfortable or “settled in” to teaching. I try to maintain a balance between change and stability so that my courses progressively evolve into the kind of experiences that will maximize both my learning and growth and the learning and growth of my students. Thus, I have not achieved perfection as a teacher - only improvement. My purpose in sharing what I do with others is not necessarily to offer something totally innovative since many teachers may be using some of the approaches I present. Rather, I hope that by disclosing my experience, I can help validate what others are doing and attempting to do to make college classrooms more vibrant places for learning and teaching. I believe it is the unique blend of who I am and what I do that is important rather than the compilation of strategies I use. Hopefully, this paper will also raise the question within the reader, Is what I’m doing as a teacher related to who I am as a person? Thus, I urge readers to reflect on their own practices and how they correspond to their own unique personalities. When teachers divorce themselves as people from their teaching, their classrooms are likely to be overly technique-driven. When this occurs, teachers focus on what works or doesn’t work and it detracts us from seeing the classroom as a gestalt as well as remembering that teaching is a human relations endeavor where relationships between students and teachers are pivotal to substantive learning. Classrooms where strategy dominates are run by technicians and not teachers. According to Palmer (1998), “good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher” (p. 10). This identity and integrity is an important part of the “hidden curriculum” (Barbour & Barbour, 1997, pp.159-160) - the unconscious and unintentional aspect of the classroom where what we do comes through much louder than what we say.
 The classroom climate and certain fundamental beliefs about learners and learning need to be the bedrock upon which teaching strategies are grounded. Likewise, the methods chosen should develop from and be related to those assumptions. The particular assumptions about good teaching that I have developed over time and struggle to practice are based upon what I have read about in books and journals (Davis, 1993; Eble, 1988; Halpern, 1994; hooks, 1994; McKeachie, 1994; Palmer, 1998; & Seldin, 1995), what I have seen my exemplary teachers and colleagues do over the years, and most importantly, who I am as a person. As such, it is impossible to pinpoint their entry into my consciousness as well as how they play out in my daily encounters with students. Also, because these assumptions are general and affect me in different ways at different times, their roles are more implicit relative to their connection to the strategies that comprise the focus of this paper. This is why I feel that it is important to describe what I believe and who I am before elaborating on what I do. Such information may also assist the reader to view me as more than an
abstraction and to appreciate the connection between teacher-as-person and teacher-as-strategist.
 I believe that, first and foremost, I must be a learner. Freire (1995) refers to this role as “teacher-student” because the “teacher presents the material to the students for their consideration, and reconsiders her earlier considerations as the students express their own”(p. 62). My goal, therefore, is to extend a cordial invitation to my “student-teachers” to enter into a dialogic relationship with me and the subject matter. This is no mere “rap session” but a concentrated, interactive and transcendent examination of the course content.
 I feel that it is necessary to inspire and influence students by knowing my subject well and inviting them to provide their own unique angles to it. I find that to be an authority I don’t have to be an authoritarian. The student-teacher relationship, I feel, is a major conduit to learning; coercion has no part in it.   To me, high standards and expectations can coexist with   encouragement, support, and flexibility. The more I empower students, the more they accomplish things of which  they did not think they were capable. If all my students were to surpass me, I would be delighted. It would also be the highest compliment I could receive.
 Sometimes I feel the need to provoke, prod, ask incessant why questions, pose problems, throw curves, play “devil’s advocate”, and stimulate frustration and conflict with the aim of “busting bubbles and planting seeds” so that tidy and stereotypical explanations are unmasked and discarded. It is a tragedy when students leave college much the same way they were when they entered. When this happens, how can we expect society to improve?
  A particularly difficult task for me is maintaining the role of what Maxine Green (1978) calls “teacher as stranger”         (p. 298). My goal here is to avoid becoming too emotionally involved with some students while, at the same time, ignoring others; for example, I need to call on or maintain eye contact with more than a few select students and to avoid consistently ignoring those who do not contribute and appear disengaged. Preventing some students from dominating the class while stimulating others to blossom is a daunting task because of the diplomacy required. By keeping all students at a healthy emotional distance, I strive, through continuous reflection, to employ greater objectivity in my ability to balance the needs of individuals with the needs of the class as a whole. This perspective allows me to not only determine what those needs are but also how they can be accommodated by innovative approaches.
 Since I am generally excited about teaching and learning, I find it relatively easy to be enthusiastic not only for the subjects I teach but also for teaching and learning in general. Sometimes I feel that as long as I’m in the classroom, I’d be willing to teach any subject in which I could develop expertise. By striving to show exuberance, a positive attitude, excitement, and passion, I hope that it becomes clear to my students that I would prefer to be nowhere else. I truly value teaching and hope that I project this value to students and other teachers.
 Sometimes I get weary of using the same strategies, techniques, texts, and materials, so I change some aspects of my courses to determine if the change produces better results. Thus, I tend to experiment and then gauge the result of those changes. This can be disconcerting because there can be more comfort in stability than in change. Once I made a change that would have been very effective with my current class only to have it fail in the subsequent class. This corroborates the assumptions that no two classes are alike and that uncertainty goes with the territory.
 One need I have is to employ a variety of techniques - lecture-discussion, simulation, service learning, cooperative learning, visual media, role-playing, guest speakers, and debate - in order to accommodate diverse learning styles and to present the subject from different angles to facilitate insights and connections. I value and use students’ ideas about how to enhance their own learning. For example, I use an “after-class” group modeled on the one used by Shor (1996) to provide feedback on how  the class went and what I could have done differently to promote their understanding of the material. Several constructive suggestions have been generated through this practice. It seems to give students more ownership of the course if they help to improve
it.
 To me teaching is fun, and often I seek the opportunity to use humor to elevate learning. For example, one point that I emphasize in my classes is the principle of multi-causality whereby a specific behavior can have different causes. This was amusingly revealed in one actual incident from a case experience of a school psychologist, I relayed, in which a teacher referred a first grader because he frequently moved his hand inside his pants with apparent delight. When interviewed by the psychologist, the child complained of having underwear that was too tight. After the boy’s mother bought new underwear, the behavior ceased.
 The notion of teacher-as-coach has influenced me to be more of a gentle guide to students so they can find their own way and to become less dependent upon me. By neither letting them flounder nor prematurely offering assistance, I attempt to promote in students the ability to own their successes and learn from their mistakes. By returning the students’ work promptly with constructive comments, and by being available for just enough assistance, I hope to have students develop more responsibility for their own learning - to become self-reliant. However, I still
have not found a satisfactory way for students to effectively utilize my office hours - a universal complaint of professors.  Being a high school dropout, holding a doctorate, I find it easy to be close to students. My background prevents me from taking myself too seriously and it enables me to laugh at myself and the absurdity in the world without being cynical and hopeless. In one class, a student excitedly exclaimed, “You’re just like us.” Another said, “You talk with us, not at us”. To me, these were supreme compliments. Being trained as a counselor and school psychologist, I find it easy to self-disclose. This allows students to not only see my weaknesses and imperfections but also how they can manage their own without feeling discouraged. In other words, “If he can do it, so can we”. By being “down-to-earth” and not playing the role of “professor”, I hope that I can help students develop the will, courage and hope to fulfill their own potential as human beings.
 One of my roles as teacher is to be a sentinel by providing an environment of intellectual safety in which opposing ideas can be aired without fear of censure or retribution. Although I freely express my opinions and beliefs, I also take care to distinguish fact from opinion. My students appear to feel free to express their views with equal ease even when those views are at odds with mine.
 One of the things I enjoy immensely is being in the company of and collaborating with superb teachers. I enjoy learning from them and sharing ideas and materials with them. My colleagues inspire me, as do other great teachers as who write and speak about teaching.
 I feel that I am a “practicing idealist” and firmly believe that without an ideal or mission, I will never reach an
approximation of it. I see myself in each of my students and feel that my legacy is whatever I contribute to their development. In this way I achieve a sense of immortality. I distrust those who claim to have the truth and find myself quite comfortable with mystery, and propelled by the ironic combination of tentativeness and commitment. Sometimes I am not sure whether I am trying to change myself or the world or in what order I may be doing it. I like the concept of teacher-as-revolutionary because with the exception of parenthood, the role of the teacher is the most vital one on earth in the preservation of the sanctity of life and its natural outcome - the elevation of humanity.
 The perception I have of myself as a teacher suggests that to some extent, I am a permeable person. From this perspective, it follows that what I do in my classes should reflect that quality of being.
 The courses I teach could best be described as permeable because I have students test the reality of what they are learning by taking their inquiry, through interviews, outside of the class to people who have first hand, practical knowledge of the subject matter. I also encourage them to take some of the things they have learned and share it with others outside of the class such as parents and teachers who have a vested interest in the material. They often do this through workshops and film/discussion formats. They also work in settings in which they learn from and serve the
population of those sites. The vehicle for these particular experiences comes under the heading of service learning. I also bring speakers into the classroom to illuminate specific topics under study such as home schooling and family diversity, and use videos and simulations based upon the kinds of problematic situations teachers-to-be are likely to encounter, such as difficult parents.
 The best way to describe these approaches I use is to present some of these strategies and then demonstrate how I use them in three courses I teach.
 The four aspects of permeability I will focus on are, 1) the personal interview, 2) the service learning project, 3) guest speakers and, 4) panel presentations.
 The interview is a key aspect of permeability because students are actively engaging people on their own turf outside of the classroom. I have been requiring this for the past four years because I gradually became aware that the traditional term paper did not excite and engage students about learning in a way that direct human contact could. Besides, students already did term papers in several of their other classes. I wanted them to engage the “real world” more directly.
 In Social Environments for Children - an undergraduate course which focuses on the social influences upon child development including the family, school and community - students are required to interview parents about their perceptions of parental involvement to determine the degree to which parents feel that schools reach out to them as partners in the educational process. While many school personnel may see their own schools as doing
well in this area, it is the parents’ view that seems most
germane, particularly when the interviewers are future teachers who have not yet pledged loyalties to a particular school or school district and who will be in a position, at some future time, to transform this feedback into policy. The purpose of this assignment is for students to be aware of the importance of parent-teacher collaboration in the socialization and education of children. For the interview, students may choose a parent of a child of a particular age or special need. They are encouraged to seek information about how well or poorly the home and school
collaborate, what the parent and school do to facilitate or retard such collaboration, what schools could do for parents they may not be doing, and what institutional changes are needed to maximize parent involvement. In preparing their papers, students are required to use a format (Appendix A) that provides description, analysis, and reflection of the interview content as well as discussion of implications for advocacy and social policy, e.g. what schools, employers, and the students themselves can do (as future teachers) to facilitate better home-school collaboration).
 This assignment seems to be a particularly poignant one for students because of the variability of interview results that we ultimately share in class. Several parents report that they are sought out by school as partners in the educational process and feel very positive about their involvement. Others feel shut out and consequently report a high level of anger and frustration. The students who come face-to-face with these parents are able to see
a direct connection between what the course material says about good home-school relations and what the parents say schools are specifically doing to make them feel wanted and needed. When parents report feeling rebuffed or poorly treated by teachers and administrators, the students seem to take it personally because professionals in their chosen occupation are reflecting badly on them as teachers-to-be as well as on the entire field of education. For these students, this type of education could not occur in the two-by-four classroom mentioned earlier. The insight they acquire is dramatically evident in the comments they make in their papers and when they share their experiences in class. It becomes apparent how much this assignment touches them. The majority of students see this assignment as one of their most profound learning experiences. Others report how much the parents appreciate being able to air their views to someone who can, in the future, be guided by them.
 Service learning is a strategy that connects community service with specific course material in order to enhance the understanding of that material. I have been using service learning for the past six years after first hearing about it on a public radio program during my long commute to work. The speaker was an MBA student in a program that required service learning. This student spoke about how much he and other busy students initially resisted this requirement only to find it one of the most profound learning experiences they had ever encountered. I vividly remember his saying that the relationships developed during service learning have lasted for years and will probably endure for a life time. Upon hearing this, I became very excited and quickly found more about it through reading, workshops, and conferences. In her study of the effects of service learning, Berson (1997) found that “overall, students who participated in a class where service-learning was a requirement, achieved higher final course grades and reported greater satisfaction with the course, the instructor, the reading assignments, and the grading system, and the treatment section had fewer absences... In addition, the faculty members reported that, in the treatment sections, class discussions were more stimulating, the sections seemed more vital in terms of student involvement, the students seemed more challenged academically, more motivated to learn, and seemed to exert more effort in the course” (p.97).
 The service learning project is aimed at providing students with a community service that relates directly to what they are learning in class. In Social Environments for Children, students must choose an area related to the course about which they would like more understanding, focus on one or two course objectives to be used as their guides, and determine the needs of the site in which they will serve. Some activities they have done include speaking to a group of parents about temperament; showing a video and having a follow-up discussion with parents; assisting a parent educator giving a parenting education course; working in a Head Start classroom, tutoring a child; or volunteering at a shelter for battered women and their children. The paper format (Appendix B) for this project requires students to state their learning goals, provide a description, analysis, and reflection of their service, and describe social policy implications, including personal actions they can undertake to improving the conditions they witnessed.
  Students have done numerous projects with imagination, creativity, and enthusiasm. One student, who worked in the education department office part-time, assisted a parent educator on a weekly basis. When I came into the office to check my mailbox on Monday morning, this student would leap from her desk and excitedly tell me about how the parent course went the week before. Her enthusiasm was maintained over a semester. Other projects students did included developing a parent newsletter at a public school, leading film/discussions on topics such domestic abuse, homelessness, corporal punishment, drug/alcohol abuse, and temperament; mentoring and tutoring children, working at a church-sponsored after school program, and volunteering to assist at several nearby agencies where parents and children are served. With such visibility in the community, students can do much to counter public perceptions of college students as rowdy, irresponsible and prone to alcohol abuse.
 As with the interview, students mention how this assignment
touches their minds and hearts simultaneously. The entire range of emotions can be seen in their reports - anger, frustration, joy, and sadness. One student gave a presentation on corporal punishment and was irate because a father in the group voiced his strong belief in the practice of hitting his child. This student reported much self-pride because she maintained a respect for this person’s opinion and did not react negatively. She contained herself because, in the first place, she believed she could not have changed his mind, and in the second place, she reasoned that it would have been unprofessional for her to try since he appeared to be baiting her. She further recognized that her age and inexperience made her vulnerable to criticism. Instead, she vented her frustration about the incident in class. Many students continue helping in their placements beyond the end of the course and some see the conditions they witness as a mandate for action not only when they become teachers but also presently through political action such as writing letters and becoming active in advocacy groups.
 Guest speakers represent another aspect of permeability in that they come into the classroom and share their experiences and knowledge with the students and me. In a sense, they teach us what they have lived. They play a particularly powerful role in my co-taught course, Philosophical Perspectives on War and Peace - an undergraduate, interdisciplinary course that examines the problem of war and includes historical, psychological, political, economic, and technological aspects. The guest speakers for the course included two professors from Germany who described their lives as young children during the allied bombing of their villages, a retired Marine colonel who participated in three wars
and who discussed his article, “We are abolishing war” (Barr, 1995), an art professor who presented a music and art slide show on images of peace and war, a psychology professor who spoke about the psychological aspects of violence, a sociology professor who spoke about the sociological aspects of violence, a math professor who revealed the purposeful biasing of political surveys designed to get constituents to support certain military actions, a physics
professor who explained the velocity, power and destructive potential of various weapons used in war, an artist from India whose father marched beside Gandhi and who spoke about spiritual aspects of nonviolence, a professor of cultural diversity who used an incident on campus to show how bigotry and violence are related, and a Marine combat veteran of the Vietnam War who described how he came to be an anti-war activist.
 The messages these speakers brought reinforced what the students read and heard during classroom lectures and films. Their comments clearly indicated a transformation in their thinking about peace and war. For example, several students had expected to see a retired Marine Colonel as someone who would be militaristic and decidedly pro-war. This Marine was quite the opposite. These examples offer compelling reasons why classroom learning should not be divorced from other disciplines or life experiences.  Another outcome of the course reported by students is their newly found interest in current war and peace events and issues as they occur in the visual and print media. Prior to the course, several students ignored these issues, reasoning that they were well beyond their level of understanding and responsibility.
   The panel discussion format provides interaction both among the panel members and between them and the students. The unique and moving stories told by the panelists do much to expand knowledge because the real faces that are projected onto the subject matter transcend mere abstractions. In Foundations and Multicultural Aspects of Parenting - a course that focuses on developing competency in a variety of areas surrounding parenting
education such as parental issues and concerns within diverse family systems, the dimensions of parenting from birth to adolescence, and multicultural perspectives in parenting - students are placed into three teams that are responsible for organizing parent panels. The students conduct an open interview with each panel in class, and the panel members interact with each other as well as with the students in the audience in an informal and relaxed manner. In the first panel, parents share what they find enjoyable and frustrating with different age level children including infants, toddler, preschoolers, school age children and adolescents. In the second panel, they discuss living with children of varying handicaps such as learning disabilities, mental retardation, and attention deficit hyperactivity disorder. In the third panel, they discuss the advantages and disadvantages of living in diverse families including single parent, biracial, gay and lesbian, blended, and Christian fundamentalist. The experience is very eye-opening for the students and cathartic for the parents. In one particular class, a mother was relating her deep frustration and sorrow in dealing with school districts that were indifferent to the needs of her severely handicapped child. As she did this, the majority of students was moved to tears. In addition to emotional involvement, the students develop cooperative skills working together to develop the interview questions, locating the parents, and then organizing the in-class presentations - ones that rival any televised media productions dealing with similar content and format. One other example involved a lesbian parent who experienced a sense of isolation in her community. When a student suggested that she try to locate
other parents who share her sexual orientation, the parent replied that she did find such a person at one time. With eager anticipation for the outcome, one student asked what happened. When this mother replied, “We didn’t like her”, it produced a burst of laughter. This process of learning with the community is the very essence of permeability. It represents an encounter that yields benefits for all and one that has far-reaching implications.
   Other more tangential aspects of permeability involve narrative experiences that I bring into class about my experiences as a consulting school psychologist; the experiences my students have had in their roles as children, students, workers and  babysitters; and videos and role plays. Several students have encouraged me to keep bringing in examples from the field and using role plays to deal with difficult parents. Apparently, students have a need to see theory-practice relationships.
  The personal interview, service learning project, guest speaker, and panel presentation components serve well to extend students’ knowledge beyond the classroom. Students appear to make more critical linkages among reading material, visual media, personal testimonies, and their own past and present experiences when they are presented with such non-lecture format innovations.
 The difficulty with having a permeable classroom is that a balance must be achieved between being an open and closed system. If a classroom is too open or permeable, it could lack focus,
wholeness, direction, stability, and organization. This setting would be more akin to a cafeteria than to a learning
environment. If a classroom is too closed or impermeable, then
students could be deprived of the connections which Palmer (1998) so eloquently recommends to achieve authentic learning. In closed classrooms, both students and teachers are more likely to distance themselves from each other and the learning material.
  A balanced permeable classroom is one that provides opportunities for students to experience multiple perspectives and direct experiences that affect both their thoughts and feelings. When students fully engage in learning, they are more likely to transform themselves and their environments. This is at least the hope, if not the promise, of the permeable classroom.
 
 

 1.  General: The paper should have/be the following:
 title page
 numbered pages
 typed
 double-spaced
 10-12 point font
 proper grammar
 accurate punctuation
 correct spelling
 APA format for margins, citations, etc.
 12 to 20 pages in length
 2.  Headers of the Paper:
 Introduction:  Here you need to provide a brief description of your interviewee such as age, marital status, educational background, socioeconomic status, etc. with anonymity (CD 321, CO 506) or the educational background and experience of the counselor and work setting (CO 526). You also need to describe your purpose in conducting the interview and how it relates to the course [about 1/2 to 1 page].
 Interview Content: You can choose to do it verbatim. e.g. (Q) (A), paraphrased, or mixed  [about 4 to 8 pages].
 Analysis: This is the most important part of the paper because it ties together your interview data and the relatedcourse material. Here you need to integrate what you are learning in the course with what the interview    is saying to you by citing specific passages in your    readings, videos, guest speakers, lectures, etc. [about    4 to 5 pages].
 Reflection: Here you must describe your subjective thoughts and feelings about the interview and how it might relate to your personal experiences [about 1 to 2 pages].
 Conclusion: Here you must discuss implications for personal advocacy and social policy,  e.g. what you as a future teacher and  schools can do to improve home-school collaboration (CD 321), what implications there are for counselor training (CO 526), or what agencies or institutions can do to promote human growth and development (CO 506) [about 2 pages].
 
 

 1.  General: The paper should have/be the following:
 title page
 numbered pages
 typed
 double-spaced
 10-12 point font
 proper grammar
 accurate punctuation
 correct spelling
 APA format for margins, citations, etc.
 8 to 10 pages in length
 2.  Headers of the Paper:

 Objectives/Needs: 1. Personal: State what you would    like to learn from the experience.
                                   2. Course: State those course    objective(s) you will use as a guide.
                                   3. Site: State the particular needsof the site that you will address in your service.
   [about 1 page].

 What (Description of Service): Describe what your role will be in the project and how it relates to the course, i.e. the kinds of functions you will perform and how these have the potential of extending your knowledge about the course material [about 1 page].

 So What (Analysis): This is the most important part of the paper because it ties everything together - the objective(s)/needs, service project, the related course material, and self-evaluation. Here you need to 1) restate the objectives/needs; 2) describe how what you did enabled you to learn what you expected or did not expect to learn; 3) show how it relates to course material directly pertinent to what you did; 4) discuss your personal feelings, perceptions, insights, and regrets (what you would do differently if you had to do it over again); and 5) state how you feel you performed and how you know that you learned and served well [ about 4 to 5 pages].

 Now What (Future Action): Here you must describe personal and public policy actions that would ameliorate (if poor) or expand (if positive) the conditions you have witnessed, i.e. what could you and policy makers do to remedy the conditions or proliferate the helpful interventions currently used to address the issue [about 1 to 2 pages].

 Assessment: Letter of Verification/Workshop Evaluation Forms: If you volunteer somewhere, it should be for a minimum of 1 hour per week for about 12 weeks. In this case you need a letter on letterhead stationary from the agency in which you worked. It should state the length of your service, the dates of service, the number of
   hours you served, your duties, a telephone number of the   contact person, and the quality of the work you did. If    you give a one time workshop/presentation, then all of    the participants must complete a workshop evaluation    form. These are available from the course instructor and   may be duplicated. If this is done within an agency, an    additional letter from a site supervisor should be     provided.
 
 

     References

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 Barr, J. (1995). We are abolishing war. Unpublished manuscript.
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 Berson, J.S. (1994). A marriage made in heaven: community colleges and service-learning. Community College Journal. 64(6) 14-19.
 Bruner, J.S. (1959). Learning and thinking, Harvard Educational Review, vol. 29, no. 3, pp. 184-192.
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