The following programs are currently inactive. SCALE members can access resources from these projects from our members only website.
Learning to Teach, Learning to Serve
Learning to Teach, Learning to Serve (LTLS) was a three-year project developed by
SCALE to establish a replicable statewide model for integrating service-learning and teacher education. Learning to Teach, Learning to Serve worked with North Carolina institutions of higher education to infuse teacher education programs with service-learning instruction. Service learning offers an opportunity for students to get involved with their communities by integrating service with academic learning. As part of LTLS, pre-service educators tutored K-12 students during their training and learned how to use service-learning techniques in their own classrooms and schools to introduce students to a lifetime of service and civic responsibility.
Learning to Teach, Learning to Serve provided subgrants to 12 public and private institutions of higher education in North Carolina to support the design and implementation of service-learning courses for pre-service educators. The institutions funded make up the LTLS Network and participated in network trainings, resource sharing, service-learning research and sustainability efforts.
The goal of Learning to Teach, Learning to Serve was to develop a replicable model that can be used across the state of North Carolina, as well as in other states to enhance teacher education through service-learning and to change the face of teaching.
LTLS was funded in-part by a generous grant from Learn and Serve America, a division of the Corporation for National and Community Service.
Student to Student
In the academic setting, there is already a community containing the elements of guidance, networking, interaction with peers, and faculty relationships. Student-to-student mentoring enhances this existing community. And, peer mentoring has very specific purposes and goals. Student peer mentoring has been described as a way to develop "collaborative survival skills in educational processes." It provides a sense of belonging, being acknowledged, and feeling validated. Student mentors can provide tips, tools, and encouragement that can reduce stress and provide confidence. Student mentors have been where you are, they have successfully navigated to the next level, and they have an understanding of exactly what you are experiencing.
Student-to-student mentoring should be a noncompetitive, nurturing process. The mentor needs to be honest and trustworthy so that both mentor and protégé forge a relationship based on shared experiences and open communication.
Collaborative Leadership and Literacy Partners
Through a generous grant from the UPS Foundation, SCALE developed the Collaborative Leadership for Community Literacy Project. This project ran from December 2004 to March 2006 and was designed to develop the leadership of executive staff and advisors supervising North Carolina LiteracyCorps members so they could contribute even more effectively to the literacy needs of the citizens of our state.
