Service- Learning through the ASPCA

Service-Learning through the ASPCA

Service-learningis a teaching and learning the techniques that involve a combinationof academic learning with meaningful service projects in thecommunity. It provides students with opportunities to engage inservice-learning activities. Service learning provides students withpractical experience that enhances their ability to recall thingslearned from the community service projects. It enables them toengage in community projects and be able to stay committed toachieving the cause. Students who participate in community projectscan identify the real need of the community and learn how to generatechanges in the community for the greater good. Additionally,service-learning facilitate the ability of students to participateactively in the learning process. Service-learning is not onlybeneficial for students but also for teachers and the recipientswithin the community. Teachers work with enthusiastic students incommunity projects to improve their learning and meet the needs ofthe community (Lutz&amp Unruh Snyder, 2014).

Thispaper seeks to discuss the service-learning through the AmericanSociety for the Prevention of Cruelty to Animals (ASPCA).

Service-Learning through the ASPCA

TheAmerican Society for the Prevention of Cruelty to Animals wasestablished in North America as the first human society to animals.It is one of the largest in the world and is identified as thenational welfare organization for animals. It was established on thebelief that animals have the right to respectful and kind treatmentby humans and should be protected by law. It consists of programsthat focus on anti-cruelty awareness across the United States. Theorganization provides methods that facilitate prevention of crueltytowards animals in the U.S (Froeb,2015).

Theservice-learning provides students and teachers to engage incommunity projects related to animals through ASPCA organization.Participation in ASPCA is an appropriate service-learning projectbecause it is related to classroom instructions where students workwith local resources to enhance their learning. Service-learningbuilds knowledge and skills among students by learning about how tocare for animals. The partnership between animal care organizationsand service-learning programs generates a lot of benefits both to thecommunity and the students (Thomas,2015).

Studentscan be engaged in volunteer programs in ASPCA by offeringsocialization for the shelter of pets. This can involve movinganimals out of their cages during the day, interacting with them andhelping ASPCA staff to work in protecting animals. Similarly,students can provide exercises to animals in shelters by walkinganimals outdoors and training animals to conduct various activities.Also, students can engage in ASPCA by cleaning the cages of animalsand use appropriate equipment in teaching animals basic factors ofobedience. Moreover, they can provide care to juvenile, sick orinjured animals in shelters such as providing food and water, safeand clean environment, and offer essential support to the medicalstaff at ASPCA by administering medication to sick and injuredanimals. Students can as well provide juveniles with nutritionalsupplementation (Bollen,2015).

Studentscan be engaged in ASPCA programs to advocate caring for animals whilelearning about the various subjects that are taught in the classroom.For instance, children can participate in ASPCA programs whilelearning arts including filming, sculpture, painting and graphicdesign. Students can paint animal images on walls in a public area tofoster anti-cruelty. Forinstance, students can create an animal’s painting event where theycan raise money and facilitate painting that fosters proper animaltreatment. The paintings can then be sold and promote awareness andimportance of animal protection. Also,students can create a video with different activities presenting onproper care for animals. They can make posters and advertise specialevents to promote kind treatment for animals. Additionally,they can create drawings and make photographs of animals to advocatefor fair treatment towards pets (Kenski &amp Falcone, 2016).

Studentscan participate in ASPCA while learning business and marketing in theclassroom by engaging in various activities. For instance, they candesign plans and materials that foster public awareness throughcampaigns on appropriate care for pets. For instance, students canconduct their campaigns through social media to promote understandingof the importance of adoptable pets. Additionally, they canparticipate in ASPCA by carrying out research on differentorganizations that promote animal programs (Troughton, 2015).

Theycan develop slogan on anti-cruelty on animals and print them onbumper stickers and t-shirts to enhance people`s understanding of theimportance of treating animals with respect and how to care for them.There is a need to sell books containing information that educate thepublic on appropriate ways of providing animal care as well aspreventing dog bite. They can also write the advertisement for themagazines or local newspapers to promote organizational events toaddress cruelty against animals. For example, students can be allowedto participate in a dog washing where people within the community areencouraged to bring their dogs and be washed in exchange for adonation. The donations can be used to purchase supplies that arerequired in the ASPCA. Moreover, they can make fliers and pamphletsto provide information on responsible ownership of pet and thepolicies, needs, and programs that foster humane education topics andhow to prevent animal bites such as dogs (Maguire, 2016).

Studentscan learn how to provide services to the ASPCA through drama ortheater. A theater group can be formed where students carry outperformances to demonstrate appropriate care tips for pets inshelters. Similarly, students can learn how to provide services tothe community by performing puppet shows with a theme that promotesresponsible care for pets, human education and how animals live inshelters. Moreover, students can organize to take part in the playcamp during summer that teaches them on various humane issues towardsanimals (Kenski &amp Falcone, 2016).

Studentscan learn world languages by engaging in activities such astranslating shelter literature or education materials on humanpractices in languages that are understood by communities who do notspeak or understand English. For instance, students can create fliersand distribute them in schools and community where other languagessuch as Spanish are primary languages. Also, students can conductpublic awareness campaigns for ASPCA in different languages toenhance understanding among people from diverse cultures. They canhold seminars to each non-English speaker’s human education andalso take part in the mobile spay as translators (West &amp Simmons,2012).

Throughparticipating in ASPCA, students can learn language arts, whichinvolve literature, reading, speaking, and writing. They can createand make presentations to other students in different schools onhuman education about caring for animals in shelters. They can reviewbooks and develop a list of books on humane education that areappropriate for the different levels of grades to enhance easyunderstanding of the contents of the book. Furthermore, they canwrite poems or short story about wildlife, environmental issues andhow to work with animals in shelters. They can work in collaborationwith drama students and write scripts on caring for animals andpresent them to the students in various levels of grades or to thecommunity in general. They can also write educational speeches andpresent them together with campaigns on humane education on animals.They can conduct research on various animals and their habitats ordesign a book with pictures that display the different types ofanimals and how to provide proper care for each one of them. Inaddition, the book can provide students or the community witheducation on the importance of respecting animals and how to treatanimals with respect and how to prevent dog bites (Freeman, Ferguson,Litster &amp Arighi, 2013).

Studentscan provide services to ASPCA by engaging in physical or healtheducation activities that promote humane treatment of animals inshelters. They can create videos showing the health benefits toanimals that are associated with owning a pet. They can establish awalk program in the community as a way of exercising animals andraise funds for ASPCA organization. Hold seminars and educate thepublic on animal health issues and tips of promoting quality healthto pets. Health information can include proper nutrition, prevention,and treatment of animals, weight management, the importance ofvaccinations in pets and grooming (Blazina&amp Kogan, 2016).

&nbspStudentscan work with local veterinarians to learn about the differentzoonotic diseases and viruses that can affect animals in shelters.With this information, students can design a brochure containingdetails of these diseases and viruses and place in the lobby ofshelters. Research and create a brochure to assist people withproblems of allergies to pets by educating them on how to cope oreradicate the problem. Students can also learn about the needs of thedifferent species of wildlife and promote the development ofenvironments that needs the identified needs of the various species.They can educate the public and other students on the significance ofprotecting animal species that are endangered and protecting theirhabitats as well (Laderman-Jones,Hurley &amp Kass, 2016).

Conclusion

Service-learningis important and it provides students with practical experience fromparticipating in humane animal related activities. It allows studentsto support the ASPCA by providing essential services that promotefair treatment of animals in shelters. It builds skills and knowledgeenabling students to learn about caring tips for animals. Studentscan engage in various activities that promote caring for animals inshelters. For instance, they can promote public awareness on how andwhy it is important to care for animals they can participate inanimal walk programs, organize animals wash event to exercise animalsand raise funds for the organization and conduct research on propernutrition for animals in shelters. Therefore, service-learningthrough ASPCA enables students to become active learners in schoolsto achieve their cause of promoting humane treatment of animals.

References

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Blazina,C., &amp Kogan, L. R. (Eds.). (2016). Menand Their Dogs: A New Understanding of Man`s Best Friend.Springer.

Freeman,L. J., Ferguson, N., Litster, A., &amp Arighi, M. (2013). Servicelearning: Priority 4 Paws mobile surgical service for shelteranimals. Journalof veterinary medical education,40(4),389-396.

Froeb,L. (2015). ASPCAKids: Rescue Readers: I Am McKinley: Level 2(Vol. 1). Simon and Schuster.

Kenski,C. M., &amp Falcone, J. N. (2016). Humane Education: A Call toAction for Elementary. HealthcareCommunity Synergism between Patients, Practitioners, and Researchers,88.

Laderman-Jones,B. E., Hurley, K. F., &amp Kass, P. H. (2016). Survey of animalshelter managers regarding shelter veterinary medical services. TheVeterinary Journal,210,68-76.

Lutz,K., &amp Unruh Snyder, L. (2014). Creating a College Level AnimalHealthcare Service-Learning Project in International ElementarySchools. GlobalStudies Journal,6(1).

Maguire,K. A. (2016). Nonprofit financial assessment and research servicelearning: Evaluating the performance of an animal welfare nonprofitorganization. CogentBusiness &amp Management,3(1),1149958.

Thomas,J. (2015). ASPCA: An Animal`s Best Friend?. Journalof Case Studies,33(1),36-44.

Troughton,B. (2015). The adoption process: The interface with the human animal.AnimalBehavior for Shelter Veterinarians and Staff,269.

West,J. J., &amp Simmons, D. (2012). Preparing Hispanic Students for theReal World Benefits of Problem-Based Service Learning Projects.Journalof Hispanic Higher Education,11(2),123-135.