The Service-Learning Award ceremony on April 4 was aimed at rewarding the best Service-Learning projects, evaluated by a 5-member jury. The projects were presented in front of an audience of around twenty people.
What is Service-Learning?
Service-Learning in higher education is a method of experiential learning in which students engage in community service, reflect critically on the experience and learn from it personally, socially and academically. Activities address human, social and environmental needs from a perspective of social justice and sustainable development, and aim to enrich learning in higher education, encourage civic responsibility and strengthen community engagement. Service learning is recognized by the European Credit Transfer and Accumulation System (ECTS).
The finalist projects:
Illuminate to engage - Fighting online hate - Winning
projectAs the winner, the project will be honored at CIVIS Days in June in Rome, represented by two members of the project team.
The "Illuminate to engage" collective was set up four years ago, following a competition proposed by the US Embassy in France to support a student initiative to combat discrimination.
Philippe Mouron, the professor who initiated the project, established a partnership with the LICRA, in his capacity as "Racism and anti-Semitism" referent for the University of Aix-Marseille. The concrete aim of the project is to increase the number of hate content reports by following LICRA guidelines. Students in the digital law master's program keep a table listing all the content they have reported to social networks, as well as the follow-up action they have taken. Using an innovative, multi-media approach, the collective is also working to raise awareness and educate on different channels such as, , , and .
CARA: Culture and attractiveness in rural areas for the Pays d'Arles
The aim of the project by these Master's students in cultural management is to promote culture in the rural area of the Pays d'Arles through 3 axes of integration: active inclusion of participants, ecological issues and generational perspectives. The students' first task was to identify the cultural identity markers of the Pays d'Arles PETR (Pôle d'Équilibre Territorial et Rural). To develop their recommendations, the students carried out a benchmark of the best initiatives in other rural or inspiring territories. These recommendations were presented to the PETR communications manager and the co-chair of the Development Council.
Congratulations to the project teams, the organizing team and, above all, the curious public!