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The Center for Community Learning is here to assist with the creation of new courses that require a community-based component, or with the conversion of an existing course into a service learning course. We can also assist with undergraduate internships for Juniors and Seniors, in any quarter (including the summer).
We can help with the identification of pre-screened community sites, and can provide curriculum assistance to guarantee a high-quality learning experience for you and your students.
Please visit the website of the National Service Learning Clearinghouse for information on service learning research, engaged scholarship, funding, conferences and much more in the "higher education" section. www.servicelearning.org
See book chapter by UCLA faculty in Engaging Departments.
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The Carnegie Foundation for the Advancement of Teaching and the Association of American Colleges and Universities today released an online report, "Integrative Learning: Opportunities to Connect," the result of a three-year national project involving 10 campuses working together to encourage and strengthen students' ability to pursue learning in more intentional, connected ways.
For more information, go to:
http://www.carnegiefoundation.org/elibrary/integrativelearning/
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Spring 2007, Volume 11, Issue 1
Service-Learning
Feature Editor:
Judith Hope Munter
Associate Dean for Research, College of Education
University of Texas at El Paso
E-mail: jmunter@utep.edu
Focus:
Service-learning, a community-based approach to teaching and learning, provides opportunities for students to discover linkages between theory and practice in authentic settings. Educational research and practice have provided numerous examples of service-learning as a tool for ‘expanding the walls’ of the traditional classroom, providing opportunities for active and cooperative learning, interdisciplinary projects, and multicultural experiences grounded in local community issues that enliven the teaching/learning processes. Many of the studies on student outcomes indicate that the combination of service with learning enhances student development, multicultural awareness and academic achievement. This special issue invites researchers and practitioners to submit articles and essays on service-learning in higher education with a special focus on the individual and institutional impacts of established service-learning programs. Qualitative and quantitative studies that can contribute to the growing knowledge base on the potential of this teaching/learning strategy are especially welcome. Other issues to be addressed include assessment and evaluation, social justice concerns, and the mission of the university in 21st century society.
Who Should Submit:
Higher education faculty, graduate students and staff with experience planning/designing/implementing and researching service-learning projects; K-12 teachers with service-learning background. Please identify your submission with keyword: SERVICE
Submission deadline:
November 30, 2006; see details for other deadline options like early, regular, and short.
Submission Procedure:
http://rapidintellect.com/AEQweb/rufen1.htm
or
http://www.higher-ed.org/AEQ/rufen1.htm
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Peer-reviewed journals publishing faculty articles on service learning, community-based research and/or civic engagement
www.servicelearning.org/library/journals/nslc_journal/index.htr
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From Carnegie Perspectives:
Tom Ehrlich has spent much of his long and distinguished career and intellectual energy working to ensure that educational institutions accept and act on their responsibility to educate for full participation in a complex democratic society. He has been a persistent voice in calling for a national dialogue about the public purposes of higher education. And he has persevered in working to ensure that institutions incorporate service-learning, a particularly important pedagogy to promote civic responsibility, into the curriculum and the institution.
In this commentary, Tom continues his call for institutional responsibility, but he also takes a look at the progress made. We invite you to join Tom in a conversation about this important work and directions needed for the near future.
Read, www.carnegiefoundation.org/perspectives/perspectives2005.July.htm
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A literature review by William Talcott examines the role that universities have played throughout history in developing citizens. The review covers a sample of formative texts on the broad topic of citizenship and the historical development of modern universities in the United States. The focus is primarily on major research universities, with the rationale that these have had disproportionate cultural and institutional influence over the development of higher education as a whole.
To download the Literature Review click below:
www.civicyouth.org/research/areas/higher_ed.htm
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The Practice of Public Scholarship in the State and Land-Grant University System
This book, which came out in fall 2005 from the Kettering Foundation Press, is edited by Scott J. Peters, Nicholas R. Jordan, Margaret Adamek, and Theodore R. Alter. For more information, call 1-800-600-4060 or email ecruffolo@ec-ruffolo.com.
Other Kettering Foundation publications on the public and the academy:
www.kettering.org/Foundation_Publications/Publication2/publication2.html#the%20public
Some can be downloaded for free, including the Higher Education Exchange, an annual publication that is described as being "part of a movement to strengthen higher education's democratic mission and foster a more democratic culture throughout American society. Working in this tradition,the Higher Education Exchange publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies." Articles in the 2005 issue include:
The Boston Foundation has released a report entitled, A New Era of Higher Education Community Partnerships: The Role and Impact of Colleges and Universities in Greater Boston Today.
This report by the Carol R. Goldberg Seminar documents the enormous impact of colleges and universities on Greater Boston's economy, quality of life, identity, and civic leadership and celebrates a recent blossoming of college-community partnerships. It suggests that these partnerships need to be accelerated and brought to scale and proposes the creation of a new regional alliance of college and university presidents from across public and private sectors -- which does not currently exist -- to accomplish those tasks. The proposed alliance would promote the sector writ large, pursue civic building and economic development and other partnership opportunities with business, government, and civic institutions, and work with individual colleges and universities and civic authorities to promote new approaches to campus-community interactions. In addition to several others, MACC was recognized in the publication as an organization that can play a vital role in supporting the recommendations from the report.
The entire report can be found online at: www.tbf.org/tbfgen1.asp?id=3203. The report should have been mailed to each campus presidents office.
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Anker Publishing offers an exceptional list of professional development resources for faculty and administrators, and we are pleased to announce our newest book on holistic student development:
PEDAGOGIES OF PRAXIS
Course-Based Action Research in the Social Sciences Nila Ginger Hofman & Howard Rosing, Editors
ISBN 978-1-933371-09-2
clothbound, 6 x 9
202 pages (c) 2007
$38.00
This book is about building public interest partnerships between institutions of higher education and local community-based organizations. It is not a how-to guide, but rather a compilation of case studies that discusses the implications, successes, and failures of such partnerships. In particular, this book documents the ways in which course-based action research (CBAR) within the social sciences functions as an effective resource for establishing and reinforcing partnerships among students, academic officers, and local communities. Students and faculty, guided through CBAR, learn how to develop advocacy strategies for marginalized communities through firsthand exposure to local-level politics and power imbalances in these communities.
Contents include:
Nila Ginger Hofman is assistant professor of anthropology, and Howard Rosing is an anthropologist and executive director of the Steans Center for Community-based Service Learning, both at DePaul University.
To order Pedagogies of Praxis, please visit Anker Publishing's web site at www.ankerpub.com.