Common Good Professionals and Citizenship Capabilities: Community Engagement and Service-Learning Approaches

2019 ◽  
pp. 185-222
Author(s):  
Ntimi Nikusuma Mtawa
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Common Good ◽  
Learning Approaches

Teaching Interreligious Encounter

2017 ◽  
Author(s):  
Hans Gustafson
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
Case Studies ◽  
Course Design ◽  
Comparative Theology ◽  
Guest Speakers

This chapter offers instructors in higher education some basic tools and elements of course design for interreligious encounter in the undergraduate classroom. Aiming at practice over theory, it provides practical suggestions for fostering interreligious understanding from the first day of class through the end of the semester. These suggestions include the use of guest speakers, interdisciplinary case studies, in-class reflections, and interreligious community engagement (i.e., “service learning”), among others. Further, it provides a concise bibliography of basic introductory texts for both students and instructors in the areas of comparative theology, theologies of religions and religious pluralisms, and interreligious studies and dialogue.

scholarly journals What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

2017 ◽  
Vol 13 (2) ◽  
pp. 177-196 ◽  
Author(s):  
Eugene Gabriel Machimana ◽  
Maximus Monaheng Sefotho ◽  
Liesel Ebersöhn
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
School Context ◽  
Secondary Analysis ◽  
Rural School ◽  
Multiple Partner ◽  
Social Challenges ◽  
Education Community ◽  
Wide Range

The purpose of this study is to inform global citizenship practice as a higher education agenda by comparing the retrospective experiences of a range of community engagement partners and including often silent voices of non-researcher partners. Higher education–community engagement aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of community engagement partners. This qualitative secondary analysis study was framed theoretically by the transformative–emancipatory paradigm. Existing case data, generated on retrospective experiences of community engagement partners in a long-term community engagement partnership, were conveniently sampled to analyse and compare a range of community engagement experiences ( parents of student clients ( n = 12: females 10, males 2), teachers from the partner rural school ( n = 18: females 12, males 6), student-educational psychology clients ( n = 31: females 14, males 17), Academic Service-Learning ( ASL) students ( n = 20: females 17, males 3) and researchers ( n = 12: females 11, males 1). Following thematic in-case and cross-case analysis, it emerged that all higher education–community engagement partners experienced that socio-economic challenges (defined as rural school adversities, include financial, geographic and social challenges) are addressed when an higher education–community engagement partnership exists, but that particular operational challenges (communication barriers, time constraints, workload and unclear scope, inconsistent feedback, as well as conflicting expectations) hamper higher education–community engagement partnership. A significant insight from this study is that a range of community engagement partners experience similar challenges when a university and rural school partner. All community engagement partners experienced that higher education–community engagement is challenged by the structural disparity between the rural context and operational miscommunication.

Empowering corporate social responsibility (CSR): insights from service learning

2018 ◽  
Vol 14 (4) ◽  
pp. 875-894 ◽  
Author(s):  
Miftachul Huda ◽  
Dedi Mulyadi ◽  
April Lia Hananto ◽  
Nasrul Hisyam Nor Muhamad ◽  
Kamarul Shukri Mat Teh ◽  
...  
Keyword(s):  
Corporate Social Responsibility ◽  
Service Learning ◽  
Experiential Learning ◽  
Social Responsibility ◽  
Community Engagement ◽  
Corporate Responsibility ◽  
Environmental Concern ◽  
Learning Experience ◽  
Content Type ◽  
Corporate Social

Purpose This paper aims to explore service learning with its insights in empowering corporate responsibility awareness. Attempts to build corporate responsibility widely in incorporating into the sustainability engagement could be demonstrated in fostering the transformative experiential learning with extensive evaluation and reconfiguration of existing programs. The focus on enhancing the learning experience in emphasizing the community engagement would be applied with strengthening the actual performance in encompassing the ability raising awareness about the environmental issues. Design/methodology/approach The approach used in this paper refers to develop the conceptual framework about the service learning with various strategies to give insight on corporate social responsibility (CSR). Incorporating the approach of conceptualizing the basis of service learning, key consideration was generated into particular enhancement of service learning in contributing to the CSR. Findings The finding reveals that getting benefit to serving into the community engagement may take beneficial outcomes with its valuable insight to assist in the progress of program designed with associating to enhance corporate responsibility and sustainability awareness. The advancement of the social control among the companies would be deployed within empowering service learning for CSR where sustainability awareness-based community service as embodiment of CSR should be enhanced through nurturing corporate responsibility-based transformative experiential learning. Moreover, this initiative refers to an attempt to strengthen the basis of corporate responsibility and sustainability awareness-based experiential learning, which could enlarge creative thinking with envisioning sustainability and corporate responsibility. Originality/value This study is expected to contribute to the experiential learning to enhance the sustainability within the learning setting engaged in achieving what to contribute to the environmental concern. In creating the situation where the balance between serving and learning can be achieved, attempts to encourage them in joining the service learning program should be collaborated with orienting both personal and social community oriented comprehensively in underlying the responsibility awareness, the sustainability-based moral values. These aim to enhance the understanding stage about the care for protecting the environmental concern within learning experience with the goal to produce responsible awareness especially by economic agents such as shareholders, managers, regulators and active participants to promote sustainable benefits.

A Community Engagement Initiative: Service-Learning in Graduate Nursing Education

2002 ◽  
Vol 41 (10) ◽  
pp. 457-461 ◽  
Author(s):  
Georgia L Narsavage ◽  
Deborah Lindell ◽  
Yea-Jyh Chen ◽  
Carol Savrin ◽  
Evelyn Duffy
Keyword(s):  
Nursing Education ◽  
Service Learning ◽  
Community Engagement ◽  
Graduate Nursing

The Role of Families, Schools, and Colleges

2021 ◽  
pp. 155-181
Author(s):  
Deborah L. Rhode
Keyword(s):  
Mental Health ◽  
Service Learning ◽  
Common Good ◽  
Admission Criteria ◽  
Ethical Values ◽  
The Common Good ◽  
Moral Compass ◽  
Intrinsic Motivations ◽  
The Common

This chapter explores the challenges for families and schools in channeling ambitions in more productive directions. Today’s adolescents confront a world of growing pressures, which are also increasing mental health challenges. Parents’ vicarious ambitions can compound the problems if they push children to focus too much on extrinsic markers of success at the expense of intrinsic motivations to learn and ethical values. Both schools and families should help students to develop persistence, resilience, a strong moral compass, and commitment to the common good. Opportunities for service learning, internships and mentorships can encourage constructive ambitions. So too, parents and colleges must better control the preoccupation with prestige that has hijacked admission processes and encouraged gaming the system. Educators should also modify admission criteria such as legacy, donor, and athletic preferences that advantage already advantaged applicants.

Sign in / Sign up

Export Citation Format

Share Document