Preparing Students for Service-Learning Contexts with Case Studies, Scenarios, and Workplace Writer Studies

10.2190/resc6 ◽  
2007 ◽  
Author(s):  
Teresa Kynell Hunt
Keyword(s):  
Service Learning ◽  
Case Studies ◽  
Learning Contexts

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.

Writing Partners

2018 ◽  
pp. 202-222
Author(s):  
Sarah Blomeley ◽  
Amy Hodges Hamilton
Keyword(s):  
Service Learning ◽  
Learning Experience ◽  
College Level ◽  
Community Partner ◽  
Community Members ◽  
International Service Learning ◽  
International Service ◽  
Learning Contexts ◽  
Political Implications ◽  
Writing Assignment

This chapter describes and analyzes a writing assignment, an oral history project, developed for a college-level service-learning composition class. In bridging the writer with a single community partner and inviting the pair to jointly compose a memoir, this assignment can create a successful service-learning experience by engaging students and community members in projects that are beneficial and hold important personal, social, and political implications. The chapter also considers how the project, up to this point used successfully in local service communities, might fare in international service learning contexts.

Towards Advancing Human-Centered Intellectual Scholarship Through University-Community Partnership

2019 ◽  
pp. 101-125 ◽  
Author(s):  
Ndwakhulu Stephen Tshishonga
Keyword(s):  
South Africa ◽  
Service Learning ◽  
Learning Communities ◽  
Case Studies ◽  
Higher Learning ◽  
Primary Data ◽  
Mutual Understanding ◽  
Institutions Of Higher Learning ◽  
Potential Benefits ◽  
University Community

This chapter explores the potential benefits and opportunities for institutions of higher learning (HEIs) to advance human-centered intellectual scholarship through institutionalizing university-community partnerships. The chapter argues that the success of these partnerships are not only depended on respect and mutual understanding but also on collective envisioning by all partners in forging both the strategic and plan of action. Paying lip-service to community-civil engagement or service-learning-deprived students, universities' and respective learning communities generate transformative knowledge and use knowledge as a strategy to deal with their problems. The chapter uses service learning or community engagement-related programs and projects from different universities as case studies in South Africa. Informed opinions from experts from academic institutions and students will be engaged to extract primary data.

When you have a hammer in your hand, everything looks like a nail

2014 ◽  
Vol 14 (2) ◽  
pp. 103-118
Author(s):  
Carla Corroto
Keyword(s):  
Service Learning ◽  
Civic Engagement ◽  
Case Studies ◽  
Low Income ◽  
Architectural Design ◽  
Design Work ◽  
Content Type ◽  
The Usa ◽  
Participant Observer ◽  
The Impact

Purpose – Taking Community Design Centers (CDC) in the USA as case studies, the purpose of this paper is to investigate the impact of a type of service learning increasingly found in colleges of architecture. Typically, the CDC is a model of architecture's civic engagement that makes claims to “give back” to under-served communities and enhance student learning with applied architectural design work. Design/methodology/approach – This project is part of a long-term engagement as participant observer and ethnographer in the field of architecture. Fieldwork in this investigation is presented as four case studies in separate and specific contexts. Findings – Initial findings suggest there are conflicting intentions and aspirations at work through service learning in architecture and its implementation calls into question who or what is served. The author argues architecture's epistemology, pedagogical structure, and ideology precludes effective civic engagement. Originality/value – The value of this research is the understanding of how those with power and resources are able to frame their work in low-income communities as service, even though there is little of worth given. It also demonstrates how stratification is reinforced through institutional arrangements in the USA.

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