A Theory of Practical Beauty for Service-Learning and Public-Engaged Scholarship

2015 ◽  
pp. 11-16 ◽  
Author(s):  
Marie G. Sandy
Keyword(s):  
Service Learning ◽  
Engaged Scholarship

scholarly journals Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School

2018 ◽  
Vol 8 (3) ◽  
pp. 148 ◽  
Author(s):  
P. Andrews ◽  
Susan Leonard
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Critical Consciousness ◽  
Professional Development School ◽  
Engaged Scholarship ◽  
Traditional Service ◽  
Community Engaged Scholarship ◽  
Service Learning Projects ◽  
Learning Projects

Universities engage students in traditional service-learning projects that often yield “good feelings”, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars’ work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators—rather than for them—supported participants’ critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators’ research interests, work, and future directions.

scholarly journals The promise and practice of service learning and engaged scholarship

2013 ◽  
Vol 6 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Bonnie Urciuoli
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Effective Action ◽  
Personal Experience ◽  
Student Understanding ◽  
Engaged Scholarship ◽  
The World

Service learning and other engaged scholarship programmes ideally operate in an academic framework to enhance student understanding of citizenship and community engagement. In reality, given the constraints on institutional budgets, such programmes are likely to be underfunded and academically understaffed. Structured as choices on an institutional menu, programmes are routinely touted as transformative though what they transform may be indeterminate. The ways in which such programmes are presented encourage students to interpret transformation as personal experience, valued to the extent that students can do good in the world by acting as agents of progress, solving problems for people imagined to need their expertise, ideally in exotic settings as unlike students' routine lives as possible, while students develop skills and connections useful in their post-college careers. This construction of engaged scholarship readily lends itself to institutional promotional language but can undermine students' effective action in actual projects.

scholarly journals Community Driven Development of Rocket Stoves in Rural South Africa

2012 ◽  
Vol 7 (2) ◽  
pp. 49-68 ◽  
Author(s):  
Anne De Chastonay ◽  
Michael Bugas ◽  
Shreya Soni ◽  
Robert Swap
Keyword(s):  
Service Learning ◽  
Primary School ◽  
South African ◽  
High Efficiency ◽  
Ripple Effect ◽  
Engaged Scholarship ◽  
University Of Virginia ◽  
African Community ◽  
Negative Impacts ◽  
The University

This paper presents a sustainable cook stove project made possible by a partnership between a United States university and a South African community.  Faculty and students from the University of Virginia and the Mashamba Primary Presidential School collaborated to produce a cleaner and more sustainable method of cooking. The Rocket Stove, a high efficiency stove that uses wood as fuel, was adapted and implemented in the Mashamba Primary Presidential School in 2010 through a collective effort from both the University and Mashamba.  Since then, University of Virginia students have revisited Mashamba and are now working closely with the primary school to determine the positive and negative impacts the cookstoves have instilled on the community. As collaboration between the University of Virginia and Mashamba Primary School continues and more knowledge about the integration of the stoves is revealed, the partners hope to disseminate information about the Rocket Stove to other portions of the region.  The following is a story about the implementation of the rocket stove within a community. It is also a story of how service learning and engaged scholarship can produce a sustainable solution impacting what development means to a community, creating a ripple effect within an entire region.

Integrated Service Learning Strategies for Student Engagement

2020 ◽  
pp. 130-148
Author(s):  
Sara L. Dodd ◽  
Holly E. Follmer-Reece ◽  
CiCi A. Nuñez ◽  
Kathryn L. Cude ◽  
Gloria C. Gonzales
Keyword(s):  
Service Learning ◽  
Learning Strategies ◽  
Research University ◽  
Engaged Scholarship ◽  
Community Programs ◽  
Course Structure ◽  
Public Research University ◽  
Strategic Goals ◽  
Upper Level ◽  
Integrated Service

This chapter explores the synergies experienced when a required upper level undergraduate course (entitled Family in the Community) at a public research university adapted a service-learning model and directly connected students with serving community programs for youth. The experience of faculty and staff seeking to contribute to a university's strategic goals for transforming lives and communities through outreach and engaged scholarship is described and discussed. Service-learning pedagogy and practice at the subject university are reviewed before moving on to description and discussion of how the course structure and content was adapted to foster authentic engagement among students, community programs, and service recipients. Stakeholder experiences and perspectives are shared and explored, including the reflections of the service-learning students. The chapter closes with implications for integrated service learning as a tool for preparing students for meaningful and sustainable community engagement.

Integrating the Lessons of Informed Consent Throughout the BSW Curriculum: Research in Practice

2005 ◽  
Vol 10 (2) ◽  
pp. 87-101 ◽  
Author(s):  
Sondra J. Fogel ◽  
Martha L. Ellison
Keyword(s):  
Social Work ◽  
Informed Consent ◽  
Service Learning ◽  
Self Determination ◽  
Research Issue ◽  
Engaged Scholarship ◽  
Ethical Implications ◽  
Curriculum Research ◽  
Community Engaged Scholarship ◽  
Pedagogical Approaches

In social work and other applied disciplines, there is the growing expectation that undergraduates experience research within their studies. There are many ways to accomplish this. University and community-engaged scholarship activities and service-learning courses are two commonly used pedagogical approaches. We propose that this expectation can also be addressed through infusing and teaching the topic of informed consent throughout BSW courses. Informed consent is a practice issue as well as a research issue. In addition, preparing baccalaureate students to understand the ethical implications associated with the consent process is in line with client self-determination, a core value of social work.

Generating SEG Wiki articles to improve student geoscience content and literacy

2016 ◽  
Vol 35 (3) ◽  
pp. 274-276
Author(s):  
Laura Guertin
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Geoscience Education ◽  
Digital Information ◽  
Engaged Scholarship ◽  
Instructional Tools ◽  
Use Of Technology ◽  
Raising Awareness ◽  
Teachers And Students ◽  
Classroom Assignment

From instructional tools to devices used in the laboratory or in the field to facilitate student interactivity and data collection, the use of technology in the higher-education geoscience classroom is not new. However, as the 2014 Summit on the Future of Undergraduate Geoscience Education stated in its summary report, the geoscience community has not fully embraced existing and emerging technologies to engage students that already are connected with digital information and tools. It is not that technology is viewed as an ineffective tool for teaching and learning, but that the pedagogic challenges lie in technology adoption and raising awareness of the educational impacts with individual faculty, as well as within departments. One opportunity to broaden student experience with technology is through a classroom assignment designed to utilize several technologies as tools to improve student geoscience content as well as overall science and information literacies. Challenging students to author a new “geology 101” article for the SEG Wiki addresses these components. In addition, an SEG Wiki article-authoring assignment serves as an opportunity for students to perform digital outreach by providing a reliable resource that can be used by geoscience professionals, K–16 teachers and students, and the general public. Through contributing to the SEG Wiki, students also satisfy a university's mission of service learning and engaged scholarship.

scholarly journals Reflections of a CSL Groupie

2018 ◽  
Vol 4 (1) ◽  
pp. 235-239
Author(s):  
Jane Hennig
Keyword(s):  
Service Learning ◽  
Local Community ◽  
Engaged Scholarship ◽  
Community Partner ◽  
Community Service Learning ◽  
Post Secondary ◽  
Waterloo Region ◽  
Community Engaged Scholarship ◽  
Personal Reflections ◽  
High Level

The Volunteer Action Centre has been an active supporter of community service-learning and other forms or community-engaged scholarship in partnership with three large post-secondary institutions in Waterloo Region. Over the years, staff have connected with local and national projects to enhance our understanding of engaged scholarship and try to translate that knowledge to benefit our community. This article explores the personal reflections of a community partner/broker. The author has a high level of respect for the institutions that connect their students, faculty, and staff with the community of which they are a part, but also has experienced some of the challenges of bureaucracy. This reflection attempts to share some of the ground-breaking work of local community-post-secondary partnerships while acknowledging some of the very real challenges of this kind of shared work.

scholarly journals Service-Learning in Egypt: Effects of Demographics, Course Features, and Community Engagement on Civic and Developmental Outcomes for University Students

2017 ◽  
Vol 46 (1) ◽  
Author(s):  
Neivin Shalabi
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Developmental Outcomes ◽  
Private University ◽  
Past Research ◽  
Engaged Scholarship ◽  
Course Characteristics ◽  
Community Awareness ◽  
Course Features ◽  
The Impact

Although service-learning is spreading in various geographic locations across the globe, the majority of extant literature is based in the U.S. Additionally, past research focused largely on investigating student outcomes through this pedagogy with little attention to exploring the impact of variations among service-learning courses and students. This study addressed these gaps by examining how individual differences among students, course characteristics, and overall community engagement may relate to civic and developmental outcomes for college students through service-learning. Sixty one students at a private university in Egypt completed survey questionnaires. Students’ Demographics and Course Characteristics Composites predicted students’ reports of enhanced community awareness. The Overall Community Engagement Composite contributed to students’ reported outcomes of both enhanced community awareness and interpersonal effectiveness skills. The study suggests lines of research for scholars committed to advancing rigorous engaged scholarship and discusses implications for practitioners seeking to deepen service-learning outcomes.

Community Service-Learning in Canada: Emerging Conversations

2018 ◽  
Vol 4 (1) ◽  
pp. i-xiii
Author(s):  
Nancy Van Styvendale ◽  
Jessica McDonald ◽  
Sarah Buhler
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Engaged Scholarship ◽  
Engaged Learning ◽  
Special Issue ◽  
Community Service Learning ◽  
The Future ◽  
History Of ◽  
Publishing Community ◽  
Current Practices

 This special issue invites engaged learning practitioners and scholars, both established and emerging, to take stock of the history of CSL, assess current practices, and consider how to move forward in the future. Is CSL the biggest thing to hit Canadian campuses since the late 1990s? With approximately fifty CSL programs or units across the country (Dorow et al., 2013), annual gatherings of scholars and practitioners, and a network of individuals who remain devoted to CSL despite challenges in funding and logistics, CSL in Canada has certainly made its mark, embedded in the context of a larger movement of engaged scholarship on campuses across the country—a movement exemplified in this very Engaged Scholar Journal, the first of its kind in Canada to focus on publishing community-engaged work.

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