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Improving Partnerships: Applying Lessons Learned to Improve Partnerships in Innovative Educational Experiences
No full textForming partnerships beyond academia can be an effective method for universities to offer students unique educational experiences, including in the form of experiential, service-based, and/or immersion learning. Although the incidence of such partnerships appears to be increasing significantly, scholarly analysis focusing upon them has not kept pace. What scholarly work does exist frequently focuses on success stories, yet this renders an incomplete overall picture, as the introduction of change to any established (educational) model will introduce the possibility for multiple challenges, and there is a great deal of value not only in presenting and discussing these challenges, but in the opportunity to learn from them. This article contributes to the body of literature on such partnerships by discussing the potential for both added value and challenges that partnerships introduce to many different educational approaches and contexts. It presents an in-depth case study of a multi-semester, project-focused, team-based course that formed and relied upon outside-of-academia partnerships in order to realize an experiential, service-based learning, international immersion experience for the students. Over the course of nearly two years, the partnerships proved to be enabling, rewarding, and challenging—not fitting neatly into any particular category. The article concludes with lessons learned from the experience with broader implications for future, like-minded endeavors
Using a Large Scale Service-Learning Project for Shaping Collaborative Outcomes and Skills
No full textBeing able to collaborate with others is often idealized but seldom operationalized. How do we teach students to do it? How do we model for students that collaboration is a process that they will increasingly be engaged in as organizations must increasingly think and act together to address issues that know no boundaries. How do we instill that being able to partner and think and act with others collaboratively will lend value to the organizations of which they will become future members? This case considers how large-scale service-learning projects that involve all members of a course in the same project, can serve to advance student understanding and experience of the process of collaboration and offer an opportunity for meta-talk that promotes learning about the underlying conditions and habits that need to exist to promote a collaborative environment
Bridging Borders with Mexico: Creative Strategies to Promote Engaged International Service Learning
No full textThis paper describes the pedagogical strategies employed during a course and international service learning trip bridging students in the United States with people in Mexico. These include using a video bridging project between Mexican immigrants in the U.S. and students, consciously creating a sense of community among participants, recognizing and using disorienting dilemmas as learning experiences, explicitly evaluating students on their flexibility and openness, and using mindfulness to help students stay alert and engaged
Moving the narrative forward: Communication and strategic responses to violent dowry conflict in India
Get PDFStrategic communication is at the forefront of moving the narrative of violent dowry conflict in India forward in purposeful and integrated ways. We examine three of these interrelated and interconnected areas of strategic communication: The engagement of shero narratives; systemic changes brought about by the broader social movements for anti-violence and women’s rights; and the crucial role of new and social media in cultivating social-justice based change. Implications for the relationship of communication and peacebuilding are explored
Turn Your Finding Aid into a Shopping Cart
No full textThis article covers the integration of a free, open-source eCommerce tool with an encoded finding aid, thus allowing users to add folders/items/boxes to a "cart" and electronically submit a formatted request to view materials over e-mail or to a database
Backcountry Bartleby: The Account Books of James L. Smith
Get PDFMs. Moffett reviews the accounts of James Smith for their historical significance
Making Diversity Tangible: Assessing the Role of Service-Learning in Teaching Diversity
Get PDFThere is a growing need for students to be able to work within diverse environments, yet there is little evidence to suggest that they are more prepared or ethically grounded to work with diverse populations, specifically protected groups. This study examines a course that was designed to specifically to prepare student to lead in diverse work environments by examining issues of diversity and social justice. A service-learning pedagogy was used to help link critical in-class discussions and course content to the lived experiences of the protect groups by working in the community. Findings suggest that the service-learning is an important component to increasing awareness and understanding of diversity and social justice. Suggestions for improving similar courses are provided.
Meaning Making and Making Meaning Meaningful: The Relationship Between Language and Thought in Critical Pedagogy
Get PDFThis article examines the relationship between reasoning and language in critical pedagogy, which is quite curiously left unspecified by many critical theorists, who relegate to a singularity: “language-thought.” Exploring that language-thought relationship reveals that the exercise of language is not enough to constitute thinking. Rather, thinking emerges only through self-aware meaning-making. The crux is that neither self-awareness nor meaning-making emerges unless words construct change
No Citizen Left Behind
Get PDFAt the recent Pathways to Achieving Civic Engagement Conference, sponsored by North Carolina Campus Compact, Barbara Holland delivered closing remarks that included a call for higher education to pay closer attention to primary and secondary education, as well as its students (personal communication, February 5, 2014). Paraphrased, she reminded us that many of their students would soon be enrolled at our institutions. What better reason to forge stronger understanding and connections? At the time of the conference, I was knee-deep in the reading of No Citizen Left Behind by Meira Levinson and Holland’s sage words resonated loud and clear. With a title that plays off of the No Child Left Behind mandate, Levinson’s text argues for robust civics education across primary and secondary educational levels, with particular focus aimed at reducing what she terms the civic empowerment gap
Food Insecurity and an Urban American Elementary School: Findings and Consequences of a Community-based Research and Service-Learning Project
No full textIn Spring 2009, undergraduate students in Field Methods in Cultural Anthropology at the University of Akron established a partnership with a teacher and students at an urban elementary school to study food insecurity. This paper describes how the project was formulated, the roles undergraduate researchers and community partners played, research findings, some of the consequences of participating in the research process, and a programmatic outcome of the research. The goals of the research were developed in consultation with the school’s child nutrition specialist who expressed concern about food insecurity among the students in this school situated in an extremely low-income, urban neighborhood. University of Akron undergraduates created a research design that incorporated 5th grade math students as research partners. Data were collected and analyzed; the results clearly demonstrated a relationship between 4th graders’ increased food consumption and the end of the month, a time of resource depletion for many of the students’ households. Participation in the project expanded the active community awareness of both the undergraduates and 5th graders. Findings from the study were used by a local food pantry to adapt food distribution practices to specifically target children’s needs and an ongoing collaborative program of food supplementation was created