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Service-Learning Pathologies and Prognoses
No full textThis essay diagnoses and suggests treatments for several pathologies that afflict service-learning. Structural challenges include geographic isolation and optimization of institutional administration. Student challenges include reinforcing stereotypes, deficiencies in practical skills, elitism regarding suitable service, underdeveloped empathy, and excessive focus on time spent in service. Community partner challenges include appropriately defining student labor and systematically under-reporting negative experiences. The prognosis explores how service-learning projects could instigate student engagement with the systemic nature of social injustice
Interdisciplinary Community-Based Research: A Sum of Disparate Parts
No full textFor faculty committed to socially responsible community engagement, the process of interdisciplinary course design and assessment can be charged and challenging. At Cabrini College, faculty are involved in precisely this kind of work as part of the College\u27s new core curriculum, Justice Matters. Our study of two connected interdisciplinary courses marks a shift in conceptual models: how we developed from a “community service learning (CSL) approach into a participatory, collective process that embeds community based research (CBR) protocols more intentionally and explicitly. Additionally, the two linked courses illustrate how interdisciplinarity, when combined with CBR best practices, can offer powerful solutions to community issues which often cross disciplinary boundaries. For colleges and universities serious about their commitment to equitable and socially-just campus-community partnerships, our course development process may serve as a useful blueprint for undertaking similar transitions
Book Review - Academic Interaction with Social Partners: Investigating the Contribution of Universities to Economic and Social Development. Cape Town, South Africa: HSRC. Glenda Kruss, Mariette Visser, and Mogau Aphane (2012).
No full textThe 505 Initiative: Service Learning and Student Philanthropy in Graduate Social Work
No full textThis case study describes a community engagement project involving graduate social work students. The project centered on a specific area in Northern Kentucky: the Westside neighborhood of Newport. Efforts included a student philanthropy component that fostered community exploration, an assessment of strengths and challenges, service learning and an involved grants process, and student-initiated volunteer hours. The students demonstrated increased commitment to community and connected community engagement with student philanthropy and course concepts
Learning Mathematics: A Community Collaboration
No full textThis study provides a “snapshot” of a service-learning activity in an elementary school with fu-ture elementary teachers in a southern public university in a mathematics content course on arithmetic in constructing equivalent fractions by comprehending the importance of the whole in fractions. This study also demonstrates how a service-learning activity can be incorporated into a mathematics content course to give a meaningful interpretation of abstract mathematics to future elementary teachers. It provided the future teachers a platform to work with children to connect a fun-filled activity with one of the most difficult concepts in elementary mathematics—fractions. Findings of the activity show three-fourths of the future teachers communicated the importance of whole in the construction of equivalent fractions
Editor’s Forward for the Journal of Community Engagement and Higher Education Special Volume on Sustainable Civic and Community Engagement
No full textJournal of Community Engagement and Higher Education: Changes in Perspective
No full textThis article reflects on recent changes that have and will continue to affect the Journal of Community Engagement and Higher Education
Preparing Future Educators: Using Service-learning in Mathematics Courses for Prospective K-12 Teachers
No full textAlthough experiential learning is widely recognized for its benefits, its implementation in content-focused mathematics courses for prospective teachers remains limited. To address this gap, this paper explores the integration of service-learning into three distinct mathematics courses for prospective teachers, detailing how it was implemented in each course. Results highlight opportunities for learning, particularly in developing agency, a sense of belonging, competence, and enriched experience among prospective teachers
