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Community Partner Guide to Campus Collaborations: Enhancing Your Community by Becoming a Co-Educator With Colleges and Universities
Date Reviewed: March 14, 2016
Growing up with a father who served as the director of the service-learning experiences at a faith-based college, I heard many stories of the joys and challenges of academic and non-profit agencies trying to work together. Later in my own teaching career, similar stories emerged as I witnessed the power and problems of out-of-the-classroom learning experiences. With a clearly stated goal (12), the authors of Community Partner Guide to Campus Collaboration effectively present an orderly guide for non-academic organizations to begin to develop mutually beneficial partnerships with post-secondary institutions.
Building on the premise that “effective community-campus relationships educate students and enhance communities” (4), the authors provide multiple ideas and strategies for a community group to function in partnership with a post-secondary institution. After a brief introductory chapter, the book lays out in subsequent chapters particular ways for non-profit leaders to explore and establish potential relationships with colleges and instructors. Within the opening chapters, the authors provide a useful definition of reciprocity that notes the differences between charity and solidarity (41) in community-campus relationships. The authors set a foundation on which a mutually beneficial relationship for both organizational and individual involvement in such partnerships can be constructed. The book also presents a variety of examples to explain the concepts of community-campus relationships.
Building on the opening chapters, the authors outline specific steps to assist an agency coordinator in both engaging faculty and empowering students for engaged learning. Again, a variety of practical examples and creative ideas are suggested. The final chapter on evaluation helps community partners, academic instructors, and students evaluate both the impact of their work with the organization and their own personal involvement and learning through such engaged learning experiences.
There is little to criticize about this book since it speaks clearly to both academic and non-academic organizations. The authors’ illustrations demonstrate a breadth of experience working within both types of organizations and their writing style is welcoming to readers who may be unacquainted with how community group and college partnerships work together to produce significant student learning outcomes. Some checklists may have provided a helpful summary, but there are other visual clues in the book to emphasize their key points and demonstrate the benefits of this educational approach.
The authors are clearly convinced that “communities are stronger when campuses and community agencies collaborate because it creates knowledgeable and engaged students who give back to their communities as committed citizens long after they graduate” (108). Their manual, written specifically for helping non-academic people navigate the post-secondary world, also benefits academics interested in connecting their students to experiential learning opportunities.
eService-Learning: Creating Experiential Learning and Civic Engagement Through Online and Hybrid Courses
Date Reviewed: March 13, 2016
This bookadvocates civic engagement and service learning in higher education to provide students with transformative learning experiences. Linking service learning with online learning the authors present eService-Learning – a high-impact modality of learning for the twenty-first century. Contributors to the volume present research on teaching and learning as it relates to eService-Learning and provide best practices on how to incorporate eService-Learning experiences in courses and curricula.
Divided into three parts, the first part of the book consists of four chapters setting forth “Essentials, Components, and Nuts and Bolts of eService-Learning.” Contributors present a rationale for civic engagement and service learning in higher education (7-19) and provide theoretical foundations for service and experiential learning, coupling both theory and practice to the emerging field of online learning (20-39). Authors guide readers in creating syllabi and learning experiences that facilitate the development of aptitudes and skills for service in online courses (40-57) and address the technology requirements for implementing eService-Learning (58-66).
The second part, “Models for eService-Learning,” introduces readers to five different models for implementing eService-Learning as illustrated by universities that have implemented it at course or program levels. Models described leverage online and on-site learning in the following ways: (1) instruction online, service-learning on-site (69-88); (2) e-portfolio and reflection online, instruction and collaboration with service partners in class (89-104); (3) instruction and service partially on-site and online (105-118); (4) instruction and service conducted online (119-129); and (5) a mixed hybrid of models (130-143). Research in part two provides a critique and analysis of these five models of eService-Learning and step-by-step guidance for implementing each model.
The third part, “Next Steps And Future Directions” provides advice to administrators and faculty interested in implementing eService-Learning at the course or program level. The first of two chapters describes the challenges that universities face if they question the relevance of higher education. The author skillfully argues that eService-Learning can reassert the relevance and worth of higher education in the twenty-first century (149-163). The final chapter expands the horizons of eService-Learning beyond the borders of higher education, suggesting possible applications for K-12 education, workplace training, learners with disabilities, and senior adults (164-166).
This book is to be commended for articulating a rationale for including outcomes related to civic engagement and service-learning in higher education and best practices for using online technologies to implement eService-Learning in courses and curricula. A conspicuous strength is the description of various eService-Learning models. As such, the volume is particularly valuable for faculty and administrators in higher education.
Critical Perspectives on Service-Learning in Higher Education
Date Reviewed: August 14, 2015
Service-learning, as a valued curricular support to learning, has received attention in institutions of higher education as an approach that provides students with social and academic capabilities for their future careers. The concept of service-learning has been around for centuries in the American academy, but higher education in Europe has not fully embraced service-learning as an innovative pedagogy to better prepare graduates for a global workforce.
Research on service-learning has mainly focused on the benefits students receive, and how to organize service-learning to produce these benefits. Author Susan Deeley suggests “[moving] away from attempts to ‘prove [service-learning] works’ towards a more sustainable approach of improving how it works” (31). Critical Perspectives on Service-Learning in Higher Education offers a pioneering voice in the field of service-learning because the author practices what she preaches. She addresses the role of the teacher in service, offering practical strategies to facilitate critical reflection and academic writing, and tips for writing critical incidents and reflective journals to enable students’ “lifelong critical development” (8). The author constructs a theoretical paradigm with guidance on how to design, implement, and accomplish service-learning.
Through the analysis of a theoretical perspective, Deeley offers multiple practical service-learning applications, including some from personal experience, both in local and international settings. The author does not intend to solve the critical need for innovation in teaching across the disciplines; rather, she offers learning theories, ideas, and perspectives for the regard of service-learning as a critical pedagogy that fosters agency and empowers students to explore on their own terms with guidance from faculty. Each chapter can stand alone or be used as a resource for teaching and learning.
The book is divided into two major sections: (1) theory and (2) practice grounded in field experiences. In search of an inclusive view of service-learning, the first section (chapters 2 to 4) engages the reader in defining “service-learning” through a theoretical and philosophical lens, presenting an extant list of definitions and considerations that raise questions about service-learning’s “suitability” as a critical pedagogy. The second section (chapters 5 to 7) moves toward the practical application of service-learning “[which] involves students as active learners, constructing meaning in order to make sense of their experiences” (103). Students experience a “transformation” in the process of reflecting critically on their beliefs, opinions, and values. The research includes journal excerpts from eight students over the course of seven years showing how service-learning works in community settings.
The importance of summative co-assessment is underscored for facilitating a democratic approach to learning that helps students master and articulate skills which are transferable to the workplace. While only three pedagogical theories are reviewed (traditional, progressive, and critical), the discussion provides an approach to enhance the scholarship of teaching (Boyer, Scholarship Reconsidered: Jossey-Bass, 1990). This approach is advanced by Deeley’s explanation of practices used in critical reflection.
Even though the book was written from an international viewpoint, the service-learning experiences only take into account two countries: the United Kingdom and Thailand. Thus, additional approaches from around the world would enhance the global perspective. This book is an excellent resource that would benefit faculty members and administrators collaborating to integrate this “powerful pedagogy” as a complement to or replacement for traditional forms of teaching and learning.
The time: November 9–10, 1938. The place: Germany. The casualties: More than 7,000 Jewish shops along with 1,574 synagogues damaged or destroyed. One hundred Jews murdered; 30,000 imprisoned in concentration camps. They were the first victims of a racial purge that went on to claim more than 6 million lives. Now, 76 years after Kristallnacht, I am ...