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This report summarizes student and community impacts from a service-learning course through Saginaw Valley State University.
|Research||David Callejo Perez, Joshua Ode, Kylie Goggins, Meghan Baruth, Rebecca Schlaff||Assessment & Evaluation, Service Learning|
Diane M. Doberneck compiled this list of journals and publications that focus on service learning and community engagement in higher education as part of the National Collaborative for the Study of University Engagement through Michigan State University.
|Other article||Diane M. Doberneck||Engaged Scholarship|
The Educational Objectives and Graduation Guidelines Taskforce at Pitzer College developed this report, including: (1) definitions of key terms; (2) proposed language for the Pitzer Catalogue; (3) criteria for courses/programs to qualify as meeting the objectives; and (4) sample Student Learning...
|Other article||Pitzer College||Engaged Campus, Institutionalization, Service Learning|
|03/28/2014||Journal article||Karen Doss Bowman||Student Veteran Success|
Human Rights in Everyday Life: Partnering Human Rights and Service-Learning/Engaged Scholarship in Local Communities
This paper makes the case for integrating human rights and service-learning in the United States. After 50 years of invisibility in the U.S., the language and principles of human rights now form the basis for a national movement for addressing problems at the structural level, and as such,...
|Journal article||Julie Shackford-Bradley||Engaged Scholarship, Community Partnerships, Service Learning|
As a WPA and a service-learning director and practitioner, the author suggests connections between food studies, rhetoric and composition studies, and critical service-learning theory that involve mobilizing students to join in or help lead community efforts surrounding the local, organic...
|Journal article||Veronica House||Engaged Scholarship, Institutionalization, Service Learning|
One of the many lessons I've learned since the first “Collective Impact” article by John Kania and Mark Kramer disrupted my life three years ago is that all collaborations go through cycles. And as...
|Blog||Chris Thompson||Collective Impact|
Nationally, 52% of 2011 U.S. high school graduates and GED earners from low-income families enrolled immediately in a two- or four-year college, compared to 82% and 66% of their high- and middle-income counterparts, respectively (U.S. Department of Education, The Condition of Education, 2013...
|Other article||OMG Center for Collaborative Learning||Access & Success, Community Partnerships|
Transparent Pathways, Clear Outcomes: Using Disciplinary Tuning to Improve Teaching, Learning, and Student Success
Our work with Tuning is consistent with our mission of increasing student access and success. Tuning makes educational pathways more transparent while helping to clarify to students, parents, faculty, administrators, employers, and policymakers what degree holders know, understand, and can...
|Research||Midwestern Higher Education Compact||Access & Success, Assessment & Evaluation, Workforce & Economic Development|
Two years after its publication, the basic trends that motivated the development of this guide continue. Practitioner access to user-friendly, rigorous measurement tools remains limited. Youth-serving programs and systems experience increasing pressure to improve policy-relevant outcomes....
|Literature Review||Alicia Wilson-Ahlstrom, Barbara Hillaker, David DuBois, Nicole Yohalem, Peter Ji||Access & Success, Collective Impact|
In general, NSSE data are revealing as to student veterans/service members’ preferences and their allocation of time, in addition to demographic characteristics that can in part explain differences in their engagement in college and university life and education. Although their engagement is...
|Research||James S. Cole, Young M. Kim||Student Veteran Success|
Completing the Mission II: A Study of Veteran Students' Progress Toward Degree Attainment in the Post 9/11 Era
On June 30, 2008, the United States Congress passed legislation that changed the landscape for a generation of college learners — servicemembers and veterans of the Post-9/11 era. The "Veterans Educational Assistance Act," or what is now commonly referred to as the Post-9/11 GI Bill,...
|Other article||Bryan Adams, Hunter Riley, Michael Rome Hall, Stephanie Sigue||Access & Success, Student Veteran Success|
Despite serious weaknesses in the political culture of the United States today, three promising developments are evident: a renaissance of political theory, reforms of colleges and universities that connect them better to their surrounding communities, and widespread civic innovation outside...
|Journal article||Peter Levine||Community Partnerships, Engaged Campus|
Colleges and universities in the 21st century will thrive through extensive collaborations with other higher education institutions and with communities with which they have special affinities. These relationships will create an educational environment that promotes deeper learning and ...
|Journal article||Judith A. Ramaley||Civic Engagement, Community Partnerships, Engaged Campus|
Motivation to Collaborate: Applying Motivation Theory to Community Organizations and Universities Working Together
Research has identified a variety of reasons community organizations choose to collaborate with universities. This study applies Bandura’s (1997) model of motivation to investigate the motivations for, benefits of, and challenges inherent in university collaboration for 15 community...
|Journal article||Alexa N. Darby, Frances Ward-Johnson, Gabrielle Newman, Margot Haglund, Tammy Cobb||Community Partnerships, Service Learning|