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Rethinking the "Apprenticeship of Liberty": The Case for Academic Programs in Community Engagement in Higher Education
This article articulates a model for the “engaged campus” through academic programs focused on community engagement, broadly construed. Such academic programs—usually coalesced in certificate programs, minors, and majors—provide a complementary vision for the deep institutionalization of...
|Journal article||Dan W. Butin||Engaged Campus, Institutionalization|
College student mentors are increasingly mentoring at-risk youth, yet little is known about the benefits that college students derive from their experience mentoring within the context of a service-learning course. This qualitative study used focus groups to examine college students’...
|Journal article||Jennifer Krafchick, Lindsey M. Weiler, Merinda McLure, Sarah Rudisill, Shelly Haddock, Toni Schindler Zimmerman||Service Learning|
This practice story tells of one professor’s discovery and conduct of community-based research (CBR) at a leading liberal arts college. Originating through collaborations with an immigrant meatpacking workers’ union, Whitman College’s program on The State of the State for Washington Latinos...
|Journal article||Paul Apostolidis||Community-engaged Research|
How does a early career faculty member survive the pursuit of campus-community initiatives? This article draws on experiences gained through a unique faculty position that combines community engagement with full academic responsibilities. "Survival" in this position emerges from the...
|Journal article||Daniel Sherman||Community Partnerships, Tenure & Promotion|
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|
Certain educational activities, such as learning communities, undergraduate research, study abroad, and service learning, have been identified as high-impact practices (HIPs) because they engage students in active learning that elevates their performance on desired outcomes (NSSE 2007; Kuh...
|Journal article||Jillian Kinzie||Access & Success|
Two- and four-year higher education institutions across the nation, as well as K-12 schools, are intentionally linking dimensions of civic engagement with learning to educate students for civic life. The benefits of this approach are well understood. Connecting the institutional mission and...
|Journal article||Dwight E. Giles, Jr., Julie Elkins, Margaret Carnes Stevens, Cathy Burack, Christine M. Cress||Access & Success, Institutionalization|
Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning
Applied learning pedagogies—including service-learning, internships/practica, study abroad, and undergraduate research—have in common both the potential for significant student learning and the challenges of facilitating and assessing that learning, often in non-...
|Journal article||Patti H. Clayton, Sarah L. Ash||Critical Reflection, Engaged Scholarship|
When making higher education investment choices in today’s tough economy, students and campus executives alike struggle to balance degree and job goals with broader community improvement needs (DeGioia 2011). Bridging these seemingly competitive and contradictory educational and economic...
|Journal article||Christine M. Cress||Access & Success|
Retention of college students is a priority of all colleges and universities. This research investigated whether or not student enrollment in a service-learning course in the fall semester of college was related to (a) intentions to stay on that campus, based on self-...
|Journal article||Julie A. Hatcher, Richard N. Muthiah, Robert G. Bringle||Access & Success|