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Full-Text Articles in Education

Enhancing The Team Experience In Service Learning Courses, Audrey Falk Apr 2012

Enhancing The Team Experience In Service Learning Courses, Audrey Falk

Education Faculty Publications

Service learning is pervasive in higher education today, with 31 percent of students at Campus Compact member schools engaging in service activities (Campus Compact, 2009) and universities’ missions and strategic planning documents increasingly aimed at developing engaged citizens. Service learning has many potential benefits for college students; among those benefits is the opportunity to develop and practice teamwork skills. The present paper describes the strategies used in a team-based service learning course to support positive team experiences for students.


Rethinking The “Apprenticeship Of Liberty”: The Case For Academic Programs In Community Engagement In Higher Education, Dan W. Butin Feb 2012

Rethinking The “Apprenticeship Of Liberty”: The Case For Academic Programs In Community Engagement In Higher Education, Dan W. Butin

Education Faculty Publications

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 civic and community engagement in the academy that can revitalize an “apprenticeship of liberty” for students, faculty, and academic staff.


Teaching Grantsmanship In A Nonprofit Leadership Class, Audrey Falk Oct 2011

Teaching Grantsmanship In A Nonprofit Leadership Class, Audrey Falk

Education Faculty Publications

Proposal-writing skills are critical for employees in a wide range of organizations, particularly in challenging economic times which demand diverse funding sources. This paper describes an innovative and multifaceted approach to teaching proposal writing to students enrolled in a nonprofit leadership course at a large, metropolitan university. The approach included a hands-on, field component in nonprofit organizations, in-depth organizational analyses involving interviews with nonprofit leaders, guest speakers including a grant professional and a foundation officer, grantsmanship textbooks loaned to all students for the semester, and review of students’ completed proposals by a grant professional and the course instructor. Students presented ...


“Can I Major In Service-Learning?” An Empirical Analysis Of Certificates, Minors, And Majors, Dan W. Butin May 2010

“Can I Major In Service-Learning?” An Empirical Analysis Of Certificates, Minors, And Majors, Dan W. Butin

Education Faculty Publications

This article examines the rise of programs in higher education that award certificates, minors, and/or majors in service-learning. Using Vaughn and Seifer (2008) as a foundation, this study documented and analyzed a total of 31 academic programs that had service-learning at its academic core. Findings from this study suggest that there is indeed a coherent (though far from stable) “field” of service-learning. Moreover, the findings suggest that the strength and structure of a program is strongly dependent on its status; that is, there is a deep dividing line between certificate programs and minors and majors. This has implications for ...


Saving The University On His Own Time: Stanley Fish, Service-Learning, And Knowledge Legitimation In The Academy, Dan W. Butin Oct 2008

Saving The University On His Own Time: Stanley Fish, Service-Learning, And Knowledge Legitimation In The Academy, Dan W. Butin

Education Faculty Publications

Review Essay of Stanley's Fish's book Save the World on Your Own Time,
NewYork, NY: Oxford University Press, 2008


The Limits Of Service-Learning In Higher Education, Dan W. Butin Jul 2006

The Limits Of Service-Learning In Higher Education, Dan W. Butin

Education Faculty Publications

This article takes a critical look at the attempted institutionalization of service-learning in higher education. It asks whether service-learning can become deeply embedded within the academy; and if so, what exactly is becoming embedded. Specifically, this article suggests that there are substantial pedagogical, political, and institutional limits to service-learning across the academy. These limits, moreover, are shown to be inherent to the service-learning movement as contemporarily theorized and enacted. The article concludes by reframing some of the grounding assumptions of service-learning to position it as a disciplinary field more suited for becoming genuinely embedded within higher education.


Disciplining Service Learning: Institutionalization And The Case For Community Studies, Dan W. Butin Jan 2006

Disciplining Service Learning: Institutionalization And The Case For Community Studies, Dan W. Butin

Education Faculty Publications

This article argues that the service-learning field has been pursuing the wrong revolution. Namely, service learning has been envisioned as a transformative pedagogical practice and philosophical orientation that would change the fundamental policies and practices of the academy. However, its attempted institutionalization faces substantial barriers and positions service learning in an uncomfortable double-bind that ultimately co-opts and neutralizes its agenda. This article argues that a truly transformative agenda may be to create a parallel movement to develop an “academic home” for service learning within academic “community studies” programs. This “disciplining” of service learning is the truly revolutionary potential of institutionalizing ...


Special Issue: Introduction Future Directions For Service Learning In Higher Education, Dan W. Butin Jan 2006

Special Issue: Introduction Future Directions For Service Learning In Higher Education, Dan W. Butin

Education Faculty Publications

No abstract provided.