Education Commons^™

Naturally Occurring Mentorship In A National Sample Of First-Generation College Goers: A Promising Portal For Academic And Developmental Success., Veronica Fruiht, Thomas Chan

Collected Faculty and Staff Scholarship

Attending college is increasingly important to compete in this global world; however, young people whose parents did not attend college are significantly less likely to enroll in and finish college. Formal programs to support first-generation college goers are common, but not scalable to provide support to all young people who need it. Instead, mentoring that naturally occurs on these students' journeys into and out of college may be a more practical avenue for supporting their success. This study investigated the role community members, relatives, and educators play in first-generation college goers' educational outcomes. Data from 4,181 participants of the National …

Service-Learning Program Community Partner Handbook, Julia Van Der Ryn, Emily Wu

Collected Faculty and Staff Scholarship

Dominican’s Service-Learning Designated Courses require that students work with their community partner for approximately 20-25 hours during the semester. The service hours must occur weekly and continuously throughout the semester, and the time spent constructively and productively towards the needs and goals of the community.

Ideally, a community partner has existing programs and infrastructure that can provide our SL students with opportunities to gain consistent (weekly) and extensive (semester-long) experiences participating and interacting with community members. In turn, SL faculty intentionally guide their students to reflect on and analyze their weekly community experiences to make connections with course content.

Service-Learning Faculty Handbook [Version 3], Julia Van Der Ryn, Emily Wu

Collected Faculty and Staff Scholarship

Dominican University’s mission provides a strong foundation for service-learning, a pedagogy that creates intentional links between academic education and community experience where each strengthens the other. Service-learning engages students, faculty, staff, and community partners in collaborative and responsive action, dialogue, and reflection to address community-identified needs, meet learning goals, expand our perspectives, and increase civic participation. In this way service-learning creates reciprocal benefits for all involved:

1. The University is able to live out its mission and enhance its role as a vital and active partner in the community;

2. Faculty are supported in connecting innovative teaching, research/scholarship, and community …