Digital Commons Network^™

A Paradigm Change In Higher Education?, Goodwin Liu

Higher Education

In the past decade we have witnessed steady progress in the development of service-learning programs on college campuses across the nation. As the director of a federal program that supports these initiatives, I was often" asked to describe the national context in which these initiatives take place. The national context can be sketched in many ways. Sometimes I used a historical perspective to explain how the service-leaming movement came to be. With other audiences, I used a policy perspective to explain how the Corporation for National Service and other national organizations are working to expand and sustain the movement.

Writing The Ties That Bind: Service-Learning In The Writing Classroom, David D. Cooper, Laura Julier

Higher Education

Recognizing, as John Dewey observed, that democracy begins in conversation, the Service-Learning Writing Project views the writing classroom as a place where rhetorical processes and democratic practices naturally converge. Informed by complementary disciplinary conversations in public culture studies and composition research, the project's interdisciplinary curriculum and pedagogical methods seek to shape habits of heart and mind that advance the development of critical discourse skills, the refinement of civic sensibility, and the promotion of students' ethical responsibility for the public good.

Experiential-Learning Activities In Undergraduate Developmental Psychology, Andrea D. Clements

Higher Education

In two studies, I examined student responses to an increased emphasis on experiential activities in a required undergraduate developmental psychology course. For four experiential sections (n=134), each class topic was related to a specific, real-world application. Four other sections (n=187) were taught primarily by lecture, with one out-of-class observation assignment. The experiential sections rated the value of and interest in the subject matter higher and the courtesy and consideration of the instructor significantly more positively than did the lecture sections. Students in the two types of sections did not differ significantly in achievement. A follow-up study identified the origin of …

Lessons Learned: Institutionalizing Service On The Campus, Corporation For National Service, Cooperative Education Assocation

Conference Proceedings

Learn and Serve America: Higher Education Corporation for National Service. January 26, 1995 Telebriefing: "Institutionalizing Service on Your Campus" Resource Packet.

Service Learning With Student Organizations, Mary Anderson-Rowland

Higher Education

Recently, there has been an increased demand on fiscal accountability in all sectors, but perhaps even more so in the educational arena. Recruitment and retention have become very important in a time of shrinking engineering enrollments. This means that special efforts need to be made to attract new students to our engineering and applied sciences college, especially underrepresented minorities and women. At the same time, extra efforts need to be made to retain the students already recruited. All of this takes time and money.

The College of Engineering and Applied Sciences (CEAS) at Arizona State University (ASU) has a plan …

Faculty Guide To Service-Learning, David B. Johnson

Higher Education

Since you are reading this, you probably have an interest in service-learning. Perhaps you are presently a volunteer in your community or had a fulfilling experience with activism as a college student. Maybe you have been incorporating community service in your teaching and are looking for some new ideas. Possibly you are searching for a new approach to bring more life to the classroom or just recharge your batteries. Whatever the motive, the proven pedagogical strategy of service-learning may be for you.

Preparing The Way For Reform In Higher Education: Drawing Upon The Resources Of The Community-At-Large, Judith A. Ramaley

Higher Education

Higher education is being asked to pay more attention to student learning and to contribute to the enhancement of the social and economic conditions of the community it serves. As a result, educational institutions will no longer be self-contained Community members and organizations have become not only critical partners inframing the goals and intentions of the educational reform movement, but they also have assets that must be tapped by educational institutions that wish to implement change and respond to social needs