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The Legitimacy Of Experiential Learning In Research Universities, Angela E. Schmiede
The Legitimacy Of Experiential Learning In Research Universities, Angela E. Schmiede
Thesis, Dissertations, Student Creative Activity, and Scholarship
The goal of this historical and exploratory study was to describe and analyze the spread and legitimacy of experiential learning to and within Cornell University and Stanford University. Using an institutional and political framework, this analysis focused on understanding how elements of legitimacy from the academy, the experiential learning field and the external environment intersected to shape the diffusion, forms and purposes of experiential learning within Cornell and Stanford. The constructions of legitimacy within these three different contexts shifted over time, influencing the extent to which experiential learning was adopted; and once adopted, the extent to which it was adapted, …
Experiential Learning As Service For Others, Mary K. Canales, Helen French
Experiential Learning As Service For Others, Mary K. Canales, Helen French
Service Learning, General
In the hours and days immediately after the collapse of the World Trade Center on Sept 11, 2001. When it became evident there would be few survivors to care for, nurses realized that despite their clinical skills and medical knowledge, they were powerless to help during this tragedy. Many began to question the meaning of their practice and ask themselves what they could do to serve their country and fellow citizens in this time of uncertainty. Since the Sept 11 terrorist attacks, many nurses are learning other ways to serve and translating that service into personal and professional growth.
Integrating Service-Learning Into Watershed Management Programs: Opportunities And Challenges, Tamim Younos, Raymond De Leon, Christine Lewicki
Integrating Service-Learning Into Watershed Management Programs: Opportunities And Challenges, Tamim Younos, Raymond De Leon, Christine Lewicki
Special Topics, General
The objective of this article is to open a dialogue on integrating service-learning into community based watershed management programs and to discuss opportunities and challenges that a service-learning program presents to universities and communities. The article presents the concept and definition of service-learning, and arguments concerning why institutions of higher education and university faculty and students should be involved with community based watershed management programs.