A Comprehensive Model for Assessing Service-Learning and Community-University Partnerships

2001 ◽  
Vol 2001 (114) ◽  
pp. 51 ◽  
Author(s):  
Barbara A. Holland
Keyword(s):  
Service Learning ◽  
Comprehensive Model ◽  
University Partnerships

Theorizing a Sustainable-Holistic-Interconnected-Partnership Development Model with Feminist, Activist Lenses: Best Practices from a Community-University Service-Learning Partnership in Asian American Studies

2019 ◽  
Vol 16 (1-2) ◽  
pp. 64-84
Author(s):  
Jennifer Yee ◽  
Ashley Cheri
Keyword(s):  
Service Learning ◽  
Asian American ◽  
American Studies ◽  
Relationship Building ◽  
Development Model ◽  
Asian American Studies ◽  
University Partnerships ◽  
Partnership Development ◽  
Asian And Pacific Islander ◽  
Trust And Reciprocity

Mindfully engaging with one another on collaborative projects and relationship building is critical for sustaining partnerships of trust and reciprocity between community-based organizations (CBOs) and institutions of higher education. This resource paper presents the Sustainable-Holistic-Interconnected-Partnership (SHIP) Development Model based on a study theorizing the organizational evolution of the ten- year community-university service-learning partnership between the Youth Education Program of the Orange County Asian and Pacific Islander Community Alliance and the Asian American Studies Program at California State University, Fullerton. The authors conducted a self- study intersecting their lenses as feminist activists of color and their use of qualitative methods. They found that they sustained their partnership by intentionally grounding their norms and practice in the values of democracy, equity, social justice, and liberation. The SHIP model has diverse implications for community-university partnerships and the fields of Asian American studies (AAS) and service learning.

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

scholarly journals Spaces In-between: Text Poems from Community Practice and Research

2018 ◽  
Vol 3 (1) ◽  
pp. 114-131 ◽  
Author(s):  
Paula Gerstenblatt ◽  
Diane Rhodes ◽  
Lida Holst
Keyword(s):  
Service Learning ◽  
Social Issues ◽  
Lessons Learned ◽  
Community Practice ◽  
Community Members ◽  
University Partnerships ◽  
The Past ◽  
Teacher Researcher ◽  
Fellow Teacher ◽  
Artist Teacher

A commitment on the part of the academy to address social issues has increased over the past three decades, resulting in service learning courses, volunteering opportunities, and community-university partnerships. Faculty, staff, and community practitioners collaborating to lead these efforts often carry enormous responsibility and answer to often competing interests of students, community members, and universities. Using the experience of an scholar/artist/teacher in a university-community partnership founded by the first author in a racially polarized town, this article explores the potential of arts-based methods, specifically poetry and collage, to mitigate the consequence of this work. The format is a dialogue between two engaged teacher/researcher/practitioners and friends to clarify the hidden experience of the researcher with narrative truth to articulate and share not only experiences, but also lessons learned as a contribution to our fellow teacher/researcher/practitioners.

Communities, Cartography and GIS

2011 ◽  
Vol 2 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Timothy L. Hawthorne
Keyword(s):  
Social Change ◽  
Service Learning ◽  
Real World ◽  
Learning Experience ◽  
Local Communities ◽  
Community Members ◽  
University Partnerships ◽  
Real World Setting ◽  
Geographic Knowledge ◽  
Community Residents

This paper discusses an introductory cartography and GIS service learning course. The service learning experience, highlighted by a final mapping project and community presentation, resulted in 3,000 student-designed maps being distributed to community residents, a website of downloadable student maps, multiple student speaking engagements, and a sustained community-university collaboration. The course demonstrates the importance of applied geography in local communities and highlights the benefits of community-university partnerships for addressing social change. Such an applied geography experience offers an important twist on the conventional, introductory cartography course where students engage in pre-packaged lectures and labs, and are then asked to complete a final mapping project. Unlike the conventional approach, this service learning class experience allows students to use their creativity to demonstrate knowledge learned in the course and allows students to apply and present their geographic knowledge in a real-world setting to community members.

scholarly journals Community-University Partnerships for Social Justice: An Interview with Joan Kuyek

2018 ◽  
Vol 4 (1) ◽  
pp. 263-270 ◽  
Author(s):  
Joan Kuyek ◽  
Nancy Van Styvendale
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Environmental Justice ◽  
Community Service ◽  
Years Of Experience ◽  
Community Service Learning ◽  
University Partnerships ◽  
Specific Experience ◽  
Community Organizer

In this section, co-editor of this issue Nancy Van Styvendale interviews Joan Kuyek, an Ontario-based social and environmental justice activist with nearly fifty years of experience as a community organizer and educator. The interview discusses the realities, challenges, and benefits of such community-university partnerships, including the more specific experience of working with faculty and students involved in community service-learning (CSL).

scholarly journals Impacts of Sustained Institutional Participation in Service-Learning: Perspectives from faculty, staff and administrators

2011 ◽  
Vol 4 ◽  
pp. 186-202 ◽  
Author(s):  
Amanda L. Vogel ◽  
Sarena D. Seifer
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
Teaching Method ◽  
The United States ◽  
Faculty Members ◽  
Academic Institutions ◽  
Demonstration Program ◽  
University Partnerships ◽  
Institutional Participation

The movement for greater civic engagement in higher education in the United States has taken hold across the core academic missions of teaching, research and service. One manifestation of this movement has been growing participation in service-learning, a teaching method grounded in community-university partnerships in which students provide services that simultaneously address community-identified concerns and meet key learning objectives. In order to assess the benefits of long-term sustained institutional involvement in service-learning, in 2007–2008 we interviewed 23 faculty members, staff and administrators from 16 academic institutions that had participated in a national demonstration program for service-learning, which ended in 1998. We found that 15 of these institutions had sustained service-learning to some degree and 12 had integrated service-learning into the curriculum, with varying degrees of institutional support. Interview participants described five main impacts of their institutions’ sustained participation in service-learning: 1) increased community engagement and community-engaged scholarship, and increased valuation of both, among participating faculty members; 2) greater capacity for community-university partnerships among academic and community partners; 3) improved community-university relations; 4) diffusion of service-learning and/or principles of community-university partnerships to other departments and schools; and 5) recruitment of students seeking community engagement opportunities. This study provides evidence that sustained institutional participation in service-learning can foster an understanding of the scholarly value of community-engaged teaching and research among participating faculty, and increase community-engaged activities at participating academic institutions. These findings suggest that funding agencies, faculty members and academic administrators can use service-learning as a strategy to foster a culture of community engagement in higher education institutions. Keywords Community-university partnerships, service-learning, community engagement, sustainability, impact, higher education

Communities, Cartography and GIS

2013 ◽  
pp. 1848-1863
Author(s):  
Timothy L. Hawthorne
Keyword(s):  
Social Change ◽  
Service Learning ◽  
Real World ◽  
Learning Experience ◽  
Local Communities ◽  
Community Members ◽  
University Partnerships ◽  
Real World Setting ◽  
Geographic Knowledge ◽  
Community Residents

This paper discusses an introductory cartography and GIS service learning course. The service learning experience, highlighted by a final mapping project and community presentation, resulted in 3,000 student-designed maps being distributed to community residents, a website of downloadable student maps, multiple student speaking engagements, and a sustained community-university collaboration. The course demonstrates the importance of applied geography in local communities and highlights the benefits of community-university partnerships for addressing social change. Such an applied geography experience offers an important twist on the conventional, introductory cartography course where students engage in pre-packaged lectures and labs, and are then asked to complete a final mapping project. Unlike the conventional approach, this service learning class experience allows students to use their creativity to demonstrate knowledge learned in the course and allows students to apply and present their geographic knowledge in a real-world setting to community members.

Communities, Cartography and GIS

2012 ◽  
pp. 222-238
Author(s):  
Timothy L. Hawthorne
Keyword(s):  
Social Change ◽  
Service Learning ◽  
Real World ◽  
Learning Experience ◽  
Local Communities ◽  
Community Members ◽  
University Partnerships ◽  
Real World Setting ◽  
Geographic Knowledge ◽  
Community Residents

This paper discusses an introductory cartography and GIS service learning course. The service learning experience, highlighted by a final mapping project and community presentation, resulted in 3,000 student-designed maps being distributed to community residents, a website of downloadable student maps, multiple student speaking engagements, and a sustained community-university collaboration. The course demonstrates the importance of applied geography in local communities and highlights the benefits of community-university partnerships for addressing social change. Such an applied geography experience offers an important twist on the conventional, introductory cartography course where students engage in pre-packaged lectures and labs, and are then asked to complete a final mapping project. Unlike the conventional approach, this service learning class experience allows students to use their creativity to demonstrate knowledge learned in the course and allows students to apply and present their geographic knowledge in a real-world setting to community members.

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