Service‐Learning Partnerships That Work

2021 ◽  
Vol 26 (10) ◽  
pp. 4-4
Author(s):  
Erin Sandage
Keyword(s):  
Service Learning ◽  
Learning Partnerships

International Service-Learning in Practice

2018 ◽  
pp. 462-479
Author(s):  
Noel B. Habashy
Keyword(s):  
Service Learning ◽  
Domestic Service ◽  
Power Dynamics ◽  
Learning Program ◽  
Theoretical Frameworks ◽  
Theoretical Concepts ◽  
International Service Learning ◽  
International Service ◽  
Learning Partnerships ◽  
Learning Programs

This chapter explores key theoretical concepts relevant to the planning and implementation of international (and domestic) service-learning programs. This chapter explores the power dynamics of international service-learning through four key theoretical concepts: the politics of power, local knowledge, framing, and problem definition. While these ideas are particularly appropriate for international service-learning program, they are also relevant for domestic service-learning partnerships in nearby communities. In addition to providing theoretical frameworks, this chapter identifies recommendations for practice in order to address each of the four challenges identified. Universities must consider these factors if they wish to develop stronger programs with reciprocal benefits to communities and students. With stronger partnerships, better development will occur for both students and community members.

scholarly journals Growing health partnerships in rural and remote communities: what drives the joint efforts of primary schools and universities in maintaining service learning partnerships?

2018 ◽  
Vol 19 (5) ◽  
pp. 503-517
Author(s):  
Sue Kirby ◽  
Fabian P. Held ◽  
Debra Jones ◽  
David Lyle
Keyword(s):  
Rural Communities ◽  
Service Learning ◽  
Primary Schools ◽  
Speech Pathology ◽  
Rural And Remote ◽  
Remote Communities ◽  
Learning Partnerships ◽  
Poor Access ◽  
Local Host ◽  
The University

AimThis study explored the partnership between universities and local primary schools to deliver a classroom-based paediatric communication impairment service provided by undergraduate speech pathology students. It aimed to understand how partnerships work to facilitate programme replication.BackgroundThe partners included universities sending students on rural clinical placement, local host academic units and primary schools who worked together to provide paediatric speech and language services in primary schools in three sites in Australia. Rural and remote communities experience poorer health outcomes because of chronic workforce shortages, social disadvantage and high Aboriginality, poor access to services and underfunding.MethodsThe study was in twofold: qualitative analysis of data from interviews/focus group with the partners in the university and education sectors, and quantitative social network analysis of data from an electronic survey of the partners.FindingsFactors supporting partnerships were long-term, work and social relationships, commitment to community, trust and an appetite for risk-taking. We postulate that these characteristics are more likely to exist in rural communities.

“What Am I Doing Here?”

2018 ◽  
pp. 89-106 ◽  
Author(s):  
Wei Ming Dariotis ◽  
Arlene Daus-Magbual ◽  
Grace J. Yoo
Keyword(s):  
Service Learning ◽  
San Francisco ◽  
Asian American ◽  
American Studies ◽  
Asian American Studies ◽  
Community Service Learning ◽  
Community Based ◽  
Learning Partnerships ◽  
Community Based Organizations ◽  
Bay Area

Creating and maintaining meaningful, educational, and culturally engaging service learning partnerships between Asian American studies programs and Asian American community-based organizations (CBOs) is both challenging and rewarding. The Asian American Studies Department at San Francisco State University was founded in partnership with both student organizations and community-based organizations, and has sought to maintain the promise to bring university resources and knowledge into the community, while bringing community resources and wisdom into the university through a variety of campus-community partnerships. This study reviews that history in order to contextualize current relationships and practices within institutionally structured community service-learning (CSL) designated courses. A survey of students, community organization partners, and faculty engaged with Asian American service-learning in the San Francisco Bay Area reveals the benefits and challenges of culturally engaged service-learning, suggestions for best practices, and future directions.

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