Liberating Service Learning and the Rest of Higher Education Civic Engagement

2018 ◽  
Vol 68 (1) ◽  
pp. 112-118
Author(s):  
Ben Fink
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Civic Engagement

scholarly journals Stoecker, Randy. (2018). Liberating service learning and the rest of higher education civic engagement. Philadelphia: Temple University Press. 228 pp. ISBN 9781439913529.

2018 ◽  
Vol 30 (3) ◽  
pp. 160-162
Author(s):  
Noel Habashy
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Civic Engagement ◽  
Temple University

Stoecker, Randy. (2018). Liberating service learning and the rest of higher education civic engagement. Philadelphia: Temple University Press. 228 pp.ISBN 9781439913529.

“Building Bridges, Not Fences”: A History of Civic Engagement at Private Black Colleges and Universities, 1944–1965

2015 ◽  
Vol 55 (3) ◽  
pp. 346-379 ◽  
Author(s):  
Marybeth Gasman ◽  
Dorsey Spencer ◽  
Cecilia Orphan
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Civic Engagement ◽  
Undergraduate Students ◽  
Black Colleges ◽  
Local Communities ◽  
College And University ◽  
History Of ◽  
And Behavior ◽  
The Impact

HBCUs traditionally build bridges, not fences, for their neighbors.–Barbara S. FrankleIn its truest sense, higher education is aimed at fostering academic achievement and educating students for good and productive citizenship. With this purpose in mind, over the past few decades there has been a proliferation of research on civic engagement. Although substantial in size and reach, the civic engagement literature is limited in terms of depth and scope. Many scholars working in this area have sought to define civic engagement as well as service learning; service learning is believed to lead to greater civic engagement and to increase educational attainment by some scholars and practitioners. Of note, this scholarship aims to defend civic engagement by providing a philosophical justification for it, reclaiming the historic civic purpose of higher education, or providing an assessment of student outcomes, including participation in protest, voting knowledge and behavior, and the impact of service learning. The civic engagement literature also demonstrates the level of engagement among undergraduate students and provides in-depth case studies of college and university initiatives to engage local communities throughout the nation. Scholars of civic engagement have focused on many different types of majority institutions, including small private colleges, state universities, land grant institutions, and private research universities. Most of these studies draw on how the unique histories of these various sectors of higher education position them for civic engagement work as well as the institutional efforts to engage local communities.

scholarly journals Developing Civic Engagement in Distance Higher Education: A Case Study of Virtual Service-Learning (vSL) Programme in Spain

Open Praxis ◽  
2017 ◽  
Vol 9 (2) ◽  
pp. 235 ◽  
Author(s):  
Juan García-Gutierrez ◽  
Marta Ruiz-Corbella ◽  
Araceli Del Pozo Armentia
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Civic Engagement ◽  
Practical Aspect ◽  
Digital Competence ◽  
Ethical Competence ◽  
Educación A Distancia ◽  
Practical Development ◽  
The University

Higher Education is demanding the need of a greater connection between its academic offer and the necessary civic engagement of the graduates. This has given Spain the opportunity, for just over a decade, to develop the methodology of service-learning, which combines both the theoretical and practical aspect of university learning with the practical development of solidarity and civic commitment of the students. At the Universidad Nacional de Educación a Distancia (UNED, Spain) we have designed an online service-learning proposal, based on the virtual exchange which occurs between the students from the UNED and the University of Porto-Novo (Benin), requiring practical classes of Spanish. The result favours continuing with this virtual service-learning project aimed at the exchange with other universities; strengthening the planning of the training proposal for the development of ethical competence and civic engagement; the design of solidarity service action that enhances global citizenship and intercultural dialogue, consolidates digital competence, etc., all in a virtual educational environment.

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

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