scholarly journals Creating Transformative Service-Learning Partnerships as a Force for Change in Higher Education

2021 ◽  
Author(s):  
Stephanie Bingham
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Learning Partnerships ◽  
Change In Higher Education

Responding to Change in Higher Education: The Case of the Nonprofit Leadership Studies Program at Murray State University and Program Identity

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Peter Weber ◽  
Robert Long
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
State University ◽  
Leadership Studies ◽  
Nonprofit Leadership ◽  
Road Map ◽  
Nonprofit Studies ◽  
Change In Higher Education ◽  
Responding To Change ◽  
Student Philanthropy

Nonprofit studies programs have grown over the past three decades in both number and size. Although scholars have devoted increasing attention to both the field of study and its infrastructure, not much attention has been devoted to the administration of these programs. This study reviews the over three-decade-long history and development of the nonprofit leadership studies program at Murray State University and reflects on the various challenges the program has faced, including enrollment concerns, program reorganization, and declining resources. This analysis highlights the importance of developing a clear program identity, which in this case was shaped around the concepts of service learning and student philanthropy. The conclusions extrapolate broad recommendations that can serve as a road map to similar programs that face common budgetary and enrollment challenges in a changing higher education landscape.

scholarly journals Redefining the Pedagogy: Service-Learning in Libraries and Archives

2020 ◽  
Vol 8 (1) ◽  
pp. 37-48
Author(s):  
Elizabeth M Scott
Keyword(s):  
Higher Education ◽  
Science Education ◽  
Service Learning ◽  
Experiential Learning ◽  
Learning Experience ◽  
Library Science ◽  
Learning Partnerships ◽  
Innovative Methods ◽  
Service Learning Projects ◽  
Learning Projects

Service-learning has become an established pedagogy in higher education classrooms. With a push in recent years to offer classroom experiences that offer more than static lectures, service-learning incorporates three main elements into its model; experiential learning, contribution to the community, and reflection which merges theory with practice for a unique learning experience. Service-learning can also be found in early models of library science education. This article will highlight service-learning projects in both libraries and archives that used innovative methods to create partnerships in the community. It will also argue that both libraries and archives should not be overlooked when considering these projects and can be valuable resources for successful service-learning partnerships.

scholarly journals Service-learning by PhD students to aid socially neglected people

2020 ◽  
Author(s):  
José S. Torrecilla ◽  
Santiaga Buitrón Ruiz ◽  
Manuel Sánchez ◽  
John C Cancilla ◽  
Sandra Pradana ◽  
...  
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Doctoral Students ◽  
Chemical Engineering ◽  
Learning Strategy ◽  
The United Kingdom ◽  
Technological Developments ◽  
Student Training ◽  
Change In Higher Education ◽  
The University

In recent years, there have been calls for change in higher education to meet the needs of today's society. A higher education that enables our students to offer solutions to struggling areas of our society. Innovative and differentiating solutions from what we have been used to until now. In view of these needs, it is necessary to unite the society, which reveals its main needs, and the university community, which offers solutions on the knowledge acquired. One of the ways to carry out this integration is based on developing a methodology called "Service-Learning" (SL). This learning method is based on a strategy of collaboration between educational centers and society itself. At present, this methodology is spreading within higher education institutions worldwide. This learning strategy emerged as a learning methodology in America, to be later extended to Europe, from the United Kingdom to the rest of the continent, and from there, reaching a global impact. Throughout this long road, this methodology has been improving, encouraging the creation of increasingly strong links between educational institutions and universities, and society, by promoting the improvement of student training as well as the development of certain areas of society. This paper presents a SL project where two apparently disparate areas are related, such as doctoral students in the area of chemical engineering and sectors of society at risk of exclusion. Specifically, the objective is for the students to present some of the technological developments they have achieved to a neglected sector of society, which should participate not only in the developments, but also learning about the technical base of such technologies.

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.

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.

Teaching Interreligious Encounter

2017 ◽  
Author(s):  
Hans Gustafson
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
Case Studies ◽  
Course Design ◽  
Comparative Theology ◽  
Guest Speakers

This chapter offers instructors in higher education some basic tools and elements of course design for interreligious encounter in the undergraduate classroom. Aiming at practice over theory, it provides practical suggestions for fostering interreligious understanding from the first day of class through the end of the semester. These suggestions include the use of guest speakers, interdisciplinary case studies, in-class reflections, and interreligious community engagement (i.e., “service learning”), among others. Further, it provides a concise bibliography of basic introductory texts for both students and instructors in the areas of comparative theology, theologies of religions and religious pluralisms, and interreligious studies and dialogue.

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