Transformative critical service-learning :: theory and practice for engaging community college and university learners in building an activist mindset /
Transformative Critical Service-Learning offers hands-on tools for implementing, reflecting on, and assessing critical service-learning in classrooms and community spaces. Answering a need from practitioners for a practical tool for making sense of critical service-learning, the authors introduce th...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Bloomfield :
Myers Education Press,
2022.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Transformative Critical Service-Learning offers hands-on tools for implementing, reflecting on, and assessing critical service-learning in classrooms and community spaces. Answering a need from practitioners for a practical tool for making sense of critical service-learning, the authors introduce the Critical Service-Learning Implementation Model as a way to encourage conversations among stakeholders. Materials include specific criteria to examine, examples of application and context, and ways to incorporate the model into reflective practices. Valuing partnerships, reflection, and analysis of power dynamics, the research and strategies offered here provide an entry point for faculty new to critical service-learning, while also offering new ideas and tools for long-time practitioners. Chapters offer particular attention to strategies for engaging students, syllabus development, and reflective cycles. Additionally, the authors offer a model for faculty development in the area of critical service-learning at the institutional level, including suggestions for faculty and administrators interested in increasing engagement with social justice and community spaces. As institutions of higher education are focusing more on the ways in which they can meet the needs of the communities surrounding their campuses, The Carnegie Foundation's Elective Classification for Community Engagement provides a special-purpose designation for higher education institutions with commitments in the area of community engagement. Universities must commit to institutional change in order to improve the outcomes for the communities surrounding the campus. The classification framework represents best practices in the field and encourages continuous improvement through periodic re-classification. Service-learning has been identified as one of the more effective methods for engaging undergraduate and graduate students in community engaged scholarship, which facilitates development of critical inquiry, understanding needs assessment, and deep reflection on inequality. The authors intend this book to benefit university faculty endeavoring to begin or develop service-learning courses, higher education administrators who want to train and engage university faculty in adopting a more community engaged teaching model, and P-12 teachers, who often serve as community partners with higher education institutions to facilitate justice-oriented approaches to teaching their diverse students. |
| Beschreibung: | 1 online resource (145 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781975505004 197550500X |
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| 245 | 1 | 0 | |a Transformative critical service-learning : |b theory and practice for engaging community college and university learners in building an activist mindset / |c by Heather Coffey and Lucy Arnold. |
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| 520 | |a Transformative Critical Service-Learning offers hands-on tools for implementing, reflecting on, and assessing critical service-learning in classrooms and community spaces. Answering a need from practitioners for a practical tool for making sense of critical service-learning, the authors introduce the Critical Service-Learning Implementation Model as a way to encourage conversations among stakeholders. Materials include specific criteria to examine, examples of application and context, and ways to incorporate the model into reflective practices. Valuing partnerships, reflection, and analysis of power dynamics, the research and strategies offered here provide an entry point for faculty new to critical service-learning, while also offering new ideas and tools for long-time practitioners. Chapters offer particular attention to strategies for engaging students, syllabus development, and reflective cycles. Additionally, the authors offer a model for faculty development in the area of critical service-learning at the institutional level, including suggestions for faculty and administrators interested in increasing engagement with social justice and community spaces. As institutions of higher education are focusing more on the ways in which they can meet the needs of the communities surrounding their campuses, The Carnegie Foundation's Elective Classification for Community Engagement provides a special-purpose designation for higher education institutions with commitments in the area of community engagement. Universities must commit to institutional change in order to improve the outcomes for the communities surrounding the campus. The classification framework represents best practices in the field and encourages continuous improvement through periodic re-classification. Service-learning has been identified as one of the more effective methods for engaging undergraduate and graduate students in community engaged scholarship, which facilitates development of critical inquiry, understanding needs assessment, and deep reflection on inequality. The authors intend this book to benefit university faculty endeavoring to begin or develop service-learning courses, higher education administrators who want to train and engage university faculty in adopting a more community engaged teaching model, and P-12 teachers, who often serve as community partners with higher education institutions to facilitate justice-oriented approaches to teaching their diverse students. | ||
| 650 | 0 | |a Service learning. |0 http://id.loc.gov/authorities/subjects/sh86008119 | |
| 650 | 0 | |a Transformative learning. |0 http://id.loc.gov/authorities/subjects/sh2007005024 | |
| 650 | 0 | |a Critical pedagogy. |0 http://id.loc.gov/authorities/subjects/sh91004641 | |
| 650 | 0 | |a Education, Higher |x Aims and objectives. |0 http://id.loc.gov/authorities/subjects/sh85041068 | |
| 650 | 6 | |a Apprentissage par le service communautaire. | |
| 650 | 6 | |a Apprentissage transformateur. | |
| 650 | 6 | |a Pédagogie critique. | |
| 650 | 6 | |a Enseignement supérieur |x Finalités. | |
| 650 | 7 | |a Service learning |2 fast | |
| 700 | 1 | |a Arnold, Lucy, |e author. | |
| 758 | |i has work: |a TRANSFORMATIVE CRITICAL SERVICEARNING (Text) |1 https://id.oclc.org/worldcat/entity/E39PD3QXH8dDFvWc7kybcHQpKb |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Coffey, Heather. |t Transformative Critical Service-Learning. |d Bloomfield : Myers Education Press, ©2022 |z 9781975504984 |
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| author | Coffey, Heather Arnold, Lucy |
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| id | ZDB-4-EBA-on1302010112 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:30:31Z |
| institution | BVB |
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| spelling | Coffey, Heather, author. Transformative critical service-learning : theory and practice for engaging community college and university learners in building an activist mindset / by Heather Coffey and Lucy Arnold. Bloomfield : Myers Education Press, 2022. 1 online resource (145 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references and index. Transformative Critical Service-Learning offers hands-on tools for implementing, reflecting on, and assessing critical service-learning in classrooms and community spaces. Answering a need from practitioners for a practical tool for making sense of critical service-learning, the authors introduce the Critical Service-Learning Implementation Model as a way to encourage conversations among stakeholders. Materials include specific criteria to examine, examples of application and context, and ways to incorporate the model into reflective practices. Valuing partnerships, reflection, and analysis of power dynamics, the research and strategies offered here provide an entry point for faculty new to critical service-learning, while also offering new ideas and tools for long-time practitioners. Chapters offer particular attention to strategies for engaging students, syllabus development, and reflective cycles. Additionally, the authors offer a model for faculty development in the area of critical service-learning at the institutional level, including suggestions for faculty and administrators interested in increasing engagement with social justice and community spaces. As institutions of higher education are focusing more on the ways in which they can meet the needs of the communities surrounding their campuses, The Carnegie Foundation's Elective Classification for Community Engagement provides a special-purpose designation for higher education institutions with commitments in the area of community engagement. Universities must commit to institutional change in order to improve the outcomes for the communities surrounding the campus. The classification framework represents best practices in the field and encourages continuous improvement through periodic re-classification. Service-learning has been identified as one of the more effective methods for engaging undergraduate and graduate students in community engaged scholarship, which facilitates development of critical inquiry, understanding needs assessment, and deep reflection on inequality. The authors intend this book to benefit university faculty endeavoring to begin or develop service-learning courses, higher education administrators who want to train and engage university faculty in adopting a more community engaged teaching model, and P-12 teachers, who often serve as community partners with higher education institutions to facilitate justice-oriented approaches to teaching their diverse students. Service learning. http://id.loc.gov/authorities/subjects/sh86008119 Transformative learning. http://id.loc.gov/authorities/subjects/sh2007005024 Critical pedagogy. http://id.loc.gov/authorities/subjects/sh91004641 Education, Higher Aims and objectives. http://id.loc.gov/authorities/subjects/sh85041068 Apprentissage par le service communautaire. Apprentissage transformateur. Pédagogie critique. Enseignement supérieur Finalités. Service learning fast Arnold, Lucy, author. has work: TRANSFORMATIVE CRITICAL SERVICEARNING (Text) https://id.oclc.org/worldcat/entity/E39PD3QXH8dDFvWc7kybcHQpKb https://id.oclc.org/worldcat/ontology/hasWork Print version: Coffey, Heather. Transformative Critical Service-Learning. Bloomfield : Myers Education Press, ©2022 9781975504984 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3186900 Volltext |
| spellingShingle | Coffey, Heather Arnold, Lucy Transformative critical service-learning : theory and practice for engaging community college and university learners in building an activist mindset / Service learning. http://id.loc.gov/authorities/subjects/sh86008119 Transformative learning. http://id.loc.gov/authorities/subjects/sh2007005024 Critical pedagogy. http://id.loc.gov/authorities/subjects/sh91004641 Education, Higher Aims and objectives. http://id.loc.gov/authorities/subjects/sh85041068 Apprentissage par le service communautaire. Apprentissage transformateur. Pédagogie critique. Enseignement supérieur Finalités. Service learning fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh86008119 http://id.loc.gov/authorities/subjects/sh2007005024 http://id.loc.gov/authorities/subjects/sh91004641 http://id.loc.gov/authorities/subjects/sh85041068 |
| title | Transformative critical service-learning : theory and practice for engaging community college and university learners in building an activist mindset / |
| title_auth | Transformative critical service-learning : theory and practice for engaging community college and university learners in building an activist mindset / |
| title_exact_search | Transformative critical service-learning : theory and practice for engaging community college and university learners in building an activist mindset / |
| title_full | Transformative critical service-learning : theory and practice for engaging community college and university learners in building an activist mindset / by Heather Coffey and Lucy Arnold. |
| title_fullStr | Transformative critical service-learning : theory and practice for engaging community college and university learners in building an activist mindset / by Heather Coffey and Lucy Arnold. |
| title_full_unstemmed | Transformative critical service-learning : theory and practice for engaging community college and university learners in building an activist mindset / by Heather Coffey and Lucy Arnold. |
| title_short | Transformative critical service-learning : |
| title_sort | transformative critical service learning theory and practice for engaging community college and university learners in building an activist mindset |
| title_sub | theory and practice for engaging community college and university learners in building an activist mindset / |
| topic | Service learning. http://id.loc.gov/authorities/subjects/sh86008119 Transformative learning. http://id.loc.gov/authorities/subjects/sh2007005024 Critical pedagogy. http://id.loc.gov/authorities/subjects/sh91004641 Education, Higher Aims and objectives. http://id.loc.gov/authorities/subjects/sh85041068 Apprentissage par le service communautaire. Apprentissage transformateur. Pédagogie critique. Enseignement supérieur Finalités. Service learning fast |
| topic_facet | Service learning. Transformative learning. Critical pedagogy. Education, Higher Aims and objectives. Apprentissage par le service communautaire. Apprentissage transformateur. Pédagogie critique. Enseignement supérieur Finalités. Service learning |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3186900 |
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