Advocates of engaged learning in higher education through programs
such as internships, cooperative education, and service-learning
make strong claims for its value to students, colleges, and
communities. But many mainstream academics either ignore or reject
those claims, favoring more conventional forms of curriculum and
teaching. Drawing on ethnographies of scores of student-interns and
many years of professional practice, Moore tackles the controversy
over whether first-hand experience is a legitimate and effective
source of learning. He identifies both the pitfalls and the
possibilities in engaged pedagogies and suggests conditions under
which they might work best.
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