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This volume explores the numerous and competing demands that face
America’s public research universities and considers how
institutions and their leaders can best navigate this challenge to
ensure longevity, relevance, and success on the local, national,
and global stage. Today’s public research universities have the
unique challenge of responding to new societal pressures and
policies, while remaining true to their core educational missions
and values. Highlighting the multiple roles that universities must
now fulfil – as institutions of higher learning, as research
bodies, as institutions with global reputations, and as
organizations that serve the public – the volume asks how they
can best evolve in the rapidly changing education landscape.
Tackling subjects such as faculty culture, the role of technology,
financial sustainability, institutional identity, diversity, and
organizational development, chapters identify innovative and
transformative mechanisms for acclimatizing the public research
university to current educational, academic, and societal needs.
This text will benefit researchers, academics, and educators with
an interest in higher education, educational reform and policy, and
the sociology of education more broadly.
This volume explores the numerous and competing demands that face
America's public research universities and considers how
institutions and their leaders can best navigate this challenge to
ensure longevity, relevance, and success on the local, national,
and global stage. Today's public research universities have the
unique challenge of responding to new societal pressures and
policies, while remaining true to their core educational missions
and values. Highlighting the multiple roles that universities must
now fulfil - as institutions of higher learning, as research
bodies, as institutions with global reputations, and as
organizations that serve the public - the volume asks how they can
best evolve in the rapidly changing education landscape. Tackling
subjects such as faculty culture, the role of technology, financial
sustainability, institutional identity, diversity, and
organizational development, chapters identify innovative and
transformative mechanisms for acclimatizing the public research
university to current educational, academic, and societal needs.
This text will benefit researchers, academics, and educators with
an interest in higher education, educational reform and policy, and
the sociology of education more broadly.
This book serves as an introduction to using online teaching
technologies and hybrid forms of teaching for experiential learning
and civic engagement. Service-learning has kept pace neither with
the rapid growth in e-learning in all its forms nor with the
reality that an increasing number of students are learning online
without exposure to the benefits of this powerful pedagogy.
Eservice-learning (electronic service-learning) combines
service-learning and on-line learning and enables the delivery of
the instruction and/or the service to occur partially or fully
online. Eservice-learning allows students anywhere, regardless of
geography, physical constraints, work schedule, or other access
limitations, to experience service-learning. It reciprocally also
equips online learning with a powerful tool for engaging students.
In eservice-learning, the core components of service, learning, and
reflection may take a different form due to the online medium-for
example, reflection often occurs through discussion board
interactions, journals, wikis, or blogs in an eservice-learning
course. Moreover, the service, though still community-based,
creates a world of opportunities to connect students with
communities across the globe-as well as at their very own doorstep.
This book introduces the reader to the four emerging types of
eservice-learning, from Extreme EService-Learning (XE-SL) classes
where 100% of the instruction and 100% of the service occur online,
to three distinct forms of hybrid where either the service or the
instruction are delivered wholly on-line - with students, for
instance, providing online products for far-away community partners
- or in which both are delivered on-site and online. It considers
the instructional potential of common mobile technologies - phones,
tablets and mobile reading devices. The authors also address
potential limitations, such as technology challenges, difficulties
sustaining three-way communication among the instructor, community
partner, and students, and added workload. The book includes
research studies on effectiveness as well as examples of practice
such drafting grants for a community partner, an informational
technology class building online communities for an autism group,
and an online education class providing virtual mentoring to
at-risk students in New Orleans from across the country.
This book serves as an introduction to using online teaching
technologies and hybrid forms of teaching for experiential learning
and civic engagement. Service-learning has kept pace neither with
the rapid growth in e-learning in all its forms nor with the
reality that an increasing number of students are learning online
without exposure to the benefits of this powerful pedagogy.
Eservice-learning (electronic service-learning) combines
service-learning and on-line learning and enables the delivery of
the instruction and/or the service to occur partially or fully
online. Eservice-learning allows students anywhere, regardless of
geography, physical constraints, work schedule, or other access
limitations, to experience service-learning. It reciprocally also
equips online learning with a powerful tool for engaging students.
In eservice-learning, the core components of service, learning, and
reflection may take a different form due to the online medium-for
example, reflection often occurs through discussion board
interactions, journals, wikis, or blogs in an eservice-learning
course. Moreover, the service, though still community-based,
creates a world of opportunities to connect students with
communities across the globe-as well as at their very own doorstep.
This book introduces the reader to the four emerging types of
eservice-learning, from Extreme EService-Learning (XE-SL) classes
where 100% of the instruction and 100% of the service occur online,
to three distinct forms of hybrid where either the service or the
instruction are delivered wholly on-line - with students, for
instance, providing online products for far-away community partners
- or in which both are delivered on-site and online. It considers
the instructional potential of common mobile technologies - phones,
tablets and mobile reading devices. The authors also address
potential limitations, such as technology challenges, difficulties
sustaining three-way communication among the instructor, community
partner, and students, and added workload. The book includes
research studies on effectiveness as well as examples of practice
such drafting grants for a community partner, an informational
technology class building online communities for an autism group,
and an online education class providing virtual mentoring to
at-risk students in New Orleans from across the country.
Service-learning is a powerful method of teaching and learning that
has been used effectively for more than two decades. Its efficacy
has been researched in a variety of ways and this volume continues
to expand that research base. In particular, in this volume,
Service-Learning Pedagogy: How Does It Measure Up?, we explore
three broad areas of service-learning research and practice that
reflect broader discussions of the role of pedagogy in today's
educational reform efforts: TeacherEducation, Crossing Boundaries:
Deepening Relationships in Service-Learning and New
Paradigms/Conceptual Frameworks. Many have called for more rigorous
methods when researching service-learning pedagogy. That has been
the major impetus for this volume. We seek to generate knowledge
regarding service-learning pedagogy, while developing theories
about it. We surface some elusive affective characteristics of the
pedagogy, which we know has the power to produce transformational
learning. To this end, the authors who have contributed to this
volume effectively add to the growing body of knowledge in the
field and help us get closer to understanding the extent to which
service-learning does and does not measure up.
Service-learning is a powerful method of teaching and learning that
has been used effectively for more than two decades. Its efficacy
has been researched in a variety of ways and this volume continues
to expand that research base. In particular, in this volume,
Service-Learning Pedagogy: How Does It Measure Up?, we explore
three broad areas of service-learning research and practice that
reflect broader discussions of the role of pedagogy in today's
educational reform efforts: TeacherEducation, Crossing Boundaries:
Deepening Relationships in Service-Learning and New
Paradigms/Conceptual Frameworks. Many have called for more rigorous
methods when researching service-learning pedagogy. That has been
the major impetus for this volume. We seek to generate knowledge
regarding service-learning pedagogy, while developing theories
about it. We surface some elusive affective characteristics of the
pedagogy, which we know has the power to produce transformational
learning. To this end, the authors who have contributed to this
volume effectively add to the growing body of knowledge in the
field and help us get closer to understanding the extent to which
service-learning does and does not measure up.
A multidisciplinary investigation of service-learning. The papers
are divided into sections on: dimensions of service-learning
research; theoretical perspectives on service-learning;
service-learning and the disciplines; the impacts on
service-learning participants; and future directions.
A multidisciplinary investigation of service-learning. The papers
are divided into sections on: dimensions of service-learning
research; theoretical perspectives on service-learning;
service-learning and the disciplines; the impacts on
service-learning participants; and future directions.
This work looks at service learning. It cover such topics as:
challenges for service-learning research; enhancing theory-based
research on service learning; dilemmas of service learning
teachers; the diffusion of academic service learning in teacher
education; and more.
Service-learning is an approach to teaching and learning that can
help students acquire academic skills and knowledge, develop strong
interpersonal skills and self-knowledge, become more civic minded,
and gain understanding of their connected to their communities and
society. This learning and development occurs by having students
provide meaningful service through which they serve as an important
resource to the community and systematically reflect on the process
with their teachers, mentors, and/or advisors. This book series
will gather current research on servicelearning in K-12 education,
teacher education, and higher education. Along with chapters
highlighting the findings of service-learning research studies, the
book will include thought pieces that identify theoretical
groundings of servicelearning and present methodological approaches
for studying service-learning (including teacher action research).
Service-learning is an approach to teaching and learning that can
help students acquire academic skills and knowledge, develop strong
interpersonal skills and self-knowledge, become more civic minded,
and gain understanding of their connected to their communities and
society. This learning and development occurs by having students
provide meaningful service through which they serve as an important
resource to the community and systematically reflect on the process
with their teachers, mentors, and/or advisors. This book series
will gather current research on servicelearning in K-12 education,
teacher education, and higher education. Along with chapters
highlighting the findings of service-learning research studies, the
book will include thought pieces that identify theoretical
groundings of servicelearning and present methodological approaches
for studying service-learning (including teacher action research).
This work looks at service learning. It cover such topics as:
challenges for service-learning research; enhancing theory-based
research on service learning; dilemmas of service learning
teachers; the diffusion of academic service learning in teacher
education; and more.
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