ethanporcaro/eric-fulltext-meta huggingface dataset:
Youth Participatory Action Research: A Transformative Approach to Service-Learning
Author: Schensul, Jean J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Critical Theory,Action Research,Ethnography,Social Change,High School Students,Teaching Methods,Participatory Research,Minority Group Students,School Community Programs,Program Descriptions,Models,Research Methodology

This article describes a model of participatory action research and service-learning conducted with urban, high school African American, West Indian/Caribbean, and Puerto Rican/Latino youth and adult facilitators, in a nonclassroom setting, in a mid-sized northeastern city. Youth Participatory Action Research (YPAR) integrates critical theory, research paradigms that incorporate positionality, interactive ethnographic methods, and dialogic approaches to service-learning. It provides a context for examining questions related to instructional methods, reciprocal learning, information as service, and the nature and practice of service-learning as reproducing or transforming traditional structures of power and positionality. This case example, though it reflects work done with high school students, has implications for the ways both secondary and higher education can change to ensure service-learning programs that utilize research for social transformation. (Contains 3 tables and 2 notes.)
Implementing Community Service Learning through Archaeological Practice
Author: Nassaney, Michael S.
Date: 2004-00-00
Type: Journal Articles
Subjects: Community Programs,Service Learning,Archaeology,Partnerships in Education,Private Agencies,Public Agencies,Theory Practice Relationship,Reflection,College Students,Politics of Education,Historical Interpretation,Difficulty Level,Citizen Participation

The Anthropology Department at Western Michigan University has sponsored an annual archaeological field school since the mid-1970s. Over the past decade, students have worked with community and government organizations, learning to apply archaeological methods to real world problems to preserve and interpret significant heritage sites. They come to see historical knowledge as subject to political controversy--a valuable civics lesson that emerges from the realization that the community consists of multiple audiences with different visions and interpretations of history. Engaged archaeology promotes civic involvement and moves beyond the rhetoric of serving the public good that characterizes conventional archaeological training and scholarship. Examples of collaborative research drawn from partnerships with several public and private agencies illustrate the benefits of this approach for learning and service.
The Urban Nutrition Initiative: Bringing Academically-Based Community Service to the University of Pennsylvania's Department of Anthropology
Author: Johnston, Francis E.
Date: 2004-00-00
Type: Journal Articles
Subjects: Higher Education,Nutrition,Urban Areas,School Community Relationship,Community Services,Service Learning,Action Research,Participatory Research,Partnerships in Education,Student Research,Public Health,Obesity,Health Promotion,Life Style,Educational Experience,Anthropology

The Urban Nutrition Initiative (UNI) is a University of Pennsylvania/West Philadelphia schools academically-based community service program that integrates academics, research, and service through service-learning and participatory action research. UNI is based academically within Penn's Department of Anthropology and administratively within the Center for Community Partnerships. University and school student learning is based upon problem-solving, with theory and methods utilized from across the disciplines. As active learners, students generate knowledge through engagement with the community, which can then be applied as appropriate to other situations. UNI focuses on nutrition-related diseases, including obesity, that constitute an epidemic in the United States, especially among disadvantaged minorities, and contribute to prevalent health disparities. Student research has demonstrated UNI has positive impacts on schoolchildren's diets and Penn students' educational experiences. (Contains 1 table, 1 figure, and 1 note.)
Jane Addams and the Origins of Service-Learning Practice in the United States
Author: Daynes, Gary
Date: 2004-00-00
Type: Journal Articles
Subjects: Service Learning,Females,Role,United States History,Social Change,Immigrants,Social Mobility,Community Education,Teaching Models,Prior Learning,Experiential Learning,Access to Information,Time Perspective

This article uses primary and secondary research on educational, social, and political theory in the late 19th and early 20th centuries to argue that the history of service-learning must be revised to include Jane Addams' pioneering work. A full consideration of Addams significantly revises understanding the origins of service-learning, suggesting service-learning has its origins as a practice, not a theory; in the community, not the university; and among women, not men. Further, Addams' work counterbalances the contemporary effort to justify service-learning largely on its scientifically verifiable outcomes.
Expanding the Self through Service-Learning
Author: Brody, Salena M.
Date: 2004-00-00
Type: Journal Articles
Subjects: Service Learning,Models,Cognitive Structures,Motivation,Interpersonal Relationship,Self Concept,Individual Development,Context Effect,Volunteers,College Students

This article applies Aron and Aron's (1986) self-expansion model to the service-learning context. The self-expansion model proposes a motivational framework for understanding why individuals are motivated to engage in service-learning opportunities that allow for meaningful social interaction. Using a survey design, this study confirms hypotheses regarding: (a) self-expansion as an underlying motivation for service-learning for both service-learner and non-service-learner samples and (b) the relevance of the model for predicting general interest in service and a service-learning course for non-service-learners. Suggestions are provided for continued study of the self-expansion model in service-learning research. (Contains 4 tables and 5 figures.)
Service-Learning Partnerships: Paths of Engagement
Author: Dorado, Silvia
Date: 2004-00-00
Type: Journal Articles
Subjects: Higher Education,Service Learning,Partnerships in Education,School Community Relationship,Community Involvement,Interviews,Cooperative Planning,Teaching Methods,Private Colleges

This article furthers research and theory on the initiation and development of service-learning partnerships. It identifies three paths of engagement between university and community agencies: tentative engagement, aligned engagement, and committed engagement. This conceptualization helps to understand how service-learning partnerships evolve over time. It also helps to capture the diversity among service-learning partnerships. The research builds on 27 interviews with participants in 13 service-learning partnerships involving institutions of higher education in New England. (Contains 4 tables and 1 note.)
Designing Effective Reflection: What Matters to Service-Learning?
Author: Hatcher, Julie A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Surveys,Course Evaluation,Service Learning,Educational Quality,Learning Experience,Values,Reflection,Educational Environment,Outcomes of Education

A multi-campus research survey of undergraduate students enrolled in service-learning courses asked students to describe how the service-learning course was designed in terms of the degree of integration of the learning and service component, the nature of the reflection activities, and the quality of the learning experience. Results indicated that the degree of integration of academic content with the service experience and the nature of the reflection activities were significant correlates of course quality. Three characteristics of reflection that each independently predicted course quality were (a) reflection activities that clarified personal values, (b) reflection activities that were a regular part of the course, and (c) reflection activities that were structured with clear guidelines and directions. Implications for service-learning educators are discussed. (Contains 1 table and 1 note.)
Educating the Civic Professional: Reconfigurations and Resistances
Author: Peters, Scott J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Role of Education,Professional Occupations,Service Learning,Participation,Community Programs,Horticulture,Design,Transformative Learning,Interpersonal Competence,Theory Practice Relationship,Resistance to Change

This article explores an important purpose that some scholars in professional programs of study are utilizing service-learning to pursue: educating the civic professional by integrating education for work and citizenship. While such a purpose holds promise, an examination of a case study from the field of landscape architecture illustrates the ways in which its pursuit can be profoundly challenging. As the story reveals, it can require faculty, students, and community members to undergo several fundamental reconfigurations in attitudes, identities, and practices, each of which generates significant resistance. (Contains 7 notes.)
Shifts in Perspective: Capitalizing on the Counter-Normative Nature of Service-Learning
Author: Clayton, Patti H.
Date: 2004-00-00
Type: Journal Articles
Subjects: Service Learning,Learning Strategies,Teaching Methods,Perspective Taking,Theory Practice Relationship,Attitude Change,Risk,Reflection,Transformative Learning

Service-learning is a unique pedagogy, and its very differences from traditional teaching and learning strategies make it both appealing and challenging to implement. Students and faculty alike are the products of traditional learning environments and often find service-learning unfamiliar and, as a consequence, experience dissonance, discomfort, and uncertainty. Confronting the difficulties students and faculty at our North Carolina State University have faced in adjusting to these differences has helped the authors to realize the importance of making &quot;shifts in perspective&quot; in how to understand and enact teaching and learning and service. This article shares the authors' emerging understanding of these &quot;shifts&quot; and how students and faculty can be supported in undertaking them effectively. The central conclusion is that reflecting on the differences between service-learning and more traditional pedagogies, and on ways to make the associated shifts in perspective and practice, can help practitioners to implement service-learning successfully and more fully tap its power to nurture the capacity for self-directed learning. (Contains 1 table, 1 figure, and 1 note.)
Very Large Data Volumes Analysis of Collaborative Systems with Finite Number of States
Author: Ivan, Ion
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperation,Databases,Efficiency,Data,Computer System Design,Internet,Programming,Database Design,Database Management Systems

The collaborative system with finite number of states is defined. A very large database is structured. Operations on large databases are identified. Repetitive procedures for collaborative systems operations are derived. The efficiency of such procedures is analyzed. (Contains 6 tables, 5 footnotes and 3 figures.)
Reconnecting to Mission: Connecticut College's Outreach to New London during the Claire Gaudiani Era
Author: Marthers, Paul
Date: 2009-00-00
Type: Information Analyses
Subjects: Outreach Programs,Service Learning,School Community Programs,Community Development,Urban Renewal,Case Studies,College Presidents,Change Agents,Profiles,College Administration,Barriers,Performance Factors,Program Attitudes,Institutional Mission,Investment

During her presidency (1988-2001), Claire Gaudiani reconnected Connecticut College with New London, the college's home city, whose citizens through grassroots fund raising and donations of land established the college in 1911. Through an emphasis on service-learning, community outreach, and an education not for oneself as well as economic investments in the revitalization of downtown New London, Connecticut College established a model that Gaudiani hoped other colleges would follow. Yet opposition to the investment of College funds to redevelop downtown New London led to Gaudiani's departure after a majority of Connecticut College's tenured professors signed a petition calling for her ouster. Though not entirely successful in achieving her economic redevelopment agenda, Gaudiani deserves credit and praise for establishing engagement and service-learning initiatives that continue to manifest the ideals expressed by Connecticut College's initial founding mission and promise.
Promoting Innovative Pedagogy and Engagement through Service-Learning Faculty Fellows Programs
Author: Bowen, Glenn A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Teaching Skills,Collegiality,Instructional Innovation,Fellowships,School Community Relationship,School Community Programs,Role Perception,Service Learning,Professional Development,Program Effectiveness,Questionnaires,Interviews,Content Analysis,Motivation,Tenure,Organizational Change,Teacher Student Relationship

This article analyzes the role of service-learning faculty fellows programs in promoting pedagogical innovation and university-community engagement. The analysis is based on the findings of a study conducted among former fellows at two universities in North Carolina, USA. The faculty fellows programs had a strong influence on participants' teaching skills and motivation, relationships with colleagues and students, and scholarly agendas. The analysis highlights the need for institutional change to support service-learning as a vehicle for engagement. Specific recommendations are offered to higher education institutions considering a service-learning faculty fellows program. (Contains 2 tables and 1 endnote.)
CARES: Mentoring through University Outreach
Author: Bergerson, Amy Aldous
Date: 2009-00-00
Type: Journal Articles
Subjects: Mentors,Outreach Programs,Program Effectiveness,Peer Counseling,College School Cooperation,College Students,Middle School Students,Academic Aspiration,Economically Disadvantaged,Minority Group Students,Case Studies,Interviews,Observation,Participant Satisfaction

This study examined whether a university outreach program featuring peer mentoring and offering a social support network can impact college-going aspirations. Study participants were middle school students of color and low SES students and their university student mentors. Purposeful selection was used to identify six mentors and six proteges and match them by race/ethnicity. The program involved weekly mentoring sessions and four campus visits. At the end of the CARES project, proteges expressed changes in postsecondary aspirations, attitudes about learning, educational plans, and ability to overcome negative educational socialization. Mentors experienced growth and motivation as a result of working with proteges. The bidirectional nature of the program's impact on mentors and proteges is highlighted. America's racial and ethnic minorities have been and continue to be grossly underrepresented in higher education and in almost all occupational fields that require a college education. ("Attinasi 1989", "247"). (Contains 1 table and 2 endnotes.)
Public Good and the Nexus of Social Justice, Feminism, and Rock "n" Roll
Author: DePrince, Anne P.
Date: 2009-00-00
Type: Journal Articles
Subjects: Social Justice,Service Learning,Feminism,Public Service,Values Education,Humanization,Values Clarification,Reflection,Educational Philosophy,Educational Practices,Phenomenology,Personal Narratives

This essay was developed from a talk delivered during the Public Good Conference at the University of Denver (October 2008). The theme of the conference was "Making Public Good Work." Conference speakers were asked to address questions about how we make public good work in both teaching and research. In particular, what inspires us to do this work, and what are the challenges and benefits of engaged scholarship? Drawing on both personal and professional experiences, this practice story addresses benefits of doing (and costs of "not" doing) public good work. (Contains 1 endnote.)
A Case Study of Institutional Visioning, Public Good, and the Renewal of Democracy: The Theory and Practice of Public Good Work at the University of Denver
Author: Fretz, Eric
Date: 2009-00-00
Type: Journal Articles
Subjects: Research Universities,Private Colleges,Theory Practice Relationship,Democratic Values,Institutional Mission,Position Papers,Organizational Culture,Budgeting,Financial Support,Sustainability,Coordination,Tenure,Organizational Communication,Institutional Characteristics,Outreach Programs

In 2001, the University of Denver included language in its vision statement that committed the institution to becoming &quot;a great private university dedicated to the public good.&quot; This essay (1) explains how the development of an institutional visioning statement led to the implementation of a series of campus dialogues and action steps designed to forward public good work at the university; (2) presents campus conversations and current literature to offer a theory of public good work within private research universities; and (3) documents challenges and lessons learned through institutional efforts to embrace a culture of engagement. (Contains 6 endnotes.)
Mechanisms for Institutionalizing Service-Learning and Community Partner Outcomes
Author: Stater, Keely Jones
Date: 2009-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Program Effectiveness,Service Learning,Universities,Grants,Educational Finance,Educational Strategies,Correlation,School Community Relationship,Financial Support,Strategic Planning,Program Implementation

Using data on service-learning partnerships from 255 universities receiving Learn and Serve America Grants in 2005, we ask (1) how different strategies used to institutionalize service-learning shape the perceived impact of the partnership on community groups, (2) how the level of service-learning program formality affects the perceived impact of service-learning partnerships for community partners, and (3) how community-campus partnership dynamics influence the perceived success of service-learning projects for community groups. We find that the incorporation of greater university resources, such as institutional funding and student time, into service-learning efforts makes substantially positive community group outcomes most likely. This study suggests that a university's choice of strategies to institutionalize service-learning can have different impacts on community groups. (Contains 4 tables.)
Learning Qualitative Research
Author: Gerhart, Lael
Date: 2009-00-00
Type: Journal Articles
Subjects: Qualitative Research,Research Methodology,Interviews,Urban Areas,Gardening,Interpersonal Communication,Interpersonal Relationship,Community Centers

In this article I explore through a narrative how I came to do a research project in East New York. I show how first contact was established, how local contacts were made, and how trust between my research participants and me was created. I then explore how the research topic evolved through informal conversations, open-ended interviews, and careful listening. (Contains 15 endnotes.)
The Devil Is in the Details: Defining Civic Engagement
Author: Brabant, Margaret
Date: 2009-00-00
Type: Journal Articles
Subjects: Citizenship,Citizen Participation,Higher Education,Citizenship Education,Service Learning,Institutional Mission,Context Effect,Outreach Programs,Partnerships in Education,Alignment (Education)

For &quot;civic engagement&quot; work to have meaningful and long-term impact upon students, partners, and postsecondary institutions, each institution must undertake the difficult work of defining civic engagement for itself such that the definition aligns with the institution's educational mission and local context. We argue that civic engagement is inherently political and that definitional dilemmas have arisen from the conflation of the terms &quot;service-learning&quot; and &quot;civic engagement.&quot; Here we present lessons we have learned from using service-learning to teach citizenship and applying essentially political definitions about &quot;community&quot; and how &quot;citizens&quot; should behave, and offer insights from an extended community-building project that we analyze for its revelations concerning universities' and communities' limited capacities for undertaking long-term civic engagement projects. We conclude by placing the problem of definition in a broader context of issues regarding cost and other limitations universities still need to consider to achieve and sustain civic engagement. (Contains 13 endnotes.)
Acting Locally in a Flat World: Global Citizenship and the Democratic Practice of Service-Learning
Author: Battistoni, Richard M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,Citizenship Responsibility,Student Participation,Service Learning,Global Approach,Colleges,School Community Relationship,College Students,Interdisciplinary Approach

This article suggests ways to frame the democratic practice of service-learning in the context of a global society, and reports on emerging efforts at three universities to act globally through local community engagement. The article concludes with practical lessons for promoting global citizenship through service-learning in higher education. (Contains 2 endnotes.)
Ships Passing in the Night?
Author: Mathews, David
Date: 2009-00-00
Type: Journal Articles
Subjects: Natural Disasters,Citizenship Education,Faculty,Citizen Participation,Civics,Student Participation,Democracy,Democratic Values,School Community Relationship,Colleges,College Role,College Faculty,Social Justice

Marguerite Shaffer, director of American Studies at Miami University, is one of a surprisingly large number of faculty members who are at odds with an academic culture that isn't hospitable to their efforts to combine a public life with a scholarly career. She is concerned about what is happening in her field and about the world her two children will inherit. The Shaffers of academe are one of the forces driving a civic engagement movement on campuses across the country. Not so long ago, the civic education of college students was of little concern. Now, thanks to educators like Shaffer, that indifference is giving way. Leadership programs are common, and students are taught civic skills, including civil dialogue. Faculty, who were once "sages on the stage," have learned to be more effective in communities by being "guides on the side." All in all, there is much to admire in the civic engagement movement on campuses. Another civic engagement movement is occurring off campus. People at the Kettering Foundation have seen it clearly in communities on the Gulf Coast that are recovering from Hurricane Katrina. They have combined what they learned from several communities into a fictional composite in order to report from across the region. In this article, the author discusses this off-campus civic movement by illustrating the story of "Don" and his wife "Mary" and their neighbors in their goal of restoring their community and their way of life after the Hurricane Katrina disaster. (Contains 5 endnotes.)