*Walk the Walk* - A New PBS Documentary
*Walk the Walk* is a new PBS documentary that focuses on a Social Action course, taught by Scott Myers-Lipton at San Jose State University. What is unique about this service-learning class is that it focuses on changing policy, whether it be on campus or in the community, and it is a model that is easily accessible to teach.
The purpose of this journal is to disseminate knowledge and novel ideas related to post-secondary transitions. This journal is appropriate for researchers and professionals interested in the academic, intrapersonal, and social factors that affect a successful transition from high school to post-secondary school or employment.
Community Engagement Resources available for check out in Faculty Office Building, Room 228!
Writing Partnerships: Service-Learning in Composition
By Thomas Dean (Author) 2000
This book contains the first comprehensive overview of service learning in composition studies and should be of particular interest to educators at the high school through university levels who want to combine writing instruction with community action. In the book college-level case studies are woven into discussions of how service learning relates not only to first-year, upper division, and technical writing courses, but also to critical pedagogy, writing across the curriculum, ethics, and literacy.
Building Partnerships for Service Learning 1st Edition
By Barbara Jacoby and Associates (Editor) 2003
It is clear that service learning has the potential to yield tremendous benefits to students, communities, and institutions of higher education. Increased student learning has been well documented. As communities gain new energy to meet their needs and greater capacity to capitalize on their assets, service learning enables higher education to fulfill its civic responsibility. When service learning lives up to its potential to lead colleges and universities to transform themselves into fully engaged citizens of their communities and the world, its ability to bring about positive social change is limitless. To be successful, service-learning must be grounded in a wide range of solid, reciprocal, democratic partnerships. Building Partnerships for Service Learning assembles leading voices in the field to bring their expertise to bear on this crucial topic. Faculty, administrators, student leaders, and community and corporate leaders will find this volume filled with vital information, exemplary models, and practical tools needed to make service-learning succeed.
Where's the Learning in Service-Learning? 1st Edition
By Janet Eyler (Author), Dwight E. Giles, Jr. (Author), Alexander Astin (Foreword)1999
This timely volume is the first to explore service–learning as a valid learning activity. The authors present extensive data from two groundbreaking national research projects. Their studies include a large national survey focused on attitudes and perceptions of learning, intensive student interviews before and after the service semester, and additional comprehensive interviews to explore student views of the service–learning process.
Research Methods for Community Change: A Project-Based Approach
Randy Stoecker (Author) 2005
Everyone is a member of a community, and every community is continually changing. To successfully manage that change, community members need information. Research Methods for Community Change is an in-depth review of all of the research methods that communities use to solve problems, develop their resources and protect their identities.
Service Learning Pioneers Reflect: A Movement's Pioneers Reflect on Its Origins, Practice and Future
Timothy K. Stanton (Author), Dwight E. Giles, Jr. (Author) 1999
In this fascinating collection of stories, leaders in service-learning describe their early efforts to combine education with social action. Their reflections help construct a pedagogy of service-learning that will inspire newcomers and guide program development. The authors assess pioneering experiences and recommend steps for future policy and practice, emphasizing the critical need to preserve an activist commitment as programs become increasingly institutionalized.