Bøker i Community Engagement in Higher Education-serien

Using the successful Inside-Out program, in which incarcerated and non-incarcerated college students are taught in the same classroom, this book explores the practice of community-based learning, including the voices of teachers and participants, and offers a model for courses, student life programs, and faculty training.

Educating students for twenty-first century engagement with communities, both local and global, presents universities with opportunities to teach critical reflection on the social challenges they face. Building on the strong foundation established by the service-learning movement in higher education, social entrepreneurship education is becoming prominent on many campuses. Enos conducted research at ten campuses in the United States recognized for their leadership and gives an instructive look into how campuses - large and small, public and private - organize their resources to engage students with the community. The author proposes four strategies to educate students: organizing frames that serve as unifying visions, expanded concepts of engagement, the exchange of the 'best' of service-learning and social entrepreneurship practices with each other, and the design of learning goals and strategies that achieve the ends of both approaches.

Using the successful Inside-Out program, in which incarcerated and non-incarcerated college students are taught in the same classroom, this book explores the practice of community-based learning, including the voices of teachers and participants, and offers a model for courses, student life programs, and faculty training.

This volume argues for reexamination of the field of community engagement, suggests that the most effective way forward requires rethinking the structures of traditional higher education, and points to the growing emergence of evidence-based best practices that can catalyze a renaissance in community engagement and in higher education.

This volume brings together a breadth of new research on how service-learning - combining community-based experiential learning with classroom instruction - can best be employed at community colleges. It discusses outcomes and best practices for all involved, covers both theory and practice, and draws on both qualitative and quantitative methods.

As higher education is disrupted by technology and takes place less and less on campus, what does meaningful community engagement look like? How can it continue to enrich learning? In Community Engagement 2.0? , Crabill and Butin convene a dialogue: five writers set out theoretical and practical considerations, five more discuss the issues raised.

This volume brings together a breadth of new research on how service-learning - combining community-based experiential learning with classroom instruction - can best be employed at community colleges. It discusses outcomes and best practices for all involved, covers both theory and practice, and draws on both qualitative and quantitative methods.

The Engaged Campus offers a set of emerging best practices and articulation of critical issues for faculty and administrators committed to developing, strengthening, or expanding majors or minors in community engagement at their respective institutions.

The Engaged Campus offers a set of emerging best practices and articulation of critical issues for faculty and administrators committed to developing, strengthening, or expanding majors or minors in community engagement at their respective institutions.

This volume argues for reexamination of the field of community engagement, suggests that the most effective way forward requires rethinking the structures of traditional higher education, and points to the growing emergence of evidence-based best practices that can catalyze a renaissance in community engagement and in higher education.

Moore asks the question of whether and under what conditions experience constitutes a legitimate source of knowledge and learning in higher education.

Contributors to this volume demonstrate how a feminist approach is strategically necessary for the community engagement movement in higher education to achieve its goals and illustrate the transformative potential of merging feminist theory with social action.

Contributors to this volume demonstrate how a feminist approach is strategically necessary for the community engagement movement in higher education to achieve its goals and illustrate the transformative potential of merging feminist theory with social action.