The evolution of experiential learning: Tracing lines of research in the JEE

This essay introduces a collection of past articles from the Journal of Experiential Education (JEE) focused on the concept of experiential learning. It outlines the historical trajectory of the concept beginning with human relations training practices beginning in 1946, as it came to be understood as a naturally occurring psychological process and a grounding for pedagogical reforms. The eight articles included in the issue reflect the way JEE authors have contended with problems arising from the concept’s departure from its origins in practice. We suggest that experiential learning’s evolution into a general theory was accomplished by decoupling it from its roots in a particular social practice and ideology, and then focusing on the concept’s technical problems. It is now important for researchers to revisit assumptions underpinning current theory and practice, situate research on experiential learning in wider practical and scholarly traditions, and develop new vocabularies concerning the relationship between experience and learning in educational programs

CSR and Social Marketing: What is the desired role for Universities in fostering Public Policies?

The paper aims to identify the role of Universities in fostering public policies, through the promotion of social responsibility, and the implementation of social marketing initiatives. This innovative approach is particularly interesting since the literature does not cover, until now, the importance of adopting a social responsibility strategy within Universities, in order to foster public policies for development. First, Corporate Social Responsibility should be developed at Universities. For this purpose, an integrative approach that embraces marketing, economic, ecological, and social aspects is proposed, through the design of a strategic action plan, which includes three operational levels: analysis, implementation and assessment. Second, in order to foster the impact of public policies for development, social marketing initiatives should be implemented among institutional and social networks where Universities assume an increasing strategic role.Corporate Social Responsibility; Government Policy; Social Marketing

Jobs4Kids: Networking and learning for youth within one regional economy in Victoria, Australia

In this paper I present some of the insights generated by ethnographic longitudinal research into regional learning networks focused on education, training and employment for youth that were instituted by the State government of Victoria, Australia from 2001 onwards. The research, funded by the Australian Research Council Linkage Project, was completed by a team of researchers at Deakin University working in partnership with one of the networks: the Smart Geelong Region Local Learning and Employment Network (SGR LLEN). In this paper I will undertake a number of tasks. Given the remoteness of the research context I will provide a — necessarily limited — overview of both the geographical and policy context before outlining what a Local Learning and Employment Network (LLEN) is, and does. I then move to outline the establishment of an Employer Reference Group (ERG) as a key strategy of the SGR LLEN . The paper closes with a synopsis of the research findings in regard to the possibilities within, and limitations around, a policy focus on networking and collaboration

IDENTIFYING EXTENSION'S MARKETING CLIENTELE AND ADAPTING ECONOMIC INFORMATION TO THEIR NEEDS

Teaching/Communication/Extension/Profession,

A Community Organization Typology of Group Development

This paper seeks to close a gap in community organization literature by analyzing the Impact of strategy on small group development and role changes in both leadership and membership. Using literature from social psychology and community practice, It Is argued that a tactical understanding of group dynamics can heighten one\u27s effectiveness as an organizer. The paper then develops a typology of how groups change under different organizing methods. Finally, the work shows how an organizer can more easily mix and phase strategies inside the same community group

Caregiver Engagement in Religious Urban Elementary Schools

This article examines how school leaders in a religious school serving traditionally marginalized students improve their school communities through constructing space for caregiver engagement. This study suggests how counter-narratives of critical care can inform social justice leadership in schools. The results, from a case study of a Catholic urban elementary school that uses innovative and effective strategies to engage caregivers, show that educational leaders create spaces for engaging caregivers by developing relationships with them and systematically reducing barriers to their participation in the school community. Analyzing these results through the critical care theory lens illuminates how these spaces value diverse forms of social and cultural capital are strengthened by alliances with nontraditional support structures. This research contributes to our evolving understanding of caregiver engagement by presenting a textured analysis of a case study as viewed through a critical care conceptual framework

Leadership for Learning Improvement in Urban Schools

Examines urban school leaders' efforts to improve the quality of teaching and learning by supporting progress for diverse students, sharing leadership work, and aligning resources. Analyzes school environments and coordination of various leadership roles

Brokering Community–campus Partnerships: An Analytical Framework

Academic institutions and community-based organizations have increasingly recognized the value of working together to meet their different objectives and address common societal needs. In an effort to support the development and maintenance of these partnerships, a diversity of brokering initiatives has emerged. We describe these brokering initiatives broadly as coordinating mechanisms that act as an intermediary with an aim to develop collaborative and sustainable partnerships that provide mutual benefit. A broker can be an individual or an organization that helps connect and support relationships and share knowledge. To date, there has been little scholarly discussion or analysis of the various elements of these initiatives that contribute to successful community–campus partnerships. In an effort to better understand where these features may align and diverge, we reviewed a sample of community–campus brokering initiatives across North America and the United Kingdom to consider their different roles and activities. From this review, we developed a framework to delineate characteristics of different brokering initiatives to better understand their contributions to successful partnerships. The framework is divided into two parts. The first examines the different structural allegiances of the brokering initiatives by identifying their affiliation, principle purpose, and who received primary benefits. The second considers the dimensions of brokering activities in respect to their level of engagement, platforms used, scale of activity, and area of focus. The intention of the community campus engagement brokering framework is to provide an analytical tool for academics and community-based practitioners engaged in teaching and research partnerships. When developing a brokering initiative, these categories describing the different structures and dimensions encourage participants to think through the overall goals and objectives of the partnership and adapt the initiative accordingly