Opportunity for All: Linking Service-Learning and Business Education

A major criticism of contemporary business education centers on its failure to help business students achieve sufficient educational breath, particularly with regard to the external environment of business. The service-learning movement offers business faculty an excellent opportunity to address this deficiency. By developing curricular projects linked to community needs, faculty can further their students\u27 technical skills while helping them simultaneously develop greater inter-personal, inter-cultural, and ethical sensitivity

Does Service-Learning Have a Future?

Until very recently the service-learning movement has had an ideological bias; i.e., it has tended to prioritize moral and/or civic questions related to the service experience. Such a focus reflects well the movement\u27s past but will not guarantee its future. What is needed now is a broad-based adjustment that invests far more intellectual energy in specifically academic concerns. Only by paying careful attention to the needs of individual disciplines and by allying itself with other academic interest groups, will the service-learning movement succeed in becoming an established feature of American higher education

Urgency and Opportunity in Difficult Times: Elevating Voices and Widening the Circle of SLCE Leadership

Welcome to the third in an ongoing series of special sections in the Michigan Journal of Community Service Learning (MJCSL) devoted to sharing the work of the Service-Learning and Community Engagement Future Directions Project (SLCE-F DP). This special section marks the second anniversary of the project. In this essay, we, the five curators of the SLCE-F DP, both introduce the thought pieces that comprise this special section and share our team’s critical examination of the project’s history and our sense of its own best future directions

September 11, 2001, as a Teachable Moment

The Opening Plenary at the 2001 POD Conference was given by Edward Zlotkowski. Using the reactions to the events of September 11, 2001, as an example, he urged those in higher education to search out opportunities for academically based civic engagement and to focus on Boyer’s concept of the scholarship of engagement

\u3ci\u3eService-Learning & The First-Year Experience: Preparing Students for Personal Success and Civic Responsibility \u3c/i\u3e

Chapter: Writing as Students, Writing as Citizens: Service-Learning in First-Year Composition Courses, co-authored by Nora Bacon, UNO faculty member. This monograph documents the congruence of two powerful educational concerns: the success of first year students and the potential of service-learning as a teaching-learning strategy. Over the past 10 years in particular, both these concerns have gained an ever larger group of adherents. However, until recently, neither has fully realized how important each could be to the other or the degree to which many of their values, challenges, and even goals overlap.https://digitalcommons.unomaha.edu/facultybooks/1030/thumbnail.jp

Higher Education and Democracy: Essays on Service-Learning and Civic Engagement

Higher Education and Democracy is a collection of essays on how civic engagement in higher education works to achieve what authors John Saltmarsh and Edward Zlotkowski consider the academic and civic purposes of higher education. These purposes include creating new modes of teaching and learning, fostering participation in American democracy, developing and respecting community and civic institutions, and encouraging the constant renewal of all these dimensions of American life. Organized thematically, the twenty-two essays in this volume provide signposts designed to advance higher education’s journey toward fulfilling these civic purposes. For the authors, service-learning is positioned as centrally important to the primary academic systems and structures of higher education: departments, disciplines, curricula, and programs that are central to the faculty domain. Progressing from more general and contextual themes to specific practices embodied in ever larger academic units, the authors conclude with observations on the future of the civic engagement movement. Contributors include Donna Killian Duffy, John N. Gardner, Ira Harkavy, Barbara A. Holland, Kevin Kecskes, Keith Morton, KerryAnn O’Meara, R. Eugene Rice, and the authors

\u3ci\u3eWriting the Community: Concepts and Models for Service Learning in Composition \u3c/i\u3e

Chapter: Community Service Writing: Problems, Challenges, Questions, authored by Nora Bacon, UNO faculty member. The first volume in AAHE and Campus Compact’s series on service-learning in the disciplines, the book discusses the microrevolution in college-level Composition through service-learning. The essays in this volume show why service-learning and communication are a natural pairing and give a background on the relationship between service-learning and communication with maps to suggest where it should go in the future.https://digitalcommons.unomaha.edu/facultybooks/1031/thumbnail.jp