· A student-friendly, self-directed guide to service-learning· Develops the skills needed to succeed · Clearly links service-learning to the learning goals of the course· Combines self-study and peer-study workbook formats with activities that can be incorporated in class,  to give teachers maximum flexibility in structuring their service-learning courses· Promotes independent and collaborative learning · Equally suitable for courses of a few weeks’ or a few months’ duration· Shows students how to assess progress and communicate end-results· Low priced–the ideal companion to disciplinary course readings· Methodology and activities extensively tested at Portland State University· Written for students participating in service-learning as a class, but also suitable for students working individually on a project This book is intended as a self-directed guide for college-level students who are engaged in service-learning. Though addressed principally to students participating in service-learning as a class, it is also suitable for students working individually. The authors’ goals are to enable the reader to derive the greatest benefit from the experience – in terms of providing meaningful service to the community partner, developing his or her skills and knowledge, and connecting back what she or he learns to course objectives and the framework of their discipline.Service-learning requires students to take on new roles and to pursue learning in ways fundamentally different from traditional courses. This book begins by setting the context, explaining the differences between service and volunteerism and linking service-learning to the larger issues of citizenship and democracy. It then provides activities, exercises and other resources to develop students’ skills of reflection, teamwork and cultural competence; and to help them plan, work with community partners, exercise leadership and manage change. The authors provide a framework for students to assess their progress and communicate final results to all stakeholders.By linking service-learning to the learning goals of the student’s course, this workbook constitutes the ideal companion to disciplinary course readings. It is equally suitable for courses of a few weeks’ or a few months’ duration. The exercises can be undertaken by the students by themselves, or together with their peers, and can be incorporated as class activities by the teacher. This succinct and conversationally-written guide will engage and motivate your students while developing the skills to succeed in their service-learning.

Learning through Serving: A Student Guidebook for Service-Learning Across the Disciplines

Education & Teaching

Cress, Christine M.

Collier, Peter J.

Reitenauer, Vicki L.

Higher & Continuing Education

Stylus Publishing

· A student-friendly, self-directed guide to service-learning · Develops the skills needed to succeed · Clearly links service-learning to the learning goals of the course · Combines self-study and peer-study workbook formats with activities that can be incorporated in class, to give teachers maximum flexibility in structuring their service-learning courses · Promotes independent and collaborative learning · Equally suitable for courses of a few weeks’ or a few months’ duration · Shows students how to assess progress and communicate end-results · Low priced–the ideal companion to disciplinary course readings · Methodology and activities extensively tested at Portland State University · Written for students participating in service-learning as a class, but also suitable for students working individually on a project This book is intended as a self-directed guide for college-level students who are engaged in service-learning. Though addressed principally to students participating in service-learning as a class, it is also suitable for students working individually. The authors’ goals are to enable the reader to derive the greatest benefit from the experience – in terms of providing meaningful service to the community partner, developing his or her skills and knowledge, and connecting back what she or he learns to course objectives and the framework of their discipline. Service-learning requires students to take on new roles and to pursue learning in ways fundamentally different from traditional courses. This book begins by setting the context, explaining the differences between service and volunteerism and linking service-learning to the larger issues of citizenship and democracy. It then provides activities, exercises and other resources to develop students’ skills of reflection, teamwork and cultural competence; and to help them plan, work with community partners, exercise leadership and manage change. The authors provide a framework for students to assess their progress and communicate final results to all stakeholders. By linking service-learning to the learning goals of the student’s course, this workbook constitutes the ideal companion to disciplinary course readings. It is equally suitable for courses of a few weeks’ or a few months’ duration. The exercises can be undertaken by the students by themselves, or together with their peers, and can be incorporated as class activities by the teacher. This succinct and conversationally-written guide will engage and motivate your students while developing the skills to succeed in their service-learning.

Democratic Dilemmas of Teaching Service-Learning

A college student wants to lead a campaign to ban a young adult novel from his child’s elementary school as his service-learning project in a children’s literature course. Believing the book is offensive to religious sensibilities, he sees his campaign as a service to children and the community. Viewing such a ban as limiting freedom of speech and access to information, the student’s professor questions whether leading a ban qualifies as a service project. If the goal of service is to promote more vital democratic communities, what should the student do? What should the professor do? How do they untangle competing democratic values? How do they make a decision about action? This book addresses the teaching dilemmas, such as the above, that instructors and students encounter in service-learning courses. Recognizing that teaching, in general, and service-learning, in particular, are inherently political, this book faces up to the resulting predicaments that inevitably arise in the classroom. By framing them as a vital and productive part of the process of teaching and learning for political engagement, this book offers the reader new ways to think about and address seemingly intractable ideological issues. Faculty encounter many challenges when teaching service learning courses. These may arise from students’ resistance to the idea of serving; their lack of responsibility, wasting clients’ and community agencies’ time and money; the misalignment of community partner expectations with academic goals; or faculty uncertainty about when to guide students’ experiences and when direct intervention is necessary. In over twenty chapters of case studies, faculty scholars from disciplines as varied as computer science, engineering, English, history, and sociology take readers on their and their students’ intellectual journeys, sharing their messy, unpredictable and often inspiring accounts of democratic tensions and trials inherent in teaching service-learning. Using real incidents – and describing the resources and classroom activities they employ – they explore the democratic intersections of various political beliefs along with race/ethnicity, class, gender, ability, sexual orientation, and other lived differences and likenesses that students and faculty experience in their service-learning classroom and extended community. They share their struggles of how to communicate and interact across the divide of viewpoints and experiences within an egalitarian and inclusive environment all the while managing interpersonal tensions and conflicts among diverse people in complex, value-laden situations. The experienced contributors to this book offer pedagogical strategies for constructing service-learning courses, and non-prescriptive approaches to dilemmas for which there can be no definitive solutions.

Donahue, David M.

Routledge

A college student wants to lead a campaign to ban a young adult novel from his child’s elementary school as his service-learning project in a children’s literature course. Believing the book is offensive to religious sensibilities, he sees his campaign as a service to children and the community. Viewing such a ban as limiting freedom of speech and access to information, the student’s professor questions whether leading a ban qualifies as a service project. If the goal of service is to promote more vital democratic communities, what should the student do? What should the professor do? How do they untangle competing democratic values? How do they make a decision about action? This book addresses the teaching dilemmas, such as the above, that instructors and students encounter in service-learning courses. Recognizing that teaching, in general, and service-learning, in particular, are inherently political, this book faces up to the resulting predicaments that inevitably arise in the classroom. By framing them as a vital and productive part of the process of teaching and learning for political engagement, this book offers the reader new ways to think about and address seemingly intractable ideological issues. Faculty encounter many challenges when teaching service learning courses. These may arise from students’ resistance to the idea of serving; their lack of responsibility, wasting clients’ and community agencies’ time and money; the misalignment of community partner expectations with academic goals; or faculty uncertainty about when to guide students’ experiences and when direct intervention is necessary. In over twenty chapters of case studies, faculty scholars from disciplines as varied as computer science, engineering, English, history, and sociology take readers on their and their students’ intellectual journeys, sharing their messy, unpredictable and often inspiring accounts of democratic tensions and trials inherent in teaching service-learning. Using real incidents – and describing the resources and classroom activities they employ – they explore the democratic intersections of various political beliefs along with race/ethnicity, class, gender, ability, sexual orientation, and other lived differences and likenesses that students and faculty experience in their service-learning classroom and extended community. They share their struggles of how to communicate and interact across the divide of viewpoints and experiences within an egalitarian and inclusive environment all the while managing interpersonal tensions and conflicts among diverse people in complex, value-laden situations. The experienced contributors to this book offer pedagogical strategies for constructing service-learning courses, and non-prescriptive approaches to dilemmas for which there can be no definitive solutions.

Learning Through Serving

Learning Through Serving: A Student Guidebook for Service-Learning and Civic Engagement Across Academic Disciplines and Cultural Communities

This substantially expanded new edition of this widely-used and acclaimed text maintains the objectives and tenets of the first. It is designed to help students understand and reflect on their community service experiences both as individuals and as citizens of communities in need of their compassionate expertise. It is designed to assist faculty in facilitating student development of compassionate expertise through the context of service in applying disciplinary knowledge to community issues and challenges. In sum, the book is about how to make academic sense of civic service in preparing for roles as future citizen leaders. Each chapter has been developed to be read and reviewed, in sequence, over the term of a service-learning course. Students in a semester course might read just one chapter each week, while those in a quarter-term course might need to read one to two chapters per week. The chapters are intentionally short, averaging 8 to 14 pages, so they do not interfere with other course content reading. This edition presents four new chapters on Mentoring, Leadership, Becoming a Change Agent, and Short-Term Immersive and Global Service-Learning experiences. The authors have also revised the original chapters to more fully address issues of social justice, privilege/power, diversity, intercultural communication, and technology; have added more disciplinary examples; incorporated additional academic content for understanding service-learning issues (e.g., attribution theory); and cover issues related to students with disabilities, and international students. This text is a student-friendly, self-directed guide to service-learning that: • Develops the skills needed to succeed • Clearly links service-learning to the learning goals of the course • Combines self-study and peer-study workbook formats with activities that can be incorporated in class, to give teachers maximum flexibility in structuring their service-learning courses • Promotes independent and collaborative learning • Equally suitable for courses of a few weeks’ or a few months’ duration • Shows students how to assess progress and communicate end-results • Written for students participating in service learning as a class, but also suitable for students working individually on a project. Instructor's Manual This Instructor Manual discusses the following six key areas for aligning your course with use of Learning through Serving, whether you teach a senior-level high school class, freshman studies course, or a college capstone class: 1. Course and syllabus design 2. Community-partner collaboration 3. Creating class community 4. Strategic teaching techniques 5. Developing intercultural competence 6. Impact assessment This Manual is free and available for download in PDF format by clicking on "INSTRUCTOR MANUAL" on the upper left side of this webpage.

Reference

Community Partner Guide to Campus Collaborations: Enhance Your Community By Becoming a Co-Educator With Colleges and Universities

"Interacting with colleges can be confusing and frustrating. We learned the hard way through trial and error over the years. This Guidehas great strategies for developing effective collaborations from the outset so that resources are leveraged for education and improvement."--Sheila, Boys and Girls Club "VERY strong and well-written chapters with lots of gold that I think community organizations will find very helpful."--Melia, Hands on Greater Portland "The format and visual cues make the Guideeasy to scan for quick tips and ideas. Also, the information is comprehensive regarding research-based practices, but the writing is friendly and engaging for all non-profit sectors and community agencies. Lots of practical examples."--Juan, Immigrant Empowerment * Discover Campus Resources for Identifying Volunteers and Service-Learners * Decode Confusing Language, Terminology, and Acronyms of Academe * Decipher Your Academic Partner's Goals for Community-Based Learning and Research * Devise Empowering Learning and Serving Experiences for Students and Clients * Design Sustainable and Enriching Relationships for Enhancing Communities Based upon years of field experience, this Guideis addressed to you, whether your non-profit has experience of working with university interns or volunteers but wants to deepen and increase the effectiveness of the relationship; whether your agency is starting to explore how to improve client services through a campus collaboration; or whether you work for an NGO interested in partnering with universities across borders to effect positive change and draw attention to the challenges, resources, and needs of your community. This Guideoffers insights and strategies to leverage student learning and community empowerment for the benefit of both parties. Recognizing both the possibilities and the pitfalls of community-campus collaborations, it demystifies the often confusing terminology of education, explains how to locate the right individuals on campus, and addresses issues of mission, expectations for roles, tasks, training, supervision, and evaluation that can be fraught with miscommunication and misunderstanding. Most importantly it provides a model for achieving full reciprocity in what can be an unbalanced relationship between community and campus partners so that all stakeholders can derive the maximum benefit from their collaboration. This Guideis also available in sets of six or twelve, at reduced prices, to facilitate its use for planning, and for training of leaders engaged in partnerships. <a rel="nofollow" href="https://styluspub.presswarehouse.com/browse/book/9781620362716/Community-Partner-Guide-to-Campus-Collaborations-Set">The Community Partner Guide to Campus Collaborations</a> Six Copy Set 978-1-62036-271-6, $87.00 <a rel="nofollow" href="https://styluspub.presswarehouse.com/browse/book/9781620362716/Community-Partner-Guide-to-Campus-Collaborations-Set">The Community Partner Guide to Campus Collaborations</a> Twelve Copy Set 978-1-62036-272-3, $150.00

Community Partner Guide to Campus Collaborations

Kaufman, Joyce P.

Stokamer, Stephanie T.

“Interacting with colleges can be confusing and frustrating. We learned the hard way through trial and error over the years. This Guide has great strategies for developing effective collaborations from the outset so that resources are leveraged for education and improvement.”―Sheila, Boys and Girls Club “VERY strong and well-written chapters with lots of gold that I think community organizations will find very helpful.”―Melia, Hands on Greater Portland “The format and visual cues make the Guide easy to scan for quick tips and ideas. Also, the information is comprehensive regarding research-based practices, but the writing is friendly and engaging for all non-profit sectors and community agencies. Lots of practical examples.”―Juan, Immigrant Empowerment * Discover Campus Resources for Identifying Volunteers and Service-Learners * Decode Confusing Language, Terminology, and Acronyms of Academe * Decipher Your Academic Partner’s Goals for Community-Based Learning and Research * Devise Empowering Learning and Serving Experiences for Students and Clients * Design Sustainable and Enriching Relationships for Enhancing Communities Based upon years of field experience, this Guide is addressed to you, whether your non-profit has experience of working with university interns or volunteers but wants to deepen and increase the effectiveness of the relationship; whether your agency is starting to explore how to improve client services through a campus collaboration; or whether you work for an NGO interested in partnering with universities across borders to effect positive change and draw attention to the challenges, resources, and needs of your community. This Guide offers insights and strategies to leverage student learning and community empowerment for the benefit of both parties. Recognizing both the possibilities and the pitfalls of community-campus collaborations, it demystifies the often confusing terminology of education, explains how to locate the right individuals on campus, and addresses issues of mission, expectations for roles, tasks, training, supervision, and evaluation that can be fraught with miscommunication and misunderstanding. Most importantly it provides a model for achieving full reciprocity in what can be an unbalanced relationship between community and campus partners so that all stakeholders can derive the maximum benefit from their collaboration. This Guide is also available in sets of six or twelve, at reduced prices, to facilitate its use for planning, and for training of leaders engaged in partnerships. The Community Partner Guide to Campus Collaborations Six Copy Set 978-1-62036-271-6, $87.00 The Community Partner Guide to Campus Collaborations Twelve Copy Set 978-1-62036-272-3, $150.00

Whether you are an expert or novice in developing community-campus civic engagement and service-learning collaborations, this Guide offers insights and strategies to leverage student learning and community empowerment for the benefit of both parties. Recognizing both the possibilities and the pitfalls of community-campus collaborations, it demystifies the often confusing terminology of education, explains how to locate the right individuals on campus, and addresses issues of mission, expectations for roles, tasks, training, supervision, and evaluation that can be fraught with miscommunication and misunderstanding. Most importantly it provides a model for achieving full reciprocity in what can be an unbalanced relationship between community and campus partners so that all stakeholders can derive the maximum benefit from their collaboration.Buying as a set reduces the individual book price to $14.25 (a 20% saving) for a six copy set, and $12.50 (a 30% saving) for a 12 copy set. This set is intended to facilitate this Guide’s use in planning, for community partner orientation programs and to establish common purpose and understanding for partners, faculty, and administrators alike.

Community Partner Guide to Campus Collaborations 6 copy Set: Enhance Your Community By Becoming a Co-Educator With Colleges and Universities

Whether you are an expert or novice in developing community-campus civic engagement and service-learning collaborations, this Guide offers insights and strategies to leverage student learning and community empowerment for the benefit of both parties. Recognizing both the possibilities and the pitfalls of community-campus collaborations, it demystifies the often confusing terminology of education, explains how to locate the right individuals on campus, and addresses issues of mission, expectations for roles, tasks, training, supervision, and evaluation that can be fraught with miscommunication and misunderstanding. Most importantly it provides a model for achieving full reciprocity in what can be an unbalanced relationship between community and campus partners so that all stakeholders can derive the maximum benefit from their collaboration. Buying as a set reduces the individual book price to $14.25 (a 20% saving) for a six copy set, and $12.50 (a 30% saving) for a 12 copy set. This set is intended to facilitate this Guide’s use in planning, for community partner orientation programs and to establish common purpose and understanding for partners, faculty, and administrators alike.

Community Partner Guide to Campus Collaborations 12 copy set: Enhance Your Community By Becoming a Co-Educator With Colleges and Universities

See the best price to sell, buy, or rent books by Cress, Christine M.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Cress, Christine M.

See the best price to sell, buy, or rent books by Cress, Christine M.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Learning through Serving: A Student Guidebook for Service-Learning Across the Disciplines

Learning through Serving: A Student Guidebook for Service-Learning Across the Disciplines

Democratic Dilemmas of Teaching Service-Learning

Democratic Dilemmas of Teaching Service-Learning

Learning Through Serving: A Student Guidebook for Service-Learning and Civic Engagement Across Academic Disciplines and Cultural Communities

Learning Through Serving

Community Partner Guide to Campus Collaborations

Community Partner Guide to Campus Collaborations: Enhance Your Community By Becoming a Co-Educator With Colleges and Universities

Community Partner Guide to Campus Collaborations 6 copy Set: Enhance Your Community By Becoming a Co-Educator With Colleges and Universities

Community Partner Guide to Campus Collaborations 12 copy set: Enhance Your Community By Becoming a Co-Educator With Colleges and Universities