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Article
Publication date: 12 June 2017

Elizabeth Nelson

This literature review aims to look at the unique role of community colleges as they address the information literacy needs of their students, who are by nature continuously in…

1338

Abstract

Purpose

This literature review aims to look at the unique role of community colleges as they address the information literacy needs of their students, who are by nature continuously in transition to and from the institution.

Design/methodology/approach

Library science databases and online sources were reviewed for relevant information.

Findings

Community colleges are addressing the needs of their various student populations in a variety of ways.

Originality/value

The role of the community college library is underrepresented in the literature. This review provides more information about the unique role that community colleges fill in the higher education ecosystem.

Details

Reference Services Review, vol. 45 no. 2
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 23 May 2017

Holly Hilboldt Swain and Meagan Roberts Chapman

The purpose of this paper is to allow students to explore the role of volunteerism in their communities as they become community helpers through a service learning project to…

Abstract

Purpose

The purpose of this paper is to allow students to explore the role of volunteerism in their communities as they become community helpers through a service learning project to engage in action within their local areas. This lesson introduces various social studies concepts of civic responsibility while allowing students to think critically and examine their own feelings of empathy and ways to enact these feelings to help others.

Design/methodology/approach

Students create a class service project after they explore the content of the trade book and related resources and teach and learn with one another about helping their communities. Students will expand their learning and apply critical thinking as they note similarities and differences in community helpers’ abilities and their own abilities while they identify themselves as citizens of a community.

Findings

Findings include actively engaged students independently and cooperatively participating in meaningful and relevant learning. The lessons are designed so that they may be differentiated for differing needs of early childhood students and for students with special needs. Further, the lessons encourage an interdisciplinary approach to teaching social studies in the early grades.

Originality/value

The value of this lesson is apparent in the way it allows early childhood students and students with special needs to recognize their own roles as volunteers and agents of change in their communities. This lesson provides ample support for teachers working with early childhood students and students with special needs who may have few experiences with service learning prior to these lessons.

Details

Social Studies Research and Practice, vol. 12 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Book part
Publication date: 16 November 2022

Julia L. Angstmann and Francesca A. Williamson

Service learning is a pedagogical approach that primarily focuses upon achieving student learning outcomes through meaningful community engagement. While service-learning

Abstract

Service learning is a pedagogical approach that primarily focuses upon achieving student learning outcomes through meaningful community engagement. While service-learning pedagogies provide “service” to community, the view of community partners from a deficit-oriented perspective can render service learning ineffective and, at worst, potentially harmful to the community served. This chapter presents a course that uses food as a civic lens through which to engage community, instructors, and students in CRITICAL-SERVICE-LEARNING where systemic inequities that contribute to community needs are focused upon, community partners are co-creators of course design, outcomes to student learning and community benefits are equitably considered, and collective knowledge and experience of stakeholders is valued.

Book part
Publication date: 16 June 2015

David J. Patterson

This qualitative case study explored the information literacy acquisition of 23 students enrolled in a learning community consisting of an advanced English as a Second Language…

Abstract

This qualitative case study explored the information literacy acquisition of 23 students enrolled in a learning community consisting of an advanced English as a Second Language (ESL) writing class and a one-unit class introducing students to research at a suburban community college library in California. As there are no other known learning communities that link an ESL course to a library course, this site afforded a unique opportunity to understand the ways in which ESL students learn to conduct library research. Students encountered difficulties finding, evaluating, and using information for their ESL assignments. Strategies that the students, their ESL instructor, and their instructional librarian crafted in response were enabled by the learning community structure. These strategies included integration of the two courses’ curricula, contextualized learning activities, and dialogue. ESL students in this study simultaneously discovered new language forms, new texts, new ideas, and new research practices, in large part because of the relationships that developed over time among the students, instructor, and instructional librarian. Given the increasing number of ESL students in higher education and the growing concern about their academic success, this study attempts to fill a gap in the research literature on ESL students’ information literacy acquisition.

Details

Advances in Library Administration and Organization
Type: Book
ISBN: 978-1-78441-910-3

Keywords

Book part
Publication date: 16 November 2022

Martina Jordaan and Nita Mennega

This chapter is a case study of the Joint Community-based Project (code: JCP) that is presented by the Faculty of Engineering, Built Environment and Information Technology at the

Abstract

This chapter is a case study of the Joint Community-based Project (code: JCP) that is presented by the Faculty of Engineering, Built Environment and Information Technology at the University of Pretoria in South Africa. The JCP module is a macro compulsory undergraduate course. The need to adhere to the University’s strategic social responsiveness goal motivated the integration of community engagement into the Faculty’s undergraduate programme curriculum. The free-standing project-orientated community engagement course requires students to complete at least 40 hours of fieldwork and thereafter reflect on their experiences through various assignments. Since the advent of the module in 2011, an average of 1,700 students have registered for the course annually. Students form, on average, 500 groups and partner with more than 350 different university–community partners annually. The students are required to engage in a community service project to apply their knowledge to uplift the community. They have to address a specific need in a community to benefit that society. The exposure to authentic challenges afforded by means of their projects allows students to increase their awareness of their social responsibility and learn to work in diverse teams and multidisciplinary and multilingual environments and apply various life skills during the execution of the project. During the nationwide lockdown brought about by the COVID-19 pandemic, students had to identify alternative ways to assist the communities.

The projects in which the students provided assistance included the following:

  • Creating a mobile application (an app) for a project with the homeless community.

  • Assisting teachers with teaching online.

  • Developing various websites to assist learners with Mathematics.

  • Teaching learners Mathematics via WhatsApp.

  • Developing educational videos.

  • Making masks for clinics and old age homes.

  • Developing educational resources for disadvantaged pre-schools.

Creating a mobile application (an app) for a project with the homeless community.

Assisting teachers with teaching online.

Developing various websites to assist learners with Mathematics.

Teaching learners Mathematics via WhatsApp.

Developing educational videos.

Making masks for clinics and old age homes.

Developing educational resources for disadvantaged pre-schools.

The lecturer and the students had to adapt to the challenges of working on community projects off-site. The chapter will discuss the various students’ projects and the lessons the students and course coordinator learnt on changing the module’s format in a time of crisis.

Book part
Publication date: 19 August 2020

Riley Caldwell-O’Keefe and Matt Recla

In this chapter, the authors discuss the process of embedding experiential learning in a required ethics and diversity course (ED200). The course is a model of humanistic…

Abstract

In this chapter, the authors discuss the process of embedding experiential learning in a required ethics and diversity course (ED200). The course is a model of humanistic education in which students develop disciplinary-based methodological expertise while also drawing on cross-disciplinary, inclusive, problem-solving skills. The authors suggest that in a course that challenges students to think about their lives in community, engagement with that community plays a critical role in humanizing the learning experience. This pedagogical emphasis on experiential learning, instantiated as community engagement, unites the foci of ethics and diversity through students’ practical application of and reflection on their experiences to enhance ethical and cultural self-awareness. In the process, it also fosters a desire for participatory and justice-oriented citizenship (Westheimer & Kahne, 2004). In what follows, the authors provide a history of the development of ED200. The authors then justify the inclusion of experiential learning in the course from theoretical and practical perspectives: Why is it valuable to include experiential learning in this course and how does it advance the goal of developing critically engaged citizens through improving ethical reasoning skills and actionable understanding of diversity? Last, the authors detail positive impacts and implementation challenges and indicate next steps for continued development.

Details

Integrating Community Service into Curriculum: International Perspectives on Humanizing Education
Type: Book
ISBN: 978-1-83909-434-7

Keywords

Article
Publication date: 15 March 2011

Kristine Mason O'Connor, Kenny Lynch and David Owen

The purpose of this paper is to explore the role of studentcommunity engagement in ensuring relevance of higher education to civil, social, economic and moral issues. It reviews…

4586

Abstract

Purpose

The purpose of this paper is to explore the role of studentcommunity engagement in ensuring relevance of higher education to civil, social, economic and moral issues. It reviews the literature around three inter‐related themes: calls for higher education institutions to engage with their communities; the kinds of attributes university graduates should possess for employability and citizenship; and the pedagogies of experiential learning and reflection informing student and community engagement.

Design/methodology/approach

This paper evaluates and draws together international literature related to three areas: calls for universities to engage with their communities, attributes which students engaged in co‐generative community relations might develop, and pedagogies which inform and develop such engagement.

Findings

The paper draws a number of conclusions related to pedagogy, citizenship and the need to develop quality indicators of engagement and impact. The overarching conclusion is that studentcommunity engagement founded on principles of mutual reciprocity enhances student attributes and is an important aspect of the modern university. Higher education needs to both retrieve the traditional civic role of the university, and also look forward to creating new approaches, so that universities are “of” the community and developing graduates as citizens.

Practical implications

The paper includes policy implications for curriculum development in relation to fostering graduate attributes and citizenship.

Originality/value

Through an exploration and integration of literature related to themes of university community engagement, graduate attributes and pedagogies of experiential reflective learning the paper signposts an agenda of change for universities in the twenty‐first century.

Details

Education + Training, vol. 53 no. 2/3
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 13 April 2015

Sarah S. List, Jane Warland and Colleen Smith

With less time spent on campus, students are increasingly forming peer friendship and study groups either face to face or online. Communities of practice (CoP) with academic…

Abstract

Purpose

With less time spent on campus, students are increasingly forming peer friendship and study groups either face to face or online. Communities of practice (CoP) with academic support in the wings could benefit students, but little is known in the about their use in the undergraduate space, or how best they may be structured and facilitated (Andrew et al., 2008). The purpose of this paper is to discuss these issues.

Design/methodology/approach

An online CoP was created in partnership with undergraduate bachelor of midwifery students at the University of South Australia using an action research model. This provided an ongoing ability to continuously plan, act, observe and evaluate all aspects of the community created, so that adjustments could be made during the two cycles of the study.

Findings

The time paucity of the cohort impacted on their ability to participate fully as partners in the project, and in the community itself. The Facebook community received more visitation than the Weebly community. The student panel reported that despite the online CoP fitting better with their schedules, they would prefer more opportunities to interact face to face with their peers.

Research limitations/implications

Students who spend limited time on campus may prefer more real life social contact and support, despite the convenience of an online community. A larger cohort, drawing from a non-professional degree would have allowed greater membership and community participation for a prospective study such as this.

Practical implications

Remote study is a growing phenomenon, and students need to feel socially connected and supported to remain enroled and engaged.

Social implications

There has been much discussion around the amount of time individuals spend online, and whether support groups formed by students on social media support student learning, or encourage unprofessional behaviours without academic support present.

Originality/value

This study reports that online communities are not always a logical solution to time poor students, and they may prefer face to face interactions to build their social and professional relationship.

Details

Journal of Applied Research in Higher Education, vol. 7 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 15 February 2011

Michaela Hynie, Krista Jensen, Michael Johnny, Jane Wedlock and David Phipps

The purpose of this paper is to evaluate whether unstructured graduate student research internships conducted in collaboration with community agencies build capacity and knowledge…

2742

Abstract

Purpose

The purpose of this paper is to evaluate whether unstructured graduate student research internships conducted in collaboration with community agencies build capacity and knowledge for students and community.

Design/methodology/approach

The paper reports the results of four semi‐structured interviews and 20 pre‐ and post‐internship surveys of students' perceptions of their internship activities; whether participation built research capacity in students and community resulted in the creation of new knowledge and promoted ongoing partnerships and relationships.

Findings

Students reported generating concrete outcomes for community partners, the acquisition of new research and professional skills, plus an increased understanding of theoretical knowledge. Many students also maintained ongoing relationships with their organizational partners beyond the terms of their internship.

Research limitations/implications

Limitations to this study are the relatively small sample size and reliance on self‐report measures.

Practical implications

The paper describes a model for studentcommunity engagement that benefits both community and students.

Social implications

As universities explore their relationships with their local communities, graduate student internships have tremendous potential for supporting research and knowledge‐based needs of local communities, while providing valuable skills and training to a cohort of students in bridging academic research to real world solutions. These students may go on to be community engaged scholars, or research trained personnel in the community.

Originality/value

The results presented in this paper demonstrate the benefits to graduate students in scholarship of engagement programs that prioritize true partnership between students, universities and communities.

Details

Education + Training, vol. 53 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

Open Access
Article
Publication date: 27 November 2019

Ilona E. De Hooge and Ynte K. van Dam

As one of the five concrete actions recommended for implementing sustainable development at universities (internal operations, institutional framework, research, education and…

1094

Abstract

Purpose

As one of the five concrete actions recommended for implementing sustainable development at universities (internal operations, institutional framework, research, education and capacity building), capacity building has received the least research attention. Although capacity building can be a tangible implementation of outreach that offers empowerment to universities, it is currently unclear how capacity building can be operationalised in concrete activities and which parties represent the university and the community. The purpose of this study is to provide the idea that capacity building can be organised through student training projects.

Design/methodology/approach

To provide support for our suggestion that student training projects can act as an implementation method for capacity building, an illustrative case study is presented. The case study concerns an academic consultancy training project for students in the domain of sustainable development.

Findings

The case study analysis reveals that, as an implementation method, student training projects can provide benefits for both universities and communities. It appears that student training projects do not depend on individual engagement, on individual university staff members or on research grants and that they provide community members with access to resources, expertise and experiences of academics. Moreover, student training projects overcome the major challenges of both power distance and continuity.

Originality/value

To summarise, student training projects may provide a new, promising avenue as an implementation method for capacity building that provides substantial benefits and overcomes the challenges of other methods mentioned in the existing literature.

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 7
Type: Research Article
ISSN: 1467-6370

Keywords

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