Service-Learning in Higher Education: Concepts and Practices
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More About This Title Service-Learning in Higher Education: Concepts and Practices
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Our communities depend on our ability to make the connectionbetween education and democracy. This book can breathe new lifeinto colleges and universities that want to reinforce their publicservice mission. Jacoby and her colleagues tell us how to doit.
--Dolores E. Cross, president, Chicago State University
Combining the most current theory and practice in the field ofservice-learning with many examples from actual campuses,Service-Learning in Higher Education is a comprehensiveguide to developing high-quality service-learning experiences bothin the curriculum and through student affairs programs.
--Dolores E. Cross, president, Chicago State University
Combining the most current theory and practice in the field ofservice-learning with many examples from actual campuses,Service-Learning in Higher Education is a comprehensiveguide to developing high-quality service-learning experiences bothin the curriculum and through student affairs programs.
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BARBARA JACOBY is director of the office of Commuter Affairs and Community Service Programs at the University of Maryland at College Park.
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Foreword, Thomas Ehrlich.
FOUNDATIONS AND PRINCIPLES OF SERVICE-LEARNING.
1. Service-Learning in Today's Higher Education (BarbaraJacoby).
2. Principles of Good Practice in Service-Learning (Suzanne D.Mintz & Garry W. Hesser).
3. Enhancing Student Learning and Development ThroughService-Learning (Marylu K. McEwen).
4. Developing Campus-Community Relationships (Catherine R. Gugerty& Erin D. Swezey).
DESIGNING A SPECTRUM OF SERVICE-LEARNING EXPERIENCES.
5. One-Time and Short-Term Service-Learning Experiences (Mark D.McCarthy).
6. Ongoing Cocurricular Service-Learning (Cesie DelveScheuermann).
7. Service-Learning in the Curriculum (Sandra L. Enos & MarieL. Troppe).
8. Intensive Service-Learning Experiences (Gail Albert).
9. Integrating Service-Learning Experiences into PostcollegeChoices (Irene S. Fisher).
ORGANIZATIONAL, ADMINISTRATIVE, AND POLICY ISSUES.
10. Starting a Service-Learning Program (Diana A. Bucco & JulieA. Busch).
11. Administering Successful Service-Learning Programs (PennyRue).
12. Issues Related to Integrating Service-Learning into theCurriculum (Keith Morton).
13. Institutionalizing Service-Learning (Sharon Rubin).
14. Securing the Future of Service-Learning in Higher Education: AMandate for Action (Barbara Jacoby).
FOUNDATIONS AND PRINCIPLES OF SERVICE-LEARNING.
1. Service-Learning in Today's Higher Education (BarbaraJacoby).
2. Principles of Good Practice in Service-Learning (Suzanne D.Mintz & Garry W. Hesser).
3. Enhancing Student Learning and Development ThroughService-Learning (Marylu K. McEwen).
4. Developing Campus-Community Relationships (Catherine R. Gugerty& Erin D. Swezey).
DESIGNING A SPECTRUM OF SERVICE-LEARNING EXPERIENCES.
5. One-Time and Short-Term Service-Learning Experiences (Mark D.McCarthy).
6. Ongoing Cocurricular Service-Learning (Cesie DelveScheuermann).
7. Service-Learning in the Curriculum (Sandra L. Enos & MarieL. Troppe).
8. Intensive Service-Learning Experiences (Gail Albert).
9. Integrating Service-Learning Experiences into PostcollegeChoices (Irene S. Fisher).
ORGANIZATIONAL, ADMINISTRATIVE, AND POLICY ISSUES.
10. Starting a Service-Learning Program (Diana A. Bucco & JulieA. Busch).
11. Administering Successful Service-Learning Programs (PennyRue).
12. Issues Related to Integrating Service-Learning into theCurriculum (Keith Morton).
13. Institutionalizing Service-Learning (Sharon Rubin).
14. Securing the Future of Service-Learning in Higher Education: AMandate for Action (Barbara Jacoby).
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?Our communities depAnd on our ability to make the connectionbetween education and democracy. This book can breathe new lifeinto colleges and universities that want to reinforce their publicservice mission. Jacoby and her colleagues tell us how to do it.?(Dolores E. Cross, president, Chicago State University)
?Rooted in Dewey, building on the work of the National Society forExperiential Education and its predecessors, this comprehensivevolume is useful for experienced practitioners and newcomers alike.Academic deans, department heads, and faculty members will profitmightily from its solid combination of conceptual underpinnings andspecific institutional examples.? (Arthur W. Chickering, professor,George Mason University)
?Rooted in Dewey, building on the work of the National Society forExperiential Education and its predecessors, this comprehensivevolume is useful for experienced practitioners and newcomers alike.Academic deans, department heads, and faculty members will profitmightily from its solid combination of conceptual underpinnings andspecific institutional examples.? (Arthur W. Chickering, professor,George Mason University)
