“Give me six hours to chop down a tree and I will spend the first four sharpening the axe.” – Abraham Lincoln
By: Todd Kelshaw, Freyda Lazarus, Judy Minier and Associates
The recent expansion of service-learning initiatives throughout American higher education is accompanied by the risk of idealistic and exuberant experimentation. Motivated by a great need for conscientiousness in the invention and execution of service-learning partnerships, Partnerships for Service-Learning distills a collection of important and enlightening case examples, at once readably anecdotal, substantively rigorous, and critically reflective. University presidents, academic officers, student affairs administrators, directors, deans, faculty, student leaders, and K12 administrators who oversee programs with outside partners will benefit from this enlightening work.
Praise for Partnerships for Service-Learning
“These case studies highlight the critical importance of reciprocity in campus-community partnerships. It is through the two-way interchange of knowledge and assets that service-learning achieves its democratic potential as a pedagogy with the power to transform education, campuses, and communities. The examples provided here offer rich and sophisticated models that will be invaluable for community as well as academic leaders committed to deepening the partnering process.”
—John Saltmarsh, professor of higher education administration and director, New England Resource Center for Higher Education (NERCHE), University of Massachusetts, Boston; and Edward Zlotkowski, professor of English, Bentley University
“This practical guide explores the power and pedagogy of K–12 school and university partnerships. This educational ‘how-to’ is a superior resource and must-read for every school and community leader across the country.” Arlene C. Ackerman, superintendent of schools, Philadelphia School District
About the Authors
Todd Kelshaw, Ph.D., is Assistant Professor of Communication Studies at Montclair State University (an ADP school). His scholarship addresses communicative dimensions of democratic civic engagement and he has particular concerns for the functions of dialogue and deliberation in community-based organizational partnerships, and for the civic potentials of service-learning pedagogies.
Freyda C. Lazarus, Ed.D., is the founding director of the Center for Community-Based Learning at Montclair State University. She served at the forefront of institutional change in support of experiential education through the creation of the Service-Learning, Cooperative Education, and American Democracy Project programs (AASCU).
Judy Minier, Ed.D., has 35 years of public school and university experience as a teacher, professor, and administrator. She has worked at six American universities and in international educational settings in Central Asia, Southeast Asia, and the Middle East. Areas of scholarly interest include innovations in teacher preparation programs, diversity issues in schools and universities, assessment of learning, democracy in education, curriculum redesign and development, as well as accreditation and program evaluation.
978-0-470-45057-4 | Hardcover | Est. 336 pp. | $40.00 |
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