Engaging communities: The Campus Compact model

Gearan, Mark

doi:10.1002/ncr.92

Cited by 3 publications

(1 citation statement)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This concern prompted a response to a media generated perception in the mid-1980s that most students pursuing higher education had become self-absorbed and obsessed with making money rather than becoming socially conscious and responsible citizens. College presidents, however, felt this perception was false and created the Campus Compact to set up and support opportunities for students to engaged with the community and renew the public purpose for higher education (Gearan, 2005). The Campus Compact grew from three institutions in 1985 to over 1100 in 2009 achieving institutional support and widespread success in community engagement efforts.…”

Section: The Historical Foundation For Higher Education and S-lmentioning

confidence: 99%

Opening the door : service-learning teaching assistants explore the unfamiliar and the meaning made from their service-learning experience, an interpretative phenomenological analysis

Fritze¹

View full text Add to dashboard Cite

Standing at the threshold of the door, the participants entered the experience and take you through their feelings as they encountered the unfamiliar. Once passed the door, the participants unfolded the unfamiliar through a mirrored, self-reflective space of engaged reality from their S-L life-worlds. Reflecting on self and with others in context, the participants then translated the unfamiliar to discover a window of opportunity into personal meaning and application. An Interpretative Phenomenological Analysis (IPA) guided the participants' and the researcher's experiential journey for exploring meaning from the unfamiliar and for discovering how conscious educational growth can be sustained by introducing a more critical perspective. Through this qualitative methodology, the shared participants' interpretative stories were brought to life. The rich contextual renderings remind all that learning was once unfamiliar and that meaning made it personal, conscious, and transformative.

show abstract

Section: The Historical Foundation For Higher Education and S-lmentioning

confidence: 99%