Convergent/Divergent Perceptions of Faculty and Community Partners' Collaborative Service-Learning Projects

Autor/inn/en	Rosenberg, Helen; Statham, Anne
Titel	Convergent/Divergent Perceptions of Faculty and Community Partners' Collaborative Service-Learning Projects
Quelle	In: Journal of Service-Learning in Higher Education, 16 (2023), S.138-166 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Attitudes; Service Learning; Partnerships in Education; Community Programs; Cooperation; College Faculty; Community Relations; School Community Relationship + Suchen Sie Ihr Suchwort? Lehrerverhalten; Service-Learning; Hochschulpartnerschaft; Co-operation; Kooperation; Fakultät
Abstract	This qualitative study of the perceptions of pairs of faculty and community partners who worked together on service-learning projects, reveals a good deal of convergence on their understandings of the goals, work done, and products/outcomes of their projects. Significant divergence did exist on different aspects of these projects based on partner involvement with one side of the exchange or the other. Faculty emphasized impacts on students and often seemed unaware of the impacts on organizations and community, while community partners seemed more focused on their organizations and the community more broadly. As servicelearning practitioners are urged to create sustainable, egalitarian partnerships that incorporate the views of both parties, these results suggest that partners make explicit their goals so that each may benefit from students' work, and at the same time create a meaningful relationship. This seems to require extensive debriefing at the end of projects. Such a step would both enhance the value of participation for the partners and enrich students' and faculty views of the projects' worth, increasing sustainability of the relationship over time. (As Provided).
Anmerkungen	University of Louisiana System. 1201 North Third Street Suite 7-300. Baton Rouge, LA 70802. Tel: 337-482-1015; Fax: 337-482-5374; e-mail: service@louisiana.edu; Web site: http://journals.sfu.ca/jslhe/index.php/jslhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01