Search

Search Results

• 1. [Article] “Contagious Co-Motion”: Student Voices on Being Change Agents

  Designed in response to students’ requests for a capstone where they could form their own individual partnerships in the communities of their choosing, Effective Change Agent offers a structure for community-based ...

  Citation × Citation Citation Abstract Copy Title: “Contagious Co-Motion”: Student Voices on Being Change Agents Author: Reitenauer, Vicki L., Korzun, Tetiana, Lane, Kimberly, Roberts, Melinda Joy Year: 2015 Designed in response to students’ requests for a capstone where they could form their own individual partnerships in the communities of their choosing, Effective Change Agent offers a structure for community-based learning that allows for high levels of student choice-making and agency. In this article, the authors describe the course; connect it to literature on grassroots change-making, integrative learning, and service-learning; and, through the inclusion of student authors, allow the sharing of insights in the students’ own voices. Title: “Contagious Co-Motion”: Student Voices on Being Change Agents Author: Reitenauer, Vicki L., Korzun, Tetiana, Lane, Kimberly, Roberts, Melinda Joy Year: 2015 Designed in response to students’ requests for a capstone where they could form their own individual partnerships in the communities of their choosing, Effective Change Agent offers a structure for community-based learning that allows for high levels of student choice-making and agency. In this article, the authors describe the course; connect it to literature on grassroots change-making, integrative learning, and service-learning; and, through the inclusion of student authors, allow the sharing of insights in the students’ own voices. Close

• 2. [Article] A Grateful Recollecting: A Qualitative Study of the Long-Term Impact of Service-Learning on Graduates

  Service-learning practitioners design community engagement activities to affect students in powerful and even transformative ways. This qualitative study explores the long-term impacts (3-16 years after ...

  Citation × Citation Citation Abstract Copy Title: A Grateful Recollecting: A Qualitative Study of the Long-Term Impact of Service-Learning on Graduates Author: Fullerton, Ann, Reitenauer, Vicki L., Kerrigan, Seanna Year: 2015 Service-learning practitioners design community engagement activities to affect students in powerful and even transformative ways. This qualitative study explores the long-term impacts (3-16 years after graduation) of participation in a senior-level service-learning course. Through interviews with 20 randomly selected participants, the researchers explored whether and in what ways graduates continued to experience impacts from the course, including those that have become interwoven with other life experiences or have catalyzed altered perspectives and/or actions. Graduates were first asked to identify their most significant learning experiences in college in order to gauge the relative importance, if any, of the service-learning course in their college education. Then graduates were asked to recall their experiences in the course and to share what impacts those experiences had at the time and in the intervening years. Findings are discussed through the lens of transformational learning processes and outcomes. Title: A Grateful Recollecting: A Qualitative Study of the Long-Term Impact of Service-Learning on Graduates Author: Fullerton, Ann, Reitenauer, Vicki L., Kerrigan, Seanna Year: 2015 Service-learning practitioners design community engagement activities to affect students in powerful and even transformative ways. This qualitative study explores the long-term impacts (3-16 years after graduation) of participation in a senior-level service-learning course. Through interviews with 20 randomly selected participants, the researchers explored whether and in what ways graduates continued to experience impacts from the course, including those that have become interwoven with other life experiences or have catalyzed altered perspectives and/or actions. Graduates were first asked to identify their most significant learning experiences in college in order to gauge the relative importance, if any, of the service-learning course in their college education. Then graduates were asked to recall their experiences in the course and to share what impacts those experiences had at the time and in the intervening years. Findings are discussed through the lens of transformational learning processes and outcomes. Close