Full Product Details
Author: Patrick M. Green ,
Mathew Johnson ,
Mathew Johnson
Publisher: Taylor & Francis Inc
Imprint: Stylus Publishing
Dimensions:
Width: 15.20cm
, Height: 2.30cm
, Length: 22.90cm
Weight: 0.421kg
ISBN: 9781579226206
ISBN 10: 1579226205
Pages: 294
Publication Date: 15 September 2014
Audience:
Professional and scholarly
,
Professional & Vocational
Format: Paperback
Publisher's Status: Active
Availability: In Print
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Reviews
This volume is important because it surfaces and discusses critical issues that educators should grapple with in order to design, implement, improve, and evaluate ISL programs. The chapters in this volume will help educators do a better job of striving to have ISL programs that have integrity [and] will also provide a significant basis for helping ISL practitioners be reflective about their work, review its nature, and improve its quality for all constituencies.--Robert G. Bringle, Kulynych/Cline Visiting Distinguished Professor of Psychology Appalachian State University (8/1/2014 12:00:00 AM) Crossing Boundaries is an honest, insightful and timely collection of perspectives that critically explore the tensions that so many international service-learning faculty and coordinators feel and see as we facilitate these important yet complicated learning experiences. Together, the authors share stories and ideas about student learning, partnerships and experiences that worked well, and just as importantly that didn't work; and what they learned. Overall, the depth and breadth of this compilation of perspectives is needed at this point in our field(1)s history. --Tommy J. Van Cleave, Director of Service and Experiential Learning Office of the Provost, Iona College (9/1/2014 12:00:00 AM) In the Introduction to this volume, co-editor Mathew Johnson compellingly claims that 'encountering the other as a co-creator, a co-learner, and co-teacher is at the core of good service-learning. The wide range of accessibly shared examples of ISL courses, projects, and partnerships assembled here can catalyze readers' examination of our own practice--encouraging us to consider with equal candor how we might invite, embrace, and leverage the tensions that accompany such a potentially transformative way of being with one another. --Patti H. Clayton, Consultant and Practitioner-Scholar PHC Ventures; Senior Scholar, Institute for Community and Economic Engagement, ORED, UNC Greensboro (7/1/2014 12:00:00 AM)
In the Introduction to this volume, co-editor Mathew Johnson compellingly claims that encountering the other as a co-creator, a co-learner, and co-teacher is at the core of good service-learning. The wide range of accessibly shared examples of ISL courses, projects, and partnerships assembled here can catalyze readers' examination of our own practice encouraging us to consider with equal candor how we might invite, embrace, and leverage the tensions that accompany such a potentially transformative way of being with one another.
This volume is important because it surfaces and discusses critical issues that educators should grapple with in order to design, implement, improve, and evaluate ISL programs. The chapters in this volume will help educators do a better job of striving to have ISL programs that have integrity [and] will also provide a significant basis for helping ISL practitioners be reflective about their work, review its nature, and improve its quality for all constituencies. --Robert G. Bringle, Kulynych/Cline Visiting Distinguished Professor of Psychology Appalachian State University Crossing Boundaries is an honest, insightful and timely collection of perspectives that critically explore the tensions that so many international service-learning faculty and coordinators feel and see as we facilitate these important yet complicated learning experiences. Together, the authors share stories and ideas about student learning, partnerships and experiences that worked well, and just as importantly that didn't work; and what they learned. Overall, the depth and breadth of this compilation of perspectives is needed at this point in our field s history. --Tommy J. Van Cleave, Director of Service and Experiential Learning Office of the Provost, Iona College In the Introduction to this volume, co-editor Mathew Johnson compellingly claims that 'encountering the other as a co-creator, a co-learner, and co-teacher is at the core of good service-learning. The wide range of accessibly shared examples of ISL courses, projects, and partnerships assembled here can catalyze readers' examination of our own practice--encouraging us to consider with equal candor how we might invite, embrace, and leverage the tensions that accompany such a potentially transformative way of being with one another. --Patti H. Clayton, Consultant & Practitioner-Scholar at PHC Ventures, and Senior Scholar Institute for Community and Economic Engagement, ORED, UNC Greensboro
This volume is important because it surfaces and discusses critical issues that educators should grapple with in order to design, implement, improve, and evaluate ISL programs. The chapters in this volume will help educators do a better job of striving to have ISL programs that have integrity [and] will also provide a significant basis for helping ISL practitioners be reflective about their work, review its nature, and improve its quality for all constituencies.
Crossing Boundaries is an honest, insightful and timely collection of perspectives that critically explore the tensions that so many international service-learning faculty and coordinators feel and see as we facilitate these important yet complicated learning experiences. Together, the authors share stories and ideas about student learning, partnerships and experiences that worked well, and just as importantly that didn't work; and what they learned. Overall, the depth and breadth of this compilation of perspectives is needed at this point in our field s history.
In the Introduction to this volume, co-editor Mathew Johnson compellingly claims that encountering the other as a co-creator, a co-learner, and co-teacher is at the core of good service-learning. The wide range of accessibly shared examples of ISL courses, projects, and partnerships assembled here can catalyze readers' examination of our own practice encouraging us to consider with equal candor how we might invite, embrace, and leverage the tensions that accompany such a potentially transformative way of being with one another. --Patti H. Clayton, Consultant & Practitioner-Scholar at PHC Ventures, and Senior Scholar
This volume is important because it surfaces and discusses critical issues that educators should grapple with in order to design, implement, improve, and evaluate ISL programs. The chapters in this volume will help educators do a better job of striving to have ISL programs that have integrity [and] will also provide a significant basis for helping ISL practitioners be reflective about their work, review its nature, and improve its quality for all constituencies. --Robert G. Bringle, Kulynych/Cline Visiting Distinguished Professor of Psychology Appalachian State University (08/01/2014) In the Introduction to this volume, co-editor Mathew Johnson compellingly claims that 'encountering the other as a co-creator, a co-learner, and co-teacher is at the core of good service-learning. The wide range of accessibly shared examples of ISL courses, projects, and partnerships assembled here can catalyze readers' examination of our own practice--encouraging us to consider with equal candor how we might invite, embrace, and leverage the tensions that accompany such a potentially transformative way of being with one another. --Patti H. Clayton, Consultant & Practitioner-Scholar at PHC Ventures, and Senior Scholar Institute for Community and Economic Engagement, ORED, UNC Greensboro (07/01/2014) Crossing Boundaries is an honest, insightful and timely collection of perspectives that critically explore the tensions that so many international service-learning faculty and coordinators feel and see as we facilitate these important yet complicated learning experiences. Together, the authors share stories and ideas about student learning, partnerships and experiences that worked well, and just as importantly that didn't work; and what they learned. Overall, the depth and breadth of this compilation of perspectives is needed at this point in our field�s history. --Tommy J. Van Cleave, Director of Service and Experiential Learning Office of the Provost, Iona College (09/01/2014)
Author Information
Patrick M. Green has served as the Director of the Center for Experiential Learning at Loyola University Chicago since its inception in August 2007. The Center for Experiential Learning houses five university-wide programs, including service-learning, academic internships, student employment / community-based federal work study, undergraduate research, and the electronic portfolio program. As a Clinical Instructor of Experiential Learning, Dr. Green teaches a variety of general elective experiential learning courses, engaging students in service-learning, community-based research, internship experiences, and undergraduate research. Dr. Green’s research includes the impact of experiential learning programs on skill development and career development (funded by the National Association of Colleges and Employers Research Foundation Grant), the meaning-making processes of reflection in service-learning/experiential learning, and the use of electronic portfolios in experiential learning (Inter/national Coalition for Electronic Portfolio Research). Dr. Green was chosen as an Engaged Scholar for National Campus Compact, and currently serves on the Board of Directors of the International Association for Research on Service-Learning and Community Engagement (IARSCLE). Mathew Johnson is an Associate Professor of Sociology and Environmental Studies, and Director of Academic Community Engagement (ACE), at Siena College, having been tenured faculty in the University of Maine System and serving as a Department Chair at West Virginia Wesleyan. He is the founding director of ACE including the Siena VISTA Fellows Program, the Siena Bonner Service Leaders Program, the Academic Service Learning/ Community Based Research Program, the Academic AmeriCorps Program, and International Service Internship Program that, combined, have brought more than 3 million dollars of state, federal, and private investments in community development partnerships throughout New York’s Capital Regio
