Connecting Theory and Practice: Our Experiences Developing Assignments and Opportunities for Undergraduate Students to Serve Communities
Saved in:
| Title: | Connecting Theory and Practice: Our Experiences Developing Assignments and Opportunities for Undergraduate Students to Serve Communities |
|---|---|
| Language: | English |
| Authors: | Alan Santinele Martino, Meaghan Edwards |
| Source: | Journal of Higher Education Outreach and Engagement. 2025 29(3):155-168. |
| Availability: | Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Theory Practice Relationship, Assignments, Service Learning, Undergraduate Students, Educational Innovation, Disabilities, Praxis, Cooperative Learning, Nontraditional Education, Capstone Experiences, Educational Practices, Best Practices, Inclusion, Curriculum Design, Learning Objectives, Learning Modules, Transfer of Training |
| ISSN: | 1534-6102 2164-8212 |
| Abstract: | This article explores innovative pedagogical approaches in a Canadian critical disability studies program, showcasing liberatory pedagogy through praxis. It emphasizes integrating community engagement with academic theory, exemplified by diverse assignments empowering students as social change agents. Assignments include collaboratively developed applied outputs (e.g., comic books, board games), involving community leaders' lived experiences, and nontraditional capstone projects (e.g., educational materials, community events) fostering advocacy and inclusion. These initiatives challenge academic boundaries, transforming societal attitudes. The article enriches discussions on higher education best practices, urging educators to embrace critical, community-engaged learning opportunities. These initiatives prepare students to navigate and influence disability and societal dynamics. The authors advocate for an educational paradigm as dynamic as society, ensuring students effect tangible, positive change. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486276 |
| Database: | ERIC |
Be the first to leave a comment!
