Engaged Pedagogy and Transformative Learning in Graduate Education: A Service-Learning Case Study

Autor/inn/en	Levkoe, Charles Z.; Brail, Shauna; Daniere, Amrita
Titel	Engaged Pedagogy and Transformative Learning in Graduate Education: A Service-Learning Case Study
Quelle	In: Canadian Journal of Higher Education, 44 (2014) 3, S.68-85 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Foreign Countries; Graduate Study; Service Learning; Case Studies; Transformative Learning; Course Evaluation; Academic Achievement; Professional Development; Citizen Participation; Geography; Geography Instruction; Planning; Qualitative Research; Statistical Analysis; Graduate Students; Feedback (Response); Canada (Toronto) + Suchen Sie Ihr Suchwort? Ausland; Aufbaustudium; Graduiertenstudium; Hauptstudium; Service-Learning; Case study; Fallstudie; Case Study; Pädagogische Transformation; Schulleistung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Geografie; Geography education; Geography lessons; Geografieunterricht; Ablaufplanung; Planungsprozess; Qualitative Forschung; Statistische Analyse; Graduate Study; Student; Students; Studentin
Abstract	Operating at the interface between ideas and action, graduate education in geography and planning has a responsibility to provide students with theoretical and practical training. This paper describes service-learning as a form of engaged pedagogy, exploring its ability to interrogate notions related to the "professional turn" and its contributions to transformative learning. Using a case study of a graduate-level service-learning course at the University of Toronto, we address the challenges associated with service-learning and highlight opportunities for students, faculty, universities, and community organizations. Our case study is based on assessment and analysis of the course and contributions to student learning, professional development, and community engagement. We contend that, at the graduate level, service-learning is an underutilized pedagogical tool. Service-learning can impart high-demand skills to graduate students by transforming how students learn and move from knowledge into ideas and ultimately action, and by offering opportunities for developing higher-order reasoning and critical thinking. (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://www.csshe-scees.ca/cjhe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01