Modeling Mutuality through Critical Service-Learning for Graduate Students Studying Higher Education

Autor/inn/en	Davis, Jemilia S.; Jaeger, Audrey J.; Pharr, Marsha B.
Titel	Modeling Mutuality through Critical Service-Learning for Graduate Students Studying Higher Education
Quelle	In: About Campus, 26 (2021) 2, S.4-9 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davis, Jemilia S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4822
DOI	10.1177/1086482220971267
Schlagwörter	Service Learning; Graduate Students; Postsecondary Education as a Field of Study; Masters Programs; Administrator Education; Federal Programs; Partnerships in Education; Social Justice; Student Personnel Services; North Carolina (Raleigh) + Suchen Sie Ihr Suchwort? Service-Learning; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Hochschulpartnerschaft; Soziale Gerechtigkeit
Abstract	At North Carolina State University (NC State), first-year master's students in the Higher Education Administration program enroll in the Foundations of Higher Education & Student Affairs (EAC 540) course that provides an introduction to the field of higher education and student affairs administration, including the historical and philosophical foundations of the field, changes and trends in the college student population over time, challenges that face practitioners, and professional ethics and standards. EAC 540's critical service-learning project places an emphasis on social justice concerns regarding inequitable access to higher education. This focus presented a unique opportunity to develop a partnership with a nationally recognized program that provides support, care, and concern for students who are underserved and underrepresented. In this article, the authors describe a 6-year partnership between the Higher Education graduate students at a land-grant university and the federally funded TRIO program housed at the university. Through this partnership and course, critical service-learning becomes a vehicle to meet two primary learning outcomes: (1) enact social justice values in professional contexts, including a specific functional area within higher education and student affairs; and (2) engage in service in higher education and student affairs with the intent to increase access for and inclusion of diverse college student populations. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01