The Scholarship of Engagement for Politics: - Higher Education ...
The Scholarship of Engagement for Politics: - Higher Education ...
The Scholarship of Engagement for Politics: - Higher Education ...
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<strong>Higher</strong> <strong>Education</strong> and Civic / Community <strong>Engagement</strong> in the UK<br />
Community-based learning involves students working in<br />
partnership with local communities and learning through a structured<br />
programme <strong>of</strong> learning which includes reflection. While this development<br />
has resulted in the significant growth <strong>of</strong> exciting and challenging volunteer<br />
activities, there has also been an increase in the certification <strong>of</strong><br />
volunteering and the development <strong>of</strong> an increasing number <strong>of</strong> academic<br />
programmes which accredit the learning involved. Throughout the UK we<br />
can find examples <strong>of</strong> universities recognising the challenge <strong>of</strong> establishing<br />
partnership-working with local and regional communities. Increasingly we<br />
can also find evidence <strong>of</strong> the development <strong>of</strong> community-based learning<br />
and research programmes as a response to this challenge. <strong>The</strong> <strong>Higher</strong><br />
<strong>Education</strong> Funding Council <strong>for</strong> England and Wales (HEFCE) has<br />
supported these developments through the Fund <strong>for</strong> the Development <strong>of</strong><br />
Teaching and Learning (FDTL) programmes, the establishment <strong>of</strong> centres<br />
<strong>of</strong> excellence in teaching and learning (CETLs) in this area, and the <strong>Higher</strong><br />
<strong>Education</strong> Academy (HEA) has encouraged this work through its subject<br />
centres.<br />
At the core <strong>of</strong> community service-learning is the pedagogy <strong>of</strong><br />
experiential learning which is based on the thought <strong>of</strong> John Dewey and<br />
more recently David Kolb et al.<br />
In the USA, the National Society <strong>for</strong> Experiential <strong>Education</strong> (NSEE)<br />
has since 1971 been engaged in the development <strong>of</strong> and research into<br />
experiential education and more recently the American Association <strong>of</strong><br />
<strong>Higher</strong> <strong>Education</strong> (AAHE), in partnership with the Corporation <strong>for</strong><br />
National Service, has commissioned volumes by leading academic figures<br />
to examine the importance <strong>of</strong> service-learning in HE. What is impressive<br />
about the work <strong>of</strong> the NSEE and the AAHE is that research is done not only<br />
on pedagogic practices but also, going beyond anecdotal evidence, there is<br />
research into the evaluation <strong>of</strong> the learning outcomes <strong>of</strong> service-learning.<br />
More recently there have been the International Service Learning Research<br />
Conferences which highlight the wide range <strong>of</strong> research being done<br />
internationally in this area. One <strong>of</strong> the leading research projects into the<br />
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