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Essays
This section contains essays written
by faculty, administrators, and practitioners about their
programs or specific courses in their programs. They are designed
to share insights with others intersted in particular models
or courses. The Bonner Foundation is working on publishing
these resources in a workbook.
- Stan Dotson, Director of the LifeWorks Learning
Partnership and Certificate Program, writes about
the integrated structure of Mars Hill’s general education
requirement and the co-curricular program. From his perspective,
the link between student and community is vital, as well
as the context of history, one’s self-awareness, and
critical observations. (read
essay)
- Kyle Bray, Program Coordinator of Portland State
University’s Community-University Partnerships for
Learning Program, writes about the importance of
integrating curricular with co-curricular and bridging the
gap between the minor certificate and the student leaders
organization at PSU. (read
essay)
- Mary Trigg, Director of Rutgers University/Douglas
College’s Institute for Women’s Leadership,
writes about the importance of a woman’s leadership
program and how to create a program that culminates to a
social action project and capstone, makes social, gendered
change. (See Liberal Education, AAC&U). (read
essay)
- Beth Paul, Professor at The College of New Jersey,
writing about the Campus Community Collaborative Course
discusses the experience of a student’s development
in a one semester CBR course and how that assisted in the
development of the program into three semesters, which empowers
students to become part of the Trenton community while understanding
the dynamics of poverty. (read
essay)
- Antonino Scarpati, Assistant Dean of Students
and Stuart Carroll, Professor, School of Education, at The
College of New Jersey, discusses his introductory
course on poverty that assists students on the importance
of poverty, the variables that effect and sustain poverty,
and how to eradicate this social issue with selected texts
and a service trip component. (read
essay)
- Kathy O’Byrne Professor and Director of
the Center for Community Learning, writes about
the development of a CBR course that effectively draws community
partners to participate in class with students who become
involved in that organization’s project, research,
and evaluation in a symbiotic environment. (read
essay)
- Kevin Dean, Professor and Director of the Honors
Program at West Chester University, writes about
the way the Honors program changed from a rather elite stature
to instead follow the motto “To be honorable is to
serve.” Thus, the program, its courses, and student
development follows the path of self and social reflection
to effectively engage students in serving their communities
with honors. (read
essay)
- Stacy Taylor, Director of the Shepard Poverty
Alliance at Washington & Lee University, writes
how effected students were by a program that initially was
only to last 6 months that it has continued successfully
for 6 years. Her essay focuses on the importance of addressing
poverty, having interdisciplinary approaches, and student
drive are to a successful program. (read essay)
- Bruce Payne, Professor and Lecturer of Public
Policy Studies at The Terri Stanford Institute of Public
Policy, Duke University, writes about the importance
of incorporating the Arts and Humanities in engaging students
with civic leadership, service, and to create social change.
(read essay)
- Alex Byrd, Professor at Rice University,
writes about a service learning course he developed and
how it has changed and improved since its initiation. (read
essay)
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