Dissertation/Thesis Abstract

Institutionalizing service-learning as a best practice of community engagement in higher education: Intra- and inter-institutional comparisons of the Carnegie Community Engagement Elective Classification Framework
by Plante, Jarrad D., Ed.D., University of Central Florida, 2015, 228; 3732117
Abstract (Summary)

Service-learning, with a longstanding history in American higher education (Burkhardt & Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system—Carnegie Community Engagement Classification—for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton & Crosby, 2011; Hurtado & DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, & Korn, 2007). Community engagement “is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening—rhetoric versus reality” (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types—a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders.

Indexing (document details)
Advisor: Cox, Thomas D., Robinson, Sandra L.
Commitee: Bowdon, Melody, Bryer, Tom
School: University of Central Florida
Department: Child, Family and Community Sciences
School Location: United States -- Florida
Source: DAI-A 77/04(E), Dissertation Abstracts International
Subjects: Educational leadership, Higher education
Keywords: Carnegie Community Engagement Classification, Institutionalization, Participatory excellence, Service learning
Publication Number: 3732117
ISBN: 978-1-339-18790-7
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy