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Leveraging Partnerships to Support Community-Based Learning in a College of Education

Leveraging Partnerships to Support Community-Based Learning in a College of Education

Danielle E. Dani, Min Lun Wu, Sara L. Hartman, Greg Kessler, Theda Marie Gibbs Grey, Chang Liu, Julie Barnhart Francis
Copyright: © 2020 |Pages: 32
ISBN13: 9781799813064|ISBN10: 1799813061|EISBN13: 9781799813071
DOI: 10.4018/978-1-7998-1306-4.ch003
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MLA

Dani, Danielle E., et al. "Leveraging Partnerships to Support Community-Based Learning in a College of Education." Handbook of Research on Adult Learning in Higher Education, edited by Mabel C.P.O. Okojie and Tinukwa C. Boulder, IGI Global, 2020, pp. 58-89. https://doi.org/10.4018/978-1-7998-1306-4.ch003

APA

Dani, D. E., Wu, M. L., Hartman, S. L., Kessler, G., Gibbs Grey, T. M., Liu, C., & Francis, J. B. (2020). Leveraging Partnerships to Support Community-Based Learning in a College of Education. In M. Okojie & T. Boulder (Eds.), Handbook of Research on Adult Learning in Higher Education (pp. 58-89). IGI Global. https://doi.org/10.4018/978-1-7998-1306-4.ch003

Chicago

Dani, Danielle E., et al. "Leveraging Partnerships to Support Community-Based Learning in a College of Education." In Handbook of Research on Adult Learning in Higher Education, edited by Mabel C.P.O. Okojie and Tinukwa C. Boulder, 58-89. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1306-4.ch003

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Abstract

This chapter presents a model for leveraging community engagement to support learning in higher education institutions. The model capitalizes on bi-directional and mutually beneficial school-university and university-community partnerships. It purposefully attends to local societal problem-solving. The model uses collaborative and problem-based learning as pedagogical approaches to promote interdisciplinary learning in and about the local and regional community. The chapter provides examples of how this model was applied in third space; utilized the distributed expertise of faculty, students, and community organizations and professionals; and developed technology-enhanced products and processes that impact formal and informal learning of individuals in P-24 and beyond.

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