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What Ever Happened to Deeper Teaching?:(Re) Considering Process and Outcomes
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This chapter reflects our long history as collaborators around issues of service-learning and literacy. That history, beginning as co-teachers of an undergraduate service-learning course at the University of Michigan in 1995, has since moved with us across time and institutional contexts into new spaces, places, and understandings of service-learning. Our interest, in this chapter, takes up these issues of time, space, and place, and considers how our theorizing of service-learning has broadened and changed over time. In it, we discuss predominate ways of conceptualizing and theorizing service in undergraduate contexts; our work across service-learning courses and sites; and new possibilities for understanding service-learning in relation to space.
Introduction: Teaching From Within The Heart of a Teacher: Identity and Integrity in Teaching A Culture of Fear: Education and the Disconnected Life The Hidden Wholeness: Paradox in Teaching and Learning Knowing in Community: Joined by the Grace of Great Things Teaching in Community: A Subject-Centered Education Learning in Community: The Conversation of Colleagues Divided No More: Teaching from a Heart of Hope.
Examines the obstacles to productive collaborations between academic and student affairs. Argues that faculty and student affairs professionals should embrace their essential differences, such as opposite personality styles, formal learning, individuality and community, and power and powerlessness. Such differences offer students examples of the various approaches to life's questions. (RJM)
Literature on teaching and learning in college classrooms is reviewed and findings are discussed through a generational lens. From assumptions about generations of students, recommendations for enhancing student learning-especially for Millennial students-are provided.
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