Service learning brings together students, academics and the community whereby all become teaching resources, problem solvers and partners. In addition to enhancing academic and real-world learning, the overall purpose of service learning is to instil in students a sense of civic engagement and responsibility and work towards positive social change within society.
Embedding Service Learning in European Higher Education promotes service learning as a pedagogical approach that develops civic engagement within higher education. It both describes and assesses the most recent developments and contextual positioning of service learning in European higher education and considers if and how the pedagogy is responding to European Union policy and the strategy of higher education institutions and towards engagement with broader societal issues.
With case studies from 12 universities across Europe, this book draws on existing practice, shares knowledge and develops best practice to provide conceptual and practical tools for teaching, researching and practising service learning. This book:
- exposes service learning as a key approach in terms of embedding a culture of political and civic literacy within higher education;
- considers service learning in Europe, an area of growing research in service learning practice;
- explores the issue of university social responsibility;
- presents chapters from leaders in the service learning movement at a national and international level.
Practical and engaging, Embedding Service Learning in European Higher Education is a fascinating read for anyone working in service learning as well as those working at universities with an interest in social and civic engagement and institutional reform.
Table of Contents
Lorraine McIlrath, Pilar Aramburuzabala and Hector Opazo
Section I Foundations of Service Learning within Europe
What Is Service Learning? Making Sense of The Pedagogy and Practice
Andrew Furco and Katrina Norvell
The Changing Face of Higher Education - Economic and Democratic Imperatives
Juliet Millican with Seth Pollack, Bruna Zani, Wolfgang Stark, Nives Mikelic Preradovic and Pilar Aramburuzabala
Youth Life Purpose - Evaluating Service Learning via Development of Lifelong ‘Radar’ for Community Contribution
Section II Europe Engage – Approaches to Service Learning
Europe Engage - Developing a Culture of Civic Engagement through Service Learning within Higher Education in Europe
Lorraine McIlrath, Pilar Aramburuzabala and Héctor Opazo
Service Learning, Civic Competencies and Work-Life Skills
Aura Nortomaa and Henrietta Grönlund
Understanding the Evolution of Service Learning at European Universities - Insights From Actor-Network Theory
Identified Service Learning Practices in European Higher Education
Nives Mikelic Preradovic and Wolfgang Stark
Section III European Higher Education Practice – Case Studies
National University of Ireland, Galway – Developing Service Learning as an Ethos and Practice
Lorraine McIlrath and Ruth McMenamin
Service Learning in Teacher Training – A Case Study of the Autonomous University of Madrid
Héctor Opazo and Pilar Aramburuzabala
Promoting Civic Engagement through Service Learning at the University of Bologna
Bruna Zani and Antonella Guarino
Service-Learning in Post-Communist Countries - Lithuania and Croatia
Nives Mikelic Preradovic and Natalija Mažeikienė
European Student Reflections and Perspectives on Service Learning
Aidan Harte, Arnaud Persyn, João Louro, Loes de Smet, Katherine Harvey, Kevin Laabs, Sara Minotti, Patricija Naujanyte, Riikka Porkolo, Sara Semenski, Elena Guerrerom with Lorraine McIlrath
Section IV Future Considerations for Service Learning in Europe
Institutionalisation of Service learning in European Higher Education
Lucas C. P. M. Meijs, Stephanie A. Maas and Pilar Aramburuzabala
Considerations for Service Learning in European Higher Education
Pilar Aramburuzabala, Maria João Vargas-Moniz, Héctor Opazo, Lorraine McIlrath and Wolfgang Stark
Pilar Aramburuzabala is an associate professor and department chair at the School of Teacher Training and Education of the Autonomous University of Madrid, Spain.
Lorraine McIlrath directs the Community Knowledge Initiative at the National University of Ireland Galway and has keynoted around the world and is an elected member of the Steering Committee of the Talloires Network since 2014.
Héctor Opazo is director and founder of the ABC lab (Laboratorio de Aprendizaje Basado en la Comunidad) and research professor at Universidad Católica Silva Henríquez Chile.