Service Learning

Die österreichische Sommerschule als Service-Learning. Ein Beitrag zur Professionalisierung?

“…In diesem Kontext zielen Konzepte des Service-Learnings auf den häufig beschworenen Theorie-Praxis-Gap und versuchen hierbei einen professionell begleiteten Wissenstransfer zwischen beiden Sphären zu gewährleisten (Resch & Schrittesser, 2021). Ferner sind diese Konzepte auch in die sogenannte Third Mission eingebettet, bei der es um eine Verzahnung von zivilgesellschaftlichem Engagement und professioneller Entwicklung geht (Backhaus-Maul & Jahr, 2021). Hiervon wird erwartet, dass Student*innen z.…”

On Reflection: Learning, Meaning and Identity in the Design Studio

“…In today's higher education landscape, the focus is increasingly on the pursuit of inter-and transdisciplinarity with universities moving towards new models such as service-learning [7] -the idea that university teaching and research should be conceived to "serve" the needs of civil society, and transformative research [8] -research as a process to drive change processes and social innovation for and with society. While these ideas are transforming the way that institutions conceive their purpose, the focus in creative learning has moved away from Schön's focus on what the tutor does and towards what the student does [9] and how the university interacts with external actors in transdisciplinary interactions.…”

Transdisciplinary University Cooperation Project for Sustainable Development and Lifelong Learning: Result of a Cameroonian Plastic Waste Management School Project within the Framework of Greening Africa Together CO<sub>2</sub> Compensation

“…concepts are semantically close to service-learning such as practical training, which is a phase to apply academic knowledge, or volunteering, given that it is a voluntary commitment of the individual within movements of civil society (Frank et al, 2009). However, in addition to the courses received in a transdisciplinary approach at school, including several disciplines and professional profiles of trainers and students, in the service-learning process, the learner will add a practical application phase of this knowledge in order to solve a social problem submitted by the practitioners (Backhaus-Maul & Jahr, 2021). Consequently, active participants of the didactic intervention in the context of service-learning are recruited both among experts and scholars from the HEIs, who possess the theoretical and scientific knowledge, among practitioners and professionals from Non-Governmental Organisations (NGOs) and communities, who will work collegially with the scholars in order to bring a double theoretical (scientific-heuristic) and practical solution to the problem addressed.…”