ARTIKELS

Anderson, L. W. and Krathwohl, D. R., et al (Eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Allyn & Bacon. Boston, MA (Pearson Education Group).

Baccarna, B. ea (2016). Governing Quintuple Helix Innovation: Urban Living Labs and Socio-Ecological Entrepreneurship. Technology Innovation Management Review March – Volume 6, Issue 3

Barnett, R. (2016), Understanding the University, Abingdon: Routledge.

Beckman & Long (2016): Beckman, M. and Long, J.F. (2016). Community-Based Research: Teaching for Community Impact. Sterling, Virginia: Stylus Publishing LLC

Bedri, Z., de Fréin, R. and Dowling, G. (2017). Community-based Learning: A Primer. Dublin: Dublin Institute of Technology

Biberhofer, P., Rammel, C. (2017). Transdisciplinary learning and teaching as answers to urban sustainability challenges. International Journal of Sustainability in Higher Education 18 (1), 63-83.

Biggs, J. and Tang, C. (2009). Teaching for Quality Learning at University: What the Student Does. 3rd edition.

Berkshire, England: Society for Research into Higher Education & Open University Press.

Bostrom, M. (2018). Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach. Sustainability, Vol. 10, 4479

Bringle, R.G. (2017). Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies. Michigan Journal of Community Service Learning Fall 2017, pp. 49–63.

Carayannis, E. G. and Campbell, D. F. J. (2012). Mode 3 knowledge production in quadruple helix innovation systems : 21st-century democracy, innovation, and entrepreneurship for development. New York; London: Springer.

Carlisle, S.K., Gourd, K., Rajkhan, S., Nitta, K. (2017). Assessing the Impact of Community-Based Learning on Students: The Community Based Learning Impact Scale (CBLIS). Journal of Service-Learning in Higher Education. Vol 6 (1), 4-22.

Chambers, R. (2005), Ideas for Development, London, Earthscan Publications. Cited by UNESCO Bangkok (2008), Reinventing Higher Education: Toward Participatory and Sustainable Development, http://unesdoc.unesco.org/images/0016/001631/163155e.pdf

Chupp, M.G., Joseph, M.L. (2010).Getting the Most Out of Service Learning: Maximizing Student, University and Community Impact. Journal of Community Practice, 18:190–212, 2010

Clayton, P.H. ea (2010). Differentiating and Assessing Relationships in Service-Learning and Civic Engagement: Exploitative, Transactional, or Transformational. Michigan Journal of Community Service Learning, 16 (2), 5-22.

Clement, J. (2014) Inspirerend coachen: de kunst van dynamisch en uitdagend communiceren. Leuven: LannooCampus.

De Greef, L. et al. (2017). Designing Interdisciplinary Education: A Practical Handbook for University Teachers. Amsterdam University Press.

Dolgon, C.W., Mitchell, T.D., Eatman, T.K. eds  (2017). The Cambridge Handbook of Service Learning and Community Engagement. Cambridge, UK: Cambridge University Press.

Dunn, L. (2002). Selecting methods of assessment Learning and Teaching Briefing Papers Series,
Oxford Centre for Staff and Learning Development OCSLD

El-Askari G., Freestone J., Irizary C., Kruat K.L., Mashiyama S.T., Morgan M.A. and Walton S. (1998), The Healthy Neighborhoods Project: A Local Health Department’s Role in Catalyzing Community Development Health Education and Behavior, Vol. 25(2), p.147

Eyler, J. and Giles, D. (1999). Where’s the Learning in Service-Learning? San Francisco, CA: Jossey-Bass.

Elsen, M., Visser-Wijnveen, G.J., Van der Rijst, R.M. & Van Driel, J.H. (2009), How to strengthen the connection between research and teaching in undergraduate university education, Higher Education Quaterly63 (1), 64-85.

Furco, A. (1996). Service‐Learning: A Balanced Approach to Experiential Education. Expanding Boundaries: Service and Learning. Washington DC: Corporation for National Service, 2‐6.

Gallini, S.M., & Moely, B.E. (2003). Service-learning and engagement, academic challenge, and retention. Michigan Journal of Community Service Learning, 10(1), 5-14.

Grant, H., & Dweck, C. S. (2003). Clarifying achieving goals and their their impact. Journal of Personality and Social Psychology. Vol. 85, No. 3, 541–553

Gregorová, A.B., Heinzova, Z., Chovancova, K. (2016).The Impact of Service-Learning on Students’ Key Competences. International Journal of Research on Service-Learning and Community Engagement Volume 4, Issue 1.

Guajardo, M.A., Janson, C. and Militello, M. (2016). Reframing Community Partnerships in Education: Uniting the Power of Place and Wisdom of People. Routledge. 198 pgs.

Gulikers, J. & Oonk, C. (2019). Towards a Rubric for Stimulating and Evaluating Sustainable Learning. Sustainability, 11, 969

Guthrie, K.L. &  McCracken, H. (2010). Teaching and Learning Social Justice through Online Service-Learning Courses. International Review of Research in Open and Distance Learning 11(3).

Hartman, E. (2013). No values, no democracy: The essential partisanship of a civic engagement movement. Michigan Journal of Community Service Learning, 19(2), 58-71 

Hockings, C. (2010). Inclusive learning and teaching in higher education: a synthesis of research. EvidenceNet

Healey, M. (2005). Linking research and teaching: Exploring disciplinary spaces and the role of inquiry-based teaching. In R. Barnett, (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 67–78). Buckingham, UK: McGraw-Hill/Open University Press.

Hollander, E.L., Saltmarsh, J. and Zlotkowski, E., Eds. (2001). Indicators of Engagement. In book: Learning to Serve: promoting civil society through service-learning. Norwell, Mass.: Kluwer.

Howe, C.W, Coleman, K. Hamshaw, K., Westdijk, K. (2014). Student Development and Service-Learning: A Three-Phased Model for Course Design. International Journal of Research on Service-Learning and Community Engagement. 2 (1), 44-62

Jacoby, B. (2015). Service-Learning Essentials : Questions, Answers, and Lessons Learned. San Francisco, CA: Jossey-Bass.  (chapt 1 – chapt 2 – chapt 3 – chapt 4 – chapt 6 – chapt 8)

Kecskes, K. (2015). Collectivizing our impact: Engaging departments and academic change. Partnerships: A Journal of ServiceLearning and Civic Engagement, (6) 3.

Kretzmann, John and McKnight, John P. Asset-based Community Development. National Civic Review. Volume 85, Issue 4. Winter 1996.

Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4, 193-212. http://dx.doi.org/10.5465/AMLE.2005.17268566

Kuh, G.D. (2009). High impact activities: What they are, why they work, who benefits. In Rust, C. (Ed.), Improving student learning through the curriculum (pp. 20-39). Oxford: Oxford Centre for Staff and Learning Development, Oxford Brookes University.

Laing, S. and Maddison, E. (2007) ‘The CUPP model in context’, in A. Hart, E. Maddison and D. Wolff (eds.) Community-university partnerships in practice, Leicester, UK: National Institute of Adult Continuing Education, 8-20.

Lin, P.L. (2011). Service-learning in Higher Education: National and International Connections, Indiana: University of Indianapolis Press

Lingsma, M. & Scholten, M. (2007) Coachen op competentieontwikkeling. Amsterdam: Uitgeverij Boom/Nelissen.

Macintyr, T. ea (2018). Towards transformative social learning on the path to 1.5 degrees. Current Opinion in Environmental Sustainability. Vol 31:80–87

Malvey, D., Hamby E. and Fottler, M. D. (2006). E-Service Learning: A Pedagogic Innovation for Healthcare Management Education. Journal of Health Administration Education, 23 (2), 181-198.

Mariën, I & Baelden, D. (2015). 8 Profielen van Digitale Ongelijkheden. Idealic.be

Mariken (G.M.F.) Elsen, M. ea (2009). How to Strengthen the Connection between Research and Teaching in Undergraduate University Education. Higher Education Quarterly. Volume 63, No. 1, pp 64–85)

McClelland, D.C. (1973). Testing for competence rather than for intelligence. American Psychologist, 28, 1-14.

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield MA:CAST Professional Publishing.

Mitchell, T.D. (2008). Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models. Michigan Journal of Community Service Learning, pp.50-65.

Moore, A.B. (2009) Community Development Practice: Theory in Action. Journal of the Community Development Society, 33, 20-32. https://doi.org/10.1080/15575330209490140

Morton, K. (1995). The irony of service: Charity, Project and Social Change in Service-Learning. Michigan Journal of Community Service Learning, 2, 19-32.

Morton, K.,  Bergbauer, S. (2015). A Case for Community: Starting with Relationships and
Prioritizing Community as Method in Service-Learning. Michigan Journal of Community Service Learning, pp.18-31.

Mottart, M. (2017). Handvaten voor een duurzame institutionele inbedding van service-learning in de Vlaamse hogeronderwijscontext. O.R.B. 2017-18/3.

Nieuwenhuis, M. (2010). The Art of Management. Marcel Nieuwenhuis. Retrieved from http://www.the-art.nl

O‘Connor, K.M.; McEwen, L.; Owen, D.; Lynch, K. & Hill, S. (2011). Literature review: Embedding community engagement in the curriculum: An example of university-public engagement. NCCPE

Petkus, E. (2000). Theoretical and Practical Framework for Service-Learning in Marketing: Kolb’s Experiential Learning Cycle. Journal of Marketing Education. 22(1):64-70.

Rich, B. (2003). Ethical Issues and Questions for Service-Learning Faculty and Administrators in Urban Universities. Metropolitan Universities journal. Vol 14 No 3 , pp 111-121

Rutherford, A.G; Kerr, B. (2008). An inclusive approach to online Learning environments: Models and Resources. Turkish Online Journal of Distance Education-TOJDE, Vol. 9.2 

Sandy, M., Holland, B.A. (2006). Different Worlds and Common Ground: Community Partner Perspectives on Campus-Community Partnerships. Michigan Journal of Community Service Learning. 13 (1): 30–43.

Saltmarsh, J. (1996). Education for critical Citizenship: John Dewey’s Contribution to the Pedagogy of Community Service Learning. Michigan Journal of Community Service Learning, vol. 3, 13-21.

Schaffer, S.P. ea (2008). A framework for Cross-Disciplinary Team Learning and Performance. Performance Improvement Quarterly, 21(3), pp. 7-21 

Seider, S.C., Gillmor, S. & Rabinowicz, S. (2012). The Impact of Community Service Learning Upon the Expected Political Voice of Participating College Students. Journal of Adolescent Research, 27(1), 44-77

Shaw, M. and Crowther, J. (2017). Adult education, community development and democracy: Renegotiating the terms of engagement. Community Development Journal. 49(3):390-406.

Simonet, D. (2008). Service-learning and academic success: The links to retention research. Minnesota Campus Compact

Simons, L. & Cleary, B. (2006). The Influence of Service Learning on Students‘ Personal and Social Development. College Teaching 54:4, pp. 307-319

Smith, E. (2011). Teaching critical reflection. Teaching in Higher Education Volume 16, Issue 2 

Spaapen, J. ; and van Drooge, L. (2011). Introducing ‘productive interactions’ in social impact assessment. Research Evaluation 20(3):211-218.

Stater, KJ & Fotheringham, E. (2009). Mechanisms for Institutionalizing ServiceLearning and Community Partner Outcomes. Journal of Higher Education Outreach and Engagement, Volume 13, Number 2, p. 7

Sterling, S. (2010). Learning for resilience, or the resilient learner? Towards a necessary reconciliation in a paradigm of sustainable education. Environ. Educ. Res, 16, 511–528.

Strand, K., Marullo, S., Cutforth, N., Stoecker, R., & Donohue, P. (2003). Community-based research and higher education: principles and practices. San Francisco, CA: Jossey-Bass.

Stoecker, R and Tryon, E.A., Eds. (2009). The Unheard Voices: Community Organizations and Service Learning. Temple University, 232 pgs.

Tassone, V.C ea (2017). (Re-)designing higher education curricula in times of systemic dysfunction: a responsible research and innovation perspective. High Educ (2018) 76:337–352.

Tremblay, C. (2017). Impact Assessment: Community Engaged Research at the University of Victoria. Retrieved on October 15, 2019 from: http://unescochaircbrsr.org/pdf/resource/CER_Impact_Uvic_March_2017.pdf

Tuckman, Bruce (1965). Developmental sequence in small groups. Psychological Bulletin. 63 (6): 384–99.

Van Den Akker, J. ea eds. (2003). Curriculum Landscapes and Trends. Springer.

Verbiest, E. (2016). Professionele leergemeenschappen, een inleiding. Garant, Uitgevers N.V., 121 pgs.

Vernon, A., Ward, K. (1999). Campus and Community Partnerships: Assessing Impacts and Strengthening Connections. Michigan Journal of Community Service Learning. 6 (1).

Villegas, AM & Tamara, L. (2007). The Culturally Responsive Teacher. Educational leadership: journal of the Department of Supervision and Curriculum Development, N.E.A 64(6):28-33

Vogelgesang, L.J. & Astin, A.W. (2000). Comparing the effects of community service and  service-learning. Michigan Journal of Community Service Learning, v7 p25-34

Waldner, L.S. ea (2012). E-Service-Learning: The Evolution of Service-Learning to Engage a Growing Online Student Population.  Journal of Higher Education Outreach and Engagement, Volume 16, Number 2, p. 123

Wafa, S. (2017). Gauging the Impact of Community University Engagement Initiatives in India. ASEAN Journal of Community Engagement, Volume I, Number 1.

Wickson, F. & Carew, A.L. (2014). Quality criteria and indicators for responsible research and innovation: Learning from transdisciplinarity, Journal of Responsible Innovation

Yamamura, E.K.; Koth, K. (2018). Place-Based Community Engagement in Higher Education: A Strategy to Transform Universities and Communities. Sterling VA: Stylus.

BOEKEN IN DE CENTRALE VUB BIBLIOTHEEK

Arnsparger, A.; Austin, A.E.; Brown, M. (2016). Envisioning the Faculty for the Twenty-First Century : Moving to a Mission-Oriented and Learner-Centered Model. te verkrijgen als e-book in VUB bibliotheek

Bloom, M.; Gascoigne, C. (2017). Creating Experiential Learning Opportunities for Language Learners: Acting Locally while Thinking Globally.  te verkrijgen als e-book in VUB bilbiotheek

Blum, N. (2012). Education, Community Engagement and Sustainable Development : Negotiating Environmental Knowledge in Monteverde, Costa Rica. te verkrijgen als e-book in VUB bilbiotheek

Bringle, R.G., Phillips, M.A., Hudson, M. (2004). The measure of service learning: research scales to assess student experiences. Washington (D.C.) : American Psychological Association. te verkrijgen in VUB bibliotheek

Cress, C. M., Collier, P. & Reitenauer, V. (2005). Learning through serving: A student guidebook for service-learning across the disciplines. Virginia: Stylus Publishing. te verkrijgen als e-book in VUB bibliotheek

Dolgon,  C., Mitchell, T.D., Eatman, T.K. (2017). The Cambridge handbook of service learning and community engagement. Cambridge: Cambridge University Press. te verkrijgen als e-book in VUB bibliotheek

Eynon, B.; Gambino,L.M.; Kuh, G.D. (2017). High-impact ePortfolio practice: a catalyst for student, faculty, and institutional Learning.  te verkrijgen als e-book in VUB bilbiotheek

Heijnen, A.; van der Vaart, R (2018). Places of Engagement : Reflections on Higher Education in 2040 – A Global Approach.  te verkrijgen als e-book in VUB bilbiotheek

Inman, P.; Schuetze,H.G.; Adam, M. (2010). The community engagement and service mission of universities.  te verkrijgen als e-book in VUB bilbiotheek

Wilczenski, F.L.,  Coomey, S.M. (2007). A Practical Guide to Service Learning : Strategies for Positive Development in Schools. Boston, MA: Springer Science+Business Media. te verkrijgen als e-book in VUB bibliotheek

Stevens, C.A. (2008). Service learning for health, physical education and recreation: a step-by-step guide.  Leeds: Human Kinetics. te verkrijgen in VUB bibliotheek

Journal of Community Engagement and Higher Education e-journal. te verkrijgen in VUB bibliotheek

 

TOOLKITS & CONCRETE INSTRUMENTEN

SUSTAINABILITY EDUCATION: University SDG Guide (SDSN)

BLENDED LEARNING: Praktijkgids Blended Leren (VUB)

PARTNERSHIPS: Partnership Planning Cards (NCCPE)

PARTNERSHIPS: Partnership Purpose Cards (NCCPE)

REFLECTION: MSP Reflection Methods (WUR)

REFLECTION: Reflection Toolkit (University of Edinburgh)

ASSESSMENT: Evaluation Checklists (Living Knowledge)

COMPETENCIES: EnRRICH-tool for educators (Living Knowledge)

PLANNING & DESIGNING: Teacher Training Manual (University of Nebraska Omaha)

PREPARING: Toolkit for Preparing Students (Carolina Centre for Public Service)

LESSON PLANS: Community Engagement Workbook (RRI-toolkit)

ASSESSMENT: Self-Assessment rubric (Brown University)

URBAN CHALLENGES: UCITYLAB-toolkit (Erasmus +)

DIVERSITY: Inclusion Worksheet

ASSESSMENT: Impact Wizard (Sociale Innovatie Fabriek)

ASSESSMENT: (Koppelingen naar een externe site.) EDGE-selfassessment tool (NCCPE)

BLENDED LEARNING: eGUIDE on Online Deliberative Dialogue (Bang the Table)

 

 MOOCS & SPOOCS

 

WEBSITES

CIRCLET:  Building on the core activity of supporting the redesign of courses, CIRCLET will produce resources for academic staff in the digital era and will offer academics in each institution an opportunity to participate in (trans)national learning circles and in an online Continuing Professional Development (CPD) module. These resources, once developed and piloted, will be made available to the wider Living Knowledge community with a view to supporting Science Shop practice internationally. CIRCLET builds on a number of other projects, led by the Living Knowledge Network .

ENtRANCE: Van 2018 tot 2020 coördineert VUB-WTNSCHP het Erasmus+ project ENtRANCE: ENgaged ReseArch coNnecting Community with higher Education. Samen met 4 andere Europese hogeronderwijsinstellingen uit Portugal (Instituto Universitário da Maia), Finland (Lahti University of Applied Sciences), Nederland (Wageningen University) en Litouwen (Vilnius College of Technologies and Design) willen ze de sociale verantwoordelijkheid van studenten en docenten verhogen via maatschappelijk gebaseerd onderzoek i.s.m. non-profitorganisaties.stelt een flexibele, multidisciplinaire benadering voor die studenten en docenten betrekt in onderzoeksprojecten met non-profitorganisaties, bijvoorbeeld via Wetenschapswinkels. Zo zal het project een training ontwikkelen voor docenten en zullen er pilootprojecten lopen in elk land die studenten, docenten/onderzoekers en organisaties laat samenwerken in multidisciplinaire teams om zo onderzoeksvragen te beantwoorden van organisaties. Het project begint met een grootschalige behoefteanalyse bij organisaties en een impactstudie van Wetenschapswinkelonderzoek, wat de basis zal vormen voor de rest van het project. ENtRANCE is gecofinancierd door het Erasmus+ programma van de Europese Unie. Meer informatie vind je op www.entrance-project.eu

EnRRICH staat voor “Enhancing Responsible Research and Innovation through Curricula in Higher Education”. Van juli 2015 tot maart 2018 heeft het project maatschappijgebaseerd onderzoek verankerd in curricula van het hoger onderwijs, en zo maatschappelijk verantwoord onderzoek en innovatie, kortweg RR, ingeburgerd bij studenten, docenten en onderzoekers aan Europese hogescholen en universiteiten. Het Expertisecentrum Wetenschapscommunicatie Brussel coördineerde dit project met dertien Europese partners (11 hogeronderwijsinstellingen, een vzw en een onderzoeksinstelling) dat gesubsidieerd werd door de Europese Commissie in het Science With And For Society -programma van Horizon2020.
Wetenschapswinkel Brussel: Een mooi voorbeeld van RRI in curricula is de Brusselse Wetenschapswinkel, die onderzoeksvragen van non-profitorganisaties linkt met eindwerken van studenten. Op deze manier leren studenten niet enkel het werkveld en de daarbij horende problemen kennen, maar komen ze ook in aanraking met maatschappelijk verantwoord wetenschappelijk onderzoek. Want de studenten van vandaag zijn de onderzoekers van morgen!

 

EOSLHE | European Observatory of Service-LEarning in Higher Education

European Observatory of Service-Learning in Higher Education (EOSLHE):  space for cooperation and exchange among Service-Learning practicioners in Europe.

 

 

Europe Engage – Developing a Culture of Civic Engagement through Service-Learning within Higher Education in Europe: informatie over en inspirerende praktijkvoorbeelden van Service-Learning samengebracht in een online platform: https://europeengage.org. Je vindt hier ook een Service-Learning MOOC.

UCITYLAB: The University-City Action Lab project aims to strengthen the links between HEIs and the city stakeholders by having students solve city issues through a series of challenge projects in Paris, Barcelona, Porto and Ljubljana. It will do so by facilitating knowledge exchange and flow of resources, enhancing societal relevance of HEI curriculum via civic engagement, helping develop relevant skills among students, empowering universities in increasing their knowledge and practice in establishing urban partnerships, and fostering adoption of city engagement models in European HEIs.

 

Dit overzicht wordt verder aangevuld.