Der Beitrag zeigt einige Potenziale und Restriktionen des Wissenstransfers zwischen Hochschulen und Zivilgesellschaft auf und konkretisiert dieses Thema aufgrund einer mittlerweile über zehnjährigen Erfahrung mit Lernen im Engagement bzw. mit der Lehr- und Lernmethode Service Learning im Kontext von Universität und Zivilgesellschaft. Im ersten Kapitel wird der Wissenstransfer zwischen Hochschulen und Zivilgesellschaft erläutert, dabei die normativ aufgeladene Idee einer „Third Mission“ verworfen, ein sehr kurzer Blick in die Binnen- und Außenwelt von Hochschulen geworfen und die Konturen der organisierten Zivilgesellschaft umrissen. Anschließend wird im zweiten Teil des Beitrags Service Learning als ein wichtiger Baustein des Transfers kurz dargestellt und erläutert. Der Beitrag schließt mit einer ersten Einschätzung zur Entwicklungsperspektive des Wissenstransfers.

In der „Industry Research Project Week“ sollen von Student_innen innovative (technische) Lösungen entwickelt werden. Dabei handelt es sich um ein praxisnahes, interdisziplinäres Lernangebot für Student_innen im Master- respektive Diplomstudium. Die Realisierung der Projektwoche erfolgte im Rahmen einer kooperativen Lehrveranstaltung von HTW und TU Dresden. Für das kollaborative Lernen werden die Studierenden in Form gemischter Kleingruppen zusammengeführt. Unter tutorieller Betreuung arbeiten sie an konkreten Fallbeispielen und entwickeln erste Lösungsvorschläge (Prototypen) für die Praxis. Als Partner für die Projektwoche standen das Fraunhofer IWU sowie die Kunsthochschule Halle/ S. zur Verfügung.

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Published Article / The value of interactive reflective activities in the development of a universal orientation among service-learning students is explored. Psychology students participated in a service-learning module that incorporated various reflective activities. The hypothesis that exposure to reflective activities would result in change with regard to students' universal orientation, was confirmed. The most significant changes were seen in students who were involved in interactive reflective activities. These results support the value of dialogue and group interaction in students' development toward a universal orientation to life. Interactive reflection (embedded in the philosophy of human mediated constructivist learning and connected knowing) models the idea of interdependence and maximises students' perspectives of "we-ness".

Developmental education is a vital component to the transition from secondary to post-secondary education and has been the subject of much discussion related to current challenges faced in the changing academic environment. Through examination of three successful movements in higher education, the service-learning, Open Educational Resources (OER) and sustainability movements, attributes of effective reform will be discussed and analyzed. Levers for transformative change in post-secondary education will be discussed and applied to developmental education in an attempt to resituate developmental education and provide proactive suggestions for reform. / text

This study examined the role service learning might play in increasing students’ public speaking self-efficacy in a required public speaking course. By increasing students’ public speaking mastery experiences with real world audiences and by providing them with additional feedback from community professionals in the audience, a service learning approach might potentially raise students’ perceptions of public speaking selfefficacy beyond what is gained from a public speaking course taught in a traditional way. A repeated measures, quasi-experimental study design with a comparison group was utilized in this study. Participants included 274 students enrolled in service learning public speaking courses and 328 students enrolled in traditionally taught public speaking courses at the University of Kentucky during the fall 2010 semester. Students enrolled in the service learning sections participated in at least 10 hours of service at a local nonprofit agency in lieu of classroom “seat time” over the course of the semester and developed their speech assignments around the experiences they had at the agency. First, this study attempted to provide support for a new measure of public speaking selfefficacy. In addition, it examined the relationship between students’ public speaking selfefficacy and their public speaking skill, as well as whether students enrolled in the service learning sections experienced different levels of public speaking self-efficacy than their non-service learning counterparts. This study also aimed to discover which sources of self-efficacy are most influential for students in developing their public speaking self-efficacy. Finally, this study compared speech performance ratings (including overall speech performance generally and delivery, structure, and content specifically) of students enrolled in service learning sections and students enrolled in traditional sections. Overall, results provided support for a new public speaking selfefficacy scale. In addition, public speaking self-efficacy and skill were weakly correlated. Next, service-learning and non-service learning students did not differ significantly on measures of public speaking self-efficacy or skill. Finally, mastery experiences seemed to have a larger impact on public speaking self-efficacy for servicelearning students than for non-service learning students.

Our educational system has long claimed that preparing students to be active citizens is one of its main goals. With high-stakes testing pressures, schools with high minority enrollment have been found to cut back social studies programs and/or implement a drill and practice fragmented teaching style. (Center on Education Policy, 2007; McNeil and Valenzuela, 2000). This research project seeks to understand how civic engagement opportunities were provided for, the impact of these opportunities on students and community members in Corpus Christi, Texas, during the last 15 years, and the ways in which these opportunities may serve to maximize civic engagement for today’s Latino/a student. Using oral histories and archival data as a means to uncover the history of civic-minded organizations in Corpus Christi, Texas, on high school youth and their community, this research project will investigate the founding of the organizations, the people involved in them, and the impact of these organizations as it is perceived by alumni and those with direct experience of the organizations. While a study of this type may not be highly generalizable, it will provide new insights into promising civic education and engagement for previously marginalized groups of students. The findings of this research should add to the educational and social science literature by providing a nuanced understanding of how civic engagement opportunities may be tailored to fit into the learning environment of the high school civics classroom and beyond. / text

In this project, I theorize public pedagogy in rhetoric and composition by examining a series of case studies within the writing programs and departments of the University of Arizona, Syracuse University, and Oberlin College. This cross-institutional study employs comparative analysis of historical, pedagogical, and institutional documents, as well as interviews I conducted with 19 faculty, administrators, and graduate teaching assistants. First, I draw on archival data to construct institutional histories that trace "town and gown" relations and institutional commitments to equality, social justice, religious and moral education, and the ideals of a land-grant mission. Then, building on these histories, I identify administrative practices that offer sustainable models for long-term public pedagogies. This research employs stakeholder theory to examine what is at stake for students and instructors engaging in public pedagogies. More specifically, I use transformative learning theory to discuss the potential rewards for students who "go public" with their writing and experiences. Finally, I examine classroom practices of instructors and argue for a theory of public pedagogy that is rhetorical, transformative, and located. I offer a model that suggests how writing program administrators might locate public pedagogies within their institution, program, and/or classrooms. I also provide instructors of rhetoric and composition with a series of questions and a graphic for usage when developing public pedagogies within their courses. This study contributes to current scholarly conversations about public writing, community outreach, and civic engagement by examining how programs and pedagogies function across different institutional contexts.