Titlebook: Learning Through Community Engagement; Vision and Practice Judyth Sachs,Lindie Clark Book 2017 Springer Science+Business Media Singapore 2

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Living-Will

Imagining a Curriculum for an Engaged Universityessures and the wicked problems these present to develop an undergraduate curriculum that aspires to be distinctive, intellectually challenging, and community-engaged: one that meets the needs – personal and professional – of students as they transition into a world of complex social and technologic

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Language Matters: Reciprocity and Its Multiple Meaningse community and the academy. Underpinning the PACE initiative for example, is the "principle of .”, a “commitment to . learning and engagement” and an overall aim that students make a “valuable and valued contribution to partners and the communities they .” (PACE, PACE Strategic Plan 2014 to 2016, 2

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Implementing an Institution-Wide Community-Engaged Learning Program: The Leadership and Management C program: a transformative learning and engagement program that would connect all Macquarie’s undergraduates with local, regional and international partners where they would work on projects that contributed to the partner’s mission and goals. Translating this ambitious vision for PACE into sustaina

Onerous

Reflection for Learning: A Holistic Approach to Disrupting the Textrience. This practice can range from creative pursuits to heeding felt knowing, integrated into the curricula to support praxis. Indeed, the embedding of reflective mechanism(s) is a requirement of learning through participation known as PACE (Professional and Community Engagement), a pillar of the

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Assessment Strategies for New Learningre not assessed easily or in a straightforward way due largely to the unique practical and pedagogical challenges presented by learning through participation. This chapter explores these challenges, and highlights some of the creative and innovative approaches used by academics. Nonetheless, as disc

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