Julie A. Hatcher

Bio: Julie A. Hatcher is an academic researcher from Indiana University – Purdue University Indianapolis. The author has contributed to research in topics: Service-learning & Higher education. The author has an hindex of 25, co-authored 50 publications receiving 4674 citations. Previous affiliations of Julie A. Hatcher include University of Colorado Boulder.

Implementing Service Learning in Higher Education

Abstract: (1996). Implementing Service Learning in Higher Education. The Journal of Higher Education: Vol. 67, No. 2, pp. 221-239.

A Service-Learning Curriculum for Faculty

Abstract: The development of service-learning courses is contingent upon faculty. Institutions of higher education which are interested in service-learning can engage in faculty development activities in order to (a) develop a common understanding on campus concerning the nature of service-learning, (b) establish and maintain the academic integrity of service-learning, (c) increase the confidence of faculty as they implement a new pedagogy, and (d) increase the likelihood that service-learning is institutionalized in higher education. This article describes a curriculum for a series of faculty workshops: Introduction to Service-Learning, Reflection, Building Community Partnerships, Student Supervision and Assessment, and Course Assessment and Research. Each module provides a synopsis of topics and suggested readings for participants. Institutions of higher education are exploring ways of incorporating service to extend their mission, enhance student achievement and per­ sistence, and engage students in their communi­ ties as part of their academic curriculum (e.g., Boyer, 1994; Ehrlich, 1995). As institutions search for ways in which to do this, they often recognize service- learning as an important strat­ egy. We consider service-learning to be a course­ based, credit-bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic re­ sponsibility. This is in contrast to co- curricular and extracurricular service, from which learning may occur, but for which there is no formal evaluation and documentation of academic learn­ mg. Implementing service-learning in the academic curriculum of colleges and universities is strength­ ened by strategically planned change. Bringle and Hatcher (in press) have described a Compre­ hensive Action Plan for Service Learning (CAPSL) that identifies four important constitu­ encies that need to be considered for effective implementation of service-learning programs: institution, faculty, students, and community. For each of these constituencies, CAPSL identi­ fies the following sequence of activities to guide the implementation of service-learning: plan

Campus–Community Partnerships: The Terms of Engagement

Abstract: The emergence of service-learning in higher education and the renewed emphasis on community involvement presents colleges and universities with opportunities to develop campus-community partnerships for the common good. These partnerships can leverage both campus and community resources to address critical issues in local communities. Campus-community partnerships are a series of interpersonal relationships between (a) campus administrators, faculty, staff, and students and (b) community leaders, agency personnel, and members of communities. The phases of relationships (i.e., initiation, development, maintenance, dissolution) and the dynamics of relationships (i.e., exchanges, equity, distribution of power) are explored to provide service-learning instructors and campus personnel with a clearer understanding of how to develop healthy campus-community partnerships.

Reflection in Service Learning: Making Meaning or Experience

Abstract: Traditional methods of instruction based on lec­ tures and textbook readings can be effective in some instances and for some types of! earning, yet many edu­ cators seek methods to enhance traditional student learning and to expand educational objectives beyond knowledge acquisition. Two related issues illustrate the limitations of traditional methods. The first is context­ specific learning. Students are taught a particular mod­ ule of content, they are provided examples of how to

Institutionalization of Service Learning in Higher Education

Abstract: (2000). Institutionalization of Service Learning in Higher Education. The Journal of Higher Education: Vol. 71, No. 3, pp. 273-290.

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Engaged Scholarship: A Guide for Organizational and Social Research

Abstract: 1. Engaged Scholarship in a Professional School 2. Philosophy of Science Underlying Engaged Scholarship 3. Formulating the Research Problem 4. Building a Theory 5. Process and Variance Models 6. Designing Variance Studies 7. Designing Process Studies 8. Communicating and Using Research Knowledge 9. Practicing Engaged Scholarship

Becoming a Critically Reflective Teacher

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