The "Success Garden" in central Harlem, New York, is an outdoor learning center sponsored by city agencies and civic organizations. School children helped clear the ground and design and build the park. Offers tips for starting a school garden. (MLF)

Describes how curriculum is integrated in powerful ways in a unique classroom where students stay together for two years and the community routinely becomes a part of learning. (SR)

Discusses how to get a community to participate in educational facility development that is effective provided one starts with a format that is fun. It presents a sequence of workshops that have been proven successful in developing community participation. (GR)

Students in a course on the consumer in U.S. society (n=54) participated in service-learning projects. Pre- and posttest data showed improvement in student awareness of community needs, expectations of continued participation in job-related service, emotional satisfaction, and understanding of course concepts, issues, and themes. (SK)

Describes a mentoring program developed to foster supportive relationships between child and adult, present new experiences to a child, and provide schools with another supportive community program. Results found both mentors and mentees in favor of continuing the program, and that the program was a beneficial service for children at the school.…

Examines three award-winning school districts receiving recognition for their community relations programs or packages. The two top winners are recognized for a school promotion video and for a comprehensive website used to update the community on its schools. The third winner is recognized for its community relations informational package of…

Developed a project-based alternative assessment system for interdisciplinary complex learning settings for 180 sixth graders in an Israeli elementary school and studied school-community collaboration in an industry/environment project. The developed assessment was meaningful and suitable for its target curriculum and population. (SLD)

Discusses a south-Minneapolis (Minnesota) community's investment in a K-5 school design that has become a neighborhood landmark. Photos and a floor plan are included. (GR)

Explains how Sinclair Community College (Dayton) renovated and expanded its cafeteria to meet the needs of today's students, staff, and local community. Photos are included. (GR)

Shows how one Texas school district shared its school space with the surrounding community and saved taxpayers money while providing a sense of ownership and community support for the schools. (GR)

Discussion of the conflict common in the relationship between a college and its host community looks at some of its common characteristics and at institutional barriers to the use of alternative dispute resolution strategies using a third party. A preventive approach is recommended over reactive forms of resolution, and this approach is…

Notes that guided participation is not a new instructional technique, and that "apprenticeship" best illustrates the concept. Cites as key how teachers create a context for active participation in socially constituted practices. Points out that accent is on relationships, not individuals, shifting attention to learning experiences with a…

Presents collaborative strategic planning as a useful method for establishing reciprocal relationships between universities and their communities and for bringing about lasting community change. Outlines typical planning models and further discusses the process of collaborative planning including purposes, methods and techniques, and guidelines.…

Introduces the AmeriCorps/Campus Corps program which is designed to integrate service learning into Maryland community colleges. Uses a model that can be replicated on a local level with all of the outside classroom legwork associated with service learning provided by the members of AmeriCorps. Describes the struggles regarding faculty recruitment…

Three nursing courses incorporated essential elements of service learning: meaningful service, reciprocity, leadership development, and reflection. In the process, students also developed skills in epidemiology, community and family intervention, and cultural competence. (SK)