LEADER 01393aam 2200421I 450 001 9910711210103321 005 20151113033705.0 024 8 $aGOVPUB-C13-9e74326b0b3efb7cdaf7a56c5e6c6c0c 035 $a(CKB)5470000002481924 035 $a(OCoLC)929067363 035 $a(EXLCZ)995470000002481924 100 $a20151113d1993 ua 0 101 0 $aeng 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aMicrocalorimeter for 7 mm coaxial transmission line /$fFred R. Clague 210 1$aGaithersburg, MD :$cU.S. Dept. of Commerce, National Institute of Standards and Technology,$d1993. 215 $a1 online resource 225 1 $aNIST technical note ;$v1358 300 $a1993. 300 $aContributed record: Metadata reviewed, not verified. Some fields updated by batch processes. 300 $aTitle from PDF title page. 320 $aIncludes bibliographical references. 606 $aCalorimeters 606 $aCoaxial cables 615 0$aCalorimeters. 615 0$aCoaxial cables. 700 $aClague$b Fred R$01407814 701 $aClague$b Fred R$01407814 712 02$aUnited States.$bNational Bureau of Standards. 801 0$bNBS 801 1$bNBS 801 2$bGPO 906 $aBOOK 912 $a9910711210103321 996 $aMicrocalorimeter for 7 mm coaxial transmission line$93513973 997 $aUNINA LEADER 05015nam 22004693 450 001 9910956993203321 005 20230629220014.0 010 $a9781975505004 010 $a197550500X 035 $a(MiAaPQ)EBC6896402 035 $a(Au-PeEL)EBL6896402 035 $a(CKB)21325595200041 035 $a(BIP)081978285 035 $a(OCoLC)1302010112 035 $a(EXLCZ)9921325595200041 100 $a20220302d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTransformative Critical Service-Learning $eTheory and Practice for Engaging Community College and University Learners in Building an Activist Mindset 205 $a1st ed. 210 1$aBloomfield :$cMyers Education Press,$d2022. 210 4$dİ2022. 215 $a1 online resource (145 pages) 311 08$a9781975504984 311 08$a1975504984 327 $aCover -- Half-Title -- Title -- Copyright -- Dedication -- Contents -- Acknowledgments -- Foreword -- Preface -- Intro: Positioning Ourselves as Critical Service-Learning Faculty -- Chapter One: The Case for Developing Social Justice Through Critical Service-Learning -- Chapter Two: The Pedagogy of Critical Service-Learning -- Chapter Three: The Critical Service-Learning Implementation Model -- Chapter Four: The Critical Service-Learning Implementation Model in Action -- Chapter Five: Planning for Identity Exploration With Critical Service-Learning -- Chapter Six: Implementing Critical Service-Learning Through Reflective Cycles -- Chapter Seven: Faculty Development for Critical Service-Learning -- Chapter Eight: Conclusion -- Appendices -- About the Authors -- Index. 330 8 $aA 2023 SPE Outstanding Book Honorable MentionTransformative Critical Service-Learning offers hands-on tools for implementing, reflecting on, and assessing critical service-learning in classrooms and community spaces. Answering a need from practitioners for a practical tool for making sense of critical service-learning, the authors introduce the Critical Service-Learning Implementation Model as a way to encourage conversations among stakeholders. Materials include specific criteria to examine, examples of application and context, and ways to incorporate the model into reflective practices. Valuing partnerships, reflection, and analysis of power dynamics, the research and strategies offered here provide an entry point for faculty new to critical service-learning, while also offering new ideas and tools for long-time practitioners. Chapters offer particular attention to strategies for engaging students, syllabus development, and reflective cycles. Additionally, the authors offer a model for faculty development in the area of critical service-learning at the institutional level, including suggestions for faculty and administrators interested in increasing engagement with social justice and community spaces.As institutions of higher education are focusing more on the ways in which they can meet the needs of the communities surrounding their campuses, The Carnegie Foundation's Elective Classification for Community Engagement provides a special-purpose designation for higher education institutions with commitments in the area of community engagement. Universities must commit to institutional change in order to improve the outcomes for the communities surrounding the campus. The classification framework represents best practices in the field and encourages continuous improvement through periodic re-classification. Service-learning has been identified as one of the more effective methods for engaging undergraduate and graduate students in community engaged scholarship, which facilitates development of critical inquiry, understanding needs assessment, and deep reflection on inequality. The authors intend this book to benefit university faculty endeavoring to begin or develop service-learning courses, higher education administrators who want to train and engage university faculty in adopting a more community engaged teaching model, and P-12 teachers, who often serve as community partners with higher education institutions to facilitate justice-oriented approaches to teaching their diverse students.Perfect for courses such as:Critical Thinking and Communication/Service-Learning Service-Learning Capstone Pathways to Effective Community Engagement School and Community Collaboration Teaching to Transform Society Food, Environment, and Sustainability Race and the Right to Vote in the US Education and Society Environmental Education Race, Place, and Memory 606 $aService learning 615 0$aService learning. 676 $a370.115 700 $aCoffey$b Heather$01670517 701 $aArnold$b Lucy$01801120 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910956993203321 996 $aTransformative Critical Service-Learning$94346180 997 $aUNINA