Gazley, B., Bennett, T. A., & Littlepage, L. (2013). Achieving the partnership principle in experiential learning: The nonprofit perspective. Journal of Public Affairs Education, 19(3), 559-579.
University and college experiential education takes many forms: internships, practica and other field experience, volunteerism, community service, and community-based service learning, as well as community activities attached to college courses. Given the joint involvement of university and community institutions in experiential education and the diverse motivations for encouraging student community involvement, this academic practice can be viewed through three lenses: (a) as a form of student learning, (b) as a public policy instrument to promote student civic engagement, and (c) as a service delivery tool for community organizations. Much of the research about student service learning has emphasized the first of these perspectives, examining service learning’s impact on a student’s pedagogical experience and the campus ability to support service learning. This article focuses on the nature of the partnership between campuses and community organizations. We begin with a discussion of how prior literature describes this partnership and then use generalizable community data to explore what host organizations suggest are the most useful partnership characteristics.