Engaged service learning : implictions for higher education

Dwindling resources for tertiary education, has resulted in reduced emphasis on intensive, small group, staff – student collaborative project-based service learning. However, training scientists to manage significant issues, such as sustainable water use, requires an ability to engage both industry and community stakeholders. This paper describes the results of an ‘action conversations’ approach to explore community perceptions, teach students skills for community engagement, and evaluate their experience of this as a teaching and learning method. It suggests that there are significant parallels between factors contributing to successful community engagement and effective teaching and learning by students