The Student Companion Book
Tordis Hurrle
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The 6th edition of Student Companion: Public Law contains concise summaries of the leading decisions that are covered in the study of public law. This is an invaluable, easy-to-read reference tool for students, designed to be used in conjunction with lecture notes and existing text materials.
For this edition the author Simon Dorset has condensed and reordered some case summaries, removed cases that are no longer essential and added new cases particularly with regard to Administrative Law; Bill of Rights; Treaty of Waitangi and Royal Prerogative areas, ensuring the Student Companion: Public Law continued relevance and usefulness to students of public law.
Simon Dorset is the Senior Tutor and Assistant Dean (Students) at the University of Canterbury School of Law. He was admitted in 1991 and has been extensively engaged in many spheres of legal education for over 25 years. He has worked in New Zealand, Australia and Papua New Guinea and is currently a part-time consultant at Tavendale and Partners, Christchurch.
The Companion Website has a number of interactive activities for students that are meant to deepen their understanding of the content. Depending on the title, these activities may include Interactive Glossary, self-assessment activities (E-Flash Cards, Matching Activity, Vocabulary Game), videos, animations, and interactive drag-and-drop activities. Some titles may have End-of-Chapter Review and Critical Thinking activities in a PDF fillable form or accessible .docx file that may be modified to fit your needs.
David M. Donahue is Director of the Leo T. McCarthy Center for Public Services and the Common Good, and a professor of education at the School of Education at the University of San Francisco. Star Plaxton-Moore is the Director of Community-Engaged Learning at the Leo T. McCarthy Center for Public Service and the Common Good at University of San Francisco. Star directs institutional support for community-engaged courses and oversees public service programs for undergraduates, including the Public Service and Community Engagement Minor. She designed and implements an annual Community-Engaged Learning and Teaching Fellowship program for USF faculty, and other professional development offerings that bring together faculty and community partners as co-learners. Her scholarship focuses on faculty development for community-engaged teaching and scholarship, student preparation for community engagement, assessment of civic learning outcomes, and community engagement in institutional culture and practice. Star holds an MEd from George Washington University and is currently completing course work for an EdD in organizational leadership at USF. Tania D. Mitchell
"Engaging students in a familiar voice and pulling them into deeper conversation through embedded digital content, The Student Companion walks students through decades of wisdom and insight about community engagement. For students, the book can be a macro-reflection - encouraging careful critical examination of engagement while honoring the challenging emotional terrain and power dynamics embedded, yet often ignored, in community engagement. Most importantly the volume honors the beauty, complexity, and strength of communities as rich resources for the world, and for students. The Companion is a key resource for students and higher education."
"If Thich Nhat Hanh, Parker Palmer, adrienne maree brown, and Nadinne Cruz had a dinner party about community engagement and higher education, this book might be a map of that imagined conversation. This book provides an important container for students, faculty, and community partners to grapple with the complexities and promise of community-engaged learning: intellectual rigor, ethical relationships, different kinds of knowledges, and the unfolding process of learning with and across differences.
You can find the link to our student and instructor sites by going to the book product page on the SAGE website at www.sagepub.com. Search for your book, and click on the "SAGE edge" or "Companion Website" button next to the cover image.
Students can find the link to study sites by going to the book product page on the SAGE website, www.sagepub.com. Search for the book and click on the "SAGE edge" or "Companion Website" button next to the cover image.
To create an account, please click here. In order to be approved, you must provide your institution and the course that you are or will be teaching. Once you have created an account and you have been validated as a faculty member, you will have access to the instructor site.
Select websites that contain premium resources and are bundled with a textbook are password protected. These websites require students to register for an account and redeem the access code that came with a standalone access card or textbook bundle.
This error means you are trying to access an instructor page that is password protected. If you have an account, sign in with the approved email address and password. You will be directed to the instructor resources site. (If you are an instructor not registered with SAGE, please create an account.)
I am thrilled to share the outcome of a collaborative project between myself and McCarthy Center Director, Dave Donahue, that has been years in the making! The Student Companion to Community-Engaged Learning: What You Need to Know for Transformative Learning and Real Social Change is a book designed for students to read in the first days or weeks of their community-engaged courses. The book leads students through a discussion of why and how to engage deeply and meaningfully with communities experiencing pervasive marginalization and injustice. Students will learn about the root causes of, and connections between, social justice issues and how individuals, groups, and organizations are mobilizing to address these issues. The book provides guidance about opportunities and responsibilities that come with being a community-engaged student and suggests dispositions and practices meant to maximize learning for the student and benefits for the community.
Faculty and community partners wanted students to shed the savior complex that commonly infuses service activities, and instead embrace their roles as apprentices to the community members leading positive change in their communities. Community partners said it would be helpful for students to do some basic internet research to learn about the organization, neighborhood, and client demographic that they serve. They also wanted students to practice a basic level of professionalism. Faculty wanted students to be primed to function as participant observers, actively connecting their community experiences to course content and integrating new experiences to inform their worldviews. In addition, students would often lament, upon reflection, that they could have made more of their experience if they had some key info at the beginning. For example, Meghan, a student in an undergraduate community-engaged course, reflected that she wished she would have been encouraged to interact meaningfully and build relationships with the staff and clients at her host organization early on. She described how it took her several weeks to realize she could learn more from conversations with the people at her host site than from exclusively focusing on the service tasks. How much more could Meghan have learned if she went into her first day at her host site with a desire to connect with people and learn their stories in addition to participating in service activities?
The service-learning and community engagement literature is filled with scholars exhorting faculty and practitioners to prepare students for entering and interacting with the community. However, this topic was never addressed with sufficient depth to guide a general set of themes for student orientation. Our hope is that this book addresses a gap in the field and responds to the insights and experiences of our brilliant, dedicated, and critical colleagues and students.
Student Companion is an occasional supplement issue aimed at fourth and fifth year veterinary student and features expert advice and insight into the veterinary world, with interviews, articles and details of forthcoming events.
The Policy is only used in extreme circumstances and as a last option when all other support and attempts to mitigate or resolve the concerning behaviour have been exhausted. The threshold to place a student on a Supportive Leave is extremely high and the decision to proceed under the Policy can only be made by the Vice-Provost, Students.
This is the first published version of the Supportive Leaves Policy Student Companion Guide, and we anticipate that it will be an iterative document, responding to community feedback and future reviews of the Policy.
The Guide is organized in six sections outlining various supports, resources, and processes and stages under the Policy and information is presented in a Frequently Asked Questions (FAQ) format. If you are a student who is on a Supportive Leave under the Policy, a list of the most commonly asked questions is available in Section 1. More detailed information is available in the additional sections of the guide.
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