It is believed that the Scholarship of Teaching and Learning (SoTL)--i.e., inquiry into learning--has the potential to further deepen the ability to question, learn, and act together--especially when it is understood and enacted through the values and practices of democratic civic engagement (DCE). The authors provide a brief example of what they…

Service-learning and community engagement (SLCE) practitioner-scholars--meaning all who do the work of SLCE with a commitment to integrating practice and study--find avenues to this work in a variety of ways. Through custom-made pathways, graduate students are forced to articulate and define their place in the academy, which can enhance voice,…

Students, staff, and faculty ought to engender a culture of civic action and ethical accountability enhanced by rigorous coursework, but this goal necessitates resources: administrators must invest in service-learning to reap its full benefits. Issues arise, however, when one considers this investment in light of the academy's corporatization. As…

A significant number of community service-learning projects in higher education involve the teaching or tutoring of immigrants in English. As in related service-learning scholarship, these projects are commonly informed by perspectives on cultural difference, social justice, and power relations in U.S. society. Yet while faculty pair their…

Although a vibrant literature on the social justice advantages of writing service-learning programs has existed for many years, the focus has tended to be on specific projects and courses, often accompanied by an understandable suspicion that entrenched institutions like universities have interests inimical to radical social change. As a result,…

This essay advances a way of thinking about assessment that envelops both process and outcome. We assert that learning in community service learning and the assessment thereof might fruitfully be considered in communication with others (the students, constituents from the community, instructors, etc.). Concepts central to a social approach to…

Describes discussions of race, particularly whiteness, in a service learning class. Argues that teaching the implications of white privilege is crucial in service learning courses, particularly when most of the students are white and most of those being served are of color. Considers the ethical implications of race in service learning. (EV)

Asserts that many service learning projects are rife with disablism, a set of assumptions and practices that promote the differential or unequal treatment of people because of actual or presumed disabilities. Discusses four common images about people with disabilities that may guide selection of service projects for them. Offers suggestions to…

Asserts that by stressing the humanities' importance to individual and societal health and well-being, service learning can provide opportunities to serve arts organizations and other humanistic institutions of learning. Suggests that such experiences will better ensure the development of life-long learning habits and humanistic citizenship. (EV)