In addition to many global disruptions due to the COVID-19 pandemic, institutions of higher education within the United States were forced to move classes online and put a pause to many initiatives. Areas that were particularly affected by the pandemic were education abroad and global service-learning (GSL) programs. As GSL programs resume…

Research on community engaged learning (CEL) courses predominantly focuses on the learning experiences of white students or quality of student-community partner relationship(s). Scholarship accounting for the learning experiences of minoritized students describes negative learning experiences wherein students' learning goals are subordinated to…

Critical information literacy (CIL) and critical service learning (CSL) have developed in parallel over recent years but have yet to intersect robustly. Rooted in critical theory, these approaches emphasize both conceptual frameworks and practices that center questions of social inequality in our teaching and learning practices--and in our…

This research brings the voices of community partner organizations into the discussion of ethical obligations of university and student partners in community-based learning. We used a framework for service-learning ethics developed by Wendler (2012), which brings The Belmont Report (1979) on research ethics together with decolonizing, feminist,…

Service-learning is a pedagogical approach that higher education can use to promote civic engagement among students, but it has not fully realized its original civic purpose. Butin (2010) argues that to meet its civic mission, service-learning must move toward a more justice-oriented pedagogy that empowers stakeholders to bring about social…

Pre- and post-tenure faculty face immense pressure to meet professional expectations and requirements from their colleagues and disciplines. Faculty involved in community-campus engagement (CCE) for social change face additional demands to maintain relationships and continue their interventions. We present a collective autoethnography from a…

The purpose of this article is to share tensions experienced by the Center for Community-Based Learning and Engagement (CU Engage) at the University of Colorado Boulder during its attempts to facilitate social justice-oriented community change. These tensions speak to larger questions about the goals of community-campus engagement (CCE) programs,…

The research investigates the processes and characteristics of community-valued undergraduate community service-learning (CSL) initiatives that are housed within long-term community-university partnerships (CUPs). Using a case study design, the study used in-depth, semi-structured interviews, document review, and observation to understand three…

As service-learning and community-based learning proliferate in higher education, increased attention has been directed toward gathering evidence of their impacts. While the bulk of the literature has focused on student outcomes, little work has been done to examine how the perspectives of stakeholder groups overlap and intersect. This study uses…

In this article I analyze postcolonial theory as a critical framework to improve understanding of global service-learning (GSL) partnerships. Although research on student learning outcomes from participation in GSL has grown dramatically over the past decade, scholarship on community outcomes and perspectives in GSL continues to lag. Just as…

As service-learning and community engagement (SLCE) have become increasingly legitimized in higher education as scholarly pedagogical practice, resources to support faculty in learning about and undertaking this engaged work have grown. As Zlotkowski (2015) points out in his framing essay for the SLCE Future Directions Project (FDP), the movement…

"Service-learning" is a multilayered term with a complex historical evolution. In the last two decades, service-learning and community engagement (SLCE) have flourished in higher education as staff, faculty, and students have realized it can be a high-impact teaching and learning practice to promote student learning and development.…

This paper examines how the structural features of engineering engagement programs (EEPs) are related to the nature of their service-learning partnerships. "Structure" refers to formal and informal models, processes, and operations adopted or used to describe engagement programs, while "nature" signifies the quality of…

Drawing on the authors' experiences initiating and directing a community partnership program, this article illustrates how graduate students who lead engagement programs can be caught between forces that pull them toward tactical partnerships unaffiliated with the university and strategic partnerships incorporated into university departments.…

To support the work of service-learning and community engagement (SLCE) being done in a high-quality, sustainable way, ("Combining Service and Learning: A Resource Book for Community and Public Service"), Kendall offered three Principles of Good Practice: (1) integrating service-learning programs into the central mission and goals of the…