Though uncomfortable emotion in the classroom has become politically controversial, scholarship has established its importance. In transformational learning in particular, scholars have theorized that far from being an undesirable side effect, student emotion is inherent in shifting beliefs and motivating action. In the "pedagogy of…

This study analyzes attitudes that first-year students from three different learning communities (LCs) and their faculty had about service learning in general and their actual placement with a nongovernmental organization (NGO) serving a West African refugee and immigrant community in particular. Similar to other studies, we found that students…

This article argues that current approaches to civic learning tend to normalize Whiteness. It describes how a team in Massachusetts developed a framework for civic learning through a lens of racial equity and provided professional development opportunities based on this framework. Civic learning for a multiracial democracy cannot be done in a…

Analysis of the Newcomb Scholars Program at Tulane University offers a case study in the development of civic identity through participation in a four-year curricular program with community engagement and service-learning grounded in feminist pedagogies and theories. Each year, 20 intellectually curious and ambitious undergraduates are selected to…

This article contributes to the civic identity development literature by exploring how a scholarship program emphasizing entrepreneurship and economic revitalization can facilitate engagement across difference in pursuit of shared anti-poverty commitments. Drawing on theories of entrepreneurial action, civic identity development literature, and a…

Expanded conceptions of I-Other relationships in critical service learning impact ideas of self, ways in which self is understood to be autonomous and/or relational, and holistic concepts of self and other/s. This manuscript engages core ontological questions in contemporary service learning: Can social epistemological and ontological approaches…

The purpose of this study was to examine the effects of community service participation on undergraduates' social capital development, including whether any potential effects are conditional on students' race/ethnicity, parents' or guardians' education, and social class. I used a propensity score analysis on a multi-institutional sample of…

Service-learning is a high-impact practice that increases students' engagement with class material and the community. However, a critical lens is needed to strengthen students' understanding of and commitment to social justice and the inclusion of students from diverse backgrounds. This mixed method study examined the impact of a critical…

Finding an answer to the effectiveness of autonomous learning in contrast to traditional forms of teacher-directed learning has significant pedagogical ramifications. Our study sheds light on the effects of increased autonomy in SL on the development of students and the role of the instructor. Furthermore, we focus on international student…

Service-learning is an experiential pedagogy that combines community service opportunities with academic content and critical reflection. When higher education rapidly shifted to online learning because of the COVID-19 pandemic, educators, community partners, and students had to reimagine how to implement the community component of this pedagogy.…

Although we have evidence that reflection on community service enhances student development outcomes, we have little understanding of the process by which students integrate their academic and community experiences. This study is a part of a larger participatory research project, for which we collected 403 narrative accounts of awkward and…

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…

This outro is a generative collective conversation between emerging and established scholars in the field of Global Service Learning, at this moment in pandemic time. We met, on zoom, to think expansively about what these pandemic times of rupture have opened up for us in our scholarship and practice. Our orientation was towards reflexivity and…

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…

This article contributes to a long-standing conversation about the implementation of service-learning by proposing an updated revision for the 21st century: critically engaged civic learning (CECL). The term service-learning is problematic as it invokes inequitable power dynamics that inherently privilege one group over another, with more…