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…

ASAM 230--Civic Engagement Through Asian American & Pacific Islander (AAPI) Studies is a critical service learning course that effects social change by fostering students' leadership, activism, and professional aspirations. Our team (a professor and six alumni, some of whom became community partners) conducted a longitudinal, autoethnographic…

As community-campus engagement (CCE) continues to gain momentum, impact has increasingly been evaluated through qualitative measurements rooted in community-based perspectives. However, for CCE to have meaningful impact, it must challenge dominant power structures and work to create equitable relationships. This article explores efforts to better…

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…

Governments and private funders are placing increasing demands on postsecondary institutions and community-based organizations to account for the impacts from their collaborative research and learning efforts. In this article, we explore how best to account for impacts arising from the Community First: Impacts of Community Engagement project…

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,…

We evaluate how the U-Links Centre for Community-Based Research (U-Links), a nonprofit organization that brokers research for community-based organizations with postsecondary institutions in Haliburton County, Ontario, has impacted this rural region of Ontario. Our approach uses contribution analysis and realist evaluation as layered tactics…

This article examines the intersection of critical pedagogy, service-learning, and interactive performance epistemology to describe the impact performance events and processes have on student learning. Specifically, this research extends Jill Dolan's concept of utopian performance and illustrates the potential of performance not only to generate a…

At the center of the vision for the future of the service-learning and community engagement (SLCE) movement is an inextricable link between dialogue and collaborative action. In campus-community initiative "Tools for Social Change," the authors use intergroup dialogue (IGD) to help students, faculty, staff, and city residents co-create…

Undergraduate students' reports of their service-learning course experiences and their gains from participation in those courses were investigated with a sample of 250 students at Tulane University. The students completed a survey in which they rated their service-learning courses in terms of three aspects: Value of Service, Focus on Service, and…

Connecting with others and experiences of dissonance are two factors identified as central to transformative learning in engaged teaching and research (Kiely, 2005). At the same time, these ways of knowing are unpredictable and come with the risk of actually disrupting rather than enhancing learning. This article reports the findings of a mixed…

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,…

Conversations continue as to whether and how community-based learning and research (CBLR) can be most effectively integrated into the mission and practice of institutions of higher education (IHEs). In 2005, eight District of Columbia- (DC-) area universities affiliated with the Community Research and Learning (CoRAL) Network engaged in a planning…

There is an emerging body of literature advocating a "critical" approach to community service learning with an explicit social justice aim. A social change orientation, working to redistribute power, and developing authentic relationships are most often cited in the literature as points of departure from traditional service-learning. This…

Students from seven institutions of higher education reported their preferences for different paradigms of service at the beginning of their service-learning courses. At the end of the courses, they described the associated service activities in terms of the same paradigms and also completed scales describing their learning outcomes and attitudes…