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…

Civic-mindedness is a central aim of higher education, but strategies for assessing civic-mindedness in engineering education are limited. Thus, engineering educators must build on strategies employed across higher education while ensuring these strategies are transferable to the engineering context. This study furthers efforts to validate the…

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…

From a university perspective, service-learning and community engagement (SLCE) has been identified as a high-impact practice that offers advantages over traditional lecture and assignments, yet students do not always embrace SLCE courses. While most studies of undergraduate students' perceptions of SLCE focus on particular experiences or on SLCE…

A growing number of service learning classes bring students into jails and prisons, stepping across what Alexander (2010) might call the new Jim Crow color line created by mass incarceration. Many of these courses are part of the innovative Inside-Out Prison Exchange Program, which brings inside and outside students together in a shared college…

This study examines the post-course impact of community-based learning (CBL) on undergraduate students enrolled in a CBL course from one of four undergraduate degree programs at a large, public university. Mixed methods analysis of survey and interview data show that CBL experiences supported holistic development for students, including in the…

Service-learning was introduced to tertiary education in Asia more than a decade ago. However, there has been little prior Asia-based research across different jurisdictions comparing student developmental outcomes arising from service-learning. We report two studies that validated the Service-Learning Outcomes Measurement Scale (S-LOMS) by…

This article describes a longitudinal study of a social justice-oriented service-learning course at a large diverse university. The course elucidates the social causes of social problems, with poverty as a case example. Research shows that service-learning meaningfully impacts college students but that outcomes vary across courses and students,…

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…

Critical service-learning is a form of engaged pedagogy that supports development of students' critical consciousness. However, critical service-learning continues to prioritize the development of white students, oftentimes at the expense of marginalized communities and minoritized college students. This study seeks to disrupt this approach by…

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,…