Higher Education Commons^™

Advanced Spanish Conversation And The Non-Traditional Student: A Case Study For Implementing Community-Based Learning At The Urban University, Graham Stefan Ignizio

Journal of Community Engagement and Higher Education

This article discusses the unique situation of teaching an upper-level, undergraduate Spanish conversation course with a service-learning component at a large, public, urban university. With the help of service-learning literature and anonymous pre- and post-surveys, this study aims to offer some qualitative observations and advice on community-based learning for the non-traditional student. Even with the added effort in curriculum development and the imperfections of language instruction for non-traditional students, this article concludes that the implementation of service learning at the urban university can be a successful experience.

Enhancing Service-Learning Experiences For International Students: An Auto-Ethnography And A Dialogue, Li Mao, Laura Servage, Donna Chovanec

Journal of Community Engagement and Higher Education

This auto-ethnographic study recounts the experiences of an international doctoral student in a service-learning (SL) placement. The narrative discusses the cultural and linguistic barriers that the student faced, both in the classroom and in her SL field placement. The authors use the student’s secondary sources as well as a series of reflective dialogues as data toward an analysis of the learning needs of linguistic and cultural minorities in service-learning—an as of yet underexplored area of research in service-learning pedagogy.

Faculty Feel It Too: The Emotions Of Teaching Through Service‐Learning, Carrie W. Lecrom, Lynn Pelco, Jill W. Lassiter

Journal of Community Engagement and Higher Education

The authors used Coles’ (1993) framework of emotional satisfactions and hazards to examine the experiences of faculty members teaching service-learning classes for the first time. Seven faculty from two institutions completed monthly reflections and focus groups for one year. Qualitative analysis indicated that faculty experienced several of Coles’ emotional satisfactions and hazards, were prone to emotional contagion, and depended on colleague mentoring to navigate the experiences of using service-learning pedagogy for the first time.

Staying Engaged While Staying Home?: Service-Learning, Writing, And Covid-19, Christopher Iverson

The SUNY Journal of the Scholarship of Engagement: JoSE

As an approach to writing instruction that has traditionally required students to engage in in-person community projects, service-learning has also traditionally involved risks. For example, students engaging in service-learning without proper support often do not approach community partners with the appropriate respect, and when university stakeholders fail to make clear what their side can offer in a partnership, they can leave community partners in the lurch when the semester ends and students finish their community-engaged coursework. These risks can be mitigated through education and reflection for instructors and students alike. The COVID-19 pandemic and ensuing social distancing orders, however, left …

Service-Learning In The Covid19 Era: Learning In The Midst Of Crisis, Lauren Grenier, Elizabeth Robinson, Debra A. Harkins

Pedagogy and the Human Sciences

No abstract provided.

Introducing Critical Pedagogies, Deepening Service-Learning Practices, Kathryn J. Kozak

Pedagogy and the Human Sciences

Book review of Critical Perspectives on Service-Learning in Higher Education by Susan J. Deeley. (2015). London, England: Palgrave Macmillan.

In Conversation With Seth Pollack, Seth Pollack, Marshall Welch

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

In November 2016, EPiCHE Editor Marshall J. Welch sat down with service-learning scholar and practitioner Seth Pollack. They explored how the spiritual and religious dimensions of Seth’s life have influenced his personal passions and academic career.

Seth Pollack is Professor of Service Learning, and the founding faculty director of the Service Learning Institute at California State University, Monterey Bay (CSUMB). For the past 17 years, Seth has provided overall leadership for the Service Learning Institute at CSUMB. In 2005, he received the Thomas Ehrlich Faculty Award for Service Learning, recognized as the nation’s outstanding faculty in the field of community …

We Get To Carry Each Other: Using The Musical Activism Of U2 As Framework For An Engaged Spirituality And Community Engagement Course, Marshall Welch

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

This article describes a January term community engagement service-learning course that used the musical and spiritually-based activism of the rock group U2 as an example of engaged spirituality using activism and advocacy. In addition to learning about the history, music, and activism of the band, students were taught a specific set of skills for activism, advocacy, and community organizing that included creating goal statements, developing and implementing action plans, and coordinating logistics for advocacy-based events on campus. Students were assigned to apply these skills as the service-learning component of the course. These activities were conceptualized as indirect service that reflected …

Journey Into Shame: Implications For Justice Pedagogies, Roger C. Bergman

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

Being formed for justice can be a painful experience. Sometimes that pain takes the form of shame and contributes to the formation and exercise of conscience. But shame in other forms can be opposed to human flourishing and social justice. Psychologist James Fowler provides a spectrum of two forms of healthy shame and four forms of unhealthy shame, to which the author adds four other varieties, strategic shame and spiritual shame, at one end of the spectrum, and murderous shame and genocidal shame, at the other. Various experiences of shame are dramatically illustrated in Black Like Me, John Howard …