Loading [Contrib]/a11y/accessibility-menu.js
ISSN: 2374-9466

International Journal of Research on Service-Learning and Community Engagement

Introduction
December 17, 2024 CDT
Equity Across Institutions and Cultural Contexts: Global Perspectives on Service-Learning and Community Engagement Research and Practice
Susan HarrisMorgan Lewing
IARSLCE Co-Editors, Susan Harris and Morgan Lewing, introduce Volume 12 of the International Journal of Research on Service-Learning and Community Engagement

Recent blog posts

Call for Reviewers
Call for Reviewers
Support the IJRSLCE by serving as a reviewer for manuscripts submitted for consideration for Volume 12
Editor panel:  Demystifying the Submission and Review Process
Editor panel: Demystifying the Submission and Review Process
Click here to access the slides and recording of our April 17th panel.
IJRSLCE: Call for Manuscripts for Volume 12
IJRSLCE: Call for Manuscripts for Volume 12
The IJRSLCE Editors have issued a call for manuscripts for Volume 12 of the International Journal of Research on Service-Learning and Community Engagement.
View All Posts
Editorial Team and Peer Reviewers
December 17, 2024 CDT
IJRSLCE Editorial Team 2024
Susan HarrisMorgan LewingBecca Berkey

This articles credits the editorial team responsible for Volume 12, Issue 1, 2024.

Book Reviews
December 17, 2024 CDT
A Guidebook for Hope
Zoe Sullivan

Book review of Reframing Community Engagement in Higher Education, edited by Elena Klaw, Andrea Tully, and Elaine K. Ikeda

The Role of Boundary Spanners in Institutionalizing University–Community Engagement: Insights from a Hostile Setting Faculty Roles and Institutional Issues
December 17, 2024 CDT
The Role of Boundary Spanners in Institutionalizing University–Community Engagement: Insights from a Hostile Setting
Andi Sri WahyuniGyörgy MálovicsAndrás MüllnerBori FehérJanka CsernákJudit JuhászMárta FrigyikRéka MatolayRita SzerencsésZoltán Bajmócy

This study examines the role of boundary spanners in institutionalizing university–community engagement (UCE) in higher education institutions in Hungary.

Faculty Community-Engaged Scholars Choosing to Come and Stay: Alignment Between Individual and Institutional Identities and Values Faculty Roles and Institutional Issues
December 17, 2024 CDT
Faculty Community-Engaged Scholars Choosing to Come and Stay: Alignment Between Individual and Institutional Identities and Values
Elaine WardEmily JankeErica WrencherHillary GoodnerTania MitchellMichael Hempill

This study examines 21 faculty members’ experiences at a minority-serving university to understand their sense of alignment with institutional commitments to equity-centered community engagement.

Community Engaged Learning in Graduate Education:  A Review and Call to Action Advances in Theory and Methodology
December 17, 2024 CDT
Community Engaged Learning in Graduate Education: A Review and Call to Action
Michael RiosSally Neas

A thematic analysis of articles published between 2005 and 2023 was conducted to assess the state of community-engaged learning (CEL) in graduate education.

Student Outcomes (Primary, Secondary, and Higher Education)
December 17, 2024 CDT
From personal development to social change: Investigating the long-term impact of an adapted physical activity service-learning program
Nikki MatthewsMary SweatmanRoxanne SeamanEmily Bremer

The study investigated the long-term impact of service-learning within an adapted physical activity setting in Canada.

Student Outcomes (Primary, Secondary, and Higher Education)
December 17, 2024 CDT
Service Learning in the First Year: Enhanced Retention and Graduation Rates for First-Year and Transfer Students from Underrepresented Groups
Cynthia WyelsMarco V. Martinez

A propensity score analysis of data spanning nine years at a HSI found that service-learning increases first-year retention rates and graduation rates for first year and transfer students.

Putting the ‘Uni’ into Community: A three-year mixed methods pragmatic sequential evaluation of an innovative voluntary and community sector collaborative partnership with a UK University Community Partnerships/Impacts
December 17, 2024 CDT
Putting the ‘Uni’ into Community: A three-year mixed methods pragmatic sequential evaluation of an innovative voluntary and community sector collaborative partnership with a UK University
Jessica JacksonAmelia WoodwardJennifer RaschbauerSue Dyson

This paper presents a three-year mixed-method pragmatic sequential evaluation of a project that aimed to bring together the assets of student volunteers, universities, and the voluntary and community sector.

Conceptualising a South African theoretical service-learning model: A critical pedagogy of discomfort Advances in Theory and Methodology
December 17, 2024 CDT
Conceptualising a South African theoretical service-learning model: A critical pedagogy of discomfort
Tracey L Haselau

This article proposes a critical pedagogy of discomfort as a conceptual model to forefront the role of power and emotion in South African service-learning experiences.

The impact of service-learning on secondary school students' social and civic competencies, and engagement and motivation in school - perspectives from Europe Student Outcomes (Primary, Secondary, and Higher Education)
December 17, 2024 CDT
The impact of service-learning on secondary school students’ social and civic competencies, and engagement and motivation in school - perspectives from Europe
Alžbeta Brozmanová GregorováZuzana HeinzováSeyda Subasi SinghRolf LavenMichaela Vamos-KarandishJosé Arco-TiradoFrancisco Fernández-MartínTracey GleesonPatrick Ryan

This study investigated the impact of the service-learning PLACE model on the social and civic competencies, and motivation and engagement for secondary school students in Europe.

Interinstitutional examination of partnership structures and tools: A collaborative practitioner-scholar inquiry Advances in Theory and Methodology
December 17, 2024 CDT
Interinstitutional examination of partnership structures and tools: A collaborative practitioner-scholar inquiry
Andy CoppinsHarriet RabyBecca BerkeyPatti Clayton

This article describes a collaboration between two universities (in the UK and the US) aimed at improving campus-community partnerships.