ISSN 2374-9466
Vol. 2, Issue 1, 2014December 31, 2014 CDT
Student Development and Service- Learning: A Three-Phased Model for Course Design
Student Development and Service- Learning: A Three-Phased Model for Course Design
Articles in Vol. 2, Issue 1, 2014
Vol. 2, Issue 1, 2014
- From the Editors' DeskAlan MelchiorCathy BurackJodi Beneson
- Enduring Commitments to Community Service among Diverse College Students: Testing a Multidimensional Conceptual ModelAlyssa N. RockenbachJeremy TuchmayerTara Hudson
- The Estimated Effects of Participation in Service-Learning on Liberal Arts OutcomesCindy Ann KilgoKira PasquesiJessica Kathryn Ezell SheetsErnest T. Pascarella
- STEM and Service-Learning: Does Service-Learning Increase STEM Literacy?Barbara HayfordSally BlomstromBuffany DeBoer
- Student Development and Service- Learning: A Three-Phased Model for Course DesignCarrie Williams HoweKimberly ColemanKelly HamshawKatherine Westdijk
- Experiences of Health System Preceptors and Faculty Advisors with Community Service-Learning Initiatives: Learning from the Dalhousie University Drug Use Management and Policy Residency ProgramSarah BowenIngrid SketrisEthel Langille Ingram
- Spanish L2 Students’ Perceptions of Service-Learning: A Case Study from EcuadorAlan V. BrownKerry Purmensky
- Engaging Religious Institutions to Address Racial Disparities in HIV/AIDS: A Case of Academic-Community PartnershipMagdalena SzaflarskiLisa M. VaughnCamisha ChambersMamie HarrisAndrew RuffnerYolanda WessLaSharon MosleyChandra Smith
Williams Howe, Carrie, Kimberly Coleman, Kelly Hamshaw, and Katherine Westdijk. 2014. “Student Development and Service- Learning: A Three-Phased Model for Course Design.” International Journal of Research on Service-Learning and Community Engagement 2 (1): 44–62. https://doi.org/10.37333/001c.002001005.