As students, institutions, communities, pedagogy, and learning environments continue to develop, so too must the practices and understanding of the critical elements of SLCE.
This issue contains 16 manuscripts across 5 sections, including Advances in Theory and Methodology, Community Partnerships and Impacts, Faculty Roles and Institutional Issues, International Service-Learning and Community Engagement Research, and Student Outcomes (Primary, Secondary, and Higher Education).
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Among service-learning and community engagement scholars, there exist diverse positions on what qualifies as valid, appropriate, and desirable in the structure and outcomes of service-learning experiences.
- Advances in Theory and MethodologyEmpathy is widely viewed as a precursor to civic engagement, a mediator of other responses during civic engagement, and an outcome resulting from civic engagement.
- Advances in Theory and MethodologyWhile the benefits of community engagement have been discussed extensively in the academic literature, there exist few assessment tools that can measure these benefits accurately.
- Community Partnerships/ImpactsAlthough institutions typically employ input metrics such as volunteer hours to assess the contributions of campus-community engagement, they often fail to measure outputs in reciprocal partnerships with community leaders.
- Faculty Roles and Institutional IssuesThis phenomenological study investigated the complexity of identities and experiences of 11 full-time, non-tenure-track faculty in five different career tracks engaged in service-learning.
Increasingly, colleges and universities across the United States are encouraging students to study abroad, citing enhanced cultural appreciation and critical thinking skills as intended outcomes.
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This article discusses the use of Pinterest as a collaborative reflection and learning tool in a service-learning course at a U.S. university.
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Though research on service-learning is growing, little is known about how interventions in service-learning can support and prepare peer mentors.
- Student Outcomes (Primary, Secondary, and Higher Education)Using both quantitative and qualitative data, the study discussed in this article examined the effects of participating in an action civics service-learning program on civic commitment and civic competence.
- Student Outcomes (Primary, Secondary, and Higher Education)The purpose of this mixed-methods action research study was to examine the impact of community service-learning (CSL) in a rural community on undergraduate students enrolled in a clinical psychology course.
- Student Outcomes (Primary, Secondary, and Higher Education)The authors sought to understand whether and how university students who are aspiring scientists and science teachers develop civic-minded dispositions and competencies related to civic science.
- Student Outcomes (Primary, Secondary, and Higher Education)The study discussed in this article examined the impacts of service experiences on engineering students.
- Student Outcomes (Primary, Secondary, and Higher Education)Postsecondary institutions continue to search for effective approaches that enhance the educational success of their students, especially underrepresented students.
- Student Outcomes (Primary, Secondary, and Higher Education)This article discusses a mixed-methods study that investigated the service-learning experiences of students of color at College of the Holy Cross.
- Student Outcomes (Primary, Secondary, and Higher Education)Research has shown that the implementation of service-learning (SL) in language instruction promotes language learning. However, little is known about how SL mediates specific linguistic outcomes such as vocabulary learning.