Advances in Theory and Methodology

Community Engaged Learning in Graduate Education:  A Review and Call to Action
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.

Conceptualising a South African theoretical service-learning model: A critical pedagogy of discomfort
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.

Interinstitutional examination of partnership structures and tools: A collaborative practitioner-scholar inquiry
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.

Methodological trends, gaps, and challenges in doctoral research on community engagement
December 17, 2024 CDT
Methodological trends, gaps, and challenges in doctoral research on community engagement
Matias G. FloresEmily PhaupHeather CraigieAtsuko Kuronuma

In this systematic literature review, the authors analyzed 36 dissertations published between 2018 and 2022 to identify the trends, gaps, and challenges in doctoral research on community engagement.

December 17, 2024 CDT
Role of Design for Causal Analysis in Research on Community Engagement: Review and Recommendations
Thomas A. Dahan

This article offers an introduction to various techniques for yielding causal conclusions for SLCE practitioners and researchers.

October 31, 2024 CDT
The Development of the Service-Learning Outcomes Measurement Scale—Short Version (S-LOMS-SV) and Its Preliminary Validation
Ka Hing LauLisa LamRobin Stanley SnellCarol Hok-Ka Ma

This article describes the development and validation of a short version of the Service-Learning Outcomes Measurement Scale, the S-LOMS-SV.

Surveying the Syllabus: What Syllabi Communicate About Service-Learning at Four-Year Institutions
December 31, 2023 CDT
Surveying the Syllabus: What Syllabi Communicate About Service-Learning at Four-Year Institutions
Tania D. MitchellCarmine Perrotti

This study analyzed how 270 syllabi from 193 four-year institutions that were recipients of the Carnegie Elective Classification for Community Engagement communicated frameworks and expectations of service-learning courses.

Radical Community-Based Learning: Tapping into Students' Sense of Justice
January 01, 2023 CDT
Radical Community-Based Learning: Tapping into Students’ Sense of Justice
Vincent RussellSpoma Jovanovic

We urge that instruction shift to radical CBL that connects students directly to grassroots community organizers who lead efforts to change political, social and economic deficits in our locales.

Evaluating Reliability of the PRELOAD Rubric: Assessment of Service-Learning Course Syllabi
December 30, 2021 CDT
Evaluating Reliability of the PRELOAD Rubric: Assessment of Service-Learning Course Syllabi
Sally L. HaackStacy GnacinskiInbal MazarAnisa Hansen

This study assess the PRELOAD rubric as an evidence-based service-learning tool, measuring its interrater reliability. The results of the study provide guidance for the use of PRELOAD in practice.

Relational Learning With Indigenous Communities: Elders’ and Students’ Perspectives on Reconciling Indigenous Service-Learning
December 30, 2020 CDT
Relational Learning With Indigenous Communities: Elders’ and Students’ Perspectives on Reconciling Indigenous Service-Learning
Andrea KennedyKatharine McGowanGabrielle LindstromChristian CookYasmin DeanJames StauchCheryl BarnabeStephen Price

Results from this Canadian study on Indigenous Elders’ and students’ perspectives of Indigenous service-learning suggest decolonizing opportunities for relational learning with Indigenous communities.

December 29, 2019 CDT
Civic-Minded Graduate: Additional Evidence II
Robert G. BringleThomas W. HahnJulie A. Hatcher

The civic-minded graduate (CMG) construct provides a set of common learning objectives that can guide the design, implementation, and assessment of curricular and co-curricular civic engagement programs.

December 29, 2019 CDT
Community-Based Service-Learning in Language Education: A Review of the Literature
Lottie Baker

This systematic literature review describes CBSL research in higher education L2 settings to understand program implementation, associated outcomes, and lessons learned.