This reflective essay addresses the nexus of two recent events in the United States: (1) the public scrutiny of the relationship between land grant universities and the expropriation of Indigenous lands and (2) the often uncritical and rapid uptake of settler land acknowledgments at public college and university events. We argue that written land…

Positive outcomes for students have motivated educators to identify effective strategies for advancing diversity, equity, and inclusion (DEI) in people with intellectual disability (ID), a minoritized population often excluded from DEI efforts. The current study investigated undergraduate student attitudes toward ID and compared changes in…

Teacher preparation for culturally and linguistically diverse communities is crucial as classrooms become increasingly diverse. This study reports on the interaction between 20 pre-service teachers (PSTs) and adult emergent bilinguals during a community-based service-learning (CBSL) project. The project was part of a course offered at a state…

As the movement to tap and grow the talents of working adults continues to gain momentum, CAEL continues its thought leadership by spearheading a research partnership with Stanford Pathways Network (pathways.stanford.edu) and Strada Education Foundation. In this joint initiative, "Designing Opportunity for Working Adult Learners," the…

A wide body of literature supports the premise that leadership skills, behaviors, and practices can be developed by a motivated learner. From the adult learner's perspective, college administrators need to understand the personal and educational needs of individuals returning to public education. Dewey (1938) presented three distinct elements for…

Lack of meaningful interaction between persons with and without disabilities contributes to prejudice and perpetuates barriers to community inclusion. The current study explored a university-community agency partnership designed to break down barriers to community inclusion by promoting interaction between college students and adults with…

Creativity is a human right for all people, including adults with physical, mental, and/or developmental disabilities. Yet this population has "little opportunity for thoughtful and creative engagement with artworks or with personal meaning making" (Guay, 2010, p. 113), and compared to K-12 learning environments, are less likely to…

This article examines pre-service teachers' responses to their experiences with community engagement as a service learning project as part of an introductory Education course at a large, midwestern urban university in the United States. It is typical for students in pre-service Education courses to participate in service learning in schools or…

This essay provides a critical analysis of the Community Service-Learning in Women's Issues (CSLWI) course and its impact on California State University, Long Beach (CSULB) students and the Long Beach community-based organizations (CBOs) that they worked with between 2008 and 2013. Specifically, it offers a pedagogical approach to creating…

The Serve Program at Ignatius University is a community service-learning program that combines academic study of philosophy with a yearlong field-based project at one of approximately 50 different sites. Half of these projects entail working with youth, while the other half entail working with adults. This mixed methods analysis found that college…

The growing U.S. Latino dispersal is allowing for more interactions between students of Spanish and native Spanish speakers. By working with Latino community members, Spanish instructors help meet the standards for foreign language education developed by the American Council on the Teaching of Foreign Languages. This article describes 2 projects.…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]