As community-based global learning (CBGL) programs become more common on college/university campuses and utilize the UN's Sustainable Development Goals to guide programmatic outcomes, open-access evaluation instruments that both benchmark and effectively measure programmatic enhancements over time are needed. The 147-item Community Engagement and…

Many corners of the academy are actively working to build bridges between research in the ivory tower to outcomes and needs in the community. Our study seeks to unify two such efforts: community-based/service-learning research and open access scholarly communication. Open access is an implicit value in community-based and service-learning…

An important future direction for service-learning and community engagement (SLCE) is to collaborate with the sustainability in higher education (SHE) movement. SHE is a diverse, transdisciplinary area of inquiry and practice that seeks to help lead efforts to create a "thriving, equitable and ecologically healthy world." When SLCE…

This research brings the voices of community partner organizations into the discussion of ethical obligations of university and student partners in community-based learning. We used a framework for service-learning ethics developed by Wendler (2012), which brings The Belmont Report (1979) on research ethics together with decolonizing, feminist,…

In addition to many global disruptions due to the COVID-19 pandemic, institutions of higher education within the United States were forced to move classes online and put a pause to many initiatives. Areas that were particularly affected by the pandemic were education abroad and global service-learning (GSL) programs. As GSL programs resume…

This qualitative participatory action research project demonstrates how participation in a community-based internship (CBI), a hybridization of service-learning and internship practices, affects undergraduate students, community partners, and the university at a large public university. This article outlines a rationale for the study,…

Service learning and community engagement (SLCE) have become near ubiquitous across United States (U.S.) higher education. While much research has demonstrated positive student learning outcomes of SLCE, there has been unequal consideration towards understanding the experiences of communities involved. Because community voices and perspectives…

As community-campus engagement (CCE) continues to gain momentum, impact has increasingly been evaluated through qualitative measurements rooted in community-based perspectives. However, for CCE to have meaningful impact, it must challenge dominant power structures and work to create equitable relationships. This article explores efforts to better…

This paper describes an eight-year service-learning experiment that created four distinct spaces in which campus and community members meet, reflect, and act together. This work explores the tensions between traditional and critical service-learning, and points to the importance of building relationships with members of local communities and…

The interdisciplinary field of public health promotes health among populations. Complex public health needs persist in the United States, influenced largely by social and structural determinants. Viable solutions require creativity and a commitment to change the status quo, facilitated by collaborative problem-solving. Public health education…

Research on community engaged learning (CEL) courses predominantly focuses on the learning experiences of white students or quality of student-community partner relationship(s). Scholarship accounting for the learning experiences of minoritized students describes negative learning experiences wherein students' learning goals are subordinated to…

Diverging from the traditional approach to service-learning, critical service-learning focuses on the root causes of inequality by addressing power and oppression. By incorporating critical pedagogy in the classroom, and action and reflection outside of it, critical service-learning looks to find solutions to social issues through…

In 2015, a university from Hong Kong led an international service-learning course to Kigali, Rwanda. The focus of the course was to install solar panels in individual households in a community, on the outskirts of Kigali, without access to electricity. The following year, the Hong Kong university partnered with a university in the United States…

Service-learning and community engagement (SLCE) practitioner-scholars--meaning all who do the work of SLCE with a commitment to integrating practice and study--find avenues to this work in a variety of ways. Through custom-made pathways, graduate students are forced to articulate and define their place in the academy, which can enhance voice,…

Integrating community-based learning (CBL) into graduate education has gained attention in higher education during the past decade because CBL allows students to inculcate professional values and ethics, situate academic knowledge and understanding in contexts, and practice academic citizenship through serving communities with disciplinary…