In this article we discuss the lived, embodied experience of home-making in relation to identity and belonging through the example of a service-learning project conducted during the COVID-19 pandemic in a higher education setting in London, UK. We also explore the notion of belonging-not-belonging as a cultural, material and embodied construct,…

One goal for higher education that should be taken very seriously is the development of students who learn the value of being productive members of their communities by contributing pro bono expertise to those with a need, but without the expertise or resources necessary to accomplish the task(s) on their own. In an effort to enhance their images,…

Developing good citizens is an historic role for higher education (Sullivan & Rosin, 2008) and the emergence of service-learning as a pedagogical strategy has heightened attention to the intentional educational objectives to be addressed in higher education. This article examines the role of service-learning in developing philanthropic values…

Describes how American and Russian students engaged in service learning in their own communities as part of an organizational communication class in which they learned communication principles and applied their skills to assist non-profit organizations. Describes both projects, stumbling blocks, and course outcomes. (SR)

Describes Academic Service-Learning (AS-L), in which classroom content is infused into a community-service experience. Describes a successful AS-L project in a business-communication class. Notes that its greatest strengths are students' tying theory into actual application of principles, student passion for the work, faculty enthusiasm for the…

A composition instructor developed a course that has moral traction, a course intended to serve as a blueprint for students, a heuristic for enlarging social consciousness and effecting social change. On the first day of class, the instructor introduces the "fundamental theme" of poverty and a schedule of assignments/activities that…

Discusses service learning (learning that combines public service with related academic work) and service learning projects in an undergraduate course on mass communication and society. Finds that it is an effective means of teaching that increases student understanding of complex material. (SR)

Describes a "distant service learning" unit in a first-year composition course in which students wrote for a nonprofit organization in the classroom. Discusses program activities in relation to the first-year composition curriculum, program activities and the nonprofit organization, classroom implementation and assessment (including scoring guide…

An oral history project on the coal mining heritage of southwest Virginia's New River Valley developed from a partnership between Radford University and a grassroots community group interested in cultural preservation. Publication products, benefits to participating college students, and reasons for the project's success are discussed. Contains 26…

Discusses links between poverty and student performance and achievement. Describes service learning and social reconstructionism (the relationship between school curriculum and the political, social, and economic development of society). Offers an example from an inner-city urban high school English class, describing social reconstructionism for…

Discusses various learning strategies that foster preservice teachers' active participation in learning. A learning continuum is presented that considers simulated, spectator, exploratory, analytic, and generative experiences. Specific approaches are described, including role playing, service learning, and journal writing. A series of…

Describes the rationale for using reflection to link service experience to learning in college instruction, and offers guidelines for developing effective reflection activities: linking student experiences to learning objectives; giving guidance for the reflection activities; scheduling the activities regularly; allowing feedback and assessment;…

Classroom experiential-learning activities help college students understand the social-justice issues implicit in their service-learning projects and become culturally dexterous leaders. Classroom exercises described cover trust building, communication, consciousness of power and class issues, differentiating between social service and social…