This document provides an introduction and literature review for a proposed course sequence called Community Leadership. It discusses the history and terminology around service-learning and experiential education. It notes concerns with existing approaches and proposes Community Leadership as a critical service-learning model embracing long-term commitment without discipline boundaries. The goal is to create lasting transformational change for students and community through identity development, structural inequality analysis, and a commitment to social justice.
This document discusses service learning in higher education. It defines service learning as experiential education where students engage in community service activities designed to promote student learning and development through structured reflection. Research shows positive impacts on student academic and developmental outcomes. The document outlines the history of service learning, tracing its roots to John Dewey's philosophy of experiential learning and its rise in the late 20th century as a way to make college curriculum more relevant and engage faculty in teaching. Service learning programs in Utah higher education institutions are also mentioned.
‘They treated us like one of them really’: Peer education as an approach to s...Simon Forrest
Powerpoint presentation about sexual health promotion for young people. By Dr Simon Forrest, Durham University(http://www.dur.ac.uk/school.health/staff/?username=wsrg35).
Impact of Academic and Social Factors on Education Performance of StudentsSubmissionResearchpa
Counseling makes perfect any human being for living life smoothly. According to phycology people required someone near to him/her with whom he/she can share their thoughts, happiness, emotions etc. and this is required in education also, In education we need to give support to our students for knowing their problems and feeling regarding education, life, career, friends, family etc. in this paper researcher tried to find out the importance of the counseling in the mind of students of the effect of the same in students mind because in the recent time importance of the education is more and the use of technology is also more so its big problem for the students for connecting consciously with the learning, and without consciousness people cannot understand many thinks for life long time it’s just for examination. By using the qualitative research study research has tried to find out solution for the same with the sample of 60 students of undergraduate of Parul University. During the research researcher identified major two internal and external factors in which there are six other factors, with the help of the qualitative research technique. by Rahul Chauhan and Bhoomi R. Chauhan 2020. Impact of Academic and Social Factors on Education Performance of Students. International Journal on Integrated Education. 2, 5 (Mar. 2020), 34-43. DOI:https://doi.org/10.31149/ijie.v2i5.140. https://journals.researchparks.org/index.php/IJIE/article/view/140/137 https://journals.researchparks.org/index.php/IJIE/article/view/140
HEPE: Strengthening Youth Philanthropy with Ideals of Health Equityantz505
The Community-Based Public Health Youth Council developed a national peer education training called HEPE to provide youth with information on health disparities, social determinants of health, and social justice. HEPE consisted of three webinar lectures for youth participants across the US. An assessment of participants' knowledge gained from HEPE highlighted the need for improved evaluation methods and identified challenges of online education platforms. Feedback from participants was used to enhance subsequent webinar lectures. Overall, HEPE demonstrated the potential for engaging youth nationally around important public health issues but also indicated areas for strengthening online training programs and evaluations.
Tecnología como soporte del aprendizaje colaborativoBenjamín González
This document reviews research on using technology to support collaborative learning in higher education. It focuses on studies that use internet-based technologies and analyze social interaction. The review provides six observations and recommendations regarding methodology, empirical evidence, and gaps in the research. It calls for more detailed descriptions of research methods and participants to aid replication. It also recommends focusing less on comparing technology-supported collaboration to face-to-face and more on what is uniquely enabled by technology, like group cognition and collaborative knowledge building.
Inclusion in higher education a quest for epistemic access[1]Brenda Leibowitz
Slide presentation made by Dr Tshediso Makoelle of the University of Johannesburg Education Faculty at the SOTL@UJ - Towards a Socially Just Pedagogy seminar series
This document discusses peer leadership in student leadership programs. It begins with an overview of emergent leadership theories that emphasize leadership as a collaborative process rather than one focused on individual leaders. Research shows peer interaction is important for leadership development in college students. The use of peer educators can benefit leadership programs by providing experiential learning for peer leaders and a support system for other students. Programs may incorporate peer leadership through peer leadership councils, mentoring programs, orientation leaders, and teaching leadership course content to other students.
This document discusses connecting critical reflection and group development in online adult education classrooms. It summarizes that critical reflection, using Brookfield's Critical Incident Questionnaire, can uncover reactions to the online environment and provide a framework for assessing group development based on Tuckman's model of forming, storming, norming, performing, and adjourning. The study explored this connection in two online graduate courses and found evidence that supported relating critical reflection to group development and its benefits for adult learning in online environments. Critical reflection is valuable for gaining instructor and learner feedback to improve instructional effectiveness.
This document discusses service learning in higher education. It defines service learning as experiential education where students engage in community service activities designed to promote student learning and development through structured reflection. Research shows positive impacts on student academic and developmental outcomes. The document outlines the history of service learning, tracing its roots to John Dewey's philosophy of experiential learning and its rise in the late 20th century as a way to make college curriculum more relevant and engage faculty in teaching. Service learning programs in Utah higher education institutions are also mentioned.
‘They treated us like one of them really’: Peer education as an approach to s...Simon Forrest
Powerpoint presentation about sexual health promotion for young people. By Dr Simon Forrest, Durham University(http://www.dur.ac.uk/school.health/staff/?username=wsrg35).
Impact of Academic and Social Factors on Education Performance of StudentsSubmissionResearchpa
Counseling makes perfect any human being for living life smoothly. According to phycology people required someone near to him/her with whom he/she can share their thoughts, happiness, emotions etc. and this is required in education also, In education we need to give support to our students for knowing their problems and feeling regarding education, life, career, friends, family etc. in this paper researcher tried to find out the importance of the counseling in the mind of students of the effect of the same in students mind because in the recent time importance of the education is more and the use of technology is also more so its big problem for the students for connecting consciously with the learning, and without consciousness people cannot understand many thinks for life long time it’s just for examination. By using the qualitative research study research has tried to find out solution for the same with the sample of 60 students of undergraduate of Parul University. During the research researcher identified major two internal and external factors in which there are six other factors, with the help of the qualitative research technique. by Rahul Chauhan and Bhoomi R. Chauhan 2020. Impact of Academic and Social Factors on Education Performance of Students. International Journal on Integrated Education. 2, 5 (Mar. 2020), 34-43. DOI:https://doi.org/10.31149/ijie.v2i5.140. https://journals.researchparks.org/index.php/IJIE/article/view/140/137 https://journals.researchparks.org/index.php/IJIE/article/view/140
HEPE: Strengthening Youth Philanthropy with Ideals of Health Equityantz505
The Community-Based Public Health Youth Council developed a national peer education training called HEPE to provide youth with information on health disparities, social determinants of health, and social justice. HEPE consisted of three webinar lectures for youth participants across the US. An assessment of participants' knowledge gained from HEPE highlighted the need for improved evaluation methods and identified challenges of online education platforms. Feedback from participants was used to enhance subsequent webinar lectures. Overall, HEPE demonstrated the potential for engaging youth nationally around important public health issues but also indicated areas for strengthening online training programs and evaluations.
Tecnología como soporte del aprendizaje colaborativoBenjamín González
This document reviews research on using technology to support collaborative learning in higher education. It focuses on studies that use internet-based technologies and analyze social interaction. The review provides six observations and recommendations regarding methodology, empirical evidence, and gaps in the research. It calls for more detailed descriptions of research methods and participants to aid replication. It also recommends focusing less on comparing technology-supported collaboration to face-to-face and more on what is uniquely enabled by technology, like group cognition and collaborative knowledge building.
Inclusion in higher education a quest for epistemic access[1]Brenda Leibowitz
Slide presentation made by Dr Tshediso Makoelle of the University of Johannesburg Education Faculty at the SOTL@UJ - Towards a Socially Just Pedagogy seminar series
This document discusses peer leadership in student leadership programs. It begins with an overview of emergent leadership theories that emphasize leadership as a collaborative process rather than one focused on individual leaders. Research shows peer interaction is important for leadership development in college students. The use of peer educators can benefit leadership programs by providing experiential learning for peer leaders and a support system for other students. Programs may incorporate peer leadership through peer leadership councils, mentoring programs, orientation leaders, and teaching leadership course content to other students.
This document discusses connecting critical reflection and group development in online adult education classrooms. It summarizes that critical reflection, using Brookfield's Critical Incident Questionnaire, can uncover reactions to the online environment and provide a framework for assessing group development based on Tuckman's model of forming, storming, norming, performing, and adjourning. The study explored this connection in two online graduate courses and found evidence that supported relating critical reflection to group development and its benefits for adult learning in online environments. Critical reflection is valuable for gaining instructor and learner feedback to improve instructional effectiveness.
The document discusses the changing nature of social work education and practice in the 21st century workplace. It argues that learning now occurs through social interaction and collaboration within communities of practice, rather than the traditional model of individual instruction and supervision. Specifically:
1) Workplaces now emphasize continual learning and knowledge construction among workers to adapt to changing conditions.
2) Situated learning theory suggests knowledge is socially constructed through collaboration and co-participation with others in authentic practice environments.
3) Social work education needs to shift from a focus on individual learners and supervisors to recognize learning through engagement in communities of practice within workplaces.
A Relationship Among Public School Leadership, Ethics, and Student Achievemen...guest3c8a16c
A Relationship Among Public School Leadership, Ethics, and Student Achievement by Dr. Christopher Hughes and Dr. Don Jones
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
Distributed leadership involves sharing leadership responsibilities throughout an organization. There are several reasons why distributed leadership is effective: it improves student outcomes and organizational effectiveness; builds commitment among staff; and is considered ethical as it engages all stakeholders in decision-making. Distributed leadership distributes leadership to key people in the organization and complements the roles of both formal leaders and informal teacher leaders.
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
This document discusses a multi-professional postgraduate study program in autism that has been running since 1998. It trains professionals from various backgrounds to work together to support those with autism spectrum disorder. The program uses collaborative learning approaches like action learning sets and workshop tasks. Student feedback indicates it improves their confidence in multi-disciplinary discussions and understanding of different professional perspectives and the lived experiences of families. The program has also helped shape the local authority's autism strategy and development of community support networks.
Digital literacy is an important skill for social services practitioners to effectively access and use online information resources. It includes skills like identifying trustworthy online information, communicating digitally, and participating in online communities of practice. Developing digital literacy can help practitioners overcome barriers like limited internet access and preference for verbal communication, and allow for knowledge sharing networks. A pilot project created an online community for practitioners to discuss cases, share evidence, and build research and information literacy skills through supported collaboration.
This document provides a summary of a paper exploring the relationship between critical pedagogy and teaching standards. It discusses how critical pedagogy aims for social transformation and empowering marginalized voices, while teaching standards guide teacher expectations and assessment. The paper contends these concepts can intersect in preparing teachers for a democratic society. It outlines the goals of critical pedagogy and analyzes the INTASC teaching standards, arguing they can support critical teaching if implemented with a focus on social change and academic success for all students.
Peer mentoring and peer learning programs have been shown to be effective for undergraduate students in several ways. They help students transition to university life and develop a sense of identity as part of the academic community. Mentoring also helps students cope with academic demands and supports their career, leadership, and academic development. Peer-led sessions create opportunities for collaborative learning and building confidence. Universities have increasingly diverse students with a variety of learning challenges, and peer-to-peer approaches can help address these challenges through engagement and multiple learning strategies. The effectiveness of peer mentoring stems from enhancing social and contextual learning relationships, providing feedback, and occupying a supportive third space for dialogue.
Mahara and Collaboration: Building communities of practice.Mahara Hui
Presentation at Mahara Hui 2017 by Sue Smarti and Gwen Davitt (Te Rito Maioha Early Childhood New Zealand) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/S2OTJX980SI
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This document summarizes a paper about transformational leadership in 21st century schools. It discusses how traditional leadership models focus on technical and rational approaches that do not account for organizational factors impacting outcomes. Transformational leadership uses cultural capital through acquired knowledge and social capital via relationships and networks to create a transferable leadership model. 21st century schools aim to prepare students holistically through specialized curriculum, pedagogy, proficiency, multicultural literacy and performance. Effective leadership in these schools requires distributed and developmental approaches that transform culture and the instructional core.
The Knowledge and Experience of Self-Referral Consciousness and the
Fulfillment of
Interdisciplinary Study
Samuel Y. Boothby
Maharishi University of Management
Fairfield, Iowa
student unions as the way of learning democracyLiisa Ansala
The document summarizes a study on the democracy skills learned by student activists through their work in student unions in Finnish universities. Through interviews with 12 former student union chairpersons, the study found that student activism provided skills in communication, collaboration, decision-making, and knowledge about the political system. These skills align with theories of experiential and democracy learning. The study suggests universities should support student participation in unions to promote the development of active citizenship skills.
This document reviews literature on teacher educators and their professional identities published between 2000-2013. It identifies 7 themes around teacher educators: professional development, practices and knowledge, curricula/policies/reforms, multiculturalism/diversity, technology, ethics, and school/university partnerships. The review focuses on teacher educators' professional identities, analyzing individual and contextual dimensions. It groups 19 identity-focused articles into 4 categories: transition from teacher to educator; negotiating research/teaching roles; interactive processes in communities; and responding to macro-level changes. The review provides a framework for situating research on teacher educators and their evolving identities.
Examining Faculty Motivation to Participate in Faculty DevelopmentPatrick Lowenthal
In response to demands for public accountability and improved teaching and learning, institutions are recognizing the need to strengthen their faculty development programs. Central to strengthening faculty development programs is increasing faculty participation in these programs. This mixed-method study examined the motivation of full and part-time faculty to seek development, obstacles to attending, as well as preferred formats across four institutions.
Can Social Realism Do Social Justice? Debating the Warrants for Curriculum Kn...edsrpp
This document discusses challenges to Social Realism's approach to curriculum selection. Social Realism argues that "powerful knowledge" from disciplinary communities should be prioritized in the curriculum. However, the document raises three key challenges:
1) Standpoint theory questions SR's view of disciplinary knowledge as objective, arguing knowledge is always partial based on one's standpoint. Considering multiple standpoints can lead to "stronger objectivity."
2) A Vygotskian approach argues life-world knowledge also has value and should interact dialectically with disciplinary knowledge in the curriculum.
3) Nancy Fraser's criteria for social justice require knowledge selection to not only redistribute knowledge but also recognize diverse knowledges and represent stakeholders participator
Understanding Quality Culture (award winning paper) by Ulf-Daniel EhlersUlf-Daniel Ehlers
The paper aims at developing a holistic understanding of quality in higher education which reveals the current debates about accreditation or quality process standards as insufficient, and proposes an enhanced model for quality culture in educational or-ganisations.
The document discusses experiential learning opportunities through University of Cincinnati Honors Program seminars and study abroad programs that focus on community engagement and global studies. Students explore local communities in Cincinnati through visits to neighborhoods and organizations. They also study abroad in countries like India, Nicaragua, Ghana, and Tanzania on programs centered around topics like rural development, women's health, and humanitarian design. The goal is to provide students hands-on learning experiences to gain a better understanding of diversity and their role as global citizens.
The University of Cincinnati Office of Admissions is seeking volunteer tour guides as the incoming freshman class is projected to be the biggest ever. The tour guide program called ROAR has been revamped and modeled after similar programs at other universities. Applicants must commit to at least one weekly tour, have a 2.75 GPA, and attend meetings and retreats. Benefits include priority registration and community service hours.
The document summarizes an alternative spring break experience organized by the University of Cincinnati Honors Program. Students volunteered with the Christian Appalachian Project in eastern Kentucky, doing construction work and home repairs. Over the course of a week, the 23 student volunteers gained a deeper understanding of Appalachian culture and the challenges of poverty in the region through orientation, work, and evening reflection activities. Students reported that the experience changed their perceptions of Appalachia and its people, and motivated them to continue serving locally through community engagement and education initiatives.
This document discusses ways to re-energize high school visits by admissions representatives and guidance counselors. It suggests that unenergized representatives give poor presentations by lacking public speaking skills, being disorganized and unprepared. Re-energized representatives engage students by understanding timing, leaving lasting impressions and connecting before and after visits. Unenergized counselors don't welcome representatives or maximize visit opportunities. Re-energized counselors greet representatives, assist with materials and help keep students focused. The document provides suggestions like using cheat sheets, early scheduling and maintaining contact throughout the year.
The document discusses the changing nature of social work education and practice in the 21st century workplace. It argues that learning now occurs through social interaction and collaboration within communities of practice, rather than the traditional model of individual instruction and supervision. Specifically:
1) Workplaces now emphasize continual learning and knowledge construction among workers to adapt to changing conditions.
2) Situated learning theory suggests knowledge is socially constructed through collaboration and co-participation with others in authentic practice environments.
3) Social work education needs to shift from a focus on individual learners and supervisors to recognize learning through engagement in communities of practice within workplaces.
A Relationship Among Public School Leadership, Ethics, and Student Achievemen...guest3c8a16c
A Relationship Among Public School Leadership, Ethics, and Student Achievement by Dr. Christopher Hughes and Dr. Don Jones
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
Distributed leadership involves sharing leadership responsibilities throughout an organization. There are several reasons why distributed leadership is effective: it improves student outcomes and organizational effectiveness; builds commitment among staff; and is considered ethical as it engages all stakeholders in decision-making. Distributed leadership distributes leadership to key people in the organization and complements the roles of both formal leaders and informal teacher leaders.
THE INFLUENCE OF PROBLEM-BASED LEARNING COMMUNITIES ON RESEARCH LITERACY AND ...ijejournal
The current study investigates two Problem-Based Learning (PBL) processes that were carried out in two different Online Learning Communities of 62 pre-service teachers who took a Research Literacy course as a part of their academic obligation. The first one was combined with the moderator based learning
scaffoldings (OLC+M), and the other one with the social based learning scaffoldings (OLC+S). The study seeks to map the differences between these two OLCs in terms of Achievement Goal Motivation and Research Literacy skills as a result of the PBL intervention, and the correlation between these aspects as is expressed in each group. The findings indicated that PBL had a significant positive effect on AGM in both groups, while only the OLC+S showed the significant outperforming in some of the Research Literacy skills, as well as the positive correlation between them and the Mastery Approach component of AGM. The discussion raises possible interpretations of theoretical and practical relationships between Research Literacy skills in the educational field and motivational factors among adult students, as they are expressed in online communication environments.
This document discusses a multi-professional postgraduate study program in autism that has been running since 1998. It trains professionals from various backgrounds to work together to support those with autism spectrum disorder. The program uses collaborative learning approaches like action learning sets and workshop tasks. Student feedback indicates it improves their confidence in multi-disciplinary discussions and understanding of different professional perspectives and the lived experiences of families. The program has also helped shape the local authority's autism strategy and development of community support networks.
Digital literacy is an important skill for social services practitioners to effectively access and use online information resources. It includes skills like identifying trustworthy online information, communicating digitally, and participating in online communities of practice. Developing digital literacy can help practitioners overcome barriers like limited internet access and preference for verbal communication, and allow for knowledge sharing networks. A pilot project created an online community for practitioners to discuss cases, share evidence, and build research and information literacy skills through supported collaboration.
This document provides a summary of a paper exploring the relationship between critical pedagogy and teaching standards. It discusses how critical pedagogy aims for social transformation and empowering marginalized voices, while teaching standards guide teacher expectations and assessment. The paper contends these concepts can intersect in preparing teachers for a democratic society. It outlines the goals of critical pedagogy and analyzes the INTASC teaching standards, arguing they can support critical teaching if implemented with a focus on social change and academic success for all students.
Peer mentoring and peer learning programs have been shown to be effective for undergraduate students in several ways. They help students transition to university life and develop a sense of identity as part of the academic community. Mentoring also helps students cope with academic demands and supports their career, leadership, and academic development. Peer-led sessions create opportunities for collaborative learning and building confidence. Universities have increasingly diverse students with a variety of learning challenges, and peer-to-peer approaches can help address these challenges through engagement and multiple learning strategies. The effectiveness of peer mentoring stems from enhancing social and contextual learning relationships, providing feedback, and occupying a supportive third space for dialogue.
Mahara and Collaboration: Building communities of practice.Mahara Hui
Presentation at Mahara Hui 2017 by Sue Smarti and Gwen Davitt (Te Rito Maioha Early Childhood New Zealand) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/S2OTJX980SI
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This document summarizes a paper about transformational leadership in 21st century schools. It discusses how traditional leadership models focus on technical and rational approaches that do not account for organizational factors impacting outcomes. Transformational leadership uses cultural capital through acquired knowledge and social capital via relationships and networks to create a transferable leadership model. 21st century schools aim to prepare students holistically through specialized curriculum, pedagogy, proficiency, multicultural literacy and performance. Effective leadership in these schools requires distributed and developmental approaches that transform culture and the instructional core.
The Knowledge and Experience of Self-Referral Consciousness and the
Fulfillment of
Interdisciplinary Study
Samuel Y. Boothby
Maharishi University of Management
Fairfield, Iowa
student unions as the way of learning democracyLiisa Ansala
The document summarizes a study on the democracy skills learned by student activists through their work in student unions in Finnish universities. Through interviews with 12 former student union chairpersons, the study found that student activism provided skills in communication, collaboration, decision-making, and knowledge about the political system. These skills align with theories of experiential and democracy learning. The study suggests universities should support student participation in unions to promote the development of active citizenship skills.
This document reviews literature on teacher educators and their professional identities published between 2000-2013. It identifies 7 themes around teacher educators: professional development, practices and knowledge, curricula/policies/reforms, multiculturalism/diversity, technology, ethics, and school/university partnerships. The review focuses on teacher educators' professional identities, analyzing individual and contextual dimensions. It groups 19 identity-focused articles into 4 categories: transition from teacher to educator; negotiating research/teaching roles; interactive processes in communities; and responding to macro-level changes. The review provides a framework for situating research on teacher educators and their evolving identities.
Examining Faculty Motivation to Participate in Faculty DevelopmentPatrick Lowenthal
In response to demands for public accountability and improved teaching and learning, institutions are recognizing the need to strengthen their faculty development programs. Central to strengthening faculty development programs is increasing faculty participation in these programs. This mixed-method study examined the motivation of full and part-time faculty to seek development, obstacles to attending, as well as preferred formats across four institutions.
Can Social Realism Do Social Justice? Debating the Warrants for Curriculum Kn...edsrpp
This document discusses challenges to Social Realism's approach to curriculum selection. Social Realism argues that "powerful knowledge" from disciplinary communities should be prioritized in the curriculum. However, the document raises three key challenges:
1) Standpoint theory questions SR's view of disciplinary knowledge as objective, arguing knowledge is always partial based on one's standpoint. Considering multiple standpoints can lead to "stronger objectivity."
2) A Vygotskian approach argues life-world knowledge also has value and should interact dialectically with disciplinary knowledge in the curriculum.
3) Nancy Fraser's criteria for social justice require knowledge selection to not only redistribute knowledge but also recognize diverse knowledges and represent stakeholders participator
Understanding Quality Culture (award winning paper) by Ulf-Daniel EhlersUlf-Daniel Ehlers
The paper aims at developing a holistic understanding of quality in higher education which reveals the current debates about accreditation or quality process standards as insufficient, and proposes an enhanced model for quality culture in educational or-ganisations.
The document discusses experiential learning opportunities through University of Cincinnati Honors Program seminars and study abroad programs that focus on community engagement and global studies. Students explore local communities in Cincinnati through visits to neighborhoods and organizations. They also study abroad in countries like India, Nicaragua, Ghana, and Tanzania on programs centered around topics like rural development, women's health, and humanitarian design. The goal is to provide students hands-on learning experiences to gain a better understanding of diversity and their role as global citizens.
The University of Cincinnati Office of Admissions is seeking volunteer tour guides as the incoming freshman class is projected to be the biggest ever. The tour guide program called ROAR has been revamped and modeled after similar programs at other universities. Applicants must commit to at least one weekly tour, have a 2.75 GPA, and attend meetings and retreats. Benefits include priority registration and community service hours.
The document summarizes an alternative spring break experience organized by the University of Cincinnati Honors Program. Students volunteered with the Christian Appalachian Project in eastern Kentucky, doing construction work and home repairs. Over the course of a week, the 23 student volunteers gained a deeper understanding of Appalachian culture and the challenges of poverty in the region through orientation, work, and evening reflection activities. Students reported that the experience changed their perceptions of Appalachia and its people, and motivated them to continue serving locally through community engagement and education initiatives.
This document discusses ways to re-energize high school visits by admissions representatives and guidance counselors. It suggests that unenergized representatives give poor presentations by lacking public speaking skills, being disorganized and unprepared. Re-energized representatives engage students by understanding timing, leaving lasting impressions and connecting before and after visits. Unenergized counselors don't welcome representatives or maximize visit opportunities. Re-energized counselors greet representatives, assist with materials and help keep students focused. The document provides suggestions like using cheat sheets, early scheduling and maintaining contact throughout the year.
This document summarizes a service-learning trip to Appalachia for University of Cincinnati honors students during their spring break. It provides background on the Appalachian region and culture, describes the Christian Appalachian Project where students volunteered building homes, and discusses the impact of the experience on changing students' perceptions of poverty and their desire to continue service locally.
This document summarizes upcoming CSS features like Box Alignment Level 3, CSS Grid Layout, CSS Shapes, CSS Feature Queries, and CSS Custom Properties. It explains what each feature does at a high level and provides example code snippets. The document also encourages developers to get involved by filing issues on browser bug trackers, requesting new features, and creating blog posts/demos to help drive adoption of these new CSS specifications.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/classmanagement
On Ways of Framing Experiential LearningBrooke Bryan
This document summarizes an oral history institute at Antioch College focused on digital liberal arts and oral history scholarship. It discusses challenges around teaching vs. research, instructionist vs. collaborative teaching, and whether institutions reward the types of work they say they value. It frames the work using Boyer's scholarship models, community-based research principles, and AAC&U's high-impact practices. Attendees participated in an activity to map their projects and plans for review/promotion. The goal was to help frame work within institutional missions and review criteria.
The document summarizes three articles related to service learning and community engagement:
1) The first article discusses how service learning can perpetuate "whiteness" through color-blind approaches and argues educators must examine their own biases.
2) The second article presents a study finding public engagement shaped graduate school and career choices for many scholars and outlines key elements of public engagement scholarship.
3) The third article reviews infrastructure of community engagement centers, finding evolution in characteristics like academic integration, institutional resources, and assessment. It provides a baseline for centers to evaluate structures.
This document discusses comprehensive leadership development sequencing. It proposes that leadership development should progress from breadth to depth through different stages. In the initial stages, students gain self-awareness through involvement and service. At moderate stages, students develop critical thinking and contribute to group decision making through peer learning models. In later stages, students facilitate social change through participatory action research and community organizing with a focus on systems thinking. The document recommends assessing leadership programs using learning outcomes and evaluating their effectiveness on student satisfaction and perceived ability to make change.
Professor Peter McKiernan PDW on Engaged Scholarship at the 2012 IAM Conferen...IAMIreland
This document summarizes a presentation on scholarship of engagement (SoE). It defines SoE as genuine collaboration between academics and communities where learning and expertise are shared bidirectionally. SoE goes beyond outreach and service by involving mutual benefits and advances in expertise and scholarship. The document discusses assessing the benefits of SoE partnerships and evaluating impacts on collaboration, communication, sustainability, and scholarship. It contrasts traditional academic knowledge generation with more engaged and collaborative models. Benefits of SoE are outlined for academics, community partners, disciplines, institutions, and students. Two examples of scholars successfully engaging in and being promoted for SoE are provided.
This document provides a literature review on service-learning in higher education. It explores service-learning in terms of student development, faculty involvement, and institutional support. The review finds that service-learning can positively impact students' academic understanding, critical thinking, and awareness of social issues, but may also negatively impact commitment if not well-supported. It suggests universities improve faculty compensation and explore offering service-learning across disciplines. Long-term planning involving faculty and administrators is also recommended to strengthen service-learning programs.
This document provides information about service-learning and reflection at Drake University. It defines service-learning as experiential education that combines academic learning and meeting community needs, with a focus on reflection. Students engaged in service-learning will take responsibility for their learning, apply knowledge to new environments, reflect on how the experience impacts their understanding, and develop skills to be engaged citizens. The document also discusses the importance of reflection, providing definitions and research that shows reflection improves learning outcomes. It provides examples of reflection activities for students to process their service-learning experiences.
This document provides an overview of community-based service-learning and how to incorporate it into college courses. It defines service-learning, discusses its benefits for students, faculty and the community. It also outlines a 6-step model for developing a service-learning course, including defining learning and service outcomes, planning community partnerships, course design, facilitating reflection, and assessment. Examples are provided from existing service-learning courses on how each step can be implemented.
The document discusses how leadership education can be improved by integrating theories of critical leadership studies (CLS), leadership-as-practice (LAP), and listening into pedagogy and classroom practices. It proposes that educators design learning spaces to: (1) facilitate experiences where listening practices become expected norms, and (2) allow leadership practices embodied in the curriculum to simultaneously advance theory and practice. Examples from a Mandela Washington Fellowship program illustrate how interventions emphasizing listening were implemented to shift leadership development towards a practice-based approach.
The document discusses how leadership education can be improved by integrating emerging theories like critical leadership studies (CLS) and leadership-as-practice (LAP) frameworks, with a focus on listening. It proposes that leadership educators design classroom spaces and pedagogy to:
1) Facilitate experiences where listening practices become an expectation and norm.
2) Allow students to embody leadership concepts in practice simultaneously with theory.
3) Emphasize listening as a core leadership skill and shift discourses around leadership education.
Case studies from a fellowship program illustrate how interventions can advance critical and dialogic leadership development by refining conversations and redefining leadership roles through practices like storytelling and listening.
The document discusses foundations for online learning and teaching. It covers philosophical, psychological, and theoretical bases like motivation for learning and the Community of Inquiry framework. It also discusses institutional considerations around technology selection and preparing faculty for online teaching. The Community of Inquiry framework emphasizes social, cognitive, and teaching presence to support critical thinking in an online community. Motivation theories like andragogy note that adult learners are self-directed and motivated by internal factors like relevance to their lives.
The document discusses the past, present, and future of curriculum development. It notes that definitions of curriculum are varied and focus on content, experiences, objectives or processes. Curriculum of the past focused on discipline, control and standardization, while trends are challenging current approaches. Five key trends - personalized learning, mobile learning, open education, informal/social learning, and inclusion/diversity - present challenges around balancing standardization with personalization, sustainability with fast changing technologies, measuring informal learning, and ensuring equal access. The future of curriculum is envisioned as customized, collaborative, skills-focused, available anytime/anywhere, and open/democratic.
This document analyzes a summer school program through surveys, interviews, and observations to understand how it helps develop professional expertise in a non-formal educational setting. It finds that the summer school fosters coherence in epistemic frames - the way of thinking in a profession - through six main conditions: 1) common values among participants like humanism, curiosity and reciprocity; 2) nonlinear and interactive curriculum design; 3) principles of co-creation where all contribute; 4) extensive knowledge connecting occupations to wider ideas; 5) democratic structures with open communication; and 6) interaction with the natural environment and local community.
Community-Engaged Learning (CEL) is a form of experiential learning that connects the university to the community for the mutually beneficial exchange of knowledge and resources. It is a high impact educational practice with clear benefits for student learning. It can enhance citizenship and promote more participatory, and democratic, approaches to knowledge production. CEL promotes the practice of working with diverse stakeholders and establishes the right conditions for addressing complex challenges such as the SDGs. In Ireland, we have been building a community of practice in CEL since 2014. Most recently this has taken the form of the national staff development initiative for teaching staff to create CEL advocates. In this workshop participants will identify potential community partners using a mapping technique, hear practice-based examples and be guided in the identification of opportunities to structure CEL in learning and teaching.
• Conor Anderson, Irish Universities Association
• Catherine O’Mahony and Angela Veale, University College Cork, Ireland
• Naomi Masheti, Cork Migrant Centre, Ireland
This document provides an overview of a research study that aims to understand academics' decisions to contribute or not contribute open educational resources (OER) at the University of Cape Town (UCT). The study will use a theoretical framework combining Activity Theory and the social realism of Margaret Archer. A pilot study identified some initial barriers like unclear rules around quality and promotion, and enablers like increased visibility. The full study will conduct interviews to explore academics' agency and how institutional structures and open culture influence their choices, using the two theories to examine individuals and their social context. The research aims to better explain participation in OER by considering both structural factors and individual agency.
learning ecosystem in term of social interaction and developmentBernard habimana
This document discusses learning ecosystems in terms of social interaction and development. It defines a learning ecosystem as a learning community together with enterprise, united by a learning management system. Social learning plays a key role in learning ecosystems and involves interactions between individuals, groups, and their environment. Through social interactions, learners can develop important competencies including self-awareness, social awareness, relationship skills, and responsible decision making.
Three sentences summarizing the key points:
1) While policies aim to improve readiness through rigorous coursework and test scores, students' grades are actually better predictors of their future success than test scores or courses taken. 2) Grades reflect not just content knowledge and skills, but also important noncognitive factors like behaviors, attitudes, strategies, and relationships that support school performance. 3) Noncognitive factors beyond just cognitive abilities and knowledge, such as motivation, self-control, and problem-solving skills, are critical influences on students' academic outcomes.
Ecology of Education and Service-Learning: Perspectives on teaching & learningOhio Campus Compact
This document discusses service-learning and civic engagement in higher education. It provides context on the growth of service-learning and engagement over the past few decades. It also discusses key principles of service-learning, including collaboration with the community, reflection, and making learning relevant to people's lives. The document emphasizes that education is broader than just schooling and occurs within communities through various institutions.
Ramey Dissertation Case Study Leadership From The Middle STEM Education Relat...Lori309650
An overview of my case study research into the emergence of leadership within university STEM departments (Southeast R1 institution) working to shift to more learner-centered teaching practices.
Keywords: Relational Leadership Theory, Knowledge Life Cycle, organizational learning, complexity theory, learner-centered teaching, higher education, STEM education
The document provides an overview of a workshop on integrating community-based service-learning into college courses. It defines service-learning and differentiates it from volunteerism. It discusses the benefits of service-learning for students, faculty, and the community. Examples of service-learning projects in different academic disciplines are provided. A six-step model for developing a service-learning course is outlined, including defining learning outcomes, planning community partnerships, course design, reflection activities, and assessment. Sample materials from existing service-learning courses, such as assignments and syllabi, are also mentioned.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
1. Community Leadership 1
COMMUNITY LEADERSHIP:
AN ANALYSIS OF AND APPROACH TO REFRAMING CRITICAL SERVICE-LEARNING
A project submitted to the
Department of Educational Studies and Leadership
of the University of Cincinnati
in partial fulfillment of the requirements of the
MASTER OF ARTS
in Educational Studies
2009
Submitted by:
Jessica L. King
BA, University of Cincinnati, 2007
Committee Chair: Vanessa Allen-Brown, PhD
Committee Member: MJ Woeste, EdD
2. Community Leadership 2
ABSTRACT
Through an examination of the history and current manifestations of service-learning, one of the goals
of this research is to not only compile an extensive review of the associated literature but to point to
areas of concern and critique. That discussion is followed by a course sequence proposal of what could
be envisioned as the next phase of experiential learning, placed in the context of critical service-
learning. This model embraces a long-term commitment that is free of artificial boundaries by discipline,
while being a simultaneously student-centered and community-centered approach to service-learning.
The course sequence, Community Leadership, is intended to create lasting, transformational change for
everyone involved.
3. Community Leadership 3
TABLE OF CONTENTS
Introduction 4
An Ongoing Discourse of Terminology and Intentions 5
A Closer Look at Pedagogy, Philosophy, and Underlying Principles 11
Desired and Demonstrated Outcomes 17
Case Studies 21
Limitations, Obstacles, and Future Directions 28
Community Leadership 36
Identity and Community Awareness 41
Structural Inequalities and Leadership 43
Social Justice and Commitment to Action 45
Conclusion 47
References 49
Appendix A: Honors Seminars Request for Proposals 56
Appendix B: Community Leadership Summary 58
4. Community Leadership 4
INTRODUCTION
No person exists in isolation from a larger whole, much as no community exists without its
citizens. Institutions of higher education find themselves located within communities and subsequently
bear a responsibility to acknowledge and embrace their fundamental connectedness to these locales.
Their graduates must progress to the oft-referenced “real world” of these local communities and
beyond, where they will be expected to apply the skills they have diligently committed themselves to
learning during the four- (or more) year moratorium experienced in pursuit of their degree (Eifler,
Kerssen-Griep, & Thacker, 2008; Eyler & Giles, 1999). Are institutions of higher education preparing their
graduates for this challenge? Our evolving society requires young professional entering the workforce to
not only be able to work diligently and follow direction, but to think critically through complex situations
and novel moments, to create visions, and bring insightful outlooks and sound judgments to their work
(Colby, Ehrlick, Beaumont, Rosner, & Stephens, 2000; Eyler & Giles, 1999; Simmons & Roberts-Weah,
2000). Beyond the sheer ability to apply academic skills and critical thinking comes the challenge of
active citizenship to make good, ethical use of one’s talents, gifts, and knowledge in order to impact
society and larger social structures (Schulz, 2007). Can this not also be the true test of academic success
and preparedness? This push toward civic engagement is the root of the 2009 Edward M. Kennedy
Service America Act and will continue to characterize the political and social nature of our country as we
move forward (Corporation for National and Community Service, 2009).
It is within this symbiotic and cyclical existence that we find two pressing but united points
permeating academia: the need for accountability in higher education and the growth and exploration
of the role of active citizens in today’s increasingly interconnected society. It could be argued that these
two movements are parallel to the established approach of service-learning as both an experiential
learning pedagogy and a means of achieving active citizenship. Regardless of the chronology, service-
learning in its many forms will undoubtedly prove to be influenced and expanded in the shadow of these
5. Community Leadership 5
larger initiatives, which raises a third, key question: What is the role of service-learning in higher
education and the larger goal of not only graduating academically-enlightened and motivated young
adults but, further, in pointing those with such education and privilege in the direction of their
communities, to the exploration of community needs and social justice that would allow others to
actualize their own interests and needs?
Through an examination of the history and current manifestations of service-learning, one of the
goals of this research is to not only compile an extensive review of the associated literature but to point
to areas of concern and critique. That discussion is followed by a course sequence proposal of what
could be envisioned as the next phase of experiential learning, placed in the context of critical service-
learning. This model embraces a long-term commitment that is free of artificial boundaries by discipline,
while being a simultaneously student-centered and community-centered approach to critical service-
learning. The course sequence, Community Leadership, is intended to create lasting, transformational
change for everyone involved.
AN ONGOING DISCOURSE OF TERMINOLOGY AND INTENTIONS
Experiential learning is an umbrella phrase used to describe any range of activities intended to
merge classroom theory and real world practice (Cantor, 1997). A key foundation of such experiential
learning is that experience and education are inseparable and cumulative (Dalton & Ingram, 2004).
Further, progressive educators like John Dewey advocated for education as a means of not only personal
growth and development but as a way to integrate young people into an equitable society, devoid of “-
isms” and injustices (Densmore, 2000). Profession-oriented approaches to service-learning include such
activities as internships, student-teaching opportunities, cooperative education placements, clinical
rotations and residencies in the medical field, among other forms. Parallel opportunities may be thought
of as the more traditional, straight-to-employment preparation options often referred to as vocational
6. Community Leadership 6
training. Vocational training is frequently stigmatized for its “blue collar” nature and lack of theoretical
and academic foundation. Further confounded among these limitations of vocational training is the
history of tracking and ability grouping that often funneled so many students into such professions or
fields due to their ascribed characteristics and the perhaps short-sighted perspective of their teachers,
counselors, and mentors (Noddings, 2006). Regardless of the precise form or the underlying social
current driving the various activities, experiential education in its broader form has a deeply entrenched
history in the educational system, both within formal and informal educational settings.
In addition to these approaches, other forms of experiential learning, some rooted in the
seminal works of Dewey and other progressive and constructivist theorists, have gained a stronger
following in recent years and are the focus of the research presented here. In particular, a subgroup of
experiential learning opportunities are intended to not only merge the academic and the world outside
of the classroom, while incorporating a strong focus on service that, in many cases, may be intended to
supersede purely professional outcomes. These activities transition into a pedagogy that, like those
discussed above, may be classified under any range of terms and embrace an even more elaborate
range of foci and desired learning objectives and outcomes. Depending on the focus, the discipline, the
institution, and the individual disposition of the leader(s) of the experience, these differences become
not only a distinction in terminology but, in some cases, a crucial differentiation pertaining to the true
intention of the approach as it relates to both immediate and long-term outcomes (Bednarz, Chalkley,
Fletcher, Kay, Heron, Mohan, et al., 2008). To understand the foundation behind these experiences, it is
imperative to analyze not only the words used to describe these opportunities in higher education, but
to closely examine what associations come along with the terms of choice. What follows certainly falls
short of being an exhaustive list, given the dynamic nature of language and the infinite combinations of
words and associations that can be entrenched in academia. With that in mind, the author has strived to
highlight those key words and phrases leading to an accurate enough depiction of what most frequently
7. Community Leadership 7
occurs in the literature on experiential learning that may or may not fulfill the triad of merging theory,
practice, and service. The phrases analyzed here include: volunteerism, community service, community
and civic engagement, service learning and service-learning, and critical service-learning.
For the sake of parsimony, volunteerism and community service have enough overlap in their
intentions as discussed in the literature that their analysis can unfold simultaneously. Of first importance
to note, nothing within the definition of such experiences requires or specifically recommends that they
be merged with the academic or an underlying theory of action. Various authors have pointed to ways in
which a spirit of volunteerism and community service is ingrained in the history of the United States,
irrelevant from curricular concerns (Enos & Morton, 2003; Hollander & Hartley, 2003; Oden & Casey,
2007). Volunteerism, for example, is a way in which people can help others at the individual level,
independent of governmental or structural intervention. Densmore (2000) suggests that this approach
alleviates temporal social tensions or problems with no focus on underlying issues or social ills. As an
example, while volunteering at a soup kitchen each Thanksgiving is a charitable gesture that certainly
serves a function and fulfills a temporary need, it does not move to a deeper level of service or
engagement, one that could, perhaps, address why there is a need for soup kitchens in the first place.
Further, volunteerism and community service are often enacted through a “one-directional” and
hierarchical approach, where one relatively privileged group has services to offer to another, needy
group (Enos & Morton, 2003; Jacoby, 2003).
Taking these good intentions a step further brings us to notions of community and civic
engagement. While there is almost certainly overlap between the lexicon of community service and
community engagement, many have purported that “engagement” moves closer to a picture of
citizenship grounded in the collectivity rather than efforts at individual, isolated acts of charity or
volunteer activity (Densmore, 2000; O’Grady, 2000). While there may have been a recent surge in such
activities, “*t+he grass-roots movement to reengage citizens in community building has been going on
8. Community Leadership 8
for at least two decades… when successful, such efforts serve as a powerful antidote to the cynicism
about national politics and the possibilities for citizen influence” (Hollander & Hartley, 2003, p. 304).
This movement grew from a sentiment that individual interests were being advanced before
community, with an intention to return the focus to the interconnectedness of our interests and actions
(Enos & Morton, 2003). Emphasizing the collectivity, civic and community engagement may or may not
come to involve more long-term activities as compared to volunteering or community service. Again, the
focus here is on citizenship and engagement in the community, with no explicit or necessary
connections to the world of academia.
This important distinction leads to service-learning. Activities of volunteerism or community
service move closer to the realm of service-learning when they are intentionally and purposefully linked
with a focus on the academic (McClam, Diambra, Burton, Fuss, & Fudge, 2008; O’Grady, 2000). Some
frame service-learning as “*serving+ the needs of a marginalized group while acquiring necessary
knowledge, skills, and dispositions to which they would not otherwise have access” (Eifler, Kerssen-
Griep, & Thacker, 2008). Even though the authors go on to explain that this can be a highly reciprocal
relationship with all parties involved learning and growing, this definition brings forth a particularly
hierarchical and student-centered characterization, wherein students possess a knowledge that the
community or those they serve needs, arguably perpetuating inequality by entering the dialogue seeing
a group of privilege reaching out to a “marginalized” group. Further, service-learning necessitates a
more reciprocal relationship than may otherwise be found through the previously articulated constructs,
wherein the student is both serving and learning, growing and helping. Stated another way, the “student
is not the all-knowing expert who chooses to offer services to a needy community. Rather, the student
serves as a potential resource who may possess what the community members want or need” (Bender
& Randall, 2005, p. 85). While some researchers (i.e., Rosenberger, 2000) have questioned the very use
of the word “service” in characterizing such activities due to its seemingly inherent hierarchical
9. Community Leadership 9
implications, others have defended the use of the term as they advocate for a more encompassing
definition of the word when used in the context of service-learning. Namely, “Service-learning thus
stands in contrast to the traditional, paternalistic, one-way approach to service, where one person or
group has resources that they share with a person or group that they assumes lacks resources.
Reciprocity also eschews the traditional concept of volunteerism, which is based on the idea that a more
competent person comes to the aid of a less competent” (Jacoby, 2003, p. 4).The incorporation of
reciprocity and positive outcomes for all involved is an extremely important aspect of service-learning as
pedagogy.
Many educators would agree, however, that what nudges simple and perhaps isolated
volunteerism into true service and service-learning is the integration of reflection alongside academic
study and action, which work together to address community needs (Rosenberger, 2000). In fact, a
distinction has been made between service learning and service-learning, with some asserting that the
hyphen shows the true interconnectedness of learning and action, joined by and through reflection
(Eyler & Giles, 1999; Jacoby, 2003; Oden & Casey, 2007). In order for service-learning to be a truly
academic and civically-oriented pedagogy, it requires an intentional focus on both the academic and
related needs of students, along with a purposeful focus on the needs of the community, as defined by
the community. One of the more succinct and all-encompassing definition of this approach was
advanced by Ash and Clayton (2004): “Service-learning, a form of experiential education, is a
collaborative teaching and learning strategy designed to promote academic enhancement, personal
growth, and civic engagement. Students render meaningful service in community settings that provide
experiences related to academic material. Through guided reflection, students examine their
experiences critically, thus enhancing the quality of both their learning and their service” (p. 138). To a
greater or lesser degree, these are the goals with which practitioners of service-learning approach such
learning opportunities in higher education.
10. Community Leadership 10
The prevalence of opportunities to pursue service-learning at the collegiate level has grown
exponentially in recent years (Colby, Ehrick, Beaumont, Rosner, & Stephens, 2000). Schulz (2007)
articulated the point that all disciplines provide their students with concepts and theories intended for
practical use but, in one regard, it is the linkage with service-learning that actually cultivates that utility.
With that in mind, a wide array of courses, disciplines, departments, and institutions across the country
have incorporated some form of service-learning into their pedagogies. These disciplines include
business (Govekar & Rishi, 2007); communication (Borden, 2007; Schulz, 2007); education (Eifler,
Kerssen-Griep, & Thacker, 2008; Renner, 2009; Téllez, 2000); electronic media (Dalton & Ingram, 2004);
family and consumer sciences (Toews & Cerny, 2005); human service (McClam, Diambra, Burton, Fuss, &
Fudge, 2008); interior design (Sterling, 2007); nursing (Lashley, 2007); 2006); physical and occupational
therapy (Bender & Randall, 2005); psychology (Simons & Cleary, public policy (Johnson & Chope, 2007);
sociology (Luquet, 2009; Kouri, 2007); Spanish (Bloom, 2008); and women’s studies (Bettcher, 2007;
Ituarte, 2007; Ward, 2007; Williams & Ferber, 2008), among others. Despite this evidence of a wide-
ranging application of service-learning, it must also be acknowledged that the vast majority of such
ventures occur in so-called “soft” disciplines, such as the social sciences (Butin, 2006).
Much as reflection is needed to merge learning and service in order to constitute service-
learning, the nature and quality of the service itself is vital to result in an optimal experience. As one
author wrote, “Service should not be undertaken merely to nudge students toward civic engagement,
especially when they are earning college credit to do so… Students should work toward an education in
humanity and social change, not solely service and philanthropy” (Roberts, 2008, p. 102). This
movement toward not just community engagement married to the academic setting, but toward doing
all of that while simultaneously leaning toward social change leads to a particular branch of service-
learning, often referenced as critical service-learning (Mitchell, 2007). The point here is that it is not
enough to simply put in a set number of hours of service to the community to fulfill a course
11. Community Leadership 11
requirement or expectation. Rather, critical service-learning pushes the envelope, requiring and
expecting that through their experiences “students see the larger social phenomena contributing to why
people are in need in the first place, and will thereby be inspired into social action,” characterized as a
transformational learning experience (Téllez, 2000, p. 76). Students will not only see the pressing
urgency and need of now but also become cognizant of the underlying structural and root causes of
such need and disadvantage, thereby igniting a desire to create lasting and meaningful change rather
than temporal relief (Oden & Casey, 2007; Roberts, 2008). This need to see change and intention to
foster equality, to improve the human condition, bridges the gulf between service for charity and service
for social justice (Boyle-Baise, Bridgwaters, Brinson, Hiestand, Johnson, & Wilson, 2003; Butin, 2006;
Goodman, 2000). As Mitchell (2007) wrote, “Belief in, hope for, and imagination of a different kind of
society is the entry point for theorizing about social justice” (p. 102). The unity of theory and action
inherent in service-learning allows us to begin the journey toward realizing social justice (Schulz, 2007).
For the sake of clarity, critical service-learning will be employed throughout the remainder of
this work to distinguish those programs that not only merge the academic and the real world but that do
so in the context of an engaged, critical pedagogy designed to be both collaborative and
transformational in its intention to work toward goals of social change and social justice. Note that,
while social justice is explicitly incorporated into this definition, it is a piece of critical service-learning,
rather than its sole domain. In other words, “service-learning is a vehicle for social justice,” actualized by
way of multicultural education as a method of pedagogy (O’Grady, 2000, p. 2). Both of these elements
will be further explored throughout the duration of the current research.
A CLOSER LOOK AT PEDAGOGY, PHILOSOPHY, AND UNDERLYING PRINCIPLES
Various pedagogical techniques inform service-learning. To be clear, however, many researchers
(e.g., Jacoby, 2003) have advanced service-learning as both pedagogy and philosophy, particularly when
12. Community Leadership 12
viewed from the critical perspective of the current research. As a practice, service-learning is inherently
inductive and constructivist (Eyler & Giles, 1999; Goodman, 2000; Noddings, 2006; Rogers, 2001).
Further, Butin (2006) maintained that service-learning “ is an amalgam of… experiential education,
action research, critical theory, progressive education, adult education, social justice education,
constructivism, community-based research, multicultural education, and undergraduate research,” in
addition to being classified as “a form of community service, as a pedagogical methodology, as a
strategy for cultural competence and awareness, as a social justice orientation, and as a philosophical
worldview” (p. 490). Much as with the terminology of experiential education, the nature of the
underlying principles to implement a service-learning course(s) depends to an extent on the preferences
and dispositions of the facilitator, discipline, institution, and community partnership. As one attempt at
reconciling such multiplicity, Honnet and Poulsen (as cited in Oden & Casey, 2007, pp. 18-19) published
the Wingspread Principles of Good Practice for Combining Service and Learning, including such charges
as the need for all activities to be both responsible and challenging, requiring critical reflection, having
clear goals for all stakeholders, being collaborative with an element of commitment, incorporating
adequate training, maintaining the best interests of all constituents, and engaging diverse populations.
As already discussed, in order for service-learning to constitute a true learning experience, the
service activity must be integrally tied to the academic content. In line with that need, the seminal work
of Freire (2006) provides guidance in pivotal ways. First, elements of dialogic education are valuable,
wherein the perspectives, experiences, and knowledge of both teacher and student must be respected
and valued throughout the process. Students will be engaged in the community and will have authentic,
often troublesome, sometimes overwhelming experiences that must be acknowledged and discussed,
just as teachers have insight to share about their own lived experiences and activities in addition to their
academic foundation and background (Nagda, Gurin, & Lopez, 2003). Another important contribution of
Freire that pertains to the pedagogy of service learning is the concept of praxis, relating to the continual
13. Community Leadership 13
cycle of action and reflection. Engaging in the community (action) is a crucial element of service but, as
stated earlier, reflection is what truly binds the service to the learning, making service-learning an
academic endeavor with such strong potential (Lashley, 2007). One recurrent model of praxis involves a
period of preparation prior to action, followed by action, then reflection on the experiences and learning
outcomes (Bednarz, 2008; Horton, Kohl, & Kohl, 1990). Stated differently, praxis necessitates that
reflection is both preceded and followed by action (Rosenberger, 2001).
In a persistent theme, the pedagogy of reflection also varies widely, with rampant inconsistency
and range in descriptors relating to the integration of reflective activities into the pedagogy of service-
learning (Rogers, 2001). One of the seminal models of reflection comes from Kolb (1984). This four-step
model begins with concrete experience, followed by reflection on and about that experience, proceeded
by synthesis of newly acquired information and a movement toward abstract conceptualization,
rounded out by active engagement and experimentation again to test the new information, allowing
the cycle to begin anew. Other researchers have built upon this formula, emphasizing that it should have
no clear beginning or end point in order to be truly effective, and that deep reflection requires students
moving beyond their normal comfort zones through an adequate balance of challenge and support in
the classroom and in the community (Eyler & Giles, 1999; Rogers, 2001; Schulz, 2007). Following these
models of reflection can help students move beyond superficial discussions to a more critical analysis of
challenging situations encountered and the underlying causes. It is worth noting that this cyclical
approach also works well with various learning styles found in the classroom, as students are engaged in
hands-on learning, experiencing the context associated with content, and have room to look for the
value behind concepts and academic approaches (Cantor, 1997).
Regardless of the precise model, a variety of forms can be used to capture, assess, and make use
of reflective activities. First, Bloom (2008) reminds instructors not to assume that students know how to
approach reflection, in general, or in the specific ways the professor has in mind, for fear of gathering
14. Community Leadership 14
nothing more than superficial narrations of lived experience. Most common techniques discussed in the
literature include journals (e.g., Bettcher, 2007) and reflective papers (e.g., Hyten & Warren, 2003). As
another method of assessment, Ward (2007) incorporated ongoing analysis of journal entries using a
standard method of evaluation during classroom sessions, looking not only for completion, but content
relating to state objectives, and attempts to integrate classroom theory to active experience. A less time
intensive approach includes spotlighting a few student journal entries for class discussion and
exploration, allowing all students to benefit from the analysis and synthesis without, perhaps,
overtaxing the abilities of a single instructor (Eyler & Giles, 1999). Journals further provide an
opportunity to students to give voice to their experiences, discontent, dilemmas, and emerging
consciousness without exposing their classmates to what may be classified as overtly prejudiced or
discriminatory content (in the form of stereotypes, misinformation, and the like), while also creating one
can be a one-on-one, dynamic dialogue between instructor and student as instructors give feedback on
entries (Rice & Pollack, 2000). Regardless of whether reflection is completed through formal papers, less
formal journal entries, or another method entirely, Ash and Clayton (2004) propose a model referred to
as Articulated Learning. This model is designed to encourage students to demonstrate learning
outcomes via reflection, rather than just report them, in an attempt to also help students uncover a
more complex picture of the issues at hand. Their approach involves three dimensions of learning
outcomes: academic, personal, and civic. Students analyze outcomes in each of these dimensions using
three basic phases: objective description of the experience, analysis of the experience, and articulation
of learning outcomes. Guiding questions such as “What did I learn?,” “How, specifically, did I learn it?,”
and “Why does this learning matter?” help students scaffold their responses as they begin to engage in
this process (Ash & Clayton, 2004, p. 142). Because of both the standardized approach and the
demonstration of learning outcomes, the authors also suggest that this technique can be valuable for
measures of accountability relating to the true outcomes of service-learning activities.
15. Community Leadership 15
For reflection to be truly critical and in line with the tenets of critical service-learning, students’
experiences must begin to make them challenge the status quo and their previous assumptions about
how and why the world functions as it does (Rogers, 2001). This challenge makes clear the point that
reflection is a cognitive and affective pursuit, fostered by an usual or perplexing situation wherein
students must looking closely at their own beliefs and values in light of new information. Critical
reflection is what pushes students toward a transformation of perspective, wherein they must analyze
their experiences and come to new conclusions, rather than following back on prior schema to make
sense of new situations and deal with dissonance (Eyler & Giles, 1999). In order for students to have
experience upon which they can critically reflect, the nature of their service must be purposeful and
suited to these ideals. Rosenberger (2000) charged educators to “create service learning experiences
that extend beyond empathy and ‘helping others.’ Important as these are, service learning must be an
avenue of education that enlarges students’ critical consciousness and contributes to the transformation
of society. Such transformation must be toward a fuller humanity for all of us” (p. 42). To be clear,
transformation is the antithesis of transactional activities, where service or work may be completed, a
pressing need may be addressed, but little (or no) true or lasting change is expected (Enos & Morton,
2003).
One of the ultimate goals of critical service-learning, specifically, and critical pedagogy, more
generally, is to create dissonance as a means of reframing the way in which people see the world (Freire,
2006; hooks, 1994). Of note, perspective transformation may not occur during the short span of time of
one course or even within a course sequence – perspective transformation may take a lifetime. But if
the seeds are planted during a course, most would agree that a goal of critical service-learning has been
achieved, such that students have been empowered to do something relating to social change (Eyler &
Giles, 1999). By problematizing structural inequality and exposing students to alternative possibilities
using the approaches of multicultural education and social justice goals, these seeds can be nurtured
16. Community Leadership 16
(Nagda, Gurin, & Lopez, 2003). A nonhierarchical approach to pedagogy and engaging the various
stakeholders – instructors, students, community – can work toward this end (Rosenberger, 2000). By
approaching community partnerships in a way that is strengths-based, sustainable, incremental,
strategic, enterprising, dissemination-oriented, and creative (Ersing, Jetson, Jones, & Keller, 2007),
critical service-learning can be a means of transforming both students and communities (Densmore,
2000).
These transformational experiences can ultimately eradicate the need for service in the first
place by incorporating tenets of social justice education (Boyle-Baise & Langford, 2004). As instructors of
critical service-learning strive toward the realization of such lofty aspirations, it’s of note the true
relevance of the work at hand: “Content without a transformative pedagogy may be rhetorical,
intellectualizing, and divorced from reality. An active and engaging pedagogy without a critical
knowledge base may result in temporary ‘feel good’ emotions” (Nagda, Gurin, and Lopez, 2003, p. 168).
One method of exploring and seeking to attain the tenets of social justice can come through
multicultural education as a theoretical perspective used to inform service-learning pedagogy. Within
this framework, a strand of multicultural education known as social reconstructionist multicultural
education can be employed. As O’Grady (2000) explained, this approach “teaches directly about
oppression, discrimination, social justice, and how to take action against these inequities… When
students can learn to analyze, to critically reflect on, and ultimately – if they choose to – to transform
oppressive situations through action, they are engaged in a form of political activism inherent in social
reconstructionist multicultural education” (pp. 2-6). Incorporating this perspective is challenging, as
multicultural education can carry an overtly political association, thereby making it controversial
depending on the meaning attached to it by the person doing the interpretation (Densmore, 2000). The
political natural of multiculturalism (and social justice) is but one of many in the realm of education,
making it a point of caution but not a cause for alarm or discouragement (Butin, 2006). Taken together,
17. Community Leadership 17
the positive impact that can come from a well-orchestrated program incorporating the ideals of social
justice and multicultural education should far outweigh the negative possibilities as utilized in the
pedagogy of critical service-learning.
DESIRED AND DEMONSTRATED OUTCOMES
In one of its most encompassing forms, critical service-learning as a “scholarship of engagement
is seen to link theory and practice, cognitive and affective learning, and colleges with communities…
breach[ing] the bifurcation of lofty academics with the lived reality of everyday life to promote critical
inquiry and reflective practice across complex and contested local, national, and international issues”
(Butin, 2006, p. 474). On the path to attaining these goals, smaller, incremental outcomes can also be
documented and achieved that feed into the larger picture of transformation already discussed. As with
any the implications of any other pedagogical practice, Eyler and Giles (1999) presented this caution:
“Simply requiring service hours has a tenuous link to student outcomes, but community service that is
well integrated with an academic course of study contributes to personal and interpersonal
development, learning and application of knowledge, critical thinking ability, and perspective
transformation” (p. 182). As such, the way in which the ideals of service-learning are cared out in
practice contribute significantly in terms of demonstrated outcomes, be they related most directly to
areas of academics, personal development, or civic engagement (Astin, Vogelgesand, Ikeda, & Yee,
2000). Further, the specific goals of each program or opportunity may be different, in that some “may
have goals in the areas of leadership, ethical development, spiritual development, critical thinking,
analytical or creative writing, citizenship or civic education, social justice, or increased understanding of
human difference and commonality” (Jacoby, 2003, p. 5). Consequently, these distinctions have
implications for the ways in which outcomes are processed or evaluated. A standard method of
evaluation that should permeate all approaches, then, is through academic performance. Grade point
18. Community Leadership 18
average, the most common indicator of academic achievement, has been evaluated to positive effects
by some researchers (Astin, Vogelgesang, Ikeda, & Yee, 2000), while many others have found no
significant changes in grades as a result of service-learning. These mixed results have led many
researchers to not doubt the validity of service-learning but, rather, to appreciate that its outcomes are
perhaps more qualitative than quantitative. The possible combinations of variables interacting in such
complex, evolving situations points to the need to take a more well-rounded approach to measuring the
outcomes of service-learning (Butin, 2006). This holistic view of academic achievement leads to the
following discussion of results and outcomes.
Nagda, Gurin, and Lopez (2003) conceptualized the idea of engaged learning, a method that
involves carrying the material of the classroom beyond the boundaries of class sessions and times,
discussing and mulling over theory and learning, to applying the content to real-life, complex, and
dynamic settings. This very process of engaged learning can be an example of increased cognitive
development and a growth in critical thinking skills, as demonstrated by other researchers (Cantor,
1999; Ward, 2007). Eyler and Giles (1999) found that students in well-developed service-learning
courses where the academic and service components were interdependent were better able to apply
information learned in the classroom to real-life settings and had more sophisticated approaches to
problem solving that incorporated community needs and made room for overcoming gaps in their
personal knowledge and experience. They further explained that students believed, irrelevant of
quantitative measures of academic achievement, they had learned more in the classroom setting,
perhaps by virtue of their ability to apply such information rather than seeing it as a series of isolated
facts and theories. Johnson and Chope’s (2007) students studying public policy were able to better
analyze sampling techniques and process descriptive data as compared to their non-service-learning
counterparts, in addition to being able to more critically analyze the implications of public policy work.
Similarly, Govekar and Rishi (2007) found that their business students who had engaged in quality
19. Community Leadership 19
service-learning felt more comfortable deviating from planned activities and had more confidence and a
perceived increase in abilities to engage in or lead group discussions, move beyond basic answers from a
textbook, and actualize resources and contacts to complete a task if needed. Some learning outcomes
have been mixed, as Simons and Cleary (2006) showed. While their students expressed a deeper
understanding of theoretical concepts, they also reported a decreased interest in the course and its
content; whether this is a consequence of the actual service experience or some other variable entirely
is unclear.
Thinking about outcomes that play a role not only academically but in educating the student
academically and socially for success in an ever-changing, fast-paced society, innumerable personal
outcomes have been documented. As Simmons and Roberts-Weah (2000) pointed out, service-learning
“provides higher education with a unique opportunity to teach the ‘whole’ student by strategically
connecting the curricular and cocurricular aspects of student life in higher education through teaching,
research, and citizenship” (p. 205). Students have widely reported increased feelings of self-efficacy and
self-confidence, at a personal level and as it relates to their ability to make a difference in the lives of
others (Simons & Cleary, 2006; McClaim, Diambra, Burton, Fuss, & Fudge, 2008; Toews & Cerny, 2005).
Students have also reported or demonstrated an increased appreciation for diversity, increased
tolerance, along with an appreciation for other cultural frameworks and ways of seeing the world
(Bednarz et al., 2008; Eyler & Giles, 1999; Simons & Cleary, 2006; Toews & Cerny, 2005). Heightened
interpersonal skills and other forms of social capital have also been shown to be common outcomes of
service-learning activities (Bednarz et al., 2008; Eyler & Giles, 1999; Keen & Hall, 2009). Other
researchers have also documented students’ reports of spiritual growth in conjunction with their
increased commitment to social justice initiatives, even when it was not an explicit objective (Bernacki &
Bernt, 2007). Thinking in terms of long-term impact, many researchers have found that students made
changes in their intended career path and/or said they would be committed to continuing their
20. Community Leadership 20
engagement in the community at the conclusion of their structured course requirements (Astin,
Vogelgesang, Ikeda, & Yee, 2000; Bettcher, 2007; Eyler & Giles, 1999; Williams & Ferber, 2008).
While these student-centered outcomes are prevalent throughout the literature, less accessible
and less documented are the impacts and outcomes for members of the community. While this dearth
of information will be discussed further in the next section, there are some key findings to highlight.
Elsons, Johns, and Petrie (2007) studied the longitudinal impact of students in service-learning programs
helping preschool students in collaboration with the pre-existing Jumpstart program. While all mentors
work one-on-one with a preschool student following and during a total of 60 hours of training, those
mentors engaging in this experience in conjunction with a service-learning course achieved higher gains
with their preschooler than did mentors not enrolled in a similar course. Another example comes from
the University of Southern Florida (USF). As Ersing, Jetson, Jones, and Keller (2007) discussed, the
purposeful redesign and strategic vision to grow the research power and notoriety of USF led to a
partnership known as the East Tampa Initiative, which necessitates true collaboration with the
surrounding community and has led to valuable outcomes for all stakeholders. Through this reciprocal
partnership, community members give input on all activities, the university utilizes a strengths-based
approach in undertaking research and course design in the area, and research findings are widely
disseminated and used for positive change in the surrounding community. These two examples begin to
show just how service-learning can be “win-win-win” for students, faculty, and the community (Bednarz
et al., 2008).
For all the successes documented here, the results beg the question of what other results can
come from concerted engagement in critical service-learning activities, and how much of a lasting
impact these experiences can have. Through critical service-learning’s ultimate goal of fostering
transformational learning experiences, the intention is not only to improve and change the ways that
students learn, but to do this in cooperation and collaboration with the community, while bringing in the
21. Community Leadership 21
skills and talents of committed members of faculty and student services (Enos & Morton, 2003).
Through this praxis, the hope is the planting and cultivation of seeds of positive social change (Dalton &
Ingram, 2004). To illustrate examples of these broader outcomes as achieved through intentional
approaches to critical service-learning, a variety of case studies follow.
University of San Francisco
Johnson and Chope (2007), professors at the University of San Francisco, instruct a course on
public policy, focusing on homelessness and incorporating a purposeful focus on service-learning. The
upper division course is for public policy majors, wherein students are assigned to work in a community
agency for a minimum of two hours per week over the course of the semester. With the explicit
objective of students understanding the human consequences of policy work, the instructors strive to
remove the otherwise neutral focus of most public policy courses. Through their work, students see the
patterns and personal implications of public policy. Of note, before students began their internship they
articulated their desired outcomes as predominantly informational (i.e., to learn the inner workings of
and daily operations of community agencies), but by the end of the semester they found themselves
more transformed by the personal connections they had made along the way than by this basic
information.
It is these personal connections and this profound change of outlook that led Johnson and
Chope (2007) to describe the course as transformational for the students. Students studying public
policy with these professors could no longer maintain the neutrality that they had largely encountered
before their internship, nor could they shake this experience as they moved forward. Unfortunately, the
analysis presented does not discuss the impact on the communities and the agencies the students
worked with, so the level of collaboration remains in question even though an element of
transformation that is invaluable to critical service-learning is exhibited.
22. Community Leadership 22
California State University-Monterey Bay
If there is any doubt regarding the move to institutionalize service-learning as pedagogy, the
case of California State University-Monterey Bay (CSUMB) adds credence to the movement. Rice and
Pollack (2000) highlight the approach of CSUMB, a relatively-new university built on the grounds of a
former Army base, Fort Ord. Members of the surrounding community were actively consulted through
the conception of this university and the formulation of its mission, requiring that it be both accessible
and truly a part of its surroundings. The resulting curriculum requires all graduates to have completed at
least two service-learning experiences throughout their tenure at the school. The first, a required
general education seminar, creates a common experience for all students to explore elements of power,
compassion and blame, including focused study about privilege and oppression. In addition to explicitly
focusing attention on entering and exiting communities thoughtfully, students put all of this knowledge
into action by completing 30 hours of required service. Aside from this introductory experience,
students go on to complete at least one required course specific to their program of study prior to
graduation. Throughout both courses, students critically reflect on their own identities and self-
awareness while they seek to observe and describe the work they are doing in the community.
The structured and intentional approaches built into the design of these courses reflect
elements of critical service-learning pedagogy. Students are encouraged to not only understand their
own perspectives, experiences, and bias, but to look deeper at structural factors they are witnessing and
explore this exposure under the guises of compassion, responsibility, and social justice. CSUMB provides
an example of the process of institutionalizing service-learning and being collaborative with the
community, though the current research on outcomes does not directly attest to moments of
transformational learning. Future research will, perhaps, delve deeper into this aspect as the legacy of
CSUMB and its approach grows.
23. Community Leadership 23
Bonner Scholars
Another example of service-learning comes from Bonner Scholars, a program highlighted by the
research of Keen and Hall (2009). Bonner Scholars are students selected through the college admissions
process at approximately 25 institutions each year, located predominantly at private, liberal arts schools
of higher learning in Appalachian areas. In total, 10-20 students are selected at each school annually
based in part on financial need (loosely connected to Pell Grant eligibility as determined through the
Free Application for Federal Student Aid). As a part of a financial package, students are responsible for
completing ten hours of training, community service, and reflection on a weekly basis, in addition to
opportunities to engage in more extensive service experiences during academic break periods. Students
choose their site of service and, in all, have completed over 1,500 hours of service at that site by the
time they graduate. Through their commitments, students reflect on what Keen and Hall (2009) term
otherness, which they go on to define as the lives, opportunities, culture, and experiences of those
perceived to be different from oneself. Longitudinal surveys administered to students at various touch
points throughout their commitment show increased attention to social justice issues over time, an
internalization of experiences, and appreciation for the continued support of Bonner Scholars staff
members.
This program appears to be unique as compared to some other examples available for analysis,
in that it is tied to financial aid and involves a longitudinal time commitment. Students are selected to
participate by college admissions staff members and, while they do ultimately elect to participate and
stay engaged as Bonner Scholars, there is a tangible benefit being allocated to students above and
beyond the intrinsic reward or motivation for otherwise engaging in service. Nonetheless, the
longitudinal nature of the program provides an interesting case for the role of sustained approaches to
service-learning among a cohort of students within a college or university.
24. Community Leadership 24
Smart-Girl
Williams and Ferber (2008) present findings of a non-hierarchical mentorship program known as
Smart-Girl, wherein adolescent girls are partnered with college-age women to explore life skills,
empowerment, and developing self confidence through a feminist model. The mentors undergo 24
hours of training before working with the younger girls which, in this particular example, is incorporated
into an internship offered through a women’s studies department. Mentors also reflect and debrief as a
group following each activity with the younger girls. At the close of the program, the mentees
demonstrate growth in measures of problem solving and critical thinking, emotional intelligence,
conflict resolution, and resilience. But the experience is reciprocal and mutually reinforcing, as the
university women improve their own communication and problem-solving skills, and feel more
confident in their ability to create social change.
The measured outcomes for both mentors and mentees make the program transformative; the
younger girls leave with valuable and empowering life skills as do the mentors, many of whom continue
to work with the Smart-Girl curriculum after their commitment has ended. This transformation and
consciousness raising, the purposeful praxis of action and reflection throughout, and the approach to
addressing a genuine community need (bolstering the often fledgling self esteem of young girls), makes
the Smart-Girl curriculum a prime example of critical service-learning.
Bridge Builders Academic Mentoring Program
The Bridge Builders Academic Mentoring Program (BAMP) is a service-learning option for pre-
service teachers, housed at a Catholic, university in the northwest (Eifler, Kerssen-Griep, & Thacker,
2008). The program is a one-year partnership between secondary education majors and Bridge Builders,
an already established community organization for Black adolescent males. The education majors serve
25. Community Leadership 25
not as tutors but as academic mentors to these young men who are frequently labeled as “at risk” – at
risk, perhaps, of dropping out of school, of being incarcerated or otherwise in trouble with the law, and
many other obstacles that may prevent them from achieving their full potential. Through BAMP, the
mentors and the Gents (as the BAMP participants are known) meet for three hours each Monday, over
dinner, focused academic study, and a more flexible “study hall” hour led by the Gents. Through online
discussion boards and group reflection sessions, “Mentors were not allowed to become mired in their
own limitations and occasional stumbles; they were expected to seek and implement effective strategies
to solve the complex educational and curricular problems they encountered, but not alone and not
without support” (Eifler, Kerssen-Griep, & Thacker, 2008, p. 65). In this novel and initially overwhelming
experience of what may be the first true relationship or exposure that these future teachers have had
with African Americans, in general, or elements of the urban lifestyle they have been raised in, the
victories and successes seem to dramatically outweigh the challenges that are overcome through this
active network of support.
The outcomes of BAMP speak for themselves: all of the Gents have graduated from high school
and 97% of them have matriculated into college. Further, all of the academic mentors have gone on to
professions in teaching, in many cases in high schools attended by the Gents they have mentored, at
which point their mentees have served a protective and socializing role for their new teachers, providing
them with invaluable social capital as they make their transition into the professional world and seek to
gain credibility with their students. These are some of the more quantifiable achievements of BAMP.
Other outcomes are, perhaps, not as easy to illustrate by way of statistics or simple words:
“As the program matures, each year a handful of Gents decide to make this small, primarily
White campus their college destination. They have found a home here and the many welcoming
gestures of support, in the form of scholarships, study, and support groups, provide ample
evidence of that. However, they and their fellow Gents have also made important contributions
26. Community Leadership 26
to this community and know they are valued for those. For themselves, they have broadened
their original view of what life might hold for them and have taken the first important step in
achieving their dreams. Along the way, they have catalyzed others; their mentors and their
mentors’ teachers and institutions are transformed in fundamental ways. This is shown in the
teaching jobs they take, the choices they make within those classrooms, and their attitudes and
actions toward marginalized people. These instances of grace point to the power of engaging in
social justice to teach social justice.” (Eifler, Kerssen-Griep, and Thacker, 2008, p. 68)
This is the transformative nature for which service-learning practitioners strive; not only was the
experience mutually reinforcing and truly collaborative, but the outcomes live on beyond the conclusion
of the formal partnership and even past the reach of those directly engaged. As with other existing
experiences, it is not readily apparent how deeply the practitioners delved into issues of structural
inequality, but the broader community impact speaks volumes and lends itself, at least in large part, to
the goals of critical service-learning.
The Citizen Scholars Program
A final case study is that of the Citizen Scholars Program (CSP) at the University of
Massachusetts-Amherst (Mitchell, 2007). CSP is a cohort of students within the honors program who
have applied and been accepted to the four-semester learning experience. The goal of the program is to
develop in students the ability and desire to elicit positive social change through a two year engagement
in service. Students choose the agency for themselves and are provided with a solid grounding in social
justice theory and study to support their activities. As Mitchell (2007) explained of the approach,
“students must first come to believe and understand that the current community is somehow flawed.
Then, the student should seek to be aware of root causes that lead to the flaws and problems they now
recognize in the community” (p. 102). Students complete well over 200 hours of service over the course
27. Community Leadership 27
of two years, divided into a requirement of 60 hours of service per semester, and are compensated via a
$500 scholarship each semester. Highly structured course meetings give way to student-led discussions
and research focused on experiences and challenges that arise through the community commitment.
Students reflect critically on their activities throughout, focusing on privilege and oppression, as
well as their own identity, perspectives, and responsibilities to those around them. They explore the
meaning and root causes of inequality, shatter pre-existing stereotypes, and make privilege visible while
participating in structured discussion sessions about their community engagement with classmates and
instructors. Students are also evaluated throughout their experience by their community partners. As a
culmination of knowledge gained, in the third semester, students seek community input and research
and design a capstone experience intended to elicit meaningful social change. This capstone is to be
grounded in social justice approaches, questioning unequal status and inequitable social structures.
Partnered with the short-term benefits realized through such experiences, the Citizen Scholars Program
“benefits everyone as a new generation of leaders, with visions of justice guiding their efforts, leave the
University with intent to live their social justice commitments and to work for meaningful social change”
(Mitchell, 2007, p. 110).
In each of these structured experiences, we find incidents of transformational learning and
profound outcomes. As invaluable and thrilling as each of these programs are, it must be remembered
that seemingly isolated, individual experiences also have transformational outcomes that may or may
not make their way to the literature. Such is the story of a devout young woman who volunteered with
an AIDS outreach organization as a part of one of her courses:
“Although she felt that homosexuality was sinful, she also worked closely with many gay men
and women whom she liked and respected and spent a good deal of time grappling with her
dilemma of accepting and yet not accepting homosexuality. She spent a good deal of time in her
28. Community Leadership 28
journal and in group reflection puzzling over her contradictory feelings. For her the defining
moment came when she spent a day working alongside a man living with HIV who shared with
her his experiences in his own church. She was particularly struck by his story of rejection by a
fellow parishioner: ‘He told me that AIDS was God’s punishment for my sins but I asked him if
perhaps AIDS hadn’t been sent into the world to test his Christian compassion.’ This story
provided an insight that allowed her to restructure the way she thought about AIDS and her
own faith; suddenly there was no conflict between her own moral values and her friendship and
compassion for the people she was working with. Her new perspective on Christian compassion
had room for both.” (Eyler & Giles, 1999, p. 143)
These moments should remind all practitioners and advocates of service-learning that the impacts of
quality experiences truly do make a difference in the lives of others and, perhaps not immediately or in
an obvious way, they also are relevant as we work toward broader movements toward social change
and developing in students a passion for social justice as fostered through critical service-learning.
LIMITATIONS, OBSTACLES, AND FUTURE DIRECTIONS
The growth and development of service-learning programs at institutions of higher learning
across the country has led to a deductive scramble to document results and outcomes, seeking to
thereby solidify the approach as a worthwhile academic endeavor for faculty, students, and
communities, alike. Perhaps despite and because of this, the path has been challenging. As Eyler and
Giles (1999) point out, “service-learning programs sprang up without the benefit of a research base or
systematic attempts at evaluation. Founded and developed by bright and passionate students,
enthusiastic faculty, and community-oriented student services staffs, these programs have flourished
but have not become well connected to the academic core of most institutions that house them” (p. 13).
Four pressing and recurrent challenges yet to be adequately resolved include the full integration of and
29. Community Leadership 29
sensitivity to community needs and interests, keeping student needs and development at the fore of
design and implementation, the impact on faculty and instructors of service-learning activities, and the
future direction of service-learning as pedagogy throughout all areas of higher education.
Just as the principles of critical service-learning espouse a need for students to uncover the
structural roots of their proximal experiences, Roberts (2008) reminds us that, “Societal relationships
between majority and minority groups are necessarily mirrored in the dynamic between students and
community partners” (p. 104), necessitating an open and honest acknowledgement of this occurrence
and a way to move beyond such perpetuation of inequality. In a colloquial articulation of this, Horton
(1990) explained that “even somebody who does try to identify with poor people by dressing poor can
still go back home or use a credit card. There’s always an escape .That’s perceived by poor people as
being a lark. Whether they’re doing it for the experience or from guilt, it’s always slightly artificial” (p.
197). One way to strive to avoid such a touristic model of service-learning is to ensure accountability to
community members throughout the process (Engstrom, 2003). In high-trust, high-responsibility
partnerships, true collaboration can be found that serves the purposes of eliciting social change that is
transformational for all stakeholders, not just for students. Without these intentions, the one-sided
relationship that benefits students and leaves communities the same as they were – or perhaps worse –
will be counterproductive to the objectives of critical service-learning (Langseth, 2000).
One of the first challenges to overcome to orchestrate truly reciprocal, collaborative service-
learning is to openly acknowledge, address, and seek to rectify what may be a community’s negative
perceptions of the university. In the case of urban institutions, negative perceptions may be the result of
“gentrification” initiatives being undertaken that oust long-time residents to make way for university
growth (Enos & Morton, 2003; Jones, 2003), or even the consequence of even more daunting
relationships wherein the university uses the community for the purposes of research, expansion, or
development without giving anything in return (Langseth, 2000). Jones (2003) and Mitchell (2007) have
30. Community Leadership 30
pointed out that an imbalance of power can be at the root of such dysfunctional relationships, and that
critical service-learning pedagogy “seeks to challenge the imbalance and redistribute power through the
ways that service-learning experiences are both planned and implemented” (p. 103). As such, a starting
point would be realizing that communities are under no obligation to be subjected to or appreciative of
offers of service as they relate to the advancement of campus agendas (Roberts, 2008). A true goal
should be one of reaching a trusting, responsible, and respectful relationship wherein the boundaries
between campus and community are blurred because objectives of all of the stakeholders are one and
the same (Jones, 2003). Such a high-trust relationship not only enables mutual understanding and
shared interests, but allows for partnerships to persist and flourish through obstacles, difficulties, or
changes in leadership (Enos & Morton, 2003).
The need to become increasingly community-centered by no means negates the urgency of
remaining student-centered. While the outcomes already documented show significant gains have been
made, there are still innumerable pitfalls to avoid and areas in need of improvement as service-learning
grows. First, the point cannot be overemphasized that academic content and service experience must be
truly and deeply intertwined to add the most value to the curriculum; research has shown that making
service an optional component of a course, not fully reflecting upon or discussing the service experience
in the classroom, or allowing students to enter haphazardly into an activity may and certainly can add
value, overall, but will not be at an optimal level (Eyler & Giles, 1999). If we accept that the service or
engagement experience is required, then, we must go on to acknowledge a variety of obstacles that may
appear as a result. First, the very notion of requiring students to volunteer, can be a contradiction of
terms with counterproductive results, subject to challenge by students. Ward (2007) shared a challenge
that occurred in her women’s studies courses, wherein the young women questioned the role of
volunteerism as counter to feminine empowerment and emancipation as it exploited their labor; turning
this argument on its side (indeed, by reflecting critically) Ward worked with students to reframe their
31. Community Leadership 31
perceptions of community service, embracing it as a means to be proactive in a community and address
the needs of others while learning about oneself. While this critical analysis quelled the concerns of
Ward’s students, circumventing other such obstacles certainly requires an upfront articulation of
expectations and commitments so that students are able to make an informed decision as they enroll in
a course or course sequence.
Once students endeavor to commit to such activities, the probability of encountering
unexpected barriers – whether they are in the community or specific to the student’s life – is strong and
must be planned for as much as possible. First, “There may be some tension between doing what is
needed in the community and doing intellectually stimulating work; when students are not actively
engaged in partnership in developing a project, they may feel less engaged in work identified by the
community while acknowledging that it is work that the community needs to get done” (Eyler and Giles,
1999, p. 72). Further, availability of time, level of motivation, and degree of engagement can vary over
time. One consequence of framing service-learning as “easy” as a recruitment strategy for students
could have undue consequences in the community if students want to drop the course or discontinue
their service mid-experience due to unexpected time constraints or concerns (St. Clair and Tschirhart,
2007, p. 50). One professor, in particular, addressed this challenge by requiring her students to sign a
contract vowing their commitment and respect to the course, its content, and all community members
(Kouri, 2007). Of course, the social and personal aspects involved in higher education necessitate some
flexibility in policies and scheduling, no matter how good intentions are in defining restrictions and
constructing contracts. As articuled by Téllez (2007), a professor at a large, urban research university,
states, “I have been told by several students that in order to complete the service learning project, they
would have to quit their jobs, sometimes putting the family’s finances seriously at risk. The students
who face such difficulties nearly always see the value in service learning and are willing to work hard for
32. Community Leadership 32
their classes, but many did not plan for extra hours outside of class” (p. 79). Bettcher (2007) addressed
similar concerns about opportunity costs to students.
Continuing to respect the needs and interests of members of the community while
simultaneously fostering student growth and development must be an ongoing task throughout the
service-learning experience. Students must be aware of the situations they are entering, including being
provided with enough background information to not only enter and exit a community with as much
grace and lack of disruption as possible (Break Away, 2009). They must also have a thorough working of
oppression and structural inequality before and during their experience, as a lack of this knowledge can
inadvertently reinforce oppressive outcomes (O’Grady, 2000). Recognizing these underpinnings is
important and should be fostered alongside an emphasis on a sense of respect and humility as students
enter a community that is probably not their own. This includes not jumping to conclusions about
observed behavior, maintaining respect and courtesy even in moments of disagreement, and striving to
learn from members of the community through an asset-based approach at all times (Noddings, 2006;
Téllez, 2000). For all of these precautions and urgings already acknowledged, there will also be novel
circumstances and individual needs and requests that arise as students engage in critical service-
learning. The dialogical nature of this pedagogy requires that faculty and instructors not only be open
and willing to explore this possibility, but that they also instill this openness in their students so that
they feel comfortable enough to voice dissent, question what is happening, and authentically share their
thoughts and perceptions – be they positive, negative, or indifferent. Eyler and Giles (1999) explained
that “if our enthusiasm discourages students from sharing their honest observations, then we block
critical analysis and prevent growth… When the instructor acknowledges from the beginning that
community service is difficult and may bring the student into situations that are uncomfortable and
challenging, students may feel freer to express their disappointments or concerns in ways that are
productive” (pp. 201-202). In this approach, students can begin to understand and appreciation the
33. Community Leadership 33
intrinsic complexity associated with working in real-life situations and contexts (Cantor, 1997; Ward,
2007.
An important undertaking is fostering a strong community in the classroom early on in the
encounter, which can help diffuse challenging situations as engagement progresses (hooks, 1994).
Engstrom (2003) and Young, Shinnah, Ackerman, Carruthers, and Young (2007) also stress the need to
engage not only faculty members but student affairs professionals as practitioners of service learning
address the academic, social, personal, and civic needs of students. The full support and engagement of
the lead instructor must also remain strong and influential throughout the experience. In particular,
faculty members who do not engage in community activities required of their students run the risk of
encountering resentment by students, some of whom may see a service requirement as a lack of
teaching on the part of the instructor (Betther, 2007; Téllez, 2003). As a consequence of this time
commitment and need for active involvement, a consistent concern is that engaging in such activities
takes time away from that which tenure-track professors may need to use to conduct research and
other scholarly activities leading to tenure, ultimately harming their career advancement Bednarz et al.,
2008; Colby et al., 2000).
In response to these and other concerns, there is a growing scholarship of engagement intended
to shed light on the intense and worthwhile work of service learning (Boyle-Baise & Langford, 2004).
Professors are further encouraged to share their work with departmental chairs, deans, and provosts as
institutions are increasingly under pressure to link with their surrounding communities through
concerted efforts leading to tangible outcomes, all of which may in turn feed into institutional buy-in
and credibility for the discipline (Ward, 2007; Young et al., 2007). Similarly, Hollander and Hartley (2003)
suggest that the future of service-learning as an institutionalized approach within higher education rests
on practitioners’ abilities to link service-learning with the broader, growing agenda of civic engagement
and renewal. Embracing this framework can not only help ease the concerns of professors interested in
34. Community Leadership 34
engaging in the activity by demonstrating that the goal is to work with and develop communities, rather
than just engage in charitable activities, but it simultaneously gives service-learning relevancy at a higher
level in postsecondary education, arguably embracing both the civic renewal agenda and objectives of
multicultural education (O’Grady, 2000).
These many challenges should point to opportunities for growth within the realm of service-
learning. Much of student services and other aspects of higher education are inherently dynamic as we
work with changing and evolving student populations, suggesting that pedagogy must also maintain
such an evolutionary approach. In this evolutionary trajectory, many observations have been made.
First, to make such investments of time and energy worthwhile, to develop solid collaborations and
partnerships in the community, more time is needed than the traditional semester-length course that
only serves to skim the surface of such issues, while failing to get closer to the transformational goal of
service-learning. As Keen and Hall (2009) wrote, “Our data support the idea that dialogue demands
more than ‘interaction’; one-semester courses may be too short for students to appreciate dialogue
across difference, which also makes it more difficult to meet the needs of the community… students
need sustained and reflective dialogue across boundaries of perceived difference to effectively engage
with the intellectual, moral, and spiritual challenges such engagement can create” (p. 71). Are the
outcomes of such superficial experiences temporary or even counterproductive to the lofty goals that
service-learning hopes to achieve? If we acknowledge this limitation and begin to think critically about
ways to address it, exploration of longer-term commitments must be given thorough consideration.
Even with this shift in timing and structure, Butin (2006) has gone on record to say that in order
for service-learning to be institutionalized and continue to grow and flourish on college campuses across
the country, it must be re-envisioned. As a starting point, service-learning has to this point been
advanced as a politics to transform higher education, but this logic is fundamentally flawed. Even though
service-learning has garnered bipartisan support in recent years (Hollander & Hartley, 2003), it advances
35. Community Leadership 35
an essentially liberal and progressive agenda subject to critique by conservative ideologues (Butin,
2006). According to Butin (2006): “Service-learning is in a double-bind. If it attempts to be a truly radical
and transformative (liberal) practice, it faces potential censure and sanction. If it attempts to be
politically balanced to avoid such an attack, it risks losing any power to make a difference” (pp. 485-
486). In its intentions to move students from orientations of individual charity to addressing social
justice by way of structural and social change, Butin (2006) and Eyler and Giles (1999) both advanced a
convincing argument that it runs the spectrum of idiomatic understandings of the differences between
Republic and Democratic political orientations. Left unresolved, this political limitation will hamper the
advancement and institutionalization of service-learning as pedagogy and in practice.
How does service-learning and, more specifically, critical service-learning, overcome such an
inherent challenge in structure? Butin (2006) suggested that the future of service-learning rests on
reframing itself not as a method of transforming the institution of higher education but, instead, on
transforming itself into an academic discipline subject to scholarly debate, questioning, and
modification. This shift in focus to, for example, a discipline of community studies, allows the
community to be the mode of inquiry rather than a passive player in the realization of service-learning
and eradicates some (though certainly not all) of the political pressures weighing on service-learning as
it currently exists. As others have stated, “Service-learning too often falls short of the transformational
ideal and instead stagnates on the board of ‘doing nice things’ to help ‘those people’ on ‘those issues’”
(Simmons & Roberts-Weah, 2000, p. 199). Though this reframing would lead to small, incremental steps
in the overall picture, Butin (2006) posited that it is this slow and steady progress that will ultimately
lead to widespread realization of transformational change in students, on university campuses, and in
communities. It is with that orientation in mind that the project move to a vision of one approach to
critical service-learning, advanced as Community Leadership.
36. Community Leadership 36
COMMUNITY LEADERSHIP
“You have to start where people are, because their growth is going to be from there, not from some
abstraction or where you are or someone else is.” (Horton, Kohl, & Kohl, 1990, p. 131)
The simple yet profound words of Myles Horton serve as a reminder that no element of
academia should be so far removed from the reach of its students, instructors, or community as to be
ineffectual. In what follows, the intention is not to formulate a static plan for implementation but to
instead build the foundation for a dynamic, living outline of pedagogy and course content designed to
continue the dialogue of reframing critical service-learning. This method most closely aligns with the
proposal of an action research project with the specific direction and outcomes to be determined as the
process evolves (Boyle-Baise et al., 2003). As already discussed, existing literature has pointed to the
need for service-learning to not only be re-envisioned to be continued and legitimized in higher
education but to do so through a different lens, full of altered approaches and somewhat different
foundations. In response to these urgings and an inherently felt need on behalf of the author, the focus
of this project shifts to the description of a proposed course sequence that grows out of and in response
to the existing practices and the ever-growing recommendations to solidify and further propel service-
learning into an entrenched place in higher education. Just as life is persistently changing, communities
are continually evolving, and the role of higher education progresses in response to these needs, so is
the intention of the Community Leadership course sequence. Bednarz et al. (2008) believe “the purpose
of community engagement is dependent on several factors: (1) university context, (2) student group
involved, (3) community group involved, and (4) desired learning outcomes” (p. 91). Using these four
factors as a way to begin the discussion, the vision proposed here for the future of critical service-
37. Community Leadership 37
learning at the University of Cincinnati involves a course sequence designed not around a particular
discipline, but around the underlying principles of critical service-learning and social justice goals.
Hailed as a new, urban research university, the University of Cincinnati is located in Cincinnati,
Ohio, a city of over 300,000 residents housed within a larger metropolitan area of over two million
people. UC has a long-established role in the implementation of experiential education as an option or
requirement of many of its degree programs. As the founding institution of cooperative education in
1906, its legacy to the goals and relevance of such approaches is deeply entrenched in the university’s
existing structure and current mission statement (University of Cincinnati, 2009). As Colby et al. (2000)
noted, major research universities are the least likely to have comprehensive models of service-learning
but may instead have targeted opportunities that reach a segment of their populations; this trend holds
true for the University of Cincinnati. A key segment of the student population widely exposed to
experiential learning opportunities is the community of students in the University Honors Program. Per
their website, “The University Honors Program comprises the top 7% of University of Cincinnati students
and offers an engaging environment in which students are inspired to learn more, do more, and be
more. Students are challenged through honors seminars and experiential learning projects that focus
on: community engagement, global studies, leadership, research and creative arts” (University Honors
Program, 2009). Students in the University Honors Program are not only academically-talented, but have
a track record of intense and significant engagement in activities and service at the high school level, in
addition to representing a cross-section of the university’s colleges and programs of study. Through a
combination of curricular and co-curricular opportunities, University Honors students are challenged to
use their talents not only for their own benefit and continued success, but to think critically about how
to outwardly apply their skills and abilities.
Honors Seminars are interdisciplinary and innovative courses available each year, chosen based
on proposals submitted by interested faculty members from across the university (to see a sample call
38. Community Leadership 38
for proposals, refer to Appendix A). A successful seminar is student-centered and intended to be
accessible to students from all disciplines, designed to incorporate diverse perspectives and theoretical
backgrounds, and is expected to include at least some element of experiential learning. The model of
community leadership proposed here is intended to translate into a proposal for an innovative course
sequence by the same name, designed to expose sophomores and juniors within the University Honors
Program to a long-term, transformational approach to critical service-learning that transcends
disciplinary boundaries. The student population is purposefully limited to sophomores and juniors in
University Honors for myriad reasons. Relating to the limitation by year in school, this is designed to
recognize that first year students may need time to acclimate to the university itself and their program
of study before undertaking such endeavors, while seniors may find it increasingly difficult to integrate
such a committed experience into their remaining tenure as undergraduates. The population of students
in the University Honors Program is ideal for such an undertaking for a variety of reasons: it presents an
existing and accessible cohort of students within a large student body; the fact that Community
Leadership, as a sequence, directly aligns to two thematic areas of the program (leadership and
community engagement); and the author’s pre-existing relationship with the program and its students.
To briefly digress, by intending to work with students who could be thought of as the upper
echelon of the University of Cincinnati’s undergraduate population, a selection bias and limitation must
be acknowledged. Butin (2006) has already indicated that “there is a distinct possibility that service-
learning may ultimately come to be viewed as the ‘Whitest of the White’ enclave of postsecondary
education… service-learning may come to signify a luxury available only to the privileged few” (p. 482).
While the student body of the University Honors Program certainly is fairly homogeneous in some
regards, students nonetheless represent a vast array of life experiences, backgrounds, and educational
and personal goals, combined with an inquisitive nature and a disposition toward critical thinking skills
that can make such a pursuit a highly worthwhile endeavor. For these reasons and more, the author
39. Community Leadership 39
stands by the decision to attempt to pilot Community Leadership within the University Honors Program,
while leaving open the possibility of expansion to other sectors of the University of Cincinnati’s student
population at a future time.
Having highlighted the university context, including a brief discussion of the community (to be
expanded below), and the student population, it is time to move to a discussion of desired learning
objectives and outcomes and more detail about what, exactly, Community Leadership as a course
sequence would entail. The sequence would be removed from any one disciplinary boundary, embracing
perspectives garnered from fields as wide-ranging as African-American studies, anthropology,
communication, education, history, political science, public policy, psychology, social work, sociology,
urban planning and studies, and women’s studies. In short form, the goal is to recruit a cohort of
approximately 15-20 students from the University Honors Program who commit to the sequence for a
full academic year, spanning autumn to spring quarters. In the first quarter, students would explore
elements of identity and community, while gaining exposure to Cincinnati through guest presentations
and class sessions held at various locations. During the second quarter, students would be immersed in
their self-selected agency, collaborating with stakeholders there to work toward goals that fulfill a
genuine need, while using class sessions to explore structural inequality and leadership theory. The third
quarter would be a continuation of involvement in the community agency, and become increasingly
student-led as sessions move toward students determining the overall direction of discussions,
conducting independent research, and exploring ways in which social justice can be incorporated and
embraced as they look commit to action now and in the future. Ultimately, the true litmus test to gauge
the success of this course sequence in achieving its goals would be what students do at the conclusion of
the formal course structure. Was the course content transformative enough for students to refuse to be
idle over their summer break period or beyond? Will they pursue their community partnerships, outside
of the formal period of engagement? Further, will they [continue to] critically examine their own life and
40. Community Leadership 40
goals, their impact on society, their elements of privilege, and commit themselves to positive social
change?
One of the foundational aspects of the courses would be problem-posing (Renner, 2009). As
explained by Rosenberger (2000), “Problem-posing is the process of unveiling and problematizing reality
for the purpose of searching for more humane and just ways of living. Problem-posing breaks open the
mental constructs we bring to a service learning situation and allows us to see what we previously had
not seen. We develop new consciousness and imagine new possibilities for action and reflection” (p. 41).
Reflection would be integrated throughout the experience to help students deconstruct and analyze
their activities. In addition, a nonhierarchical and supportive model of discussion and collaboration in
the classroom setting would be embraced. By purposefully putting students into situations that
challenge their assumptions and preconceived notions about self and community, the courses would be
intended to foster critical thinking skills and, hopefully, a desire to elicit positive social change as a
consequence of both their actions and reflections (Rogers, 2001).
This intentional goal of striving for transformational learning outcomes is lofty, especially given
the fact that such experiences can take a lifetime to grow and develop. Nonetheless, with the focus on
transformation, even if the goal is not realized over the duration of the course sequence, at the very
least the hope is that the seeds will be planted for student and community transformation, over the long
term, and tangible outcomes will be observed in the short-term (Eyler & Giles, 1999). Before turning to a
more detailed description of each course (a summary of which can be found in Appendix B), the words
of Horton again ring true in thinking about this vision of transformation: “*Y+ou have to have a goal. That
goal shouldn’t be one that inhibits the people you’re working with, but it should be beyond the goal you
expect them to strive for. If your goal isn’t way out there somewhere and isn’t challenging and daring
enough, then it is going to get in your way and it will also stand in the way of other people” (Horton,
Kohl, & Kohl, 1990, p. 108).
41. Community Leadership 41
Community Leadership I: Identity and Community Awareness
In this introductory course, students would begin to critically explore their own identities and
develop community awareness in the context of both the University of Cincinnati and the city of
Cincinnati (Langseth, 2000). The traditionally-scheduled course would ideally meet once per week for an
extended period of time. Rather than holding class sessions in a conventional setting, one of the means
of cultivating awareness of the community would be meeting in different locations each week – on
campus at the Center for Community Engagement, Office of Ethnic Programs and Services, or Women’s
Center, for example, and off campus at places such as Hughes High School, a branch of the Cincinnati
Public Library, or the Corryville Recreation Center – to truly take learning into the community (Renner,
2009). Partnered with these changes in venue, students would have the opportunity to hear from
various guest speakers on aspects of Cincinnati’s history; its current challenges and promising aspects
for the future; the University’s evolution and role as, in some ways, a microcosm of the larger
community (Enos & Morton, 2003); and other elements of the area’s social fabric (Colby, Ehrick,
Beaumont, Rosner, & Stephens, 2000). In addition to the sheer informational value of these
opportunities, guest presentations would contribute to “breaking down the model of professor as chief
information source” (Bettcher, 2007, p. 16). A reflective activity at the beginning of the quarter could
ask students to articulate their perceptions of Cincinnati: what they see, what their preconceived
notions about the city were when they enrolled at UC, what frustrates them and what they are curious
about. Revisiting this activity closer to the end of the quarter, following the experiences exploring and
learning about the community, would be a means of allowing students to see how their ideas change (or
perhaps stay the same).
In addition to building outward-oriented community awareness, it is imperative to build
community in the classroom and help students explore their own identities in a safe, supportive
42. Community Leadership 42
environment to stay true to the principles of critical service-learning. As Boyle-Baise and Langford (2004)
found in their own experiences, “Negative perceptions stymied students’ ability to learn from and with
each other,” suggesting that “community building activities are needed for students, in the field as well
as in the seminar, to shake our perceptions of motivational differences and to affirm cultural and social
diversity” (p. 63). Another key objective of the first quarter would be forming community within the
classroom where everyone feels a responsibility to contribute (hooks, 1994; Noddings, 2006). This would
help students feel challenged but supported as they engage in the complex settings and circumstances
they are sure to find through their community engagement with local agencies: as they make mistakes,
have difficult discussions, and remain open to the possibility of new ideas and receptive to the common
experiences of others (Mitchell, 2007). Further, as Bettcher (2007) articulated, “our own sense of self
(self-conception) may blind us to some of our actions, to their meanings, to their effects upon others.
This is especially important because insofar as our own identities involve a larger picture of the world
and how we fit into it, they also include a conception of other people and our relations to them” (p. 14).
Helping students achieve this awareness through a purposeful exploration of the intersections of their
own identities during the first quarter will give them a foundation upon which to build throughout the
course sequence and beyond (Rice & Pollack, 2000).
Formal placements and service activities would not actually begin during this quarter, for a
variety of reasons. First, much research has pointed to the need for students to self-select their
placements based on areas of interest, availability, and passions about making a change. In addition to
the pragmatic outcomes of such an approach, it is student-centered, affording to students ownership
and control over their own learning, while increasing the likelihood of full investment in their placement
and the overall outcomes (Bloom, 2008; Eyler & Giles, 1999; Rosenberger, 2000). Further, other
researchers have shown that identifying an agency to collaborate with can be a time-intensive initiative
that ultimately does not lead to the most fruitful outcomes over the span of one short quarter or