In this paper, I argue that the theory and practice of restorative justice can be productive for critical service-learning pedagogies. Restorative justice emphasizes repairing the harms that result from injustice and, as far as possible, restoring individuals and communities to the state they were in prior to being harmed. It emphasizes the…

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

Service-learning (S-L) has gained recognition as a high-impact pedagogical practice, with electronic Service-Learning (eS-L) emerging as a model that blends online and in-person instruction with service experiences. While interest in eS-L is growing, large-scale studies on student outcomes remain limited, particularly research that examines design…

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

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

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

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

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

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

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

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

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

Drawing on three years of partnership with residents of the Pine Ridge Reservation in South Dakota, I discuss some of the insights and challenges of working toward a critical community engagement that is antiracist, anti-colonial, and "place-engaged" (Siemers et al., 2015). I specifically reflect on how the bridging of academic practice…

At the center of the vision for the future of the service-learning and community engagement (SLCE) movement is an inextricable link between dialogue and collaborative action. In campus-community initiative "Tools for Social Change," the authors use intergroup dialogue (IGD) to help students, faculty, staff, and city residents co-create…

This article is about a Hong Kong-based summer internship program designed to foster service leadership attributes through service-learning. We report research based on interviews with interns and their partner organization representatives (PORs) and on written assignments as required by the program. We also report how the research informed the…