Non-hegemonic perspectives on sustainability are grounded in environmental sustainability based on justice. We argue about the potential of co-operatives for learning framed through degrowth epistemological visions promoting pedagogical changes in Higher Education. The context is a public university in Catalonia (Spain) implementing an innovative…

This outro is a generative collective conversation between emerging and established scholars in the field of Global Service Learning, at this moment in pandemic time. We met, on zoom, to think expansively about what these pandemic times of rupture have opened up for us in our scholarship and practice. Our orientation was towards reflexivity and…

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,…

The Policy Practice in Field Initiative was created to seed innovation and develop new models for an integrated approach to enhance the policy skill set of all social work students regardless of specialization. Funds provided to the Council on Social Work Education (CSWE) are regranted to schools and programs of social work for field placement and…

This paper reports on the establishment of an open pedagogy initiative between community organisations and students, facilitated by the Temple University Libraries (TUL) and faculty in the Philadelphia area. The Community-University Research Exchange (CURE) produces community-driven social justice research. Library facilitators solicit research…

Institutions of higher learning are located within the context of neighborhoods. But to what degree do they see themselves as neighbors? What does it mean to be an engaged institutional neighbor? Inspired by this question, I utilize place-based community engagement principles, combined with self-study research methods, to trace the development of…

This article provides an example of how the traditions and values that have long underpinned the work of Christian higher education are of particular relevance to how Christian universities might partner with communities to address critical 21st-century challenges in groundbreaking new ways. The University of Dayton's Catholic and Marianist…

Service learning is experiential education that encourages students as socially responsible and active citizens working in and with members of the community. We consider how these ideas illuminate the ambitions of a unique service-learning opportunity known as "Converge", a university partnership with a health care provider that brings…

Ethical competencies are included in all competency-based education models and are considered essential for the professional preparation of students, especially in terms of their professional conduct and workplace preparedness. As such, the Tuning Academy, along with incorporating ethical competencies in its group of generic competencies, also…

Concerns about inclusion and social responsibility as conduit for social justice on university campuses offer a platform for interdisciplinary initiatives. Here we focus on one such initiative, which seeks to build community between University of Richmond students and local Latino and Hispanic populations using the University of Richmond Museum…

Institutions are increasingly being called upon to collect large amounts of data to demonstrate community impact. At institutions with strong and wide-reaching public engagement/service missions, this expectation is even greater--both for quality improvement and for demonstrating regional transformation. Despite these expectations, the…

The current study identified factors contributing to the long-term perception of meaningful civic engagement in a sample of Israelis involved in extra-curricular civic-engagement programs as students. Using a qualitative research method supported by quantitative analyses, we found that five to 10 years after completing higher education, most…

Service learning holds the potential to educate for citizenship, preparing students as individuals who can respond not only to the daily challenges of an interconnected yet fragmented world but also to the emerging calls to rebuild disaster-stricken communities. Although seen by some as a cumbersome pedagogical approach, service learning can offer…

Engagement is widely recognized by higher education institutions, nation-states, and international organizations as the third pillar in the mission of university education. Despite the global reach of this concept, published research is disproportionately based on examples from the United States. This article brings to light the rich and extensive…

Given the tormented history of development projects around the globe and the fact that global service learning and engineering-for-development often engages students in development interventions, it is critically important to explore the impact of global service learning projects and partnerships not only on student learning, which has received…