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This article explores the nature, strengths and limitations of Roman, Christian, Kantian and utilitarian ethics and their legacy in some modern theories of educative leadership that are educative in intent and outcome. It is shown that Roman, Christian, Kantian, and utilitarian ethics have profoundly shaped transformational, instructional, distributed, and ethical leadership theories. Roman ethics emphasize civic duty, virtue, and community service, influencing leaders to inspire collective goals and improve educational outcomes. Christian ethics highlight love, compassion, and moral integrity, guiding leaders to act as ethical exemplars and nurture followers. Kantian ethics focus on duty, universal principles, and respect for individuals, promoting ethical consistency and dignity in leadership practices. Utilitarian ethics prioritize maximizing happiness and well-being, driving leaders to achieve positive changes and balance individual needs with the greater good. It concludes that these ethical foundations (a) continue to inform contemporary educative leadership practices and (b) underpin recent scholarship that has shown how Roman, Christian, Kantian, and utilitarian ethics can shape moral school leadership and ethical decision-making, offering school leaders a nuanced approach to promote learning and social justice, fairness, and community well-being.

The needs of the digital revolution and the knowledge-based economy impose a transformation of traditional education to improve technical and scientific knowledge and include alternative abilities. This work presents a service-learning initiative with multiple goals: to improve scientific, technical, engineering, and mathematic (STEM) knowledge at school, to enhance students' engagement, and to make people aware of the repercussions of poor indoor air quality. The initiative involves four actors: the administration which steers the initiative, students who are the receivers of the knowledge, teachers as facilitators of the activity and research centers as expert references. Within this service-learning initiative, a real-life project has been proposed, focusing on measuring carbon dioxide (CO[subscript 2]) levels in classrooms and correlating them with indoor airborne infection transmission. Reference experts have developed two systems provided to teachers and students for project implementation. The project involves an engineering step where students set up the systems, and a scientific step where students hypothesize, develop experiments, analyse data, and communicate results gaining experience with the scientific method. Through the combined efforts and appropriate allocation of responsibilities, this experience has yielded excellent results in STEM knowledge transmission and has proven effective in fostering student commitment to their learning process.

The Smile project is an engineering service-learning initiative carried out through collaboration between Chouaib Doukkali University in Morocco and Pusan National University in South Korea. Since 2016, this project has been conducted annually for engineering students from both universities. Participants are selected through an oral interview, ensuring representation from different majors, years, and genders. Due to the COVID-19 pandemic, the project transitioned to an online mode starting from 2020. The objective of this article is to investigate the impact of the service-learning approach on learning and its potential for enhancing engineering education. This study aims to compare the face-to-face and online implementations of the Smile project as examples of this educational approach. The analysis demonstrates a strong positive effect of engineering service-learning as a learning approach, leading to the improvement of engineering students' skills and competencies. Notably, there is minimal difference between the two implementation modes of this learning approach.

Partners United for Research Pathways Oriented to Social Justice in Education is a partnership between a university research training program and a Children's Defense Fund Freedom Schools® site in north Florida. It addresses the lack of demographic diversity among doctoral students in education. Emphasis is on researcher positionality and building relationships with stakeholders in a service-learning practicum. Research fellows design projects around literacy and social action, negotiate with stakeholders, and provide service. We use autoethnographic methods to articulate how Fellows, CDF Freedom School staff, and faculty collaborate. We offer suggestions for conducting research that can lead to meaningful, systemic change.

This study examines the experiences of 17 teacher candidates who participated in a literacy-focused service-learning initiative in the aftermath of destructive tornadoes in their community. In response to the natural disaster, the Literacy Ambassadors, composed of university literacy faculty and teacher candidates, sought to address the critical need for book access among area students impacted by the tornadoes. Over the course of 8 months, researchers collected initial questionnaires, participant reflections, meeting transcripts, and anecdotal notes as the group met to learn about book matching, text complexity, and to acquire, sort, and curate book bags for individual preK-12 students. Books were shared with community members on three occasions--two occurred 12 months after the tornadoes and served eight schools; another occurred 16 months after the event and served one school. Participants revealed themes of shifting identity, a developing understanding of the complexity of literacy, and the relational power of literacy--offering valuable insights into the impact of community engagement on teacher candidates in response to disaster. These findings support previous research that emphasizes the potential of service-learning as real-life experiences that address community needs while simultaneously enriching the professional growth of future educators.

The current research utilized a modern word cloud tool to assess the effectiveness of course objectives and outcomes of a community-engaged learning and core curriculum course at a private Catholic University. The foundational course revolves around social justice using the setting of sport and physical activity. Beginning with a final reflection of the course and inserting data into word cloud tool, results indicate that this assessment technique offered insight into future enhancements of college course assessment by breaking down and focusing on specific words or phrases that may or may not be meeting the needs of the instructor and students.

High quality student outcome measures provide the foundation for effective learning assessment. These outcomes can be organized into different categories, such as skills or habits of mind, and evidence types, such as direct or indirect. Prevailing models of assessment, however, focus only on the distinction between direct and indirect evidence without incorporating the outcome categories. Such a binary model of evidence can be limiting, privileges measures of skills and knowledge over habits of mind and values, and risks excluding validated psychometric tools as a source of measurement. An argument is made for a new 2x2 outcome matrix which incorporates outcome category and evidence type as a possible alternative to the dominant direct vs. indirect dichotomy.

The Leeds Anchor Network (or system) was established in 2017 with eight founder organizations. In 2024, membership was 14 and represented 1 in 7 of the Leeds city workforce. Leeds Beckett University is a founding member. This paper explains how the system originated and developed, the role Leeds Beckett University has played in that process, and how it has learned to frame and maximize its contribution to the city's prosperity, particularly through rearticulating its model of service learning.

This research recounts a scholarship of teaching and learning (SoTL) project aimed at facilitating students' empathic development while also offering ways to identify and assess students' written expressions of empathy. I ground this work in an exploration of the many processes labelled as empathy and the reasons for including empathy as a course learning outcome. While participating in the Lighted School House program, I explored using progressive, or stacked, writing reflections to help students build, recognize, and articulate their own empathy. I conducted a close reading of final reflection papers in two offerings of a second-year community engagement course (in 2017 and 2019) in which students worked with an afterschool program in local elementary and middle schools. This enabled me to identify features of student writing--the evidence or "artifacts"--that illustrated their understanding of empathy, others' perspectives, and positionality. To assess the depth and complexity with which students articulated their empathy, I devised a scale to identify these written expressions as novice, intermediate, or advanced. The analysis showed the importance of using an "imagine-other" perspective rather than merely imagining oneself in another's situation, valuing others to inspire empathic action, and using conversation as a powerful tool for developing empathy. The project points to pedagogical practices that encourage students to employ effective conversation and listening skills in community engagement. This research suggests ways to help students better express their empathy by revising prompts and rubrics to clarify the particular empathic processes targeted and to foster strong writing skills.

This study examined the experiences of elementary education teacher candidates in a servicelearning literacy methods course in which they were placed in two public school settings-- one urban elementary school and one urban laboratory school. This was teacher candidates initial field experience in elementary classrooms. Teacher candidates explored various aspects of literacy assessment and instruction, particularly ways to assess students and use assessment results to screen students, monitor students' progress, and provide effective instruction. Candidates reflected regularly on their practice and participated in discussions with classroom teachers, peers, and university faculty. The research was conducted using a mixed methods design which included analysis of a survey and nine critical reflections. Findings indicated that teacher candidates' service-learning experiences provided opportunities to engage in teaching and reflect on practices while connecting with their school communities. Teacher candidates described the impact from their work in the classroom, exposure to schools and student populations that were previously unfamiliar to them, and participation in a servicelearning model that focused on critical reflection.

This reflective essay addresses the nexus of two recent events in the United States: (1) the public scrutiny of the relationship between land grant universities and the expropriation of Indigenous lands and (2) the often uncritical and rapid uptake of settler land acknowledgments at public college and university events. We argue that written land acknowledgment statements need to accompany actions that align with declarations of respect and honor. Specifically, we offer readers three concrete ideas through which institutions may further land acknowledgments: challenging their historical legacies, fostering meaningful partnerships with Native Nations and Indigenous Peoples, and materializing resources for this highly underserved, long-neglected, often ignored community.

This mixed-methods study delves into rural community service-learning (CSL) partnerships, shedding light on the complexities and dynamics of collaboration between colleges and rural communities. Through quantitative surveys and qualitative interviews, the research amplifies the voices of rural community partners, emphasizing the crucial role of trust, communication, and reciprocity. Challenges such as staff demands and organizational mismatches underscore the need for rural institutions to better prepare students and allocate resources to support their community partners effectively. The study advocates for transformative CSL approaches that prioritize community needs and nurture long-lasting collaborations. By providing insights into the impact of CSL on rural partners and organizations, this research offers valuable recommendations for improving future practices and fostering meaningful engagement in both rural and urban settings.

Training the next generation of public health practitioners to promote health equity requires public health graduate programs to cultivate students' skills in community partnership. The Council on Education for Public Health (CEPH) requires Master of Public Health (MPH) students to produce a high-quality written product as part of their culminating Integrative Learning Experience (ILE). Because CEPH recommends that ILE written products be useful to community partners, ILEs can draw lessons from the field of experiential education, especially the social justice aligned principles of critical service-learning (CSL). However, the current literature lacks descriptions of how to operationalize CSL's principles within graduate-level culminating experiences. To help fill this gap, we discuss a CSL ILE for MPH students, called Capstone. We describe CSL's key components and explain and assess how each is operationalized. We hope Capstone's model will help educators engage more deeply with CSL practices to advance health equity.

In response to the COVID-19 pandemic, a California public university launched the Pandemic Histories Archive Project (PHAP) in collaboration with the library. This online service-learning opportunity empowered undergraduates to describe and reflect on their pandemic experiences and represent their communities by contributing to the library's digital archive. From 2020-2021, nearly 300 undergraduate students completed PHAP's asynchronous online training modules and documented the COVID-19 pandemic and social justice issues by producing materials such as field notes, interviews, photographs, and reflections. According to open-ended surveys, students responded favorably to this novel project, valuing the creative freedom, knowledge, and skills gained through community archiving. This case study summarizes the literature on online and service-learning, presents the pros and cons of each, and offers recommendations for creating a student-centered learning environment. PHAP's teaching approaches, which emphasized student wellness and strengths, can be applied beyond the pandemic in future online, hybrid, and in-person courses.

This paper explores service-learning as a mode of cultivating student stakeholders in university education. Previous studies have examined increasing student engagement through experiential learning, writing across the curriculum, and recognizing the interdisciplinarity of general education classrooms, but few have brought these elements into conversation as contexts that might foster students' sense of ownership of their education. While students are recipients of carefully planned faculty-designed curricula, this study suggests that cross-curricular programs, such as writing in the disciplines, could benefit from student input given their direct experience of writing assignments and expectations in multiple classroom environments. This study investigates, in hybrid mode (intersectional pedagogy and auto-ethnographic case study), a plan aimed at developing cross-campus knowledge about writing instruction through an inter-campus service-learning project. The featured project underscores the importance of experiential learning that enhances student estimation of writing as a mode of learning, involves students in the evaluation of campus writing curricula, and develops a sense of writing as highly valuable to university education and integral to all fields in subsequent professional lives.

Why Mindful Service-learning? While over 30 years of service-learning has yielded many benefits, I have found that students today are more stressed than ever, that meaningful and effective preparation for reciprocal service-learning can be lacking, and that an exclusively Western perspective could be expanded to include Eastern views, thereby better preparing students for a global world. Mindful Service-learning draws on established service-learning practices, the Eastern practice of mindfulness, and Asset-Based Community Development to foster healthful student learning and meaningful university-community collaboration. Specifically, mindful service-learning utilizes Eastern tools--being present, beginner's mind, deep listening, compassion--in addition to more individualistic and analytical practices, to broaden the contemporary approach to service-learning. Focused on an intersectional perspective, it is an innovative way to address privilege, oppression, identity and power dynamics in all environments, but especially in complex urban settings. As I will demonstrate through a review of past practice as well as a study of contemporary student experience, this approach can help students from different backgrounds and various academic disciplines engage in authentic service-learning partnerships as well as learn lifelong wellness skills.

International service-learning provides valuable cultural and clinical experiences to healthcare students. Little is published on best practices regarding the design of international service-learning for maximum learning on this group. This study utilized a mixed methods approach to gather occupational therapy students' perceptions of the pre-trip preparation and experience logistics, supports, and activities during an international service-learning trip to Morocco to guide future experiences for optimal student learning. The quantitative survey indicated participants desired more clinical activities on the experience while keeping the number of cultural activities the same. The qualitative interviews revealed a desire for increased traditional clinical activities that span population, lifespan, and setting. Careful attention to the itinerary to provide balanced time in activities and allow for rest was noted. Participants also indicated qualities of activities that would enhance their learning along with the importance of structured predeparture meetings. Careful attention to the itinerary to provide a diversity of clinical and cultural activities with appropriate faculty support enhances student learning on international service-learning activities. Participants value quality over quantity, and proper experience design plays a large role in student learning during these experiences abroad.

Service-learning is a form of experiential-learning being incorporated into many academic programs to enable students to practice skills learned in class while providing a service to communities in need. Being able to justify the implementation of service-learning experiences can be a challenge. Some benefits include increased awareness of global health, development of comparing and compassion for the community and patients, development of critical and clinical thinking, and practice of skills learned. This study assessed Core Value Self-Assessment of students from a cohort of entry level Doctor of Physical Therapy students who had a mix of participation in service-learning (local, regional, and international). It was hypothesized that students who participated in international service-learning experiences would score higher on the Core Value Self-Assessment tool (total score and each individual core value). One-Way ANOVAs were used to assess the data. Results found that international service-learning participants scored highest in social responsibility. The results were not statistically significant. Participation in service-learning is an option to consider for experiential learning to help develop professional behavior. Future research could consider Core Value Self-Assessment pre and post service-learning experience to consider more causative relationship between service-learning and Core Value Self-Assessment changes.

The purpose of this study was to quantify and compare interprofessional skills among first year pharmacy students who participated in healthcare and non-healthcare setting service-learning experiences. This was a survey-based pre/post comparison of interprofessional attitudes among student pharmacists during a first professional year service-learning course comparing two cohorts at healthcare-related sites versus non-healthcare sites. The Interprofessional Attitudes Scale (IPAS) was administered to students in fall 2021 and spring 2022. Healthcare and non-healthcare sites were compared using unpaired t-testing comparing the mean sums of Likert scores. This longitudinal cohort survey encompassed a total of 110 of 117 eligible first-year pharmacy students completed the pre-survey, (96% response rate), and 78 of 112 eligible students completed the post-survey (71% response rate). From pre to post survey, there was a positive increase of the mean Likert scores in all five IPAS subsections. There was no significant difference of mean Likert scores displayed between the sample of healthcare and non-healthcare students from the pre-survey to the post-survey in each of the five IPAS subsections. There was no difference in pre/post mean Likert scores of the five subsections of the IPAS in first-year pharmacy students, regardless of placement at healthcare or non-healthcare related sites.

The personnel preparation of early intervention/early childhood special educator (EI/ECSE) candidates is a pivotal stage in supporting the development of professionals who can effectively work with young children with and at-risk of developmental disabilities, their families, and other service providers. This process encompasses a multifaceted approach to equip candidates with knowledge, skills, and attitudes/dispositions to successfully work within the field. This compilation article includes multiple authors of each section who share strategies, assignments, tools, and experiences to center the Initial Practice-Based Standards for Early Interventionists/Early Childhood Special Educators (Division for Early Childhood [DEC] of the Council for Exceptional Children [CEC], 2020; hereafter referred to as the EI/ECSE Standards) and DEC's Recommended Practices (RPs). These strategies are shared through a "spiraling curriculum" framework, and progress from an awareness level to reflection of candidates' own practice. In addition, this article shares related resources to consider in planning for innovative coursework and practicum/student teaching opportunities. Specific examples of spiraling experiences to deepen learning through opportunities to introduce content aligned to RPs and EI/ECSE Standards are included.

Developing Allied Health (AH) graduates who are skilled in responding to public health needs is crucial, particularly in rural areas where workforce shortages and poor health outcomes are common. However, workforce shortages make it difficult to provide rural work-integrated learning (WIL) opportunities to teach these skills. This paper presents a model of Service-Learning (SL) that innovatively employs WIL for AH students while addressing rural health needs. The model was developed based on the experiences of a rural WIL team who implemented over 400 SL WIL experiences over six years. Key aspects highlight the importance of relationship building and meeting the needs of three key stakeholders, namely the community and host-site, students, and the enrolled university. Student support, interprofessional education and evaluation were also embedded in the model. This SL model adopts a flexible approach and provides a useful guide for developing SL for WIL despite challenges in rural areas.

Existing research evidence pertaining to the occupational therapy (OT) role with adventure-based outdoor activities for military veterans and the authors' positive experience serving members of a non-profit veteran-run organization that promotes rehabilitation archeology suggest that outdoor rehabilitation for this client population is a promising avenue for the profession. Moreover, students' exposure to outdoor experiences designed for military veterans as well as other populations presenting with physical and mental health conditions has the potential to significantly augment OT curriculum by impacting both the learning trajectory and personal transformation of the students. This paper describes a unique service-learning experience involving graduate OT students who engaged with and provided services to veterans participating in archeological fieldwork, as well as the impact of this experience on the students.

Preservice teachers often have low post-school expectations for students with intellectual and developmental disabilities (IDD), although the stated goal of special education is to increase those very outcomes. However, setting high expectations and learning the accompanying soft skills is a complex skill set to include in special education teacher training. This qualitative study (n = 7) uses the consensual qualitative research-modified method to analyze preservice teachers' shifts in perception of students with IDD following a service-based, extended field experience with college students with IDD who attend a university's inclusive postsecondary education [IPSE] program. The service-learning experience included both planned and unplanned activities that were also a part of the curriculum for students enrolled in the IPSE program. Researchers identified six primary domains: (1) content knowledge, (2) getting to know students, (3) helping students, (4) preservice teachers needing support, (5) social and emotional connections, and (6) misconceptions. The resulting core ideas suggest that special education teacher training with extended service learning may help candidates to see the whole person with IDD and that instruction for teacher development can be enriched through applied learning opportunities. Conclusions position subsequent inquiry to explore service-learning outcomes and preservice teacher soft skill development.

The purpose of this investigation was to identify, examine, and analyse the opinions of four international postgraduate students who embarked on a service-learning project required by the course taken in Semester 2, 2021/2022. It included engaging in community service, connection to their academic endeavours, reporting the outcomes, critical reflection, and reciprocity. Choral speaking activities were selected as the tool for their engagement with children in the community. The qualitative approach was chosen as the research design, employing in-depth semi-structured interviews. The findings pointed to the beneficial aspects of service-learning which include: (1) enhances multicultural understanding; (2) improves civic involvement; (3) acknowledges that academic work has real-world importance; and (4) promotes language learning as well as reciprocity, that need to be improved.

A First-Year Seminar course was designed using high-impact practices supporting food justice at a university serving mainly urban, minority, Hispanic, and first-generation students. The course was initially taught using participatory experiential learning but without service-learning. After an urban farm was added to campus to support the institutionalization of a garden-based service-learning program, the course was redesigned to add a service-learning component. Students were required to work at the farm composting, cultivating, and harvesting food for distribution to fellow food-insecure students for a minimum of ten hours throughout the semester. Service-learning students, as opposed to participatory experiential learning students, reported overall greater satisfaction with the course and its activities, had a 3% higher grade point average and a 9% lower drop, fail, and withdrawal rate. Service-learning students expressed a connection to campus community, a sense of feeling cared for, greater awareness of food justice issues and the ability to work toward community-based solutions and grow their critical consciousness. The added service-learning component significantly improved course outcomes and provided much needed assistance in the development of a new garden-based program.

Interdisciplinary service-learning (IDSL) has become a staple of healthcare education over the last two decades as a mechanism of training students to provide cohesive, team-based health care in a complicated and sometimes fragmented health care system. This case study describes the perceived learning of Doctor of Physical Therapy (DPT) students from [Blinded] University who attended a week-long interdisciplinary, interuniversity service-learning trip in rural [Blinded]. Qualitative data from two consecutive year teams (n = 26) were collected via surveys and focus groups and thematically analyzed for motivation to attend the trip and perceived learning. Intrinsic motivation to "give back" and desire to hone professional skills were the primary drivers for desiring to attend the trip. Three themes of perceived learning that emerged were: 1) impact on core values, 2) perceived improvement in para-clinical (soft) skills including interdisciplinary fluency and cultural competence, and 3) improvement of clinical (hard) skills. The dominant theme was the impact the trip had on students' core values. The learning occurred predominantly in Bloom's affective domain and aligned with the physical therapy profession's Core Values and Code of Ethics.

Service-learning in graduate education is commonly used but has limited studies on its effectiveness. Can service-learning be implemented in graduate education in a way that enhances the experience for the students? Most service-learning research has focused on service-learning at an undergraduate level in nursing, social work, public health, and occupational health (Lu & Lambright, 2010). This study replicates Lu and Lambright's study with Doctor of Physical Therapy program students to expand research on the impact of service-learning experiences on professional skills in graduate students. Our findings suggest "how integrated the project was into the curriculum" and "how much influence students have over how their project progressed" was significant and positively associated with improved professional skills.

As the world is evolving, higher education is too. This includes online service-learning which in the past has been predominantly delivered in formats off-line or hybrid. This article describes some best practices to make the online service-learning experience beneficial for all who are involved and accessible to more students, including students who previously did not have access to service-learning courses due to the nature of the delivery and/or format of the course. Best practices to overcome some of the limitations that online courses present include high levels of instructor/facilitator involvement, creative collaborations, communication, and using different course material delivery methods. Although teaching online takes time, training, and practice, it is an investment to larger gains in student access and to keep up with trends and demands in the real world.

Service-learning is a critical component of public health education, especially students of Doctor of Public Health (DrPH), designed for public health professionals. As an evidence-based approach to impactful teaching improving students' learning outcomes, service-learning enables future public health practitioners to engage in the learning and reflective practices developing skills needed to be leaders of social change within their communities. E-service learning has been gaining popularity among faculty and students. This study describes a grant writing course for DrPH students of various concentrations delivered online. We draw attention to the growing need to incorporate service-learning into the public health curriculum to promote social change, address local health disparities, improve students' learning experiences and outcomes, and stay relevant with the educational landscape.

In a university course on the Zuni Pueblo in New Mexico, students engaged in a scaffolded inquiry project to consider connections between individual major areas of study or intended career paths and the Zuni Pueblo. Students completed project tasks prior to, during, and after the trip, and analyzed information gathered to answer their inquiry questions. Topics of interest were shared with the Zuni Tribal Council and a Zuni community partner for discussion and input. After completion, projects were shared with the class, the Tribal Council, a Zuni community partner, and the university community. This article will (1) explain the organization, pedagogy, and processes of implementation of such a scholarly project in an undergraduate service-learning, study-away, spring break course and trip and (2) share project outcomes, including student discoveries, in brief, to contribute to the sparse extant literature on the Zuni Pueblo, especially in contemporary Zuni and especially as relates to a variety of fields.

Personalized learning (PL) is not new, but it has morphed and re-emerged as an approach that might re-engage today's students in the classroom and better prepare them for college and careers in the 21st century. Amid this re-emergence of personalization is the implementation of new technologies in the classroom. While technology may offer efficient ways to deliver PL, the impact of PL on the educational system and the narratives that guide learning, as well as its effect on the larger community, the workforce, and the democratic principles that guide America, need further exploration. This essay looks at personalized learning historically and pragmatically using a technoskeptic approach. This paper examines personalized learning's implications and offers ways personalized learning via service learning may be more effective in engaging students while also continuing to contribute to a communal, democratic narrative. When properly applied, service learning encourages students to use their knowledge to solve real-world problems in their communities. As modern culture moves toward isolated media environments and individualized experiences, students need more exposure to other people and differing worldviews to maintain democratic ideals, a robust learning experience, and humanity in reality, as opposed to what is offered on a screen.

The main purpose of the community service practices course (CSP) is to develop pre-service teachers' awareness of social responsibility. Therefore, various practices are carried out through these courses and pre-service teachers are tried to gain skills such as solidarity, sharing, cooperation, effective communication and problem solving. This study aims to define the breadth of scientific studies conducted across various disciplines and years, with the overarching goal of furnishing a foundation for the integration of these courses within the educational framework. In this study, a qualitative research approach employing document analysis was adopted. The study's scope encompassed a comprehensive examination of 39 academic works, comprising 11 master's theses and 28 scholarly articles, that specifically addressed CSP courses, thereby forming the study group for this investigation. According to the findings of the research, it has been determined that the most prevalent topics of CSP courses are within the realms of education, teac hing, and social sciences. Additionally, among the terms most prominently emphasized across the studies related to CSP courses, terms such as assistance, solidarity, awareness, empathy, responsibility, sensitivity, and cooperation were identified. The most frequently conducted activities within the framework of CSP include the collection and d istribution of stationery supplies, assistance to public institutions, tree planting, and collection of bottle caps. Therefore, this study bears significant importance as a comprehensive resource for the detailed societal evaluation of CSP courses conducted in Türkiye, as well as for examining the extent to which such evaluations are reflected in scholarly theses and articles.

The benefits of service-learning have been well documented in the literature in terms of student outcomes (i.e., increasing retention rates). The purpose of this article was to gather the experiences of faculty who participated in the Service-Learning Faculty Scholars program, a faculty development program designed to infuse service-learning into their courses and across campus at a midsized university in the Midwest. Faculty participated in a faculty cohort model. Listening sessions were held to gather faculty input, and a total of seven faculty participated. Participants were asked a series of open-ended questions. After a thematic analysis of the data, several themes emerged: service-learning competency/development, challenges, cohort effect, scholar experience, program-level support/resources and training, student experiences, community partner relationships, and faculty reflections on course design. Limitations and future research are discussed.

Although a large body of literature discusses the advancement of community engagement in higher education, a less substantial body of scholarship explores how engagement is promoted and institutionalized within universities. In this exploratory study, using a discourse analysis of official reports posted on the websites of three university cases, the qualitative results unfolded how community engagement was institutionalized. The study identified some of the basic mechanisms social language uses to create institutions within institutions, like university engagement. The study provided data to support the theoretical assumption that language, through a host of possible configurations of texts, generates discourses that engender social actions such as institutionalization. Those processes disclosed how engagement was produced, and it is still evolving. Further research strategies are discussed.

Service-Learning (SL) is a powerful methodology to acquire competences and values in Higher Education. However, there is still no widespread use in Information and Computer Science (ICS) degrees where most of the subjects are focused on the development of theoretical and practical contents purely related to technical competences. In this paper, we show the structure of a SL methodology to develop Bachelor's Thesis: 1) definition of proposals considering all the competencies of the Bachelor's Thesis subject and the needs of entities; 2) development of applications using agile methodologies, and 3) assessment of the SL experience from students, entities and professors. We present an experience developed in the 2019/2020 academic year with two entities devoted to disfavoured people. The results show both the high technical and professional quality of the projects and the high satisfaction of entities and students. We hope that the development of applications with the collaboration of non-profit entities allows the acquisition of both specific and transversal competencies on ICS degrees at the same time enhancing the development of useful professional ones.

This article discusses how a new APRS service-learning model was implemented in a new service-learning project in the traditional Chinese medicine (TCM) orthopedics curriculums at three Hong Kong institutions. The APRS model adopting flipped learning approach consists of four cyclic stages, including Application, Practice, Reflection and Self-regulated learning. Qualitative and quantitative findings in this study reveal that TCM students gained confidence in applying discipline knowledge/skills and improved in various areas, including cross-cultural competence, communication, problem-solving and collaboration. Drawing evidence from this study, possible factors contributing to positive impacts on student learning in the APRS model are the "strong connectivity" (including clear alignment with programme, profession, institutional missions and traditional Chinese philosophy "xiushen"), "reinforced motivation" (student autonomy and buy in) and "structured organisation" (strong network among participating parties and use of a centralised electronic platform). The APRS service-learning model is a culture-based approach helping students reconnect Confucian "xiushen" to the discipline knowledge and the real-life application in the Hong Kong context. This model may also be applicable to other Asian contexts where the Confucian culture prevails.

Community outreach and service-learning are common components of medical and health profession programs. Outreach programs can provide diverse service-learning opportunities for students to work collaboratively with their communities. Many educational accrediting bodies require service-learning activities for students. The discipline of anatomy is uniquely suited for outreach as it engages students with the community and provides relevant, health-related educational materials and information. Anatomy is often a general interest to many and can aid in the promotion of students pursuing health professions careers. The objective of this work is to describe three unique anatomical outreach programs that integrate components of community service, service-learning, and/or pathway program initiatives in innovative ways. These programs are presented to inspire and/or be adapted in other medical or health professions programs. Variety in these programs range from duration, target audience age, resource and financial requirements, and necessary collaborations. The authors provide tips for success and potential pitfalls to consider. These three examples serve as successful, contemporary, and diverse approaches to anatomical outreach that can be implemented into medical or health professions education programs.

In April 2023, a group of 1 administrator, 5 faculty, and 20 students from the University of Louisiana Monroe (ULM) traveled to the Dominican Republic to participate in an interdisciplinary service-learning project lasting six days. Disciplines involved included pharmacy (2 faculty members and 9 students), physical therapy/kinesiology (1 faculty member and 5 students), social work (1 faculty member and 4 students), and political science (1 faculty member and 2 students). The home base for the group while in the Dominican Republic was Abba's House Children's Center, a nonprofit Christian organization tasked with feeding, educating, and providing limited medical care to approximately 125 children living in the barrio of Cienfuegos. During the service-learning experience, ULM students engaged in various service and learning activities tied to their programs of study. Students and faculty completed the "Community Service Attitude Scale" (CSAS) before and after the service-learning experience (Schwartz & Howard, 1977). A total of 14 students (70%) submitted both a pre- and post-trip CSAS survey. There was a significant improvement in scores for 21 out of 25 items on the CSAS. This international interdisciplinary service-learning program positively impacted students' attitudes toward community service including awareness of global needs.

This current study measured the impact of a one-time semester-long course-based civic engagement activity on student learning and participant impact, particularly participants' willingness to engage in community dialogue and promote awareness of social justice issues within their communities. The service-learning project involved on-campus and online students from three criminal justice courses and a hybrid format event titled "Finding Common Ground: Social Justice Issues Surrounding Mental Health & Mental Illness & Disorders" at a Midwestern teaching institution. The two-hour event included roundtable discussions to promote open dialogue about mental health and mental health illness and disorders. Learning and self-impact were measured via self-constructed questions and the Civic Engagement Short Scale Plus (CES[superscript 2+]). Results indicated increased endorsement for community engagement and positive qualitative feedback on self-empowerment. The findings provide insights into the potential benefits of service-learning activities, such as mental health community roundtables, for fostering community dialogue, personal growth, and social justice activism. The insights gained from the current study can inform future planning and enhancement of civic engagement initiatives while also contributing to developing community-based education and outreach strategies.

This study has two main objectives: (1) to analyze how different constituencies (students, teachers, and community partners) in service-learning courses at VU Amsterdam (Netherlands) responded to the COVID-19 crisis during the first outbreak and (2) to investigate the effects of these responses on reciprocal interactions between them. Our results show that the switch to an online environment caused a high burden on teachers. However, their motivation, adaptability, and creativity have been essential to safeguard students' academic outcomes and the benefit to community partners. Also, the responses to the COVID-19 crisis have created opportunities for urgent and relevant community-based activities and for new conceptualizations of community. This article presents the current state of the impact of a crisis situation on experiential pedagogies such as service-learning and provides recommendations on how to safeguard different types of reciprocity in an online environment and better respond to crises in the future.

This qualitative dissertation aimed to understand if an after-school kinesiology service-learning program changed the relationship between a large Research I institution and a local public school. Eight 7th- and 8th-grade students, three classroom teachers, and one administrator participated. Data collection methods included semistructured individual interviews, observational field notes, and reflective memos. Findings suggested that school staff perceived a positive relationship between the university and the school district but a complicated one between the university and the city. Participating teachers and school leaders believed the service-learning program positively impacted their students and helped strengthen the relationship between the university and the school. The study also highlighted the importance of effective communication in university-school partnerships and uncovered challenges in communication concerning the service-learning program. The middle school students perceived benefits from receiving academic support, and school participants felt that the relationships formed between the university and middle school students were impactful.

In response to continued calls for research centering community perspectives in service-learning and community engagement, this mixed-methods article examines the experiences of community fellows who were a part of a university service-learning development program. The purpose of the program was to train faculty and community partners in service-learning pedagogy and implementation practices. We analyzed self-reported data from 25 community partners over eight cohorts of the program. In the article, we find that community fellows grew their knowledge of service-learning terms and practices. At the same time, they identified logistic and equity challenges in service-learning implementation and partnerships. Amid these experiences, community fellows highlighted the formation of a shared community among all fellows as the strongest outcome of the program. The shared community afforded them space to build meaningful relationships, collectively plan, and problem-solve together as they practiced servicelearning.

Instructor leadership is widely recognized as essential for facilitating meaningful online learning in higher education. While previous studies have applied organizational leadership theories to the study of instructor leadership, fewer studies have investigated online instructor leadership. This predictive correlational study detailed the associations between the Community of Inquiry (CoI) framework and servant leadership (SL) theory and employed multiple regression analyses to investigate the predictive relationships of seven SL dimensions on the three CoI presences. Survey data were gathered from 148 graduate students enrolled in online courses in education, communication, and engineering master's degree programs using the CoI Survey (Arbaugh et al., 2008) and the SL-28 (Liden et al., 2008). The findings revealed a significant positive correlation between the instruments. The predictive model as a whole explained 66% of the variance in students' perceptions of a CoI. Three SL predictor variables demonstrated the most influence: helping subordinates grow and succeed, conceptual skills, and creating value for the community. Additional analyses at the CoI subscale level revealed that the SL variables accounted for 73% of the variance in teaching presence, 55% of the variance in cognitive presence, and 31% of the variance in social presence. Implications and limitations are discussed and recommendations are proposed to implement online instructor SL.

Background: Scholars agree that reciprocity is a cornerstone of service-learning and community engagement (SLCE); however, engagement with this concept varies widely in practice and across disciplines. To enhance the potential of SLCE to fulfill its promise for societal impact, engineering education must understand how reciprocity is achieved, recognize barriers that inhibit its progress, and identify strategies for how it can be strengthened. Purpose: We performed this review to understand the ways reciprocity is articulated in the engineering SLCE literature. Drawing from these articulations, we examined the extent of engagement with reciprocity toward providing insights into the design and assessment of SLCE efforts for reciprocity. Scope/Method: We performed a systematic literature review on engineering SLCE at institutes of higher education. Following an established approach to identify and synthesize articles, we developed deductive codes by distilling three well-articulated orientations of reciprocity. We then analyzed the operationalization of reciprocity in the literature. Results: The literature demonstrated varying degrees of reciprocity. Minimally reciprocal efforts centered university stakeholders. In contrast, highly reciprocal partnerships explicitly addressed the nature of engagement with communities. Findings provide insights into the breadth of practice within reciprocity present in engineering SLCE. Further, analysis suggests that our codes and levels of reciprocity can function as a framework that supports the design and evaluation of reciprocity in SLCE efforts. Conclusions: Our review suggests that to enact more equitable SLCE, researchers and practitioners must intentionally conceptualize reciprocity, translate it into practice, and make visible the ways in which reciprocity is enacted within their SLCE efforts.

Contribution: This article provides an examination of changes in first-year engineering students' perceptions of the role of an engineer after completing the Engineers Without Borders Challenge. Background: Essential pre- and post-comparisons missing in existing studies on the Challenge are provided, as well as comparison to other first-year project types across two universities. Research Question: Do students who participate in service-learning versus traditional project-based learning gain different understandings of the role of an engineer? Methodology: This work implements the questionnaire variant of convergent mixed methods design. A survey containing a mix of Likert-scale, open-ended short answer, and closed card sorting questions was administered to students enrolled in first-year engineering (FYE) courses across two institutions. Limitations of this work include potential bias due to the pre/post survey design and participant course self-selection. Findings: Students' perceptions of the roles of engineers did not significantly differ by project type. However, changes in their perceptions of technical skills as important to the role of engineers did indicate the beginning of a transition from discipline level thinking to process level thinking. Additionally, course learning objectives influenced students' perceptions of the role of engineers--with an increase in awareness of the importance of problem solving, communication, design process, and teamwork and a decreasing sense of importance of items missing from course objectives, such as creativity and helping people. Engineers' professional responsibility to diversity, equity, and inclusion were absent from both the course syllabi and student perceptions of the role of an engineer.

Teacher education (TE) in Singapore has undergone regular reviews and reforms over the years within the National Institute of Education (NIE). The main impetus tended to be to ensure continual relevance of TE to the educational landscape in Singapore, as well as to incorporate new evidences in pedagogical and assessment practices. The 2004-2005 TE review in NIE, while operating within similar considerations, incorporated a then new perspective into teacher preparation. It introduced the Group Endeavour in Service-Learning as a core curriculum component, so as to more firmly link the work of a teacher to communities in Singapore. This established a conduit through which student teachers could "practise" values, representing one of the three key parts of the Values, Skills and Knowledge framework that guided TE in NIE. This paper aims to not only revisit key aspects of the curriculum review done in 2004-2005 but, more importantly, to examine current contexts within which TE operates to provide insights on how TE can and may evolve in the near future.

This study examined the relationships between current anxiety problems and school engagement, community service or volunteer work, and paid work among U.S. adolescents. The 2018-2019 National Survey of Children's Health (NSCH) dataset was analyzed and included 24,609 adolescents ages 12-17 years. We conducted unadjusted and adjusted logistic regression analyzes. A total of 12.6% of adolescents had healthcare provider-confirmed current anxiety problems. Adolescents with current anxiety were at decreased odds of engaging in school (aOR = 0.35, 95%CI = 0.29, 0.41) and participating in community service or volunteer work (aOR = 0.72, 95%CI = 0.59, 0.86) compared to adolescents without current anxiety. Adolescents with current anxiety were at increased odds of participating in paid work (OR = 1.18, 95%CI = 1.01, 1.38). This study reports that U.S. adolescents with anxiety were less likely to engage in school and participate in community service or volunteer work, but were more likely to participate in paid work compared to their peers without anxiety. Results should inform future interventions targeting adolescents.

Despite a renewed interest in music teacher education practices with real-world implications, the heterogeneity of learners is often daunting to early-career educators. There is a lack of specific and adequate coursework in undergraduate music education programs to prepare preservice music teachers (PSMTs) for teaching diverse learner populations, including learners with disabilities. Drawing on a project where PSMTs facilitated drumming sessions at a special education school, this case study explored PSMTs' experiences of project-based service learning in a special educational setting. Five themes that emerged from the data describing PSMTs' experiences suggest that such initiatives with learners at a special education school can foster student responsiveness and autonomy. The findings describe how integrating dialectic aspects could nurture the music-teaching skills of a PSMT. These aspects are joy and challenges, expectations and reactions, and learning to teach individually and in a group.

Background: Culinary nutrition education can support improved diet-related health and wellbeing. This pre-post pilot study aimed to assess feasibility and acceptability of an eight-session culinary nutrition programme, the Food and Lifestyle Information Programme (FLIP), for adults with mild-to-moderate intellectual disability. A secondary aim was to evaluate preliminary programme effectiveness. Method: Participants were recruited through a disability service provider. Feasibility measures were: recruitment and retention; implementation; engagement and participation; adverse outcomes; and feasibility of outcome measures. Acceptability was assessed using an interactive process evaluation. Effectiveness measures included cooking frequency, cooking and food skill confidence and diet quality. Results: Six of eight participants completed the intervention with high attendance and programme engagement. FLIP was well received by participants and support workers. No adverse outcomes occurred. Diet quality was feasible to assess. Conclusions: Findings can inform content, delivery and evaluation of future culinary nutrition programmes for adults with mild-to-moderate intellectual disability.