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ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities; (2) additional exposure to real-life application of course concepts; (3) better and more targeted classroom reinforcement mechanisms; and (4) additional community benefit. Complementarity between internship and service learning requirements allows the best of each experiential-learning approach to augment the other. We contend that this produces better-prepared MPA graduates by exposing them to a more diverse set of immersive learning opportunities and application scenarios.

This is second in a two-issue series conceptualized as documenting educational innovations in higher education that could be seen as responses of colleges and universities to changing economic, political, and social forces. This issue's authors diagnose a number of different problems in the current practices of colleges and universities and prescribe pedagogical initiatives that link students to the community through service learning, which is the integration of community service activities into the curriculum through intentional analytical processes. The authors of these articles are pushing the theoretical and praxis boundaries of service learning to tackle challenging issues such as how to best enhance the student's learning experience to create self-motivated learners who become civic participants, how to structure programs and practices to best support such work, and how to alter institution- and discipline-driven reward systems to promote and sustain faculty involvement in service learning.

This chapter provides a theoretical orientation to the intersections of the theory and practice of leadership and service‐learning. It articulates a set of values to guide leadership educators in their service‐learning practice. The authors advocate a critical approach that fosters social justice.

Results of the Black Metropolis Model (BMM) of service learning are analyzed and illustrated in this article to explain how to "put the learning in service learning." There are many soup kitchens or nontransforming models of service learning where students are asked to serve needy populations but internalize and learn little about the service in their service learning. The results of a successful transforming model of service learning are presented to demonstrate how to put the learning in service learning for all students. The model integrates community institutions, residents, university faculty, staff, and undergraduate and high school students in hands-on service learning experiences that document uneven changes in the Black Metropolis of Chicago. The results reveal that the information and knowledge acquired by students transforms student knowledge as they internalize how uneven development in housing impacts community residents and their future in the original Black Metropolis of Chicago.

In recent years a growing number of researchers have urged for the adoption of critical
pedagogies for the teaching of Spanish as a heritage language (SHL) in the US (Leeman, 2012; Leeman, Rabin & Román-Mendoza, 2011). Such critical stances to SHL instruction
acknowledge the dynamic interplay between language, power, identity and ideology and aim to develop critical language awareness among students in which students gain an understanding of social hierarchies and language subordination. Merging this critical perspective with approaches that unite SHL learners and communities through service-learning programs (Martinez, 2010; Villa, 2010), the current paper examines how service-learning can accomplish critical pedagogical goals. Bridging the fields of sociolinguistics and language pedagogy, the current study examines data collected over four semesters from student journals, interviews and questionnaires in a university Spanish heritage speakers course with service-learning. Qualitative and quantitative analyses explore students' perspectives on language use, sociolinguistic variation, identity and connectedness to the Latino community. This study demonstrates how service-learning
contributes to the development of students' awareness of sociolinguistic and sociopolitical issues affecting local Latino communities and the construction of positive identities. Expanding on sociolinguistic research aimed to better meet the needs of SHL learners (see Carreira, 2003; Potowski, 2005; Martinez, 2003; Valdés, 2001), the current study makes critical pedagogical considerations for SHL instruction, with particular emphasis on how to integrate discussions of sociolinguistic variation and language ideologies into the SHL classroom and how to raise critical language awareness among SHL students through community engagement. Overall, this study addresses the complex relationship between language, power, ideology and identity in SHL
instruction.

Americans' beliefs about the causes of poverty and inequality have a direct impact on public support for economic and social policies designed to reduce poverty. This study considered the impact of the Pulse Program at Boston College on participating students' beliefs about the causes of poverty. The Pulse Program is a community service learning program sponsored jointly by Boston College's philosophy and theology departments. Through a mixed-methods research design involving random assignment to a treatment or a control group, the authors found that Boston College students participating in the Pulse Program demonstrated statistically significant shifts toward an understanding of poverty that emphasized structural causes over individual causes. Adapted from the source document.

AbstractAt Minnesota State University, Mankato, the Anthropology Department pursued service‐learning as a means of educating and engaging diverse publics. An assessment of the service‐learning program began after it became clear that standard course evaluations provided an inadequate assessment of service‐learning's efficacy. We employed a mixed‐ method, multiperspective approach, combining interview data gathered from students, faculty, community partners, and program coordinators to complement existing archival and survey data. Through these interviews and participant observation, we explore the pedagogy of service‐learning, its effectiveness, and the relationship among anthropological theory and practice. Our research identified three forms of value regarding student and community partner motivation. Additionally, we consider the role of culture in what constitutes value. One emergent theme, "realness," was vital for enhancing student outcomes through providing embodied examples of concepts and practical experience in field methods. Service‐learning enhances comprehension through practical application, demonstrating the relevance of anthropology while improving students' learning outcomes.

Service-learning is an educational approach that has been proven to cultivate public conscience by combining the learning objectives of curriculum content with student involvement in community service. The current study explores the various impacts of a service-learning project directed toward psychology students tutoring children with disabilities during the COVID-19 pandemic. The results are taken from the perspective of 114 Kosovar students and 20 parents of children with disabilities involved in the project. The results show that the COVID-19 pandemic has amplified the challenges that families of children with disabilities already faced. The tutoring sessions had a positive effect on family well-being and children's academic achievements. The students reported improved attitudes toward children with disabilities and increased self-efficacy and motivation for community engagement. Service-learning is promoted as a teaching method that attends to societal needs, helps students reflect on their experiences and competency, facilitates a better understanding of the consequences of public policy, and contributes to responsible citizens and compassionate professionals. This study adds to the literature by highlighting the substantial results and potential benefits of service-learning and individualized support for children with disabilities and their parents by discussing the implications for practice and future research.

The purpose of this article is first, to provide a model for the development, and implementation of a university developed, community-based agency that incorporates service-learning projects infused throughout the social work curriculum. The inspiration for the community-based agency was grounded in Mezirow's (1978) theory of transformational learning and designed to provide social services to underserved populations and a training ground for future social workers. Second, we examine the transformational effects of students engaged in a competency-based, service-learning course at the agency, Methods of Social Work Practice. Using Clark's (1991) adaptation of Mezirow's theory of transformation, results indicate students experienced three dimensions (psychological, convictional, and behavioral) of transformational learning while engaged in the course and provide evidence that service-learning is directly related to the developmental process of social work students.

Rationale: Service learning and community engagement are a natural fit for many disciplines. Service learning projects provide students with an opportunity to apply course content to real world situations (Harder, 2010), developing projects that will benefit clients, agencies, and communities. Service learning is used across a variety of disciplines including social work (Hostetter, Sullenberger, & Wood, 2013) nursing (Murray, 2013) and business (Payne, Campbell, Bal, & Piercy, 2011). Working in a group within a service learning context provides a multitude of benefits including greater interest, motivation, and engagement; improved communication skills; real-life application of course content; and skills acquisition (Murray, 2013; Payne et al., 2011; Postlethwait, 2012). Panel Purpose: The purpose of this panel is to describe how four faculty members incorporated service learning into their social work courses. This panel is unique in that three of the four faculty began conducting service learning projects while at the same institution and are now integrating service learning into their respective university settings in a variety of ways. Goals: Five goals exist for this panel. By the end of the Panel participants will understand (1) how to implement student-led community-based research projects, (2) how to build partnerships with diverse stakeholders/agency settings, (3) benefits and challenges of student-led research within a community-based agency, (4) how to use projects to support agency change, and (5) future directions in service learning. Specifically, the panel will provide the audience with information on how to incorporate student-led community-based research projects into their courses. First, the discussion will focus on how to prepare for a community-based research project. The panelists will describe how to: (a) develop an assignment that is consistent with learning outcomes and meets the need of the partner agency, (b) create a project that is feasible to complete in one semester and results in a high quality project, (c) manage and plan for difficult group dynamics, and (d) incorporate measures of student learning and engagement into a service learning course. Second, the panelists will describe the art of building relationships and engaging diverse stakeholders/agencies in the community-based research project, highlighting key strategies. Next, the panelists will discuss the benefits, challenges, and lessons learned from implementing service learning into their courses. For example, one panelist will describe the challenges of partnering with a rural agency, while another panelist will highlight how agency politics influence students' abilities to conduct agency-based research. Lastly, the panelists will discuss how to use service learning to support community change and explore future directions for service learning. Participant Engagement will occur through questions designed to elicit discussion related to the five Panel goals. Participants will also be asked to share their experiences with the various topics covered during the panel.