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This paper seeks to elaborate an alternative, empowering model of service learning for GCE that helps students relate to one another in more just ways. Our model emphasizes the student/global citizen as an autonomous, political subject, shifting concern from the 'affective-moral' to the 'social-political', drawing on ideas of justice propagated by John Rawls. Three principles we use to reframe GCE are (1) minimization of self-interest from moral choices, (2) respect for diversity of views, legitimate conflict of interests, and right to decide, and (3) recognition of others as autonomous. Such a model can frame South-North and South-South transfer as alternatives to North-South models, and can be useful for enhancing service learning dimensions of national-level citizenship. The paper begins with an analysis of service learning for GCE and some of the opportunities and challenges found in commonly used North-South transfer models. After that, it discusses Rawls's ideas of justice and fair terms of cooperation for cross-cultural communication, and maps three principles for an alternative model for GCE. Each principle has educational implications, though each also poses new pedagogical challenges. The paper concludes with reflections on the kind of global citizen constructed and the implications of our model for students, their view of the world, and actions for social justice.

Service-learning has been shown to be effective in preparing students to live and work in a diverse and rapidly changing society, especially when it is based on a democratic partnership between university students and community participants, resulting in mutuallybeneficial learning. Yet, in cases where the community is often regarded as less equal due to debilitating socio-economic circumstances, there is a real danger the engagement turns into more of a charity rendering experience, rather than promoting deep learning for all involved. This article reports on our attempts to create a service-learning experience that allowed students and community youth to learn with and from each other. Data were generated in four cycles of a participatory action research design, using visual, art and text-based strategies. The thematic analysis indicated that the process gave participants a better understanding of each other's lived realities; that it helped to level out unequal power relations; and that the reciprocal learning boosted development on personal and professional levels. The knowledge we share in this article will help others to know how to design and implement a valuable and mutually beneficial service learning experience not only in Creative Arts education; but in any discipline where students engage with community.

This article presents the results from a study into international humanitarian service-learning experiences on young adult volunteers. Specifically, the service-learning experiences of emerging adults who had served in orphanages in Latin America were assessed, in a pre- and post-test design, for their development in areas of social competency such as identity, self-efficacy, self-esteem and ethnocentric attitudes. A mixed-methods design using both qualitative and quantitative measures was used. Both qualitative and quantitative results identified significant and important impacts on the development of the social competencies of these emerging adults. In addition, several qualitative themes illustrated that longer term international service-learning experiences have a profound impact on the social competence of emerging adults.Keywords: International humanitarian service, service-learning, emerging adult competency

This article presents findings on the effects of completing service-learning on Spanish heritage language students in an intermediate-high service-learning course, Practicum in Spanish in the Community. The results from this study indicate that the involvement of heritage speakers in their own heritage community can have a transformative impact on personal and social identity and therefore support strong in-group identification and reduce any negative impact of minority-language education. The authors also argue the importance of working with the local Latino community as a career pathway that allows students to come to recognize the role of languages and cultures in that community. Both of these conclusions point to the integral part of service-learning in a more globalized Spanish undergraduate curriculum. The results also indicate that the heritage language students perceived an improvement in speaking and listening, along with an awareness of their Spanish language deficiencies.

Anxiety about statistics may impede new scholars from developing quantitative research skills and from sharing those skills in service-learning, internship, and work settings. Using an interpretive case study design with a convenience sample of one emerging student leader in a collaborative university-community service-learning research project, we explored the question "How did the career path of a quantitatively skilled researcher develop?" Data collected over a 3-and-a-half-year period included 7 semi-structured interviews with the student during her master's and doctoral program and interviews with 3 mentors, 2 peers, and 2 community partners, as well as observations and documents. A constant comparison analysis method identified emerging themes: the role of mentors in building skills, building trust, and modeling risk taking. The results suggest strategies for increasing the number of new researchers who can bring quantitative research skills and career readiness to their respective fields.

Cover -- Title -- Copyright -- Contents -- Contributors -- Preface -- Acknowledgments -- Share Service-Learning Through Community Engagement: What Community Partners and Members Gain, Lose, and Learn From Campus Collaborations -- Introduction: Why We Engage -- References -- Chapter 1: Colleges and Universities: Structure and Role in Civil Society -- Historical Development of Universities -- What is Community Engagement? -- History of Community Engagement -- Contemporary Community Engagement -- Conclusion -- References -- Chapter 2: University as Provider: Education and Youth Development -- History of the University as an Education Service Provider -- Benefits and Challenges of University Service Provision in Education -- Models of Campuses as Service Providers: Four Case Studies -- Case Study: When Universities Run the Schools: BU and the Chelsea Public Schools -- Case Study: A University-Assisted Community School in West Philadelphia -- Case Study: East Baltimore: Henderson-Hopkins -- Case Study: Northeastern University's Youth Development Initiative Project -- Conclusion -- Notes -- References -- Chapter 3: Checks and Balances: Experiential Philanthropy as a Form of Community Engagement -- Definition of Experiential Philanthropy Education -- Scope and History of EP Education in the United States -- Funding Accelerates EP Programs at the College Level -- Students4Giving -- Pay It Forward -- Learning by Giving Foundation -- The Philanthropy Lab -- Content and Structure of EP -- Form Follows Purpose -- Benefits and Risks of EP -- Impact on Students -- Identifying and Mitigating Risks of Power and Privilege -- Conclusion -- Notes -- References -- Chapter 4: Global Community Engagement: Transformation, Paradoxes, and Fumbling Forward -- History of Global Engagement -- Impact of Global Engagement.

This article describes how service learning experiences reflected multiple purposes within a larger framework where heritage and English languages intersect. We share results of an inquiry-based program evaluation focused on language, identity formation and experiences related to academic, social and professional interactions. Through the UH Hilo service-learning experience, students enhanced their cultural, linguistic and interpersonal skills while also providing needed services to placement organizations. Pacific Islander heritage language speakers attending an American university provide a critical lens into the complexities of language, culture, and identity when navigating higher education in a "foreign" setting. The concept of "other" applied to the increasing numbers of ESL speakers across the nation serves as a reminder for institutions of higher education to offer students helpful and supportive spaces. We share the benefits of a paid internship for both employer and intern; the challenges of heritage language influences in an English language setting; and the impact of service learning.

With the most recent educational reform through the implementation of the Common Core Standards, Praxeological Learning: Service- Learning in Teacher Education can provide a fresh look at educational transformation through the lens of service-learning in teacher preparation. As Butin (2003) referenced over a decade ago, service-learning rejects the banking model of education, where the transferences of information from kwledgeable teachers to passive students is conducted in 45-min increments. It subverts the tion of classroom as graveyard rows and rows of silent bodies for an active pedagogy committed to connecting theory and practice, schools and community, the cognitive and the ethical. The pedagogy of service-learning has significant implications for teacher education. Its transformative aspects have far reaching potential to address teacher candidate dispositions and provide deeper understanding of social justice. Kwledge of the pedagogy and how to implement it in candidates' future classrooms and in the community could modify education to a more powerful experience of democracy in action and enhance the civic mission of schools. The current and ongoing research found within this textbook is meant to continue supporting the tion of educational reform.

The historical exclusion of Latin@ students on university campuses is noted through the lack of diversity in higher education curricula, services, and organizations. The absence of appropriate support systems for Latin@ students is one of the main contributors to high attrition rates among this group as students often feel that they must choose between their cultural community and university community (Arellano & Padilla, 1996; Gloria & Pope-Davis, 1997).

In order to remedy disparities between Latin@ students' heritage culture and the European-based curricular structure of higher education in the United States, it has been suggested that educators build an academic community that is representative of diversity found in our community as a whole (Gloria, 1997; Pedraza & Rivera, 2006). To this end, educators must be engaged in culturally responsive teaching (Boykin, 1994; Gay, 2010) that acknowledges Latin@ students' cultural background and reinforces their place in university settings (Diner, 1989; Pappamihiel & Moreno, 2011). Service-learning (SL) is an increasingly popular approach to second language education that can lead to culturally responsive teaching as it invites instructors to facilitate a democratic teaching process that allows students to use their past experiences and future goals to help design course curriculum (Abbott & Lear, 2010). However, most approaches to language-based SL focus on outsourcing L2 students to the same minority-language communities in which many HLs are reared (Barreneche & Ramos-Flores, 2013) and thus lose appeal for HL students.
The current study provides an alternative to traditional language-based SL programs as it was designed to acquaint HLs with the academic communities from which they have been historically excluded. The SL project was part of an advanced Spanish for the Professions course that required students to create and broadcast campus radio programs. This initiative drew upon HLs' familiarity with popular nationally-broadcasted Spanish radio programs and used said programs as a model to create/broadcast local Spanish-language radio programs for their campus community.

Preliminary findings suggest that the HLs involved in the creation of the Spanish-language radio program experienced a greater sense of belonging in their academic community. The program became a platform from which Latin@ students could establish a presence on campus, voice immediate concerns, and learn skills that prepare them for a career in mass-media. Through this experience, HLs also began to understand their role in creating and maintaining spaces for underrepresented university members. Latin@ radio listeners expressed feelings of validation as topics related to their lives and experiences were broadcast in a university setting.

Service learning combines classroom instruction with meaningful community service. This article presents a project grounded in this concept that developed in a graduate‐level Applied Cultural Anthropology class to provide students the opportunity to learn by applying textbook information and anthropological methods to real world issues. Anthropology students researched elementary school children's concept of the future of their community. This article documents those perspectives. Graduate students visited local elementary schools and interviewed fourth graders, asking them to reflect on their city, design an ideal future community, and portray these in artwork. The project focuses on initiated change and encourages community engagement and partnerships between schools, higher education, and various community members. Outcomes include a coloring book, an illustrated report, and an instruction manual for conducting similar projects. Anthropology students benefitted in numerous ways, including a better understanding of applied anthropology and methodology as well as knowledge and experience.