For scholars seeking to undertake consequential research in service-learning and community engagement (SLCE) at a time when there is widening interest in and increasing acceptance of research in this field as a primary area of scholarship, this book provides accounts by preeminent scholars about the trajectories of their research, their methodologies, lessons learned along the way, as well as their views about the future direction of the field.The contributors to this volume represent a range of disciplines and fields including education, history, organizational leadership, political science, philanthropic studies, psychology, and public health, as well as both qualitative and quantitative traditions, and offer models of scholarly learning that contribute to a knowledge base that can guide practice and further the broader public purposes of the academy.They articulate how they view their research on SLCE as having broader purposes that matter to them personally as well as professionally and illustrate how the “why” and “to what end” of their research can evolve as a program of research develops and matures across time. They identify key choices they made in terms of inquiry and methodology, describe both successes and challenges in establishing and navigating a SLCE research agenda across their careers, and share lessons learned from their research journey to advance the field both domestically and abroad. Emerging from these narratives is a theme of practical wisdom that arises through the learning of researchers, students and communities as they engage with complex social contexts.

A reasoned and urgent call to embrace and protect the essential human quality that has been drummed out of our lives: wisdom. In their provocative new book, Barry Schwartz and Kenneth Sharpe explore the insights essential to leading satisfying lives. Encouraging individuals to focus on their own personal intelligence and integrity rather than simply navigating the rules and incentives established by others, Practical Wisdom outlines how to identify and cultivate our own innate wisdom in our daily lives.

In light of increasing globalization, this collection makes the case for global citizenship education as a way forward for transforming foreign language learning and teaching to better address current and future global challenges in times of unprecedented change. The volume maps a multi-dimensional approach within foreign language pedagogy to take up the challenge of "educating the global citizen". Drawing on sociocultural, pedagogical, cosmopolitan, digital and civic-minded perspectives, the book explores the challenges in constructing epistemological frameworks in increasingly global environments, the need for developing context-sensitive educational practices, the potential of linking up with work from related disciplines, and the impact of these considerations on different educational settings. The collection reflects an international range of voices, attuned to global and local nuances, to offer a holistic compilation of conceptual innovations to showcase the relevance of global citizenship issues in foreign language education and encourage future research. This book will be of interest to scholars in intercultural education, foreign language education, and language teaching, as well as policymakers and foreign language teachers. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution 4.0 license.

This is a practical guide to designing, teaching, and coordinating service-learning courses, and for developing reciprocal community partnerships and community-based research through a lens of equity that addresses the endemic racial, social, economic, and environmental disparities across society. The text provides a comprehensive framework for developing both in-person and on-line service-learning, with a chapter on virtual delivery of courses that integrates the principles and practices described throughout the book. The authors uniquely integrate the how-to of conducting service-learning with the theoretical foundations to enact effective, equitable, and inclusive community engagement.Given this moment of enormous social inequality and divisiveness, the authors offer a new definition and set of educational principles that they characterize as Equity-Centered Community Engagement Excellence. These principles serve to guide academic and community engagement that is democratic, recognizes the voice and expertise of community partners, addresses the power imbalances between communities and academic institutions, and develops an educational experience that is potentially transformative and promotes civic responsibility.Informed by the literature of critical service-learning, critical race theory, intercultural communication theory, and social-constructivism, this book attempts to deconstruct the assumption of the preeminence of academic knowledge to reconstruct a new operational paradigm of equity-centeredness that validates community capacity to guide faculty in their redesign of service-learning curriculum, activities, collaborations, and scholarship. It is based on the principles of:·Student Agency (demonstrated as enhanced skills, knowledge, and motivation)·Community Efficacy (recognition of community assets and capacity-building)·Scholarly Advocacy (leveraging evidence-based research-based for equity-centered learning, serving, and social justice)The authors offer examples of syllabi, lessons and assignments, reflection questions, evaluation rubrics, as well as an array of teaching tips that illustrate strategies for use in the classroom and in the field.The book is addressed to faculty embarking on service-learning and to seasoned scholar practitioners looking for innovative ideas, as well as to campus administrators who coordinate community outreach or college student volunteer services, offering guidance on leveraging resources and fiscal support from external stakeholders. It is also designed to serve as a resource for professional development workshops and faculty scholar learning communities.It offers a rich compendium of ideas and examples from which faculty and practitioners can select exercises and elements to incorporate or adapt for their courses, whether designing short-term engagements or extended service-learning programs.

The chapters in this book provide an excellent story of the growth of e-learning and eService-learning over the past many years. Strait takes us from the first chapter examining current issues and considerations for eService-Learning, to a second chapter that documents the growth and maturation of a program at Missouri State University, to chapters that introduce “critical” e-service learning with a social justice orientation (Gordon and Jackson-Brown), and chapters that address international experiences (Ong, Tan, et al., and Dietrich and Ekici) that involve eService-learning in Singapore and long-distance relationships between the U.S. and Afghanistan, to illustrate the multiplicity and diversity of current models of service and learning that occur through electronic means. The importance of the book and its chapters is that change happens. What was occurring in the early 21st century was altered by situations, such as the global pandemic of COVID-19, to increase the reliance on e-educational systems and promote the increased use of electronic educational programs that covered almost all areas of educational systems. While early mobile phones existed in the 1970s (Teixeira, T. 2010), they evolved, and more sophisticated versions were produced throughout the 20th century. By the end of the century, phones that could easily transmit emails were developed, and then came camera phones and then smart phones by 2003. And phone communication has continued to change, existing today as a total communication device used by people all over the world. Similarly, video, and visual systems have evolved and continue to change. Zoom was developed in 2011 and has continued to evolve and expand services all over the world. People are now able to visually and orally communicate with others on every continent 24 hours a day, and the complexity and utility of communication has similarly expanded. Now phones can instantaneously translate between languages and people in all parts of the world can share experiences and visual products without barriers of language, country, or time. Indeed, the electronic world is an amazing entity and continues to evolve each year. So, what are the implications of all these changes for education and service? Simply put, they are and will continue to evolve to more complex and more useful forms for all communication and interaction. And this current volume gives us much insight into the important areas of change in both e-learning and eService-learning. All the chapters add great insight and information about important issues in the field and highlight some of the critical concepts embedded in its development.

"Preeminent SLCE researchers share their research stories, lessons learned, and guidance for future research and researchers. Each chapter is replete with each author's SLCE research trajectory, homespun stories of their research and campus experiences, and past and future research agendas and practice plans, in essence portraits of reflective practitioners and researchers"--

This volume represents a breakthrough discussion of the research issues surrounding innovative pedagogies. Using service-learning as its focus, it explores ways in which researchers and evaluators can study a teaching and learning approach that has multiple goals, including both academic and affective development. The chapter authors show how to study a topic that is multilayered, complex, and involves the ways in which individuals make meaning of their experiences. Seven challenges that researchers need to grapple with in studying service-learning are identified and addressed: defining service-learning; basing service-learning research on strong theoretical foundations; refining service-learning research design and methodology; interpreting service-learning results; disseminating service-learning research findings; improving service-learning practice; and building funding to support service-learning research. In addition, practical recommendations are provided for professionals involved in doing research on service-learning and more broadly on any form of experiential education, community service and development, or educational reform. Studying Service-Learning: Innovations in Education Research Methodology is an essential resource for researchers who are interested in studying innovative teaching and learning strategies and for students who are learning about a range of research methodologies.