Service-Learning and Community-Engagement Resources for Faculty

A guide for instructors to develop community partnerships and create engaged public scholarship courses

Included in this guide is a set of core leadership competencies that are vital for students to strengthen in order to be effective leaders as they engage with diverse communities. Descriptions of each competency are included as well as resources (readings, activities, and theories) to help reinforce each element.

Designed for teachers, leaders, and participants of intercultural service, the guidebook assumes that the readers are motivated and committed to engage in ethical intercultural service; it is assumed that readers are eager to learn, build relationships, and engage in reflective practices.

This paper focuses on the value of community-based research (CBR) as a pedagogical strategy for courses in social science research in an effort to show how service-learning can enrich discipline-based learning.

The article focuses on how community-based research (CBR) can help undergraduates discover the thrill and value of social scientific research, to connect meaningfully with their communities and to come up as active and responsible citizens

This article describes the educational approach—“community-engaged pedagogy”—used in a capacity-building training program with community partners in Boston.

This article develops a critical pedagogy of place, challenging all educators to reflect on the relationship between the kind of education they pursue and the kind of places we inhabit and leave behind for future generations.

The purpose of the literature review is to take place-based pedagogical methods and examine how mindfulness might influence the experience of educators engaged in place-based teaching.

This paper provides an overview of these topics and the personal and collective challenges and benefits students, faculty, and communities face as a result of campus–community partnerships.

This article discusses how community partnerships can be used to facilitate critical service-learning opportunities aimed at social change and political advocacy while creating reciprocal gains for all parties.

The current study examined whether a community-engaged class in undergraduate psychology research methods was able to educate students about violence against women without sacrificing acquisition of research methods knowledge.

The study presents a new pedagogical idea and practice for educational practitioners.

The authors conducted qualitative, in-depth interviews with 22 Johns Hopkins faculty members who conduct community-based research to understand their experiences and perspectives.

This paper describes a study that documents the experience of seven academics successfully establishing community partnerships.

This manuscript focuses on the authors' experiences of negotiating entry into two distinct research projects.

This article describes the distinct challenges associated with conducting ethical research with refugees. A case example of an ongoing study of stigma and access to mental health treatment among Somali refugee adolescents resettled in the USA is presented.

In this article, the authors define CBPR principles, differentiate it from a more traditional psychology research approach, retrace its historical roots, provide concrete steps for its implementation, discuss its potential benefits, and explore practical and ethical challenges for its integration into psychology research.

This article provides an account of boundary work within place-based research communities of practice developed between geographers and Indigenous communities.

In this paper, the authors discuss participant-driven photo-elicitation, a process in which participant photos are paired with in-depth interviews.

This article describes the process and outcomes of a participatory video project with 22 catadore/as (‘recyclers’) from recycling cooperatives in the metropolitan region of São Paulo, Brazil.

The authors describe Ha- Ku-puna: National Resource Center for Native Hawaiian Elders, established at the University of Hawaii to address disparate health and improve the access and delivery of services to these elders.

The authors propose that three core principles of community‐based participatory research (CBPR)—(1) community‐defined research agenda; (2) collaborative research process; and (3) meaningful research outcomes—hold much promise.

To examine the perceptions of and barriers to Supplemental Nutrition Assistance Program (SNAP) participation among Asian and Pacific Islander (API) immigrants, this study conducted qualitative focus groups in 4 API communities.

The authors conducted a community-based randomized controlled trial (RCT) to evaluate the impact of an intervention to promote retirement saving among low- and moderate-income, predominantly Spanish-speaking Hispanics, who do not have access to an employer-sponsored retirement account.

The Place-Based Justice Network (PBJN) at Seattle Univeristy is a learning community committed to transforming higher education and our communities by deconstructing systems of oppression through place-based community engagement

The International Association for Research on Service-Learning and Community Engagement (IARSLCE) is an international non-profit organization devoted to promoting research and discussion about service-learning and community engagement.

Community Outreach Partnerships Centers grants help colleges and universities apply their human, intellectual, and institutional resources to the challenge of revitalizing distressed communities.

National Society for Experiential Education (NSEE) is a nonprofit membership association of educators, businesses, and community leaders. Founded in 1971, NSEE also serves as a national resource center for the development and improvement of experiential education programs nationwide.