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Abstract

Service-learning and community engagement (SLCE) practitioner-scholars—meaning all who do the work of SLCE with a commitment to integrating practice and study—find avenues to this work in a variety of ways. Many of the thought leaders in this movement started as traditional scholars in their disciplines and, only in their later careers, focused on creating and enhancing SLCE on their own campuses and across the academy. Others first learned about SLCE as an epistemological framework and a pedagogy in graduate programs such as Curriculum and Instruction or Higher Education Leadership. Others came across it during their academic careers somewhat randomly in conversations with colleagues, at conferences, or in the literature. And still others began their journey to SLCE by working in the public sector (as did co-author Mary Tolar) with community organizations, as community organizers, or as social justice advocates. Members of a younger generation of practitioner-scholars have now experienced SLCE in undergraduate or graduate education and seek ways to integrate it into their academic or professional lives from the very beginning.

Document Type

Article

Source Publication

Michigan Journal of Community Service Learning

Version

Publisher's Version

Publication Date

9-1-2016

Volume

23

Issue

1

First Page

91

Last Page

95

Rights

Notice: This material may be protected by copyright law (Title 17 U.S. Code).

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