The Journal of Higher Education Outreach and Engagement announces the publication of a special issue guest edited by Andrew Furco and Kateryna Kent (Univ. of Minnesota) focused on the topic, “A Global Perspective of Service-Learning and Community Engagement in Higher Education” (Volume 23, No. 3 December 2019). "This issue presents a series of research articles, projects with promise, and reflective essays that bring to the fore the ways that service-learning is used in different countries to deepen higher education’s efforts to institutionalize community engagement, featuring scholarship from Asia, Africa, Europe, and South America."
Table of contents posted here:
Journal of Higher Education Outreach and Engagement - https://openjournals.libs.uga.edu/jheoe/issue/current
Vol 23, No 3 (December 2019):
INTRODUCTION
From the Guest Editors (pp. 1-2)
Andrew Furco and Kateryna Kent, University of Minnesota
RESEARCH ARTICLES
A Common Outcome Measurement for Service-Learning in Hong Kong (pp. 3-20)
Carol Hok Ka Ma, Singapore University of Social Sciences; Chad Chan Wing Fung and Issac Pak Hoi Tse, Lingnan University
Service-Learning Benefits for English Language Learners: A Case of China-Hong Kong Cross-Border English Teaching (pp. 21-36)
Lindsey Gruber, Autonomous University of Madrid
Faculty Experience of Service-Learning Pedagogy at a Hong Kong University (pp. 37-53)
Carol Ma Hok Ka, Singapore University of Social Sciences; Sophia Law Suk Mun, Lingnan University
Dilemmas in Service-Learning: (Missed) Opportunities for Transformative Partnership (pp. 54-70)
Genejane Adarlo, Urduja Amor, and Norman Dennis Marquez, Ateneo de Manila University
How Do Academic Agriculturalists Engage in and View Outreach? The Case of Faculties of Agriculture in State Universities of Sri Lanka (pp.71-88)
Madhavi Sandhyalekha Wijerathna, Heshan V.A. Wickramasuriya, and Buddhi Marambe, University of Peradeniya, Sri Lanka
Evaluating the Complexity of Service-Learning Practices: Lessons From and for Complex Systems Theory (pp. 89-103)
Sarah Burton, Sharon Hutchings, Craig Lundy, and Andrea Lyons-Lewis , Nottingham Trent University
Specifics of Measuring Social and Personal Responsibility of University Students After Completion of a Service-Learning Course in Slovak Conditions (pp.104-123)
Alzbeta Brozmanova Gregorova and Zuzana Heinzova, Matej Bel University
Civic Attitudes and Skills Development Through Service-Learning in Ecuador (pp.124-144)
Karla Díaz, Nascira Ramia, Daniela Bramwell, and Felipe Costales, Universidad San Francisco de Quito
PROJECTS WITH PROMISE
A Case of Service-Learning and Research Engagement in Preservice Teachers’ Education (pp.145-158)
Luigina Mortari, Roberta Silva, and Marco Ubbiali, University of Verona, Italy
Impact Analysis of a Service-Learning University Program From the Student Perspective (pp. 159-174)
Anna Escofet and Laura Rubio, University of Barcelona
Service-Learning in Courses of Psychology: An Experience at the University of Turin (pp. 175-184)
Daniela Acquadro Maran, Laura Craveri, Maurizio Tirassa, and Maurizio Tirassa, Università di Torino
REFLECTIVE ESSAYS
The State of Service-Learning in Australia (pp. 185-198)
Carol-Joy Patrick, Faith Valencia-Forrester, Bridget Backhaus, and Rosie McGregor, Griffith University; Glenda Cain, University of Notre Dame; and Kate Lloyd, Macquarie University
Engaging With Complexity: Making Sense of “Wicked Problems” in Rural South Africa (pp. 199-217)
Christopher J. Burman, University of Limpopo
BOOK REVIEWS
Reconceptualizing Faculty Development in Service-Learning/Community Engagement: Exploring Intersections, Frameworks, and Models of Practice (pp. 218-223)
Becca Berkey, Cara Meixner, Patrick M. Green, and Emily A. Eddins (Editors)
Reviewed by Paul H. Matthews, University of Georgia
Using Action Inquiry in Engaged Research: An Organizing Guide (pp.223-229)
Edward P. St. John, Kim C. Lijana, and Glenda D. Musoba
Reviewed by Jessica V. Barnes-Najor, Michigan State University
Taking it to the Streets: The Role of Scholarship in Advocacy and Advocacy in Scholarship (pp.230-235)
Laura W. Perna (Editor)
Reviewed by Roy Y. Chan, Lee University
