Abstract
The implementation of service-learning, as one type of experiential education, is increasing in collegiate classrooms across the United States. As an active-learning pedagogy, service-learning strives to connect academic information with professional praxis in new and creative ways. Broadly grounded in Boyer’s (1996) “scholarship of engagement,” the literature is ripe with examples of the benefits of service-learning. Whether enhancing academic learning outcomes (Conway, Amel, & Gerwein, 2009; Eyler & Giles, 1999; Astin, Vogelgesang, Ikeda, & Yee, 2000), developing cultural competence (Chen, McAdams-Jones, Tay, & Packer, 2012; Einfeld & Collins, 2008; Kezar, 2002), facilitating campus-community partnerships (Jacoby, 2003), promoting student identity development (Eyler & Giles, 1999; Iverson & James, 2013), fostering a more engaged, active citizenry (Einfeld & Collins, 2008; Eyler & Giles, 1999; HERI, 2000), or working toward social responsibility and justice (Allan & Iverson, 2004; Bickford & Reynolds, 2002; Cipolle, 2010; James & Iverson, 2009; Kinefuchi, 2010), there is little doubt among scholars, educators, administrators, and, increasingly, politicians and policy makers, that service-learning has value in an academic classroom (Hartley, Harkavy, & Benson, 2005).
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© 2014 Susan Van Deventer Iverson and Jennifer Hauver James
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Seher, C.L. (2014). Feminist Student Philanthropy: Possibilities and Poignancies of a Service-Learning and Student Philanthropy Initiative. In: Van Deventer Iverson, S., James, J.H. (eds) Feminist Community Engagement. Community Engagement in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137441102_7
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