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Proponents of community engagement to promote social change advocate bringing together researchers, practitioners, politicians, business leaders, advocates and other relevant stakeholders to identify and solve community problems and issues. This chapter will describe the need for academic and community partnerships, how academic institutions can develop priorities, governance and financial structures that facilitate stronger, more effective community relationships and make contributions to the resolution of social ills. The current literature on community engagement, community-based participatory research, community action research, community-engaged scholarship and service-learning are reviewed. The principles and tenets of engaged scholarship are reviewed, barriers to implementation are discussed and examples provided. Academic institutions can play an important role in social change if they are willing to embrace community engagement. A key to success is building trust, sharing power, fostering co-learning, enhancing strengths and resources, building capacity, and addressing community-identified needs. Academic participation requires institutional and faculty commitment to engagement principles, flexible and inclusive governance structures and strategies to educate community members. The development of the relationships and structures required for successful community engagement can be inhibited by imbalances in power and knowledge that often exist among practitioners, researchers, and community members. This review may assist academic institutions to examine implementation of tenure and promotion policies, oversight strategies and structures that assure community development and benefit, as well as opportunities for faculty, staff and student training on principles and best practices of community-engaged research.

This study focused on parents' health anxiety by proxy about their children when they started learning online during the COVID-19 pandemic, to explore the impact of academic stress by parent-proxy on parents' learning support services with the mediating role of health anxiety by parent-proxy and the moderating role of parental educational level.

In total, 8,940 primary school students' parents participated in the study. Bootstrapping was performed to test the constructed model.

(1) Academic stress by parent-proxy positively predicted health anxiety by parent-proxy. (2) Health anxiety by parent-proxy significantly positively predicted learning support services. (3) Academic stress by parent-proxy also significantly positively predicted learning support services. (4) Academic stress by parent-proxy positively predicted parents' learning support services through the mediating effect of health anxiety by parent-proxy. (5) Parental educational level moderated the relationship between academic stress by parent-proxy, health anxiety by parent-proxy, and learning support services. Academics and parents will benefit from the conclusions of this study in both theory and practice.

During the COVID-19 pandemic, offline learning has been replaced with online learning, which has brought with it many physical and mental health problems, including additional academic stress. Most studies on learning support services have focused on offline learning. However, this study explored the relationships between academic stress by parent-proxy, health anxiety by parent-proxy, learning support services, and parental educational level in the context of online learning. Results show that it is necessary to pay attention to academic stress and health to provide children with appropriate learning support services.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This chapter draws from the authors’ experiences with service-learning pedagogy in allied health training programs, and illustrates ways in which community-engaged teaching and learning can prepare students to become ethical healthcare practitioners. The authors infuse examples from their own courses throughout the chapter, mostly from the clinical fields of speech-language pathology, audiology, and occupational therapy. However, the chapter is applicable and generalizable to faculty from a wide scope of allied health training programs. The chapter introduces considerations for establishing campus–community partnerships in an ethical manner, as well as ways to foster student self-reflection and critical thinking through an ethical lens. Principles from the codes of ethics of various allied health professions are incorporated throughout the chapter along with examples of how each can be applied in community-based clinical experiences. Through a review of relevant literature, analysis of professional codes of ethics, case-based examples, and a step-by-step guide to course development, this chapter provides readers with a mechanism to ground their courses in professional ethics in a way that is relatable and relevant to students.

International service-learning (ISL) programs are proliferating in American colleges. Usually the stakeholders involved (colleges, local host communities, and nonprofit organizations) undertake a single or few projects, such as housing construction, in a host country from a few weeks to months during an academic year. In most ISL programs, national governments of the host countries are not participants. Using a case study, this chapter shows how an American college can collaborate with a foreign national government to implement an ISL partnership. The case study involves the ISL partnership between North Carolina Central University and the Liberia Civil Service Agency. The students are from the Executive Master of Public Administration program that requires students to complete at least two weeks of service in government agencies in a developing country. Students are therefore provided the opportunity to gain valuable experience working on projects in Liberian government agencies, while the University provides research and policy analysis for the agencies. The diversity of projects in various agencies provides students the opportunity to gain experience in government administration in Liberia, thereby broadening their knowledge and education. A single ISL project administered by a nonprofit organization may not provide such opportunities.

The purpose of this study was to evaluate final projects in a freshman leadership course (combining grounding in leadership theories with a service-learning component) to determine what students learned about leadership, themselves as developing leaders, and leading in the civic community, and how deeply they learned these concepts. Students found situational leadership theories, team leadership theories, and leadership principles (Drath, 2001) most relevant to their experiences. Personally, students learned about themselves as individuals, leaders, team members, and community members. Civically, students learned how to apply leadership theories, work in teams, and about the community as a system. In terms of depth of learning, based on Bloom’s (1956) taxonomy, students were able to identify, describe, and apply concepts and to some extent analyze and synthesize them. These findings suggest that using service learning to help students learn about both the theory and practice of leadership is a viable alternative.

The paper seeks to promote the integration of reflective learning within a broader service learning pedagogy at the undergraduate university level. Furthermore, it aims to illustrate various models for service learning that span multiple academic disciplines.

The paper illustrates three ways in which reflective learning can be used to enhance the learning potential of service learning pedagogy. The subjective experiences inform its own stories that it presents as examples, supported as they are by the findings of prior empirical studies.

The paper believes that multi‐dimensional learning has been achieved in each of the three examples presented. Service learning extends the academic learning of students and allows for personal and societal learning to occur, not simply as a result of having a service experience, but of spending time reflecting on it.

Practical implications are particular to the students themselves, as the service experiences it describes have, in some instances, helped to clarify individual students' values and vocational interests.

Given the range of service learning models contained in these examples, the social implications likewise range, yet share common dimensions of increasing students' social consciousness, appreciation of diversity, and their own capacities to contribute.

The originality of this paper lies in the linking of reflective learning to service learning best practices to highlight the particular role of reflection in the production of multi‐dimensional learning.

Transformational learning outcomes of short-term faculty-led international service-learning experiences can by stymied by cultural shock and improperly facilitated programs. Moreover, dissonance in dimensions of the self in contrast to foreign traditions and social interactions can be especially salient in American student encounters in India. How students resolve and make meaning of their own emotional entropy is traced across two institutional programs, two courses (1 undergraduate and 1 graduate), and multiple India community partner sites. An evidence-based pedagogical model and strategies for preparation, praxis, and processing are offered in supporting student reflection of themselves as global beings and in development of global agency which is manifested as intrapersonal, interpersonal, intercultural, academic, and professional competencies.

As a fundamental notion of transmitting civic responsibility with leadership, preparing service learning into the transformative experiential education aims to link classroom and community as an initiative in transforming civic responsibility among students. This paper aims to examine the insights of service learning to transmit the civic responsibility-based leadership.

This paper builds on recent reviews on ethical engagement for service learning to underlie in performing civic responsibility. This literature review stage critically investigates service learning for contributing leadership-based civic responsibility. In-depth analysis from referred books, journals and conferences using keywords such as service learning and leadership-based civic responsibility was conducted. Meta-synthesis was conducted from findings by searching for information organized using substantive keywords.

There are three core stages to understand and provide insight into the importance of civic responsibility-based leadership: strengthening commitment to work with a strategic plan in community engagement, nurturing creative thinking and professional skills with experiential leadership and enhancing leadership awareness with rational problem-solving. This study is supposed to contribute to the theoretical construction of civic responsibility with insights from service learning.

Civic responsibility-based leadership is mainly seen as a comprehensive method of putting individual and societal basis in experiential learning. It aims to give insights to enhance the personal and social awareness to get involved in the community engagement by which to be the citizen with responsible essences.

The purpose of this article is the discussion of a service-learning experience in architecture pedagogy, based on two core courses at a private university in Mexico. The aim is to identify learning opportunities, challenges and implications arising from engaging with inhabitants of an informal urban settlement with limited digital resources in La Campana-Altamira in Monterrey, Mexico.

The methodology selected is a case study approach, chosen for its effectiveness in architectural pedagogy to create knowledge through exposure to a particular phenomenon, as well as highlight positive teaching practices to facilitate replicability. Case-study methodology was also beneficial in this case because its openness and flexibility allowed for research of a variety of phenomena simultaneously, in this case, both the effects in the informal settlement community and in the academic one.

Findings revealed that opportunities outweigh challenges, and meaningful service and learning are possible in an online context, even when the service aspects take longer than the course length if there are long-term relationships between communities and institutions.

The value of the article lies in the need for flexible and sensitive approaches that put communities in the center, a critical path to identifying and understanding their needs and improving their contexts. This holds especially true given the rapid pace of worldwide urbanization and the ubiquity of informal urban settlements. Implementing service-learning approaches in informal settings using online tools, while sanitary restrictions are in place shows that meaningful experiences can be achieved, even when courses are short and resources are limited.