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Today’s higher education paradigm places emphasis on the broader context of globalization, economics, the environment, and society. Divergent from traditional silo-based, discipline-specific models, this broad and complex challenge necessitates the continued investigation of innovative interdisciplinary approaches for higher education. The 360 Degree Model for Educating Socially Responsible Global Citizens developed by the authors (360 Global Ed model) addresses these current needs through a structured approach for developing students as global citizens through purposeful engagement (Breitkreuz & Songer, 2015; Songer & Breitkreuz, 2014).

The 360 Global Ed model includes a theoretical framework, educational environment, academic coursework, and evidence-based outcomes. At the core of the model is an international service learning (ISL) experience. The model’s ISL experience provides a collaborative, interdisciplinary classroom environment combined with an authentic international field experience (Songer & Breitkreuz, 2014).

The purpose of this paper is to provide an understanding of how service learning pedagogy assists in student and organizational learning.

The authors use case study reflection and ethnography approaches.

The key to the success of the internship was time spent on relationship building between the parties, clear documentation of roles and responsibilities, the selection and matching process and open communication between all parties. Using Mezirow’s (1991) transformational learning approach, and Kolb’s (1984) learning framework, it demonstrates an example of perspective transformation where the “unfamiliar” helps participants to question the “familiar”; through embedding learning in relation to culture, values, ownership and identity. Service learning relies on collaborative pedagogy where reflection and relationships with community and educators provide a platform to test students’ values and moral reasoning and build community cultural understanding.

The paper includes a single case study and autoethnographic research methodology only.

Community-learning activities supplement the course content and embeds learning, broadening the students’ experiences, providing them with an understanding of context, and dealing with complexity to question their own cultural values. In practical terms it provides students with different career opportunities such as in the not-for-profit sector or in advocacy work. Service learning pedagogy enhances graduate capabilities, across many areas including problem solving, values development and community engagement and thinking of the other.

The paper reports on and analyses the learning of a service learning internship between a business school and an Indigenous organization. The paper uses a reflection methodology and is written by the University internship co-ordinator (teacher) and an international student intern, whilst drawing on reflections of the Indigenous leader of the not-for-profit organization.

This chapter reports on a study abroad course, where up to 15 registered students complete domestic (in a midwestern American state) and international (in Athens, Greece) service learning,¹ while applying a social work perspective on the global refugee crisis. It highlights the importance of obtaining external funding to support students financially, the significance of university-wide collaborations, and ways to include larger numbers of culturally diverse (non-White) and fiscally underrepresented students. Feedback from survey participants suggests that further subsidies and scholarships would improve accessibility for fiscally underrepresented student groups. ²

Institutions of learning are charged with the social responsibility to prepare future professionals for the ever-changing demands of modern society. Universities should provide expanded opportunities for learning and may choose to do so in many ways. Service learning is one approach designed to provide an educational experience that fosters a deeper community investment through involvement and outreach. Service learning engages students in the community in order to help meet the needs of that community (Osteen & Perry, 2012). Universities have begun to use this as an experiential learning approach to prepare professionals to better address the needs of the local communities. Instructors can integrate these opportunities into coursework. As universities respond to societal changes, the infusion of service learning may be the method to do so. While providing benefits to the local community, students also experience growth through the use of these practices. Specifically, service learning activities serve to improve critical thinking skills and improve multicultural competency (Coffey, 2010). This chapter will explore opportunities for universities to integrate social responsibility into the curriculum. Case examples will be provided to showcase possible strategies designed to foster engagement. These examples highlight educational experiences, while also demonstrating contributions that universities can make to the neighboring community.

A study of community college students enrolled in a for-credit study abroad program in Costa Rica sought to identify the experiences that influence intercultural competency growth during study abroad trips and to learn how the experiences influence the development of global leadership competencies. The results led to a modified global leadership development expertise model for understanding the process of global leadership development in student populations. The study revealed a key link between antecedent characteristics of participants and their transformational ability during the study. The study also revealed that there are types of transformational experiences that, when experienced sequentially, can maximize transformational potential and the development of intercultural competencies.

Service-learning implementation in higher education classes provides positive value to the undergraduate students as well as to the community organization being served. Opportunities for personal and professional growth allow students to develop their cognitive, interpersonal, and intrapersonal skills (Barnes, 2016; Myers, 2020). In addition, the curriculum and content connections to real-world situations encourage a deeper understanding of concepts and an application of meaningful critical thinking and problem-solving scenarios. Including the reflection component as part of the service-learning project enriches the experience and authenticates learning connecting theory to practice. The organization benefits with creative and innovative ideas from the volunteers as resources are shared and the student cultivates relationships in a culturally responsive manner (Schneider, 2018; Schvaneveldt & Spencer, 2016). Guidelines for the effective implementation of the service-learning project ensure a successful experience for all parties involved (Lee, Park, & Chun, 2018). The mutual beneficial relationship is healthy for all who are involved. Service-learning is an opportunity to further develop the student in areas of personal growth and teacher efficacy as well as helping the organizations and schools they serve (Barnes, 2016; Moore et al., 2016). In conclusion, service-learning advances many components of an engaging course and fosters experiential learning for the undergraduate student.

Within tertiary education, service-learning can offer deeply engaging and transformational experiences for students, broadening their consideration of a host of social justice issues of our time, including diversity and inclusion. This chapter describes how service-learning interfaces with two areas in particular, both of which have wide-ranging public health implications and are generally misrepresented in public media: poverty and mental health. Representative studies are highlighted and case examples are presented in each domain, concluding with recommendations for future research. The authors argue that service-learning courses addressing social justice issues such as poverty and mental health can lead to deep learning in students if they are sequenced to include both direct service-learning that concretizes the issue and community-based research that highlights the public policy challenges and implications of addressing that issue systemically.

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.

Service learning has become an important teaching methodology in many American schools, colleges, and universities. Libraries will thus want to add resources to their collections in this subject area to support faculty and student research. This article aims to briefly define the concept of service learning and to describe selected resources in the area.

The annotated bibliography is divided into three sections: organizations and their web sites, Periodicals, and Books.

Service learning, once an experimental teaching and learning approach, has become well established as a pedagogy. In designing a successful service learning experience, teachers and faculty must identify real community needs, must structure the experience in such a way that students can grow and learn from it and, on completion of the experience, must assess its outcomes.

This paper synthesizes the literature on service learning and provides a guide for librarians who want to add materials in this area to their collection.

Problematic attributes of providing development aid in International Service-Learning (ISL) placements exist with its paternalistic implications. Broadening the discussion of ISL by shifting the focus toward prioritizing the incorporation of goals of cross-cultural learning and fostering cultural humility addresses these problematic attributes. Approaching ISL placements with a learning mindset inverts the service-learning model by emphasizing learning over helping. Additionally, cultivating a deeper self-awareness and learning from the host communities prior to offering service encourages cultural humility, enhances the ability to remain open to different perspectives, and sustains engagement as a lifelong learner. A framework for developing international education experiences with a systems-oriented approach is proposed: one that acknowledges the interdependent relationships with others in global social and economic structures. The proposed framework applies Milton Bennett’s Developmental Model of Intercultural Sensitivity and Vanessa de Oliveira Andreotti’s HEADS UP educational tool for critical engagement in global social justice issues. Transformative learning theory guides the process of perspective transformation and invites students to critically reflect on their own values, assumptions, and cultural beliefs. The intent is to establish a model for ISL placements which invites respectful collaboration across cultural differences and imbalances in power relations.