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In this chapter, we consider the impact of an international service-learning experience on six final year pre-service teachers’ preparedness to be inclusive teachers in terms of Kiely’s (2004) “transforming forms” (p. 9). These forms are “political,” “intellectual,” “moral,” “cultural,” “personal,” and “spiritual.” The analysis of the six participants’ reflection logs completed on return to university, and interviews undertaken 12 months after the experience, revealed four categories (personal growth, relationships with others, wider societal views, and impact on teaching) that encompass movement toward these transforming forms. We begin the chapter by considering service-learning frameworks and theories, drawing out our understanding of Kiely’s (2004) “transforming forms” (pp. 9–11). Following this discussion, we provide an overview of our program and the six participants. We then analyze the data from participants’ reflection logs and interviews. From our analysis, we suggest that all six participants showed some movement toward one or more of the “transforming forms.” Finally, we draw conclusions about the usefulness of Kiely’s framework for planning and reflecting on an international service-learning experience to prepare pre-service teachers to be inclusive teachers. We conclude that keeping in mind Kiely’s “transforming forms” when planning, reflecting on, and evaluating an international service-learning experience can better prepare students to be inclusive teachers.

Work-integrated learning (WIL) and service learning are widespread approaches to experiential, practice-based learning in Australia. Both are associated with extensive bodies of research that support their benefits to students, industry, and the community at large. What is less explored, however, is the accessibility of such experiences. In Australia, there are several groups of students that are at a disadvantage in terms of participation in WIL and service learning. When considering access to higher education as an emerging human right, the importance of addressing these inequalities becomes even more clear.

This chapter draws on case studies of pedagogical and curriculum changes that challenge existing power structures from within the curriculum and improve the accessibility and inclusiveness of WIL. This includes a research project that informs redesigning WIL experiences to better suit the needs of students including, a pilot project to improve international student access to service learning, and the development of a Community Internship module that weaves First Peoples’ knowledge and perspectives throughout. While by no means exhaustive, these cases represent the start of ensuring that all aspects of higher education, including experiential, practice-based aspects, are accessible to all 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.

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).

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.

The purpose of this paper is to review – from the perspective of nascent academic practitioners – the promise and challenges of service‐learning as an instructional methodology. The paper is contextualized in terms of preparing students of business and management with the requisite skills for coping and thriving in the unknowns of the unscripted future.

The approach is a review of the context of the unscripted future and the considerations involved in determining the viability and appropriateness of service‐learning from the perspective of faculty who have not previously used this approach.

Although there are numerous challenges and considerations involved in the use of service‐learning, particularly for faculty members who are new to this instructional method, thoughtful perseverance and attention to the issues inherent to this teaching tool can yield a powerful approach that is well‐suited to meeting the learning needs of students facing an unscripted future.

The paper provides not only a literature review of the current thinking in the service‐learning domain but also a set of resources relevant to the topic from the perspective of a nascent practitioner. The paper is designed to illustrate the unique challenges and strengths of faculty members who are considering implementing service‐learning in a management or organizational sciences course.

Service learning is a pedagogical approach that primarily focuses upon achieving student learning outcomes through meaningful community engagement. While service-learning pedagogies provide “service” to community, the view of community partners from a deficit-oriented perspective can render service learning ineffective and, at worst, potentially harmful to the community served. This chapter presents a course that uses food as a civic lens through which to engage community, instructors, and students in CRITICAL-SERVICE-LEARNING where systemic inequities that contribute to community needs are focused upon, community partners are co-creators of course design, outcomes to student learning and community benefits are equitably considered, and collective knowledge and experience of stakeholders is valued.

Service-learning as a pedagogical avenue to apply students’ knowledge and skills, relate such knowledge and skills to communal needs, and prompt students’ civic participation has been emphasized in higher education for decades. It has been highlighted as one of the major roles, if not the most major, of universities in modern times, transitioning such universities toward becoming more socially vibrant, responsible, and connected institutions rather than being isolated think tanks explicit to a specific audience. Nonetheless, service-learning might seem neither a very spontaneous learning process for some theoretical courses (e.g., language, civilization, communication, and math courses) nor a very practical approach to implement during unprecedented times of lockdown and physical distancing such as that of the COVID-19. This chapter presents and analyzes the case study of a Lebanese higher education institution, in emphasizing service-learning through the “Learning in the Workplace and Community” (LiWC) approach across various theoretical and practice-based courses prior to and during the COVID-19 pandemic. This chapter asserts that prior to the pandemic, service-learning enabled universities to equip their students to become agents of social, economic, and technological change and development. On the other hand, the chapter argues that during and post-COVID-19, service-learning will empower universities to play a more critical and vital role in preparing their students to become agents of support, resilience, agility, and sustainable growth within a global era of social, economic, technological, and healthcare chaos and change. In other words, service-learning will equip students to become avant-garde of certainty in such an uncertain, complex world.

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.