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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.

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.

Implementing peer-to-peer learning models within an academic library environment presents several benefits and challenges. This study explores the effectiveness of integrating peer-assisted learning in research services and considers the impact on those providing support and those seeking assistance. A more comprehensive understanding of peer education approaches in research support services will benefit academic libraries interested in incorporating this model.

This article showcases case study data from the reference and instruction peer-led learning programs at California State University Fullerton's Pollak Library, incorporating library interns and student assistants trained to provide front line research support to fellow students from 2019 to 2022. Feedback was collected across the learning experience from student facilitators, patrons assisted and participating library supervisors.

Project data demonstrates that incorporating students in traditional academic library research services nurtures experiential learning and serves as an effective high-impact practice. Additionally, peer-led programs contribute to a helpful, welcoming atmosphere for library users and help connect libraries to the communities they serve.

Exploring survey data and student reflections, this combined study highlights advantages and implications of incorporating peer learning programs in research services in both formal and informal instruction environments. Results also reveal promising methods for recruitment, training and sustainable program development for libraries considering this approach.

This exploratory study attempts to capture some of the principal benefits/factors attributable to service learning/community service projects, from a student perspective.

A sample of 67 males and 83 females (16 graduate, 71 seniors, and 63 juniors) participated in the study.

Students believe that their college experience is preparing them for the job market, that critical thinking has been enhanced, and that their college academic experience has emphasized community service upon graduation.

The results increase one's knowledge of the benefits of service learning since so much emphasis is currently being placed on improving the critical thinking and problem‐solving ability of undergraduate business students.

Practitioners would be interested in understanding the impact that service learning can have on the problem‐solving ability of potential employees. If additional research could advance the proposition that students with service learning experience are generally superior in terms of their problem‐solving skills to students with no similar experience, then evidence of a service learning component on a student résumé suddenly adds value to the employer.

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.

This study aims to share experiences of an easy to adapt service-learning approach in a graduate course on life cycle assessment (LCA). Specifically, it reports on how students helped the university’s cafeteria to assess meals by conducting an LCA for 25 meals and identifying environmental hotspots.

A descriptive case study of a graduate course at Ulm University is presented. The course included lectures and problem-based exercises, both theoretical and software assisted. A course evaluation was conducted during the course and one year after completion to poll improvement potentials, as well as its impacts on students’ everyday life.

It was found that although it was the first LCA for all students, the resulting LCA information of 25 different meals were homogeneous, comparable to the scientific literature and beneficial to the cafeteria’s sustainable development strategy. The concept of service-learning had a higher impact on students’ motivation than a good grade and active-learning is explicitly requested by students. The course design sensitized students to the real-life problems of LCA and made their consumption patterns more elaborate and ecological. Furthermore, this digitization of higher education could be carried out with only minor changes in the present COVID-19 pandemic situation.

As the subject of service-learning in natural sciences is still expandable, this study presents an easy to adapt case study on how to integrate such an approach into university curricula dominated by traditional learning. To the best of the authors’ knowledge, this case study presents the first published LCA university course explicitly describing and evaluating a service-learning approach. The topic touches the everyday lives of students, allows comparisons between different student groups, is easily scalable to different group sizes and credits, and supports learning both how to study in small groups and cooperation between groups to ensure comparability of LCA results.

This qualitative study was conducted to answer two questions concerning service learning in youth populations: Do teens understand their roles in the process of service learning? How do teens perceive service opportunities within their communities or organizations? The intent was to investigate these issues in order to provide depth to the research on youth voice and perceptions in service learning activities. Focus groups were conducted with teens involved in various organizations. Findings included that teens were able to articulate a strong definition of service learning as well as identify service activities. Most felt they had a voice in planning and implementation and saw adults as key to the evaluation of projects. Some teens felt, however, that adults often have too great a voice in the planning stages. Recommendations include professional development for adults on working with teens and evaluating current programs to make certain that youth voice is present.

Social innovation education aims to equip students with the skills and mindsets to pursue sustainable and just solutions to complex challenges, yet many programs fail to address the power dynamics underlying unjust social structures. This paper aims to examine a social innovation course that integrates equity, diversity and inclusion principles through critical service-learning.

Researchers conducted semi-structured interviews of 25 students and 5 key informants in a qualitative, single case design to understand multiple perspectives on significant factors in transformative learning. Document review and auto-ethnographic insights provide additional case background.

Students identified the service experience as unique and high impact. Significant factors included the atypical service structure, the EDI framework, and the partner organization as an exemplar in the field. Students displayed a spectrum of learning, from recall and comprehension to critical evaluation, new worldviews, and behavior change.

The findings of this qualitative study pertain to one partnership but are generalizable to theories. These findings are plausibly transferable to other experiential social innovation courses embedded in elite, private, predominately white research universities.

This empirical case examines a unique pedagogical and curricular innovation. By seeking to understand factors and outcomes of experiential learning, this study contributes to the literature on social innovation education and critical service-learning. The analysis produced novel insights for faculty and institutions aiming to integrate equity, diversity, and inclusion goals into social innovation programs.

Humanitarian logistics is critical to providing relief to people in regions affected by hardship and disaster. This study examines literature on humanitarian logistics and service-learning and evaluates the integration of concepts.

An exploratory case study approach was used to understand the integration of service-learning and humanitarian logistics. This was achieved by exploring current literature, piloting courses, providing relief, and documenting factors that facilitate successful service-learning experiences.

Findings from this information-oriented work demonstrate the applicability of service-learning methods in humanitarian logistics education and contributes to current research by addressing urgent global needs.

This case has practical relevance for logistics educators, humanitarian agencies, and service-learning leaders as it outlines various challenges and steps to developing a humanitarian logistics course with potential pathways for research. By integrating the theories and principles of service-learning with major logistics and supply-chain management concepts, colleges, and universities in collaboration with relief agencies can facilitate an impactful humanitarian logistics learning experience that provides needed support to disaster response.

There is a scarcity of literature that connects humanitarian logistics and service-learning. This case shows that the service-learning movement shares a common purpose with many humanitarian organizations that work to foster citizenship, education, and community well-being. This paper is a first of its kind to study the efforts necessary to create a successful humanitarian logistics course that benefits students, faculty, communities, and institutions through applying service-learning principles.