Work-Integrated Learning (WIL) refers to the integration of practical work experiences with academic learning. Experiences falling under this umbrella provide students with opportunities to apply their knowledge to professional work environments, research, and service learning. There are many benefits of…

Limed: Teaching with a Twist – Episode 1 Dr. Lucy Arnold from the University of North Carolina Charlotte shares with the show her plans for having students write letters with incarcerated people. Panelists Vanessa Drew-Branch, Phillip Motley, and Sophie Miller…

We can thank George Kuh and colleagues at the Association of American Colleges & Universities for initially proposing the idea of “high-impact practices” (HIPs) as exemplar components of a college student’s learning experience in the AA&U publication, High-Impact Educational Practices: What…

Interviewing teaching faculty about the pedagogies they use in their courses has been one of my primary methods of collecting data for my exploration of immersive learning practices in higher education. With each interview, I learn more about the range…

Like many higher education institutions, Elon University is many things, including a place of opportunity and possibility. Since my last blog post, I was selected to serve as Elon’s next Faculty Fellow for Service-Learning and Community Engagement (SL-CE). By itself,…

In response to shifts to online learning due to COVID-19 in spring 2020 and in anticipation of alternate models for higher education in fall 2020 and beyond, we have curated publications and online resources that can help inform programmatic and…

by Sophia Abbot The Association of American Colleges and Universities (AAC&U) lists service-learning or community-based learning among 11 high impact practices in education, and it’s not difficult to see why. The praxis (theory, practice, reflection) of service-learning promotes students’ deep…

Imagine a group of college students, under the guidance of a professor, working on a community-driven project where the lived experience of members of that community and the problems they would like to solve are the driving force behind the…

In this post, I consider Lesnick and Cook-Sather’s (2010) proposition that we recognize student-faculty partnerships as a form of service learning through its promise to develop and enhance civic engagement and civic capacity on university campuses. Undoubtedly, service learning is…

In an earlier blog post, we introduced the Service-Learning and Community Engagement Future Directions Project (SLCE-FDP). We invited you to join this learning community and contribute your own thinking in response to the questions: What is your vision for the…