Transforming Higher Education Through and For Democratic Civic Engagement:A Model for Change

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Emily Janke, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: Twenty years ago, reflecting on the possibilities for service-learning (SL) to help re-envision higher education, Zlotkowski (1995) considered the question, “Does service-learning have a future?” and concluded “nothing less than a transformation of contemporary academic culture,” a transformation of higher education institutions into “engaged campus[es],” was required for an answer in the affirmative to be assured (p. 130). In the intervening two decades, the term “engaged campus” has moved to the very center of national conversations about the future of service-learning and community engagement (SLCE); and much work has been done to describe the characteristics of such a campus. How, though, does such transformation of academic institutions happen? And, what does “institutional transformation” mean in the realm of SLCE? We suggest that for community-campus engagement to flourish in the future, SLCE practitioner-scholars should inquire into these questions and design our work in light of what we are learning and we offer a model to help guide that process.

Additional Information

Michigan Journal of Community Service Learning
Language: English
Date: 2014
higher education, service learning, civic engagement

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