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CELTS

Resource page for Augustana's Center for Engaged Learning, Teaching, and Scholarship.

Readings on Service Learning/Community-based Learning:

Bringle, R.G. & Hatcher, J.A. (1996).  Implementing service learning in higher education.  The Journal of Higher Education, 67(2), 221-239.

Cress, C.M., Donahue, D., & Associates, eds. (2011). Democratic dilemmas of teaching service-learning: Curricular strategies for success. Sterling, VA: Stylus Publishing.

Day, Peter. (2011). Community-based learning: A model for higher education and community partnerships. The Journal of Community Informatics, 7(10), https://doi.org/10.15353/joci.v7i3.2589 

Keen, C., & Baldwin, E. (2004). Students Promoting Economic Development and Environmental Sustainability: An Analysis of the Impact of Involvement in a Community-based Research and Service-Learning Program.  International Journal of Sustainability in Higher Education, 5(4), 384-394.

McMahan, S. (2015). Creating a model for high-impact practices at a large, regional, comprehensive university: A case study. Contemporary Issues in Education Research (CIER), 8(2), 111–116. https://doi.org/10.19030/cier.v8i2.9144

Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2).

Mitchell, T. D., Donahue, D. M., & Young-Law, C. (2012). Service learning as a pedagogy of whiteness. Equity & Excellence in Education, 45(4), 612-629. 

Potthoff, D., Dinsmore, J., Eifler, K., Stirtz, G., Walsh, T., & Ziebarth, J. (2000).  Preparing for democracy and diversity: The impact of a community-based field experience on preservice teachers' knowledge, skills, and attitudes.  Action in Teacher Education.  22(1), 79-92.

Prentice, M. & Robinson, G. (2010). Improving Student Learning Outcomes with Service Learning. American Association of Community Colleges.

Taggart, Amanda & Crisp, Gloria. (2014). Service Learning at Community Colleges: Synthesis, Critique, and Recommendations for Future Research. Journal of College Reading and Learning. 42. 24-44. 10.1080/10790195.2011.10850346.

Welch, M &, Plaxton-Moore, S. (2019). The Craft of Community-Engaged Teaching and Learning: A Guide for Faculty Development. Campus Compact. (Includes online interactive workbook for individual or group use)

Zlotkowski, E. A., Longo, N. V., & Williams, J. R. (2006). Students as colleagues: expanding the circle of service-learning leadership. Providence, R.I.: Campus Compact.

Reading on Pedagogies of Inclusive Excellence:

Athon, A. (2019). Designing rubrics to foster students’ diverse language backgrounds. Journal of Basic Writing, 38(1), 78–104.

Baker-Bell, A. (2020). Linguistic justice: Black language, literacy, identity, and pedagogy. Routledge.

Condon, F., & Young, V. A. (Eds.). (2017). Performing antiracist pedagogy in rhetoric, writing, and communication. University Press of Colorado.

Hamilton, L., & Petty, S. (2023). Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis. Frontiers in Psychology, 14, 1-9. https://doi.org/https://doi.org/10.3389/fpsyg.2023.1093290

Horner, B., Lu, M.-Z., Royster, J. J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303–321.

Inoue, A. B. (2015). Antiracist writing assessment ecologies: Teaching and assessing writing for a socially just future. Parlor Press.

Robinson, S. (2018), "The Pedagogy of Compassion at the Heart of Higher Education", Journal of Global Responsibility, Vol. 9 No. 1, pp. 130-134. https://doi.org/10.1108/JGR-02-2018-057.

Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 621–647.

Williams-Farrier, B. J. (2017). “Talkin’ bout good & bad” pedagogies: Code-switching vs. comparative rhetorical perspectives. College Composition & Communication, 69(2), 230–259.

Young, V. A. (2009). “Nah, we straight”: An argument against code-switching. Journal of Advanced Composition, 29(1-2), 49–76.

Young, V. A. (2011). Should writers use they own English? In L. Greenfield & K. Rowan (Eds.), Writing centers and the new racism: A call for sustainable dialogue and change (pp. 61–72). Utah State University Press.

 

Reading on Pedagogies of Kindness and Care:

Andrew, M., Dobbins, K., Pollard, E., Mueller, B., & Middleton, R. (2023). The role of compassion in higher education practices. Journal of University Teaching and Learning Practice, 20(1), 1-12. https://doi.org/https://doi.org/10.53761/1.20.3.01 

Denial, C. J. (2024). A pedagogy of kindness. University of Oklahoma Press.

Gray, C. E., Spector, P. E., Lacey, K. N., Young, B. G., Jacobsen, S. T., & Taylor, M. R. (2020). Helping may be harming: Unintended negative consequences of providing social support. Work & Stress, 34(4), 359–385. https://doi.org/10.1080/02678373.2019.1695294

Gannon, K. (2023, May 22). Why calls for a “return to rigor” are wrong. The Chronicle of Higher Education. https://www.chronicle.com/article/why-calls-for-a-return-to-rigor-are-wrong

Gorny-Wegrzyn, E. and Perry, B. (2021) Inspiring Educators and a Pedagogy of Kindness: A Reflective Essay. Creative Education, 12, 220-230. doi: 10.4236/ce.2021.121017.

Hannah, M., & Downing, S. S. (2022). “You can get clarity that other students may feel the same way you do”: Exploring students’ decision-making around and motivations for engaging in evaluative talk about instructors. Communication Education, 72(3), 237–256. https://doi.org/10.1080/03634523.2022.2149829

Killingback, C., Tomlinson, A., & Stern, J. (2024). Compassionate pedagogy in higher education: A scoping review. Journal of
University Teaching and Learning Practice, 21(10). https://10.53761/7yvrw787 

Lawson, V. (2007). Instead of radical geography, how about caring geography? Antipode, 41(1), 210–213.

Lawson, V. (2007). Geographies of care and responsibility. Annals of the Association of American Geographers, 97(1), 1–11.

Magnet, S., Mason, C. L., & Trevenen, K. (2014). Feminism, pedagogy, and the politics of kindness. Feminist Teacher, 25(1), 1–22. https://doi.org/10.5406/femteacher.25.1.0001

Mountz, A., et al. (2015). For slow scholarship: A feminist politics of resistance through collective action in the neoliberal university. ACME: International E-Journal for Critical Geographies, 14(4), 1235–1259.

Olszewska, A., Bondy, E., Hagler, N., & Kim, H. (2021). A humanizing pedagogy of engagement: beliefs and practices of award-winning instructors at a U.S. university. Teaching in Higher Education, 28, 1671-1687. https://doi.org/10.1080/13562517.2021.1920575

Sellnow, D. D., Strawser, M. G., & Miller, A. (2022). Navigating the course integrity/compassionate care dialectic in online teaching and learning. Communication Education, 71(2), 158–160.

Tan, E. (2022). ‘Heartware’ for the Compassionate Teacher: Humanizing the academy through mindsight, attentive love, and storytelling. Journal of Applied Learning and Teaching, 5(2), 152-159. https://doi.org/https://doi.org/10.37074/jalt.2022.5.2.ss1

Worline, M. C., & Dutton, J. E. (2022). The courage to teach with compassion: Enriching classroom designs and practices to foster responsiveness to suffering. Management Learning, 53(1), 33–54. https://doi.org/10.1177/13505076211044611