Figure 1. The figure presents examples of how students implemented the Design Study "Lite" Methodology. Task abstractions, ideation process low-fidelity sketches, and final visualizations are shown in the piles from left to right respectively.

As the number of international students studying in the United States continues to grow, the body of literature about service-learning in English Language Learning (ELL) curricula is growing in tandem. The primary goal of this paper is to explore how service-learning impacts the development and transition of pathway program students in the United States. Authors present recent demographic shifts in ELL student education, a concise introduction to pathway programs, an overview of literature about service-learning with international students, and theoretical and practical factors to consider for facilitators of Learning English and Culture through Service-Learning (LECSL) based on data from 250 students at Northeastern University.

This study examined the relationships between faculty and their teaching assistants in an undergraduate teaching assistant program developed at Northeastern University in the US to ease the challenges faculty faced in incorporating Service-Learning into their teaching. Feedback from faculty suggested that the undergraduates trained to assist them with purely logistical tasks were becoming partners in teaching. To explore the relationship between faculty and their teaching assistants and better understand how the faculty may have come to view the teaching assistants as partners, we conducted in-depth interviews with faculty across a range of academic disciplines and experience levels who had worked with one or more undergraduate teaching assistants. The data revealed that while the faculty participants did appreciate receiving logistical assistance with Service-Learning, they also benefited from partnering with students as colleagues who supported their teaching more broadly. We also found that faculty viewed the partnership in different ways depending on their level of experience with Service-Learning pedagogy.

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Given the current climate of fierce competition for work, universities are working tirelessly to prepare students for their future professional endeavors. Forms of experiential education, including service-learning and cooperative education, are increasingly used to augment traditional teaching tools and on-campus career services, particularly for domestic students. This chapter describes a mixed methods study that explored professional and vocational challenges faced by international students at Northeastern University. The authors examined experiences of students who have engaged in one of two pathway programs at the university. One pathway program includes service-learning and the other pathway program does not. Data from students and staff illuminate the challenges international students face in obtaining and maintaining paid positions. Study findings are used to offer best practices for professional development staff in preparing international students for future career success.