Engaged Pedagogy and Transformative Learning in Graduate Education: A Service Learning Case Study

Abstract

Operating at the interface between ideas and action, graduate education in geography and planning has a responsibility to provide students with theoretical and practical training. This paper describes service-learning as a form of engaged pedagogy, exploring its ability to interrogate notions related to the “professional turn” and its contributions to transformative learning. Using a case study of a graduate-level service-learning course at the University of Toronto, we address the challenges associated with service-learning and highlight opportunities for students, faculty, universities, and community organizations. Our case study is based on assessment and analysis of the course and contributions to student learning, professional development, and community engagement. We contend that, at the graduate level, service-learning is an underutilized pedagogical tool. Service-learning can impart high-demand skills to graduate students by transforming how students learn and move from knowledge into ideas and ultimately action, and by offering opportunities for developing higher-order reasoning and critical thinking. 

“I had a big revelation”: Student Experiences in Community- First Community-Campus Engagement

“…These issues align with similar concerns raised by other CCE scholars who suggest that unfamiliar research methods, working independently for extended periods of time, or taking control over portions of projects can compound the uncertainty and discomfort that students experience in trying to embrace their roles in CCE projects (Levkoe et al, 2014;Pei et al, 2015;Stack-Cutler & Dorow, 2012;Tweed & Boast, 2011). However, over the course of the project, most CFICE students shifted into a better understanding of the CCE environments and community needs, resulting in greater commitment and effort on their part.…”

“…A common observation in the literature is that involvement in CCE provides students with meaningful job readiness skills (Levkoe et al, 2014;Mitchell, 2008), a fact that was also observed with students involved in CFICE. Students were interested in developing more concrete and practical outputs for the community partners, in contrast to their largely theoretical and abstract academic work.…”

“…Within collaborative research settings, students acquire refined social skills as well as greater confidence and pride in contributing to community efforts. These learnings can lead students to an expanded awareness of and interest in addressing wider social justice issues through CCE work (Ballamingie, Goemans, & Martin, 2018;Brody & Wright, 2004;Levkoe, et al, 2014). Within longer-term, individual engagements in community-campus partnerships, students apply their academic knowledge to address community issues, refine practical skills, network with community members, and improve access to post-graduation employment (Pei, Feltham, Ford, & Schwartz, 2015;Schwartz, 2010).…”

“…In this final section, we build on the themes above and propose a series of practices for future community-first community-campus partnerships to help enhance student experiences. Current literature offers several suggested practices to increase the likelihood of positive and effective RAships including these: establishing clear expectations between students and community partners at the beginning of student involvement and maintaining ongoing conversations to ensure that the expectations set out by both are being met (Savan, 2004;Stack-Cutler & Dorow, 2012;Levkoe et al, 2014). Stack-Cutler and Dorow (2012) also suggest that university and community partners need to provide feedback and share what they have learned about making student engagement work.…”

“…Despite the often significant roles played by research assistants in community-campus partnerships, accounts of their experiences remain underexplored in the CCE 1 literature (Nelson & Dodd, 2017). Most examinations of student perspectives within CCE work have been drawn from broad survey data rather than from personal narratives and focused on the shorter-term experiences of undergraduate students within community-service learning (CSL) contexts (Pope-Ruark, Ransbury, Brady, & Fishman, 2014;Willis, Peresie, Waldref, & Stockmann, 2003) or graduate classes (Armitage & Levac, 2015;Levkoe, Brail, & Daniere, 2014). There has also been limited exploration of power dynamics within community-campus partnerships and the related impacts on students (Nelson & Dodd, 2017;Schwartz, 2010).…”