In this journal article titled , the authors use a case study of a graduate-level service-learning course at the University of Toronto to assess the challenges associated with service-learning and highlight聽opportunities for students, faculty, universities, and community organizations. This article was first published online in 2014 in volume 44(3) of the .
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Abstract
Operating at the interface between ideas and action, graduate education in聽geography and planning has a responsibility to provide students with theoretical聽and practical training. This paper describes service-learning as a form聽of engaged pedagogy, exploring its ability to interrogate notions related to the聽鈥減rofessional turn鈥� and its contributions to transformative learning. Using a case study of a graduate-level service-learning course at the University of Toronto,聽we address the challenges associated with service-learning and highlight聽opportunities for students, faculty, universities, and community organizations.聽Our case study is based on assessment and analysis of the course and聽contributions to student learning, professional development, and community聽engagement. We contend that, at the graduate level, service-learning is an聽underutilized pedagogical tool. Service-learning can impart high-demand聽skills to graduate students by transforming how students learn and move聽from knowledge into ideas and ultimately action, and by offering opportunities聽for developing higher-order reasoning and critical thinking.
