Efforts to cultivate informed public discourse have flourished on campuses across the United States and beyond. Yet, in a time of democratic crises, what is the role of higher education to facilitate or encourage civil discourse? What is the relationship between action—based on inclusivity and justice—with civic talk?
This qualitative study explored how international service-learning developed faculty personally and professionally. The 48 interviews from 17 faith-based universities found that if faculty engaged in all four of Kolb’s (1984) experiential learning stages, their commitment to service-learning increased and encouraged their continued participation in future service-learning opportunities benefitting their students.
Chair & Assistant Professor of Intercultural Studies, Belhaven University
Follower of Jesus. Traveled to 47 countries; Oklahoma gal 4ever! @BelhavenU Professor. President of http://UEGE.org . #endALZ Advocate @PerspectivesWCM Coordinator
