{"id":6429,"date":"2017-10-23T08:00:51","date_gmt":"2017-10-23T12:00:51","guid":{"rendered":"https:\/\/carleton.ca\/communityfirst\/?p=6429"},"modified":"2017-10-19T15:08:36","modified_gmt":"2017-10-19T19:08:36","slug":"journal-article-engaged-pedagogy-and-transformative-learning-in-graduate-education-a-service-learning-case-study","status":"publish","type":"post","link":"https:\/\/carleton.ca\/communityfirst\/2017\/journal-article-engaged-pedagogy-and-transformative-learning-in-graduate-education-a-service-learning-case-study\/","title":{"rendered":"Journal Article: Engaged Pedagogy and Transformative Learning in Graduate Education: A Service-Learning Case Study"},"content":{"rendered":"<p>In this journal article titled <a href=\"http:\/\/journals.sfu.ca\/cjhe\/index.php\/cjhe\/article\/view\/186039\/185287\" target=\"_blank\" rel=\"noopener\"><em>Engaged Pedagogy and Transformative\u00a0Learning in Graduate Education: A Service-Learning Case Study<\/em><\/a>, 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\u00a0opportunities for students, faculty, universities, and community organizations. This article was first published online in 2014 in volume 44(3) of the <a href=\"http:\/\/journals.sfu.ca\/cjhe\/index.php\/cjhe\/article\/view\/186039\/185287\"><em>Canadian Journal of Higher Education<\/em><\/a>.<\/p>\n<p>Read the full article by clicking on the image below, or browse through the abstract for more information.<\/p>\n<p><strong>Abstract<\/strong><\/p>\n<p>Operating at the interface between ideas and action, graduate education in\u00a0geography and planning has a responsibility to provide students with theoretical\u00a0and practical training. This paper describes service-learning as a form\u00a0of engaged pedagogy, exploring its ability to interrogate notions related to the\u00a0\u201cprofessional turn\u201d and its contributions to transformative learning. Using a case study of a graduate-level service-learning course at the University of Toronto,\u00a0we address the challenges associated with service-learning and highlight\u00a0opportunities for students, faculty, universities, and community organizations.\u00a0Our case study is based on assessment and analysis of the course and\u00a0contributions to student learning, professional development, and community\u00a0engagement. We contend that, at the graduate level, service-learning is an\u00a0underutilized pedagogical tool. Service-learning can impart high-demand\u00a0skills to graduate students by transforming how students learn and move\u00a0from knowledge into ideas and ultimately action, and by offering opportunities\u00a0for developing higher-order reasoning and critical thinking.<\/p>\n<p><a href=\"https:\/\/carleton.ca\/communityfirst\/wp-content\/uploads\/Engaged-Pedagogy_Levkoe-et-al-2014.pdf\" target=\"_blank\" rel=\"noopener\"><img decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-6433\" src=\"https:\/\/carleton.ca\/communityfirst\/wp-content\/uploads\/Engaged-Pedagogy.png\" alt=\"First page of the journal article &quot;Engaged Pedagogy and Transformative Learning in Graduate Education: A Service-Learning Case Study&quot;\" width=\"526\" height=\"802\" srcset=\"https:\/\/carleton.ca\/communityfirst\/wp-content\/uploads\/Engaged-Pedagogy.png 526w, https:\/\/carleton.ca\/communityfirst\/wp-content\/uploads\/Engaged-Pedagogy-160x244.png 160w, https:\/\/carleton.ca\/communityfirst\/wp-content\/uploads\/Engaged-Pedagogy-240x366.png 240w, https:\/\/carleton.ca\/communityfirst\/wp-content\/uploads\/Engaged-Pedagogy-400x610.png 400w, https:\/\/carleton.ca\/communityfirst\/wp-content\/uploads\/Engaged-Pedagogy-360x549.png 360w\" sizes=\"(max-width: 526px) 100vw, 526px\" \/><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>In this journal article titled Engaged Pedagogy and Transformative\u00a0Learning in Graduate Education: A Service-Learning Case Study, 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\u00a0opportunities for students, faculty, universities, and community organizations. This article was first published online in [&hellip;]<\/p>\n","protected":false},"author":24,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","_mi_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[84,91,1,98],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.2 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Journal Article: Engaged Pedagogy 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