Service Learning: Articles

Global learning outcomes (GLOs) are increasingly emphasized within higher education because of the advantages they provide in navigating globalized contexts. The process of global learning may be understood through Mezirow's theory of transformational learning, in which presentation of dissonant information results in more open, inclusive frames of reference. Purpose: We propose that local community-based experiential learning may facilitate development of GLOs through a process of transformational learning. Methodology/Approach: We used consensual qualitative research-modified (CQR-M) method to describe outcomes of a service-based experiential learning opportunity called Community Kitchen. Findings/Conclusions: Our analyses yielded seven domains within participant responses, many of which align with GLOs: impacting knowledge and skills, changing attitudes through transformational learning, contributing to personal benefit, facilitating relational connections, influencing vocational identity, engaging with the community, and providing a unique experience. Implications: Experiential learning may be a viable avenue through which global learning occurs locally through service-learning experiences.

From the early stages of photography, photographs have been used as a method of depicting social relationships and structures. Often, photographs intending to draw attention to social and economic needs were recorded from an "outsider's" perspective. As a result, regions such as Appalachia have been portrayed as fundamentally different from mainstream society. In contrast, photovoice is an emerging research method that places the power to describe social conditions directly in the hands of local residents. This article describes a youth photovoice project in Morgan County, Kentucky that engaged high school students in a comprehensive visual community health assessment. Participants in this project were asked to capture community characteristics that affect residents' health through the lens of a camera. They were also asked to provide narratives about the images they captured. Participants identified potential community assets as well as changes that could improve their community. Photographs covered an array of topics that ranged from a broad illustration of the community to specific health concerns. Three broad categories emerged from the students' photographs: community life and assets, community needs, and public health problems. Students' photographs and narratives informed broader community discussions about strategies for improving the health and well-being of Morgan County residents

Many of the skills needed to give a good presentation can be learned and developed through training and practice. Payne offers advice on how to project a confident image when addressing the audience and make a powerful presentation.