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Connecting Theory and Practice: Our Experiences Developing Assignments and Opportunities for Undergraduate Students to Serve Communities

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Title: Connecting Theory and Practice: Our Experiences Developing Assignments and Opportunities for Undergraduate Students to Serve Communities
Language: English
Authors: Alan Santinele Martino, Meaghan Edwards
Source: Journal of Higher Education Outreach and Engagement. 2025 29(3):155-168.
Availability: Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Theory Practice Relationship, Assignments, Service Learning, Undergraduate Students, Educational Innovation, Disabilities, Praxis, Cooperative Learning, Nontraditional Education, Capstone Experiences, Educational Practices, Best Practices, Inclusion, Curriculum Design, Learning Objectives, Learning Modules, Transfer of Training
ISSN: 1534-6102
2164-8212
Abstract: This article explores innovative pedagogical approaches in a Canadian critical disability studies program, showcasing liberatory pedagogy through praxis. It emphasizes integrating community engagement with academic theory, exemplified by diverse assignments empowering students as social change agents. Assignments include collaboratively developed applied outputs (e.g., comic books, board games), involving community leaders' lived experiences, and nontraditional capstone projects (e.g., educational materials, community events) fostering advocacy and inclusion. These initiatives challenge academic boundaries, transforming societal attitudes. The article enriches discussions on higher education best practices, urging educators to embrace critical, community-engaged learning opportunities. These initiatives prepare students to navigate and influence disability and societal dynamics. The authors advocate for an educational paradigm as dynamic as society, ensuring students effect tangible, positive change.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486276
Database: ERIC
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  Data: Connecting Theory and Practice: Our Experiences Developing Assignments and Opportunities for Undergraduate Students to Serve Communities
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  Data: <searchLink fieldCode="AR" term="%22Alan+Santinele+Martino%22">Alan Santinele Martino</searchLink><br /><searchLink fieldCode="AR" term="%22Meaghan+Edwards%22">Meaghan Edwards</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Higher+Education+Outreach+and+Engagement%22"><i>Journal of Higher Education Outreach and Engagement</i></searchLink>. 2025 29(3):155-168.
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  Data: Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
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  Data: 1534-6102<br />2164-8212
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  Label: Abstract
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  Data: This article explores innovative pedagogical approaches in a Canadian critical disability studies program, showcasing liberatory pedagogy through praxis. It emphasizes integrating community engagement with academic theory, exemplified by diverse assignments empowering students as social change agents. Assignments include collaboratively developed applied outputs (e.g., comic books, board games), involving community leaders' lived experiences, and nontraditional capstone projects (e.g., educational materials, community events) fostering advocacy and inclusion. These initiatives challenge academic boundaries, transforming societal attitudes. The article enriches discussions on higher education best practices, urging educators to embrace critical, community-engaged learning opportunities. These initiatives prepare students to navigate and influence disability and societal dynamics. The authors advocate for an educational paradigm as dynamic as society, ensuring students effect tangible, positive change.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 155
    Subjects:
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Assignments
        Type: general
      – SubjectFull: Service Learning
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Educational Innovation
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Praxis
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Nontraditional Education
        Type: general
      – SubjectFull: Capstone Experiences
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Best Practices
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      – SubjectFull: Inclusion
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      – SubjectFull: Curriculum Design
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      – SubjectFull: Learning Objectives
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      – SubjectFull: Learning Modules
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      – SubjectFull: Transfer of Training
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      – TitleFull: Connecting Theory and Practice: Our Experiences Developing Assignments and Opportunities for Undergraduate Students to Serve Communities
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