The transformation of Black communities and the erasure of their history has resulted in a gap in intergenerational connections and knowledge among youth (15-24) and older adults (55+). This article describes the multi-faceted process behind an intergenerational critical Youth-centered Participatory Action Research (cYPAR) project. The West Philadelphia High School - Youth Archivists project started in 2019 and has grown to amplify participatory heritage and community archival research alongside West Philadelphia community youth and elders. This research highlights the systemic marginalization of urban communities with highly minoritized populations by shedding light on the impact of gentrification on their educational institutions and the disproportionate effects on the cultural-historical knowledge among Black youth and older adults. By centering the voices of youth, this study not only preserves the local history but also empowers youth and elders of the West Philadelphia High School and community to assert their narratives and advocate for self-determination. Guided by a critical theoretical framework, this project explores identity, gentrification, and community legacy themes. Additionally, it offers a transformative model for a university-school-community partnership that fosters a sustainable participatory heritage program to preserve the legacy of a predominantly Black high school with a long history of over 100 years.

None

None

Analysis of the Newcomb Scholars program at Tulane University offers a case study in the development of civic identity through participation in a four-year curricular program with community engagement and service-learning grounded in feminist pedagogies and theories. Each year, twenty intellectually curious and ambitious undergraduates are selected to participate in an academically rigorous interdisciplinary learning experience centering feminist leadership. Using data from a recently completed 10-year evaluation of the Newcomb Scholars program, this article considers how these students’ civic identity is forged because of curricular and co-curricular experiences and persists in post-graduation settings. Evaluation data includes longitudinal survey responses, participant grade data, and demographic information of program participants. Our analysis examines how the components of the Scholars program adhere to the five building blocks for developing a healthy civic identity and shares results from the program’s 10-year assessment (Schnaubelt, et al 2022). Special focus is placed on participants' commitment to feminism as a political issue, a defining element of a healthy civic identity. Significantly, the study found nearly 77% of respondents to the alumnae survey agreeing that they are currently engaged in some level of feminist work and 95% of respondents identifying as a feminist. The cohort structure is also a focus. It keeps the Newcomb Scholars together for curricular and co-curricular experiences across four years, allowing them to practice the building blocks of a healthy civic identity in the context of an enduring community. Further, we discuss the challenges the program has experienced due to institutional and organizational constraints. Finally, we offer thoughts on how to address these concerns within a context of national democratic threat and decreased trust in higher education.

This article argues that current approaches to civic learning tend to normalize Whiteness. It describes how a team in Massachusetts developed a framework for civic learning through a lens of racial equity and provided professional development opportunities based on this framework. Civic learning for a multiracial democracy cannot be done in a manner that fails to embrace the cultural wealth and lived experiences of all students. The approach described in this article offers an alternative way of thinking about civic learning that can inform other efforts or be replicated in other locations. John Dewey (1916 Dewey ( /1980) ) famously said, "Democracy has to be reborn every generation, and education is its midwife" (p. 139). Accordingly, a long line of educators and political leaders have called on systems of education to foster the development of knowledge and skills needed for democratic participation along with a commitment to the common good that grounds a wise use of that learning. A resurgence of attention to this public purpose in higher education was kindled by the American Association of College and Universities (AAC&U) release in 2012 of A Crucible Moment: College Learning & Democracy's Future (National Task Force). However, the vast majority of this work on civic learning and student civic identity formation has been done by White teachers and scholars, thinking all too often about the experiences and perspectives of predominantly White students. How would our thinking about this work shift if we looked at it through a lens of racial equity, taking the experiences and charting the trajectories of students who identify as BIPOC (Black, Indigenous, and People of Color) as centrally as we do the learning processes of White students? How would a race-conscious approach-which intentionally considers the assets and educational needs of both BIPOC and White students rather than a colorblind approach-help us identify ways to address the resulting racial disparities? The project presented here embraces these questions and contributes a framework for civic learning developed through a lens of racial equity; it also provides an overview of how the framework was used to support professional development opportunities for faculty, staff, and administrators across Massachusetts. The overarching

This outro is a generative collective conversation between emerging and established scholars in the field of Global Service Learning, at this moment in pandemic time. We met, on zoom, to think expansively about what these pandemic times of rupture have opened up for us in our scholarship and practice. Our orientation was towards reflexivity and relationality. We developed questions to guide our conversation in these two areas, and each of us responded to the questions and to each other. We think together about our own positionalities and ways that we are called to GSL in ways that are explicitly relational. We end by reflection on our own commitments to the field of GSL and why we stay in it knowing the contradictions, the extractive nature of the field, the deep need for decolonization and fraughtness of the space.

With 23 campuses serving nearly 500,000 students, the California State University (CSU) is the largest and most diverse university system in the country. Annually, 3,500 service-learning (SL) courses are offered to more than 67,000 students, 17% of whom are science, technology, engineering, and mathematics (STEM) majors. However, there is little data on the landscape of these courses and the extent to which they are implemented with fidelity and quality across campuses. This article will summarize the first system-wide, multiyear research study assessing SL in STEM courses and address key gaps in the literature. Specifically, the article will explore how SL is implemented in STEM disciplines across a sample of CSU institutions, common underlying elements in course implementation, and the overall quality of those SL elements within courses. In addressing these questions, this article will also discuss the development of study instruments and the resulting codification of essential SL elements.

Nearly 40 years ago my colleague Bob Sigmon, a long-time leading advocate of service-learning, shared with me a quote from Robert Theobald: "Healthy people are growing and helping other people to