Date of Award
Open Access Thesis
College of Theology, Arts, & Sciences
International Development and Service
International Development and Service, MA
Dr. Teri Murphy
facilitation, reflection, transformative learning, international service-learning, civic engagement, higher education, experiential learning
International service-learning (ISL) continues to evolve its academic presence in higher education to encompass a more holistic, transformative experience for students and community partners. One way in which this pedagogy can increase the likelihood of growth and development in its students is through a richer understanding of facilitative techniques involved with reflection and transformative learning. This study aims to help guide those who design courses or programs that use reflection as a means of integrating student learning within ISL and related programs. The following research project investigated the ways in which seven facilitators understood and described their practice in relation to these overarching goals of experiential education. Four themes were derived from coding analysis of semi-structured interviews: relational labor, inter-subjective learning spaces, capacity-building, and ambiguity of role. Key findings are discussed in terms of significance for practitioners seeking to enhance student capacities for learning and civic engagement.
CU Commons Citation
Clark, Jenny M., "A Holistic Practice: The Art of Facilitation in International Service-Learning" (2016). MA IDS Thesis Projects. 35.