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Doctoral Students as Critical Community Contributors Within Their University

Doctoral Students as Critical Community Contributors Within Their University

Karen Bellnier
Copyright: © 2023 |Pages: 25
ISBN13: 9781668465332|ISBN10: 1668465337|ISBN13 Softcover: 9781668465370|EISBN13: 9781668465349
DOI: 10.4018/978-1-6684-6533-2.ch010
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MLA

Bellnier, Karen. "Doctoral Students as Critical Community Contributors Within Their University." Co-Constructing and Sustaining Service Learning in Graduate Programs: Reflections from the Field, edited by Rabia Hos and Brenda Santos, IGI Global, 2023, pp. 152-176. https://doi.org/10.4018/978-1-6684-6533-2.ch010

APA

Bellnier, K. (2023). Doctoral Students as Critical Community Contributors Within Their University. In R. Hos & B. Santos (Eds.), Co-Constructing and Sustaining Service Learning in Graduate Programs: Reflections from the Field (pp. 152-176). IGI Global. https://doi.org/10.4018/978-1-6684-6533-2.ch010

Chicago

Bellnier, Karen. "Doctoral Students as Critical Community Contributors Within Their University." In Co-Constructing and Sustaining Service Learning in Graduate Programs: Reflections from the Field, edited by Rabia Hos and Brenda Santos, 152-176. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6533-2.ch010

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Abstract

This chapter explores how service learning experiences with the university as a community partner can contribute to doctoral students' scholarly growth and professional identity development. By engaging in service learning experiences within their institution, doctoral students build the capacity to be critical contributors to institutional growth and change. Doctoral students pursuing academic careers benefit from socialization into an academic culture by interacting, collaborating, and reflecting with university community members in mutually beneficial service learning opportunities rather than transactional interactions such as assistantships. Institutions and doctoral programs will benefit from considering how to incorporate the service learning principles of active engagement, collaboration, and reflection intentionally into their students' experiences.

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