Overview

Ensuring doctoral students receive a well-rounded and thorough education is critical for their future success. Service learning within the doctoral program is one of the many aspects that helps shape students' experiences and prepares them for life after graduation. Co-Constructing and Sustaining Service Learning in a Doctoral Program captures the experiences of doctoral students who were involved in socially just and sustainable service-learning projects and what it meant for them to be engaged in scholarship through service-learning. The book also illustrates what service-learning looks like and should look like in higher education particularly given the inequities that exist in the field of education. Covering key topics such as online education, academic identity, and sustainable learning, this reference work is ideal for administrators, policymakers, researchers, scholars, practitioners, instructors, and students.

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9781668465370

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Rabia Hos is an associate professor of TESOL/Bilingual Dual Language Education at the College of Education at the University of Rhode Island. Hos’ extensive research on newcomer immigrant and refugee multilingual learners (MLLs) is grounded in her life experience of being a newcomer in the high school in the U.S., being an ESOL teacher in U.S. public schools, educating teachers of MLLs in higher education and collaborating with educators across the globe in the past two decades. Her current research focuses on advancing equity in the policy and practice for the education of MLLs. She is actively engaged in advocacy efforts on humanizing pedagogies for MLLs. She is currently engaged in international, national, and regional research collaborations to support educators in different communities. Brenda Santos is a social studies educator, teacher educator, and researcher-practitioner. She has taught history at the middle school, high school, and collegiate levels, and mentored pre- and in-service social studies teachers and instructional leaders. She is currently a doctoral candidate at the University of Rhode Island and a Graduate Research Assistant at the Social Policy Hub for Equity Research in Education at Rhode Island College, where she co-leads a multi-generational community-based action research project. Her research focuses on teaching and learning in secondary history, disciplinary literacy, culturally responsive and sustaining practices, and teacher learning.

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