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The analysis links service-learning to transformative learning, higher-order reasoning, and critical thinking, arguing it remains underutilized at the graduate level while helping students move from knowledge to ideas and ultimately action.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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pages 68-85  \nEngaged Pedagogy and Transformative Learning in Graduate Education: A ServiceLearning Case Study  \nCharles Z. Levkoe, Shauna Brail, & Amrita Daniere University of Toronto  \nAbstract  \nOperating at the interface between ideas and action, graduate education in geography and planning has a responsibility to provide students with theoretical and practical training. This paper describes service-learning as a form of engaged pedagogy, exploring its ability to interrogate notions related to the“professional turn” and its contributions to transformative learning. Using a case study of a graduate-level service-learning course at the University of Toronto, we address the challenges associated with service-learning and highlight opportunities for students, faculty, universities, and community organizations. Our case study is based on assessment and analysis of the course and contributions to student learning, professional development, and community engagement. We contend that, at the graduate level, service-learning is an underutilized pedagogical tool. Service-learning can impart high-demand skills to graduate students by transforming how students learn and move from knowledge into ideas and ultimately action, and by offering opportunities for developing higher-order reasoning and critical thinking.  \nRésumé  \nÀ la frontière entre les idées et l’action, les études supérieures en géographie et en planification se doivent de fournir aux étudiants une formation à la fois théorique et pratique. Cet article décrit l’apprentissage par le service comme une forme de pédagogie engagée, tout en explorant sa capacité à  \nCJHE / RCES Volume 44, No. 3, 2014  \nPedagogy and Transformative Learning in Graduate Education/ C. Z. Levkoe, S. Brail, & A. Daniere 69  \nébranler les notions liées aux « priorités professionnelles », et en analysantses contributions à l’apprentissage transformateur. À l’aide de l’étude de casd’un cours d’apprentissage par le service au cycle supérieur à l’Université de Toronto, nous abordons les défis associés à l’apprentissage par le service et nous mettons l’accent sur les possibilités qui s’offrent aux étudiants, aux enseignants, aux universités et aux organismes communautaires. Notre étude de cas se fonde sur l’évaluation et l’analyse du cours en question, demême que sur ses contributions à l’apprentissage des étudiants, au perfectionnement professionnel et à l’engagement communautaire. Nous sommes d’avis quel’apprentissage par le service est un outil pédagogique sous-utilisé aux cycles supérieurs. L’apprentissage par le service peut transmettre des compétences inestimables aux étudiants des cycles supérieurs en transformant la façon d’apprendre des étudiants et en passant de l’étape des connaissances à celledes idées et éventuellement à l’action, tout en développant un niveau deraisonnement plus élevé et une réflexion critique.  \nGraduate education in geography, planning, and related disciplines aims to teach students to understand and act upon complex social and economic realities. This demands the development of a particular set of skills and knowledge base. Planning, in particular, operates at the interface between ideas and action (Friedmann, 1987); thus graduate education has a responsibility to provide both theoretical and practical training for students. Service-learning (SL), as a pedagogical practice, aims to unite what appear to be separate realms of theory and practice by providing the opportunity to connect academic work and community development work. Within the university context, SL courses become an educational space where students work with partner organizations on community-identified needs. As a form of experiential education, SL focuses on promoting student learning and reflection by combining community experience and classroom seminars.  \nWe believe that graduate geography","cbCaiu1nQkyAEZSC","https://ap.wps.com/l/cbCaiu1nQkyAEZSC","pdf",469728,18,"English","# Abstract\n## Engaged pedagogy and theoretical-practical integration\n## Case study design and educational context\n## Challenges and opportunities for stakeholders\n## Transformative learning outcomes","[{\"question\":\"What is the paper’s central focus on graduate education?\",\"answer\":\"The paper focuses on service-learning as a form of engaged pedagogy and examines how it supports transformative learning in graduate education in geography and planning.\"},{\"question\":\"How does the case study contribute to the paper’s conclusions?\",\"answer\":\"The case study of a graduate-level service-learning course at the University of Toronto is used to assess and analyze course impacts on student learning, professional development, and community engagement.\"},{\"question\":\"Why does the paper argue service-learning is especially valuable at the graduate level?\",\"answer\":\"It argues that at the graduate level service-learning is underutilized and can develop high-demand skills by moving students from knowledge to ideas and ultimately action, while strengthening higher-order reasoning and critical thinking.\"}]","Engaged Pedagogy and Transformative Learning in Graduate Education - A Service-Learning Case Study | PDF",1792083326,45]