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The analysis identifies institutional factors that support participatory off-campus community learning, and treats social justice service-learning as a form of civic learning pedagogy. 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The case under study recognized institutional factors supporting participatory off-campus community learning, and social justice service-learning as a type of civic learning pedagogy.  \nKeywords: experiential learning, transformative learning, social justice education, civic learning  \nIntroduction  \nHigher education currently provides experiences necessary to fulfill individual Americans’ economic interests (Braskamp, 2011; Nagda, Gurin, & Lopez, 2003) . However, post-secondary learning does not engage all its students in preparation for public service and civic leadership (Barber, 2012; Bok, 2006; Butin, 2012; Enos, 2015; Pedersen, Meyer, & Hargrave, 2015) . In 2012, the United States Department of Education (USDOE), the American Association of Colleges and Universities (AAC&U), and the Global Perspective Institute (GPI) developed a taskforce to evaluate civic learning in higher education. This group provided recommendations to the USDOE and called on higher education “to embrace civic learning and democratic engagement as an undisputed educational priority…That will require constructing educational environments where education for democracy and civic responsibility is pervasive, not partial; central, not peripheral”(The National Task Force on Civic Learning and Democratic Engagement, 2012, p. 6) . A Crucible Moment: College Learning and Democracy’s Future is rooted in the idea that the United States is experiencing a “civic recession.” How can higher education develop the importance of civic responsibility for its students? How will college and universities intentionally shepherd students toward these ways of being? Perhaps, educators might facilitate civic learning pedagogy through social justice and service-learning.  \nExperiences through classrooms and service in communities are tied to learners’ ambitions, intrapersonal abilities, and desire to act (Mitchell, Richard, Battistoni, Rost-Banik, Netz, & Zakoske, 2015) . Although there have been numerous attempts, since the inclusion of servicelearning in higher education, to incorporate democratic principles into this learning, these attempts have not always been a priority (Battistoni, 2000; Hartman, 2013; Saltmarsh & Hartley, 2011) . Students not engaged in academic and community experiences with opportunities for critical reflection on civic understanding do not develop civic-minded habits (Dostilio, 2012) . Lev-  \nine (2013) recognized that to develop civic learning through service-learning, student involvement must include collaborative relationships that require deliberation in the civic realm.  \nThe gateway course to a privilege and poverty academic cluster, promoted students’ sustained inquiry into social justice. This course provided an interdisciplinary study exposing students to a variety of topics from across the college related to privilege and poverty. The use of service-learning pedagogy supports academic programs in community engagement “as a training ground and incubator for the social and civic mission of a public democracy”(Butin, 2010, p. 108) . Students may or may not become anthropologists, authors, or mathematicians, but they will become members of local and global communities (Butin, 2012; Mitchell, 2007, 2008) .  \nThe Association of American Colleges & Universities (2007, 2013) promotes the inclusion of the knowledge, skills, and dispositions necessary to develop as a critical thinker and engaged citizen, through experiential learning as service-learning pedagogy. Academic programs in community engagement support students’ development as local and global citizens. Courses blending a theoretical perspective on topics of social justice with community engagement are centra","cbCainvhOFy1TBh1","https://ap.wps.com/l/cbCainvhOFy1TBh1","pdf",587522,14,"English","# Abstract\n# Introduction\n# Review of Literature","[{\"question\":\"What does the study investigate in higher education?\",\"answer\":\"The study investigates students’ experiences in an academic cluster gateway course using social justice service-learning as civic learning pedagogy.\"},{\"question\":\"What institutional factor does the case study highlight?\",\"answer\":\"The case emphasizes institutional factors that support participatory off-campus community learning as part of civic learning.\"},{\"question\":\"How does the study link service-learning to civic learning outcomes?\",\"answer\":\"It treats social justice service-learning as civic learning pedagogy and examines how transformative perspective changes relate to civic capacity and willingness to act after graduation.\"}]","“IReassessed Who IAm” - Instrumental Case Study on Civic Learning and Social Justice Service-Learning | PDF",1792089518,35]