This article explores the integration of service-learning (SL) with a consulting approach within human resources (HR) education programs in higher education. We highlight the nature and importance of this andragogical approach, examining how it bridges the theory-practice gap, cultivates professional competencies, fosters civic engagement, and enhances student motivation and satisfaction. The article delves into the reasons why HR education is particularly well-suited for SL with a consulting approach, including the emphasis on people-oriented skills, the multi-disciplinary nature of HR, and the alignment with HR roles and responsibilities. Furthermore, we outline the critical roles of key stakeholders, including students, faculty, community partners, university administration, and professional associations, in the successful implementation of such programs. Finally, we provide practical guidance on program-building within HR curricula, highlighting a successful case study that demonstrates the tangible outcomes and positive impact of this innovative approach to HR education.

This article explores the integration of service-learning (SL) with a consulting approach within human resources (HR) education programs in higher education. We highlight the nature and importance of this andragogical approach, examining how it bridges the theory-practice gap, cultivates professional competencies, fosters civic engagement, and enhances student motivation and satisfaction. The article delves into the reasons why HR education is particularly well-suited for SL with a consulting approach, including the emphasis on people-oriented skills, the multi-disciplinary nature of HR, and the alignment with HR roles and responsibilities. Furthermore, we outline the critical roles of key stakeholders, including students, faculty, community partners, university administration, and professional associations, in the successful implementation of such programs. Finally, we provide practical guidance on program-building within HR curricula, highlighting a successful case study that demonstrates the tangible outcomes and positive impact of this innovative approach to HR education.

Food and Faith: Transforming Education through Service-Learning Explore the intersection of spirituality and community in our latest video, "Food and Faith: Transforming Education through Service-Learning." In this engaging 5-minute presentation, we delve into a groundbreaking two-year study examining the impact of Service-Learning and Community Engagement (SLCE) in a General Education Religion course. Discover how integrating real-world applications can enhance civic engagement, critical thinking, and ethical leadership among students. With compelling insights and powerful statistics, learn why 68.8% of students expressed interest in further SLCE courses and how this innovative pedagogy revitalizes liberal arts education. Join us on this transformative journey! Don't forget to like and share your thoughts in the comments! #FoodAndFaith #ServiceLearning #CivicEngagement #Education #TransformativeLearning #ReligiousStudies OUTLINE: 00:00:00 - Nourishing the Mind and Community 00:00:55 - A Catalyst for Transformation 00:01:51 - Course Structure and Activities 00:02:58 - Significant Gains in Student Development 00:04:05 - Empowering Students for a Complex World 00:05:20 - Addressing Real-World Challenges through Engaged Learning 00:06:32 - Limitations and Future Directions 00:07:49 - Cultivating Compassionate Changemakers 00:09:02 - Embracing SLCE in Higher Education

In this faculty spotlight, we will highlight two professors of education and their approach to teaching and modeling trauma-informed pedagogy. In their courses they are teaching pre-service teachers about trauma-informed pedagogy and taking intentional steps to build spaces within their higher education classrooms that are also trauma-informed. This allows students to experience what trauma-informed instruction feels like in practice. Additionally, these professors worked together to blend their two courses and involve members in the local community to prepare pre-service teachers with a greater connection to the local communities in which they will student-teach and potentially one day work..

In this 5-minute video, "Trauma-Informed Teaching: Transforming Classrooms," we explore the innovative approach of trauma-informed pedagogy through experiential learning. Join us as we spotlight two dedicated professors who are shaping the future of education by empowering pre-service teachers to understand and implement trauma-informed practices in their classrooms. Discover how their collaboration with local community artists enriches the learning experience and fosters a deeper connection to the communities they serve. This video unpacks the importance of creating safe, inclusive, and responsive classroom environments that prioritize student well-being and resilience. Join the conversation on transforming educational spaces! If you find this video helpful, please like and share it with your network! #TraumaInformedTeaching #Education #Pedagogy #ExperientialLearning #TeacherTraining #CommunityEngagement OUTLINE: 00:00:00 - A New Lens on Education 00:01:12 - From "Shell Shock" to Trauma-Informed Care 00:02:26 - The Four "Rs" of Trauma-Informed Practice 00:03:43 - Bringing Trauma-Informed Pedagogy to Life 00:04:58 - Community Engagement and the Future of Trauma-Informed Education

In response to shifting higher education landscapes and increasing calls for civic engagement, a 'Service & Research Projects Hub' was scoped at the Institute of Psychiatry, Psychology & Neuroscience, a faculty of King’s College London, to evaluate the feasibility of connecting postgraduate students with local community organisations for collaborative dissertation research. Through mixed-methods evaluation involving 96 stakeholders, including students, faculty and community partners, this paper explores the opportunities and challenges of embedding community-engaged research within academic structures. Findings reveal high levels of enthusiasm across groups but also highlight barriers such as lack of research training, time constraints, ethical complexities and uneven institutional support. This study outlines key recommendations for improving collaborative research frameworks and proposes a scalable model for integrating community partnerships into academic teaching and research, with implications for wider institutional adoption.

Discover how the "Service & Research Projects Hub" at King’s College London is transforming higher education by bridging academia and community. In this engaging 5-minute video, we delve into the innovative strategies that connect postgraduate students with local organizations for impactful dissertation research. Witness firsthand the opportunities and challenges faced in embedding community-engaged research within academic frameworks. Learn about the exciting outcomes from our mixed-methods evaluation involving students, faculty, and community partners. With actionable recommendations for enhancing collaborative research, this initiative aims to reshape the role of universities in society. Join us on this journey toward meaningful civic engagement! Don't forget to like and share this video! #HigherEducation #CommunityEngagement #ResearchHub #ServiceLearning #AcademicInnovation OUTLINE: 00:00:00 - More Than Ivory Towers 00:00:38 - The Service-Learning Hub 00:01:50 - Understanding the Needs 00:03:00 - Key Themes for Success 00:04:19 - The Six-Stage Model

The purpose of this study was to understand what health related activities of residents living in transitional housing for the homeless increases their self-determination in managing their own health, what barriers exist, and what could nursing students do to increase their self-determination in managing their health. Methods: A qualitative approach using interviews, PhotoVoice, and observations was used. Twelve semi-structured interviews utilizing Critical Incident Technique, photos submitted by eight participants, and observation notes were used to learn more about the self-care health practices of people experiencing homelessness. Results: The themes that emerged from the interviews and PhotoVoice supported the Theory of Self-Determination, which states that in order for a person to be motivated to self-care, autonomy, competence, and relatedness must occur. Conclusions: Understanding the needs of the homeless is key to improving nursing care for this vulnerable population. This study fills the gap of understanding what health related activities of residents living in transitional housing for the homeless increases their self-determination in managing their own health, what barriers exist, and what nurses can do to increase their self-determination in managing their health.