ISSN 2325-0232
Vol. 8, Issue 2, 2019July 15, 2019 EDT
“We Just Want to Feel Useful”: Making Sense of Student Frustration as an Outcome of Critical Service-learning Experiences
“We Just Want to Feel Useful”: Making Sense of Student Frustration as an Outcome of Critical Service-learning Experiences
Willy Oppenheim, Alex Knott,
Articles in Vol. 8, Issue 2, 2019
Vol. 8, Issue 2, 2019
- Serving and Learning: Faculty, Student, and Agency Perspectives on the Product-Based Project, "With—and for—Refugees"Roberta A. BaerEmily HolbrookRonald Allan CruzJanet Blair
- The Neuroscience of Fun! Creating an Avenue of Public Education Through Academia-Community PartnershipShlomit Flaisher-GrinbergMelanie Ramsey
- Service-Learning in a Science Methods Course: A Retrospective Case StudyBarbara S. SpectorDebbi StoneCyndy Leard
- Measuring Expressions of Reciprocity in Institutional Resources of Service LearningCharisse S. Iglesias
- Learning the Liberal Arts through Service: Service Learning in General Education Humanities CoursesSheila Cordner
- Disrupting Social-Educational Spaces: Reflections on a Community-Based Learning ProjectKristi Girdharry
- "We Just Want to Feel Useful": Making Sense of Student Frustration as an Outcome of Critical Service-learning ExperiencesWilly OppenheimAlex Knott
Oppenheim, Willy, and Alex Knott. 2019. “‘We Just Want to Feel Useful’: Making Sense of Student Frustration as an Outcome of Critical Service-Learning Experiences.” Impact: The Journal of the Center for Interdisciplinary Teaching & Learning 8 (2).