Abstract
Traditionally, evaluation of global service-learning (SL) programs has been highly focused on student outcomes, rather than community impact. Less documentation exists regarding the impact of SL on the partnerships between the community and higher education. The purposes of this case study are to present the concept of Fair Trade Learning (FTL) as it relates to global SL and demonstrate how the FTL Rubric can be used to evaluate a new global partnership.
Recommended Citation
Amerson, Roxanne; Parker-Manderson, Jade; Garrison, Chloe; Finleyson, Sarah; and Kunkle, Michelle
(2021)
"Fair Trade Learning Evaluation of a Global Partnership,"
Journal of Community Engagement and Higher Education: Vol. 13:
Iss.
1, Article 3.
Available at:
https://scholars.indianastate.edu/jcehe/vol13/iss1/3
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community Psychology Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons