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.

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!

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 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.

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.

As the global population ages, the design field faces an urgent imperative to confront ageism and foster more inclusive practices. Yet age-inclusive design remains underrepresented in both education and professional settings—often treated as a niche concern rather than a universal human experience. This case study presents a two-part intervention that seeks to reframe aging as a creative, joyful, and necessary focus of design practice: the Design for Aging Resources website and a national workshop titled Designing for Our Future Selves. Together, these initiatives equip design practitioners and educators to address age-related bias, explore the intersection of accessibility and aesthetics, and engage in imaginative futures thinking. The online resource hub curates over 100 tools, frameworks, and case studies to support age-inclusive and values-driven design, while the interactive workshop guides participants through reflective and speculative exercises using tools such as the Radar Diagram and Futures Cone. This work demonstrates how participatory methods and evidence-informed frameworks can surface hidden assumptions, shift mindsets, and generate design responses grounded in empathy, dignity, and autonomy. In doing so, it offers a replicable model for integrating gerontological knowledge into design education and practice—inviting designers to envision aging not as someone else’s issue, but as a shared and vital dimension of our collective future.

National homelessness rates are steadily rising, posing challenges in health care. Homelessness exacerbates health conditions, increasing chronic mental and medical diagnoses, while reducing traditional treatment efficacy Research highlights medical respite care as an effective intervention, improving post-hospitalization outcomes and reducing Emergency Department utilization, hospital stays, and readmissions. This literature review examines various medical respite models and their impact on clinical outcomes, patient experience, and healthcare costs. Different funding approaches are explored, ultimately advocating for shared financial responsibility among multiple stakeholders to ensure sustainable support for these programs.

The field of community-engaged learning continues to evolve, particularly as we focus on learning from the community partners involved in course-based partnerships. Traditional measures, such as surveys and interviews, are often used to gather insights from community partners; yet many argue that these partners remain the ‘unheard voices’ within the field. This study highlights the critical reflections of a community partner engaged in a multi-course, multi-year collaboration, revealing key findings on the importance of trust, sustained communication, and shared decision-making in fostering authentic partnerships. Additionally, insights from both the community partner and faculty member demonstrate that centering the partner’s needs enhances engagement, mitigates power imbalances, and strengthens long-term collaboration. Based on these findings, this article offers practical recommendations for building sustainable, community-driven partnerships that prioritize the active involvement of community partners in co-creating meaningful learning experiences.