Teaching English in the Two-Year College May 2017

Bridging Gaps and Creating Rich Service-Learning Experiences for Marginalized Students

Kassia Krzus-Shaw

Abstract

This essay explores the service-learning experiences of largely marginalized two-year college students, arguing that their outcomes are different from that of current studies focusing on four-year students; it then calls for additional research on this subset of students based on transfer potential.

Journal
Teaching English in the Two-Year College
Published
2017-05-01
DOI
10.58680/tetyc201729129
Open Access
Closed
Topics
two-year college service learning

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