米国大学の地域連携学習（SLCE）を通した市民学習における専門職の役割と関与

—ミドルベリー大学を事例として—

抄録

This study examines the roles of professionals in service-learning and community engagement and their commitment to civic learning in U.S. higher education. By analyzing the case of Middlebury College, this study illustrates the three roles of professionals— director, student affairs, and community collaboration—based on their disciplines and professional experience. These professionals are committed to students, communities, the faculty, and administrators with different purposes and approaches depending on their roles. The student affairs role includes serving as a student mentor and forging authentic relationships to develop civic skills and leadership among students. Community collaboration fosters critical consciousness among students and builds reciprocal partnerships with the community, which disrupts unequal power differentials. Both student affairs and community collaboration professionals are critically aware of social problems when committing to students. The director and the other professionals involved in student affairs and community collaboration who have prior teaching experience support the faculty in enhancing the quality of civic learning and implementing the experiential education model at the college. Thereafter, the director engages the university administrators to further institutionalize civic learning, while working within the structural constraints of the institution. The research outcomes provide implications on how to promote civic learning through service-learning and to consider the issues of practitioners in Japanese universities.