This session will describe a first-year community-engaged writing course: English 126, a “stepping stone course” that prepares students for deeper engagement later in their college careers. Every instructor of English 126 is trained in foundations for equitable, anti-racist partnerships and supported to apply Howe et al’s (2014) developmental service-learni

ng model to their course design. Participants will explore how a developmental approach can not only address common challenges of short-term service-learning but also open possibilities for unique approaches to institutionalizing community engagement across students' multi-year journeys of civic development. After examining data from instructors, students, and community partners of English 126, participants will consider how their own universities may adopt similar “stepping stone” courses, including challenges and opportunities of this approach.

|Learning outcomes:

• Consider the importance of a developmental approach when designing engaged learning experiences for students.
• Reflect on the value of seeing students’ individual engaged learning experiences within the broader context of their college experience.
• Explore a unique course assessment model that considers perspectives of students, instructors, community members, and staff experts.