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This collection of 17 papers focuses on the important role of service-learning in the education of students at liberal arts colleges, drawing on the activities of the Learning and Service Alliance sponsored by the Council of Independent Colleges (CIC). They include: (1) "An Introduction to Service-Learning" (Robert L. Sigmon); (2) "The Problem of Definitions in Service-Learning" (Robert L. Sigmon; (3) "Design Considerations" (Robert L. Sigmon); (4) "The Reflective Arts" (Robert L. Sigmon); (5) "Among True Partners" (Judy Harvey); (6) "Voices from the Citizens in the Community" (Damita J. Dandridge and Barbara S. Frankle); (7) "The Community and Service-Learning" (Thomas Plaut and others); (8) "The Voice of Students in Service-Learning" (Ralph Corrigan); (9) "Faculty on Service-Learning" (John Reiff and others); (10) "Linking Service and Scholarship" (John W. Eby); (11) "Connecting Head, Heart, and Hands" (Richard Slimbach); (12) "Philosophy 115: Ethical Practice" (Yoram Lubling); (13) "Service-Learning and Career Development" (Matthew R. Berndt); (14) "Evaluating a New Service-Learning Program" (Grace Ann Witte and others); (15) "Suggestions from Practitioners"; (16) "College/Workplace Service-Learning Connections" (Robert L. Sigmon); and (17) "Continuing the Journey to Service-Learning: A Fable" (Robert L. Sigmon). Three appendixes provide a service-learning timeline, a summary of CIC's service-learning initiative, and selected service-learning resources. (MDM)
The service-learning field is 50 years old in the United States. Much has been developed over that time in the fields of K-12 schooling, higher education, and community organizations. People who have been involved in the movement have worked individually and collaboratively to include servicelearning as an effective pedagogy and program in educational settings. They have created opportunities for students, teachers, faculty, and community members to learn about academic content and personal commitment to serving others for social change and community impact. In this book we hear from individuals who have been involved in the effort for more than 30 or 40 years about what they have learned from their experiences and what wisdom they can share with others who will be involved for the next several decades. Their experience, insight, and understanding will hopefully help younger people to improve and expand on the movement and place service-learning and community engagement as a regular part of American education. “Robert Shumer has been a stalwart of the service learning movement for decades. He’s a practitioner, a researcher, an experimenter. This book gives valuable perspective for all of us going forward.” ~ Paul Loeb, Author of Soul of a Citizen “At a moment when many are asking how higher education can better serve our democracy, Robert Shumer’s book reminds us that we still have much to learn from those who built the movement for community engagement through service learning. As befits the field, the chapters in this book derive wisdom from experience and, in so doing, give us insight and inspiration for identifying the way forward.” ~ Andrew J. Seligsohn, President, Campus Compact “This book provides a strong foundation for promoting discussions on how the service-learning movement has evolved over the past 30-40 years. Rob Shumer has pulled together several key leaders in the service-learning movement to share their stories and experiences. This book will be useful to a younger generation of service-learning practitioners and faculty who will continue to build the field that these pioneers so generously cultivated.” ~ Elaine K. Ikeda, Ph.D. Executive Director, California Campus Compact
As a new generation of practitioners engages with service learning, at a time when higher education faces questions about learning outcomes and costs, and in the context of such issues as globalization and the environment, this book poses important questions about practice, institutional sustainability, and future directions. Among these are:What counts as service learning? What value does it bring to institutions? Is it appropriate for all students? How is globalization impacting service learning? Divided into three thematic parts, this book successively covers institutional and administrative issues; service learning as a springboard for research; and presents new practices that address emerging challenges and changing student populations. The contributors review how different institutional types have structured their service learning activities; address the issue of centralization or decentralization; propose better ways to form community partnerships; consider promotion and tenure implications; postulate framing service-learning and community engagement as scholarship; and examine service-learning as a springboard for research. Further chapters offer a new blueprint for funding to achieve sustainability; examples of international service learning from a European perspective; a case study and framework for using on-line formats to extend the reach of a program; raise the urgent issue of the experiences and contributions of underrepresented students; and present the rationale and processes for developing effective student-led evaluation of programs.
As academic service-learning continues to grow rapidly, practitioners are discovering a pressing need for solid empirical research about learning outcomes. Where's the Learning in Service-Learning? helps define learning expectations, presents data about learning, and links program characteristics with learning outcomes. It is the first book to explore the experience of service-learning as a valid learning activity.
This book provides a roadmap for the journey which begins when a traditional school decides to end its isolation from its community. Community Learning Centers provide teachers, administrators, parents, and community leaders with the tools they need to achieve important educational goals which include: high level student performance, after school programs which support student learning and provide enrichment activities in a safe environment, the acquisition of essential technological skills by both students and members of the community, expanding leadership opportunities for teachers, students and the community, and unlocking the storehouse of resources in the community to support the education of our youth.
The purpose of this series of books is to advance the knowledge in the service-learning research field. More importantly, this research is to be used to transform the field. This transformation will come from realizing both the history of service-learning and trying to imagine what the future may look like. The chapters in this book all demonstrate just how far service-learning research has come. Researchers, practitioners, and students alike have benefited from its dissemination and use the research to improve practice. The research does not simply inform educators how to create a better pedagogy. Rather, it informs a service-learning practice that can transform both individuals and institutions.
In The Solution to America's Education Crisis: Service Learning, student and service learning entrepreneur Justin Crosby details his experiences with service. Through reflections on his own journey, he details the merits of the incorporation of service into our education system. Service learning has the potential to significantly improve the education system and tap into the unlimited potentials of youth, he argues, because it can teach students lessons and skills that cannot be learned through the traditional classroom environment. In turn, these students will be better suited to positively impact their communities and lead successful lives. "Education is like putting together a puzzle. Right now, our high school graduates are leaving with missing pieces. We have the opportunity not just to complete the puzzle, but to reimagine it. Academics, professional world experience, and civic engagement are three pillars of education in our society, but unfortunately, most graduates leave high school with only one: academics. We need to stop leaving entire communities and generations behind, and it is essential that we start realizing what can and will happen once our youth partake in meaningful service experiences. We can have a forward-thinking society rooted in hope, defined by empathy, and full of good citizens. Service learning allows students to gain qualities such as compassion, confidence, and resilience. It enables them to obtain certain skill sets that are not directly taught in schools, like how to communicate one's vision or build community. Service learning prompts students to become more aware of societal issues, especially those that they have not faced themselves, and sparks discussions on the roots of inequity and how to end them. We get lost in tradition, in the curriculum, and start coming up with every reason possible as to why we should not change. In doing so, we forget why we should. We have the opportunity to significantly improve and strengthen our country and world as we know it. Let's do it."
This book examines key concepts, principles, and applications of the service-learning approach. Service-learning is a community-based educational approach to improve a student’s academic, personal, leadership, civic, and professional development through civic engagement. Unlike other traditional approaches to education, service-learning students can use their classroom-based knowledge and skills in a real-life context in collaboration with community organisations and residents. This volume explores the theory, research, and practices of how service-learning is understood, implemented, and evaluated in different contexts. It provides essential guidelines to implement and integrate service-learning at educational institutions through extensive discussions on the principles, philosophical challenges, opportunities, and its applications. Key themes include: • Theory of service-learning • Concept of service-learning • Challenges to service-learning • Applications of service-learning • Service-learning as professional development • Service-learning as communication Accessibly written, this book would be of interest to faculty, students, community organisations, and researchers working in the areas of education, pedagogy, sociology, and social work.
Throughout the 90s and early 2000s, service-learning research was intensely focused on the student outcomes. That body of research has effectively brought service-learning from the fringes into the mainstream of institutionalized pedagogies. In the past decade service-learning research has experienced an infusion of exploration in three distinct ways: first, large-scale quantitative methodologies; second, a proliferation of research that has explored how different sub-groups of students experience the pedagogy differently, thusly resulting in variation among outcomes; and third, a focus on the experiences and outcomes associated for communities and community partners engaged in service-learning. In an effort to support these movements, this volume of the Advances in Service-Learning Research series, Service-Learning to Advance Access & Success: Bridging Institutional and Community Capacity, focuses on how service-learning can advance access and success. Not simply access and success of students, but the ways that service-learning can advance access and success for all through bridging institutional and community capacity building. The chapters in this volume serve as a testament to the ways in which service-learning research continue to be advanced by thoughtful scholar-practitioners. The 12 chapters included in this volume are organized into three sections. The first section focuses on how institutional and community partnerships can be leveraged to build community capacity. The second section focuses on how institutions might build their own capacity to effect change for the good of society. The third and final section focuses on six studies exploring the relationship service-learning pedagogy has with access and success for students. Of the six studies, three are situated within the context of teacher-preparation programs.