Summary
Contents
Subject index
Service-Learning and Civic Engagement: A Sourcebook focuses on historical, philosophical, social foundations, practices and models of service-learning and civic engagement. The title offers practical, jargon-free chapters applicable to any educational institution as well as community organizations that might consult the work. Key Features • Practical, jargon-free chapters applicable to any educational institution as well as community organizations that might consult the work • 58 signed chapters are organized into thematic parts, such as Concepts & Theoretical Approaches, Historical & Social Foundations, The Role of Service-Learning in Higher Education, The Role of the Community, Lessons Learned & Future Directions, etc. • Thematic parts provide a practical sampling of syllabi, lesson plans, activities and resources, and online websites and databases supporting service-learning. • Glossary (key terms commonly used in discussions and research on service-learning and civic engagement) • Bibliography of sources consulted in production of the volume This Sourcebook is a scholarly source ideal for any educational institution and academic library as well as public libraries and community organizations that might consult the work on historical, philosophical social foundations, practices and models of service-learning and civic engagement.
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Front Matter
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Chapters
- FOUNDATIONS OF SERVICE-LEARNING AND CIVIC ENGAGEMENT
- 1. Developing Practitioner-Scholars for the Future of Community Engagement
- What Is a Practitioner-Scholar?
- Barriers and Solutions
- Action Plan
- Conclusion
- 2. A Theory of Practical Beauty for Service-Learning and Public-Engaged Scholarship
- A Move Toward Understanding Knowledge as Conversation
- A Critical-Friendly Reflection on Pragmatism
- Understanding Phronesis or Practical Wisdom
- The Case of Phronesis in Service-Learning and in Higher Education
- Implications for Designing Service-Learning Programs
- Implications for Public-Engaged Scholarship
- Conclusion
- 3. Virtue Ethics: Foundation for Civic Engagement and Service-Learning
- Background and Literature Review
- Virtue Ethics, Deontology, and Consequentialism
- Service-Learning and Virtue Ethics
- Virtue Ethics in the Classroom
- Conclusion
- 4. Infusing Ethical Decision Making Into Service-Learning Experiences
- Background and Review of Literature
- Current Issues and Controversies
- Practices and Methods
- Sidebar 4.1: At Your Core
- Assessment
- Sidebar 4.2: Who Are You and What Do Others See
- Conclusion and Implications
- Resources
- 5. Epistemologies of Ignorance: Foundation for Community Engagement
- Literature Review
- Current Issues in Service-Learning
- Practices and Methods
- Conclusion
- 6. An Overview of Academic Community-Based Learning Approaches
- Related Terminology
Partners
- Diverse Community Settings
- Conclusion
- 7. Redefining Service-Learning for the Purpose of Social Change Within Education
- The History and Philosophy of Service-Learning
- Current Issues and Controversies of Service-Learning
- Reconceptualizing Service as Twofold in Purpose
- Service in the Educational Context
- Conclusion and Further Research
- 8. The Power of Student Activism: Teaching Social Justice in Middle School
- Literature Review
- The Case for Critical Service-Learning
- The Activism Project
- Project Impact
- Resources
- 9. Critical Service-Learning and Social Justice: A Holistic Curriculum
- Critical Service-Learning and Social Justice
- The Urban School of San Francisco
- The Four-Year Program
- Conclusion
- 10. Construyendo Comunidad: Developing a Bicultural and Bilingual Framework for Community Building
- Background
- Current Issues
Partners: “Served” and “Server”
- Challenges
- Practice
- Implications
- Conclusion
- 11. Critical Democratic Citizenship: A Learning Outcome Model to Support Engaging for Justice
- Precisely Understanding Democracy and Justice
- The U.S. Context: Racial and Ethnic Injustice
- Learning Outcomes for Civic Engagement for Justice in a Democracy
- Implications: Developing and Measuring Students’ Critical Democratic Citizenship
- Conclusion
- USING AND APPLYING CIVIC ENGAGEMENT
- 12. Attention and Action: The Southwest Florida Paradigm for Community-Engaged Scholarship
- The Southwest Florida and Florida Gulf Coast University Context for Engagement
- Theoretical Framework
- Practical and Applied Framework
- Action: Project Development and Execution
- Conclusion
- Appendix A: IDS 3300 Foundations of Civic Engagement Course Objectives
- Appendix B: Civic Engagement Project Assignment Sheet
- 13. Common Ground Through Dialogue: Creating Civic Dispositions
- Background/Literature Review
- Practices and Methods
- Resources
- 14. Service-Learning, Vocational Exploration-as-Action, and the Call to Civic Engagement
- The Concept of the Courses
- Philosophic Underpinning
- Overview of the Courses
- The Sophomore Seminar
- The Junior Seminar
- Conclusion
- 15. Building Service-Learning Into an Academic Discipline: Urban Civic Education
- Service-Learning as an Academic Discipline
- Complementary Developments of Activism and Discipline Creation in Anthropology and Service-Learning
- Fresno State’s Minor in Urban Civic Education
- Conclusion
- USING AND APPLYING SERVICE-LEARNING
- 16. The Six Requirements of Service-Learning: A Pathway to High Impact Practices
- Background
- Challenge
- Literature Review
- Solutions/Methods/Practice Through the Six R’s (Requirements)
- Conclusion and Implications
- 17. Integrating Knowledge Through Academic Service-Learning
- Challenges Facing Integrative Learning
- Review of Literature
- Problem- and Issue-Based Learning
- Classroom Meets Community
- Conclusion and Implications
- 18. Service-Learning Policy in Higher Education
- Policy Philosophy
- Advisory Council
- Agenda Creation
- Implementation
- Professional Development
- Evaluation
- Legal Guidelines
- Future Research
- Conclusion
- 19. An Institutional Perspective on Relationship-Based Service-Learning
- Intentional Design of Community Partnerships
- Saint Joseph’s University Community Partnerships
- Relationship-Based Partnerships: Course Selections in Practice
- Institutional Support
- Conclusion
- 20. Connecting Theory to Practice When Studying “Deviant” Populations
- The Sociology of Mental Illness
- The Methodology of Engagement
- A Case Study in Community-Based Learning
- Students’ Experiences
- 21. Preparing Students to Engage in Research in the Real World: How to Construct a Course in Community-Based Participatory Research
- Literature Review
- Definition of Terms
- Course Preparation and Description
- Challenges and Solutions
- Implications and Outcomes for Students and Community
- Conclusion
- COMMUNITY: ASSETS, RELATIONSHIPS, AND PARTNERSHIPS
- 22. Finding the Right Partners for Service-Learning Courses
- Background
- Controversies and Potential Problems
- Recommendations and Suggested Practices
- Conclusion and Future Directions
- Appendix A: Agency Profile Form
- Appendix B: Sample Agency Profile
- Appendix C: Service-Learning Agreement
- Appendix D: Sample Contracts
- Appendix E: Agency Mentor Evaluation Form
- Appendix F: Student Evaluation of Agency Mentor and Organization
- 23. Establishing Community Partnerships and Purposeful Projects and Goals
- Benefits of Service-Learning for Nonprofit Organizations
- Long-Term Volunteer Base and/or Possible Recruitment of Future Employees
- Possible Obstacles to Consider
- Building the Partnership With a Nonprofit Organization
- Conclusion
- 24. P–16 Service-Learning Partnerships: A Model for Success
- Background, History, and Literature Review
- Current Issues and Controversies
- Practices and Methods
- Sidebar 24.1: Sample Schedule and Daily Goals
- Implications
- Assessment
- Conclusions, Future Directions, and Suggestions for Future Research
- 25. Neighborhood Art Hives: Engaging Communities in Teaching and Learning
- The Community Art Studio/Storefront Classroom: An Interstitial Space
- The Example: CATS 631/ARTE 398 Community Art Studio: Methods and Materials
- Conclusion: Neighborhood Art Hives for CESL
- Resources
- 26. Community Assets and Individual Expertise: Educating Future Professionals Through Community Service-Learning
- Context: Community-University Partnerships in Service-Learning
- Review of Literature: Service-Learning and Professional Education
- Course Design and Methods in Service-Learning for Professional Planning Education
- Implications and Future Directions
- Resources
- 27. The Need for a Paradigm Shift in Community-Based Learning Partnerships to Evaluate Community Impacts
- Background, History, and Literature Review
- Current Issues in Prioritizing Community Impacts in CBL Projects
- Current Models for Evaluating Impact of CBL
- Future Directions and Suggestions for Further Research
- Resources
- BUSINESS AND MANAGEMENT
- 28. Getting Beyond Service-Learning Myths in Management Education
- Challenges to Management Education
- Service-Learning Myths in Management Education
- Service-Learning Conceptual Models as Solutions
- Sidebar 28.1: Knight Owl Project Grading Sheet
- Sidebar 28.2: Sustainable Business Project Guidelines
- Conclusion and Implications
- Resources
- 29. BITS: A College-Library Partnership
- Background and History
- Literature Review
- Community Learning Projects in Practice
- Conclusion and Implications
- Appendix A: Business Analysis Project Charter
- 30. Service-Learning and Business: A Student’s Perspective
- Discovering Business Success Beyond the Traditional Model
- Case for Service-Learning for All Business Students
- Service-Learning and the Development of Three Critical Types of Skills
- Serving to Cultivate Civic-Minded, Savvy, and Successful Business Professionals
- THE HUMANITIES
- 31. Integrating Service-Learning Into a University Modern Languages Program
- Service-Learning
- Role of Service-Learning in World Language Programs
- Intersection of Theory and Practice
- Lessons Learned
- Advantages and Challenges
- Conclusion
- 32. Performing Arts and Community Exchange
- A Role for Performing Arts in Violence Prevention
- Review of Literature
- The Course
- Assessment Considerations and Methods
- Conclusion
- Resources
- 33.Everyman, Service-Learning, and Collaboration
- Medieval Conceptions of Community Building and Service-Learning Today
- Service-Learning in Practice: Performing Everyman
- Student Reactions: Rewards, Challenges, and New Views
- 34. Infusing Service-Learning Collaborations in Music Education
- Background
- Institutional Commitment to Service-Learning
- Department Approach to Service-Learning
- Service-Learning Program Principles
- Students’ Reflections and Evaluations
- Conclusion
- Appendix A: ASL Syllabus for Music 386 (Sample of ASL Syllabus as Aligned to Course Goals)
- 35. Art in Service-Learning: Connecting Art and Community
- The Service-Learning Research Scheme (SLRS)
- Connecting Theory to Practice: Infusing Service-Learning Into Art
- SLRS Outcomes
- Conclusion
- THE SCIENCES, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
- 36. Cultivating the Sciences With Service-Learning at a Regional University
- Integrating Service-Learning in Science Coursework
- Service-Learning With a Regional Focus
- Conclusion
- 37. Pedagogical Techniques in the Health Sciences
- Goals and Processes of Service-Learning in the Health Sciences
- The Role of Service-Learning in the Health Sciences
- Current Issues and Controversies
- Practices and Methods
- Illustrative Interdisciplinary Service-Learning in the Health Sciences
- Examples of Health Sciences Discipline Service-Learning
- Conclusion
- Resources
- 38. Implementing Service-Learning in Doctor of Audiology Curriculum
- Audiologic Rehabilitation for Adults (AUD 6316)
- Aural Habilitation for Children With Hearing Impairments (AUD 7326)
- Intensive Auditory Rehabilitation for Adult Hearing Loss (AUD 7325)
- Experiential Service-Learning Through Humanitarian Programs (COMD 7v98)
- Conclusion
- Appendix A: AUD 6316 Service-Learning Agreement
- 39. Service-Learning and Deaf Studies in the Community
- Service-Learning in Deaf Studies
- Social Services in the Deaf Community
- Meeting the Challenges of Service-Learning
- Reciprocity in Service-Learning
- Research on Service-Learning in Deaf Studies
- Conclusion
- Appendix A: Abridged Syllabus for Social Service in the Deaf Community
- 40. Engineering History: Service-Learning at a Non–Liberal Arts University
- Setting the Stage: The University Scholars Program Curriculum
- From Learning to Doing: Service-Learning and the University Scholars Program
- Bringing it All Together: Urban Growing With Career Youth Development
- Building Reciprocity: The Benefits of Service-Learning for All Participants
- A Developing Alliance: The Liberal Arts and the STEM Disciplines in the 21st Century
- Resources
- 41. Integrating Technology With Service-Learning
- Challenges Sustaining Service-Learning Programs
- Review of Literature
- Project and Time Management
- Communication
- Document Management and Sharing
- Program and Project Assessment
- Sidebar 41.1: Survey of Partner Organizations
- Sidebar 41.2: Self and Peer Review of Student Work
- Conclusion and Implications
- Resources
- 42. Undergraduate Technocrats: Educating Future Scientists to Become Citizens
- Expanded Democracy: Boyte’s Citizen Solution Approach
- The Pilot Course
- Conclusion
- Appendix A: Pesticide Justice Case
- Appendix B: What Are Good Reasons Lesson
- THE SOCIAL SCIENCES
- 43. Opportunity for Early Service-Learning in Teacher Education
- The Partners
- The Psychology for Teaching Course
- The Village Project Model
- Conclusion
- 44. Lessons From Preservice Teachers: Under the Surface of Service-Learning in Teacher Education
- Theoretical Perspectives
- About the Study
- Findings
- Conclusion and Implications
- 45. Dismantling the Perceived Hierarchy: A Shared Intellectual Endeavor Between Faculty and Student Affairs
- The Role of Academic Service-Learning at a Mission-Driven Institution
- Sidebar 45.1: Course Goals
- Sidebar 45.2: Knowledge, Skills, and Dispositions
- Sidebar 45.3: TRIPS Program Goals
- Sidebar 45.4: Trip Leader Learning Outcomes
- Sidebar 45.5: Trip Leader Responsibilities
- Evidence of Success
- Sidebar 45.6: Ten Tips for Effective Facilitation
- Sidebar 45.7: Reflection Guide
- Conclusion
- 46. Early Childhood Service-Learning Mentors: Promoting Student Leadership
- Service-Learning in Early Childhood Teacher Education
- Review of Literature
- The Service-Learning Student Leadership Model in Practice
- Opportunities for Leadership
- Looking Ahead: Issues to Explore
- Conclusion
- 47. Critical Service-Learning: Implications for Social Emotional Development
- Social Emotional Development
- School Social Work
- Service-Learning and Critical Service-Learning
- Implementing a CSL Project
- Implications
- Conclusion
- INTERNATIONAL SERVICE-LEARNING AND COMPARATIVE AND INTERNATIONAL PERSPECTIVES
- 48. Dialectics of Power and Resistance: Service-Learning in International Contexts
- Drexel University’s weServe
- Dialectics of Power and Resistance
- The Desiring Social Change Agents
- Conclusion
- 49. The Affective-Cognitive Model of Reflection: International Service-Learning in Community Development
- Review of Literature
- Integrating the Affective-Cognitive Model Into the Course Syllabus
- Research Process and Analysis
- Findings
- Framework for Understanding Emotions During Reflection
- Conclusion
- Appendix A: Certificate Program Framework
- Appendix B: Two Generic Questions and Broad Themes and Instructions for Weekly Reflection Journals
- 50. From Wisconsin to Ghana and Back Again: Service-Learning and the First Grade
- Challenges Facing Rural Districts
- Review of Literature
- Responding to School Needs: Multicultural Education and Service-Learning
- Conclusion and Implications
- Resources
- 51. England’s Citizenship Education Experiment: Active Citizenship or Service?
- Service-Learning
- Education for Active Citizenship
- Service-Learning and Education for Active Citizenship Compared
- What’s the Problem With Service-Learning in the English Context?
- SUSTAINABILITY: LESSONS LEARNED AND FUTURE DIRECTIONS
- 52. Holistic Partnerships: Sustainability, Learned Lessons, and Future Directions
- Current Issues and Controversies
- Problems and Solutions
- Practices and Methods for Holistic Partnerships: An Institutional Model
- Exemplary Course: English 344: Writing for Nonprofit Organizations
- Conclusion
- 53. Situating Engagement in Canadian Higher Education
- A Snapshot of Influences on Community-Engagement Approaches in Canada
- The Case for Institutionalizing Engagement
- Guidelines for Institutionalizing Engagement
- Frameworks for Guiding the Institutionalization Process
- Organizational Models for Situating Community Engagement
- Coordinating Mechanisms for Engagement
- Institutionalizing Engagement at the University of Victoria
- Networks as a Unifying Force
- Conclusion
- 54. Department-Driven Strategies for Sustaining Service-Learning and Community Engagement
- Department-Level Strategies for Sustainability
- Sustaining Community Partnerships
- Administratively Supporting the Anchoring of SL/CE Across Campus
- Conclusion: Community Engaged Departments Are Worth the Effort
- Resources
- 55. Both Sides of the Fence: Community as Colleague
- The Problem
- Perspectives From Each Side of the Fence
- An Initial Experiment With Campus and Community Collegiality
- Challenges and Opportunities
- 56. Community Engagement in Education: A Cautionary Tale
- Background and History
- Current Issues and Controversies
- Implications
- Conclusion, Future Directions, and Suggestions for Further Research
- Resources
- 57. Service-Learning as Civic Pedagogy: Lessons Learned From Students’ Stories
- Understanding the Dimensions of Civic Responsibility
- Exploring and Understanding the Lived Experiences of Service-Learners
- Lessons Learned
- Implications for Service-Learning Practice
- Conclusion
- 58. Relational Approach to Co-Constructed Risk Management
- Current Approaches to Risk Management
- Relational Approach
- Conclusion and Implications
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Back Matter
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