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Resources for Scholarship of Outreach and Service Learning


Outreach and Service Learning Journals

The following journals publish about service learning.


Annotated Bibliography

Annotated Bibliography of Resources for the Scholarship of Outreach and Service Learning

Barber, Benjamin R. "Teaching Democracy Through Community Service." An Aristocracy of Everyone: The Politics of Education and the Future of America. New York: Ballantine, 1992. 230-267.

This chapter, part of a book that argues that greater engagement by educational institutions with communities is necessary for the maintenance of a democratic society, describes an approach to service learning that is understood as "a dimension of citizenship education and civic responsibility in which individuals learn the meaning of social interdependence and become empowered through acquiring the democratic arts." Such an approach suggests that requirements for service must conform to curricular requirements.

Bok, Derek. Universities and the Future of America. Durham: Duke UP, 1990.

This book by former president of Harvard Derek Bok examines the historical and contemporary relationships between universities and society. Bok argues for educational reform in which universities recognize service to society as a significant part of their missions and become more engaged with the communities that sustain them.

Boyer, Ernest. "The Scholarship of Engagement." Journal of Public Outreach 1:1 (Spring 1996) 11-20.

Boyer suggests that American education has moved away from its traditional commitment to public service and argues for a new commitment to service that he calls the scholarship of engagement. He describes a new paradigm of scholarship (as articulated in a Carnegie Foundation report entitled Scholarship Reconsidered) that assigns four "interlocking functions" to the professoriate. The first, scholarship of discovery, is basic research, pushing back the frontiers of human knowledge. The scholarship of integration involves placing discoveries within a larger context and initiating more interdisciplinary conversations leading to a new paradigm of knowledge. The scholarship of sharing knowledge recognizes the communal nature of scholarship and also recognizes other audiences for scholarship than the scholar's peers. Finally, the report calls for the application of knowledge as a reflective practice in which theory and practice inform each other.

- - -. Scholarship Reconsidered: Priorities of the Professoriate. The Carnegie Foundation for the Advancement of Teaching: New York, 1990.

In this report by the Carnegie Foundation, Boyer argues for a broader understanding of scholarship that takes into account the scope of faculty activity more fully than does the traditional categories of teaching and research.

Boyte, Harry, and Elizabeth Hollander. Renewing the Civic Mission of the American Research University. 1999.

Report of the Wingspread Conference (December 11-13, 1998 and reconvened July 19-21, 1999) to "formulate strategies for renewing the civic mission of the research university, both by preparing students for responsible citizenship in a diverse democracy, and also by engaging faculty members to develop and utilize knowledge for the improvement of society." Includes names and addresses of conference participants.

Bringle, Robert G., Richard Games, and Edward A. Malloy. Colleges and Universities as Citizens. Boston: Allyn and Bacon, 1999.

This book is part of the Universities as Citizens Higher Education Series initiated by the Indiana Campus Compact to provide resources to help higher education enhance community engagement. It contains essays on the role of campuses in civic education (Alexander Astin), successful institutional change (James Votruba), campus-community partnerships (Mary Walshok), tailoring change to institutional culture (Barbara Walvoord), how community change is consistent with other changes in higher education (Eugene Rice), and the importance of assessing accomplishments (Amy Driscoll).

Byrne, John V. "Engagement: A Defining Characteristic of the University of Tomorrow." Journal of Higher Education Outreach and Engagement 6:1 13-21.

Based on the work of the Kellogg Commission on the Future of State and Land-Grant Universities, this article argues for a form of university involvement that emphasizes creation of community partnerships and connections with all elements of society. Byrne suggests that engagement with others will not be optional for universities of the future, but must be a defining characteristic.

Chang, Yu-bi. "Evaluation of Outreach for Promotion and Tenure Considerations: Views from University Faculty." Journal of Continuing Higher Education 48:3 (2000) 5-13.

This study examined the evaluation of university outreach from the perspectives of faculty members, particularly those who had engaged in outreach activities. It utilized a survey to determine criteria for judging the quality of outreach; types of performance indicators for evaluating teaching, research, and service elements of outreach; and who should evaluate outreach. The article concludes that, in the opinion of faculty, an adequate evaluation mechanism should include both criteria specific to outreach and more traditional standards for scholarship and rigor.

Committee on Evaluating Quality Outreach. Points of Distinction: A Guidebook for Planning and Evaluating Quality Outreach. East Lansing, MI: Michigan State U, 1996.

This guidebook offers a framework for making decisions about implementing outreach projects within academic units. In particular, it emphasizes the need for establishing a clear definition of outreach and for determining criteria for evaluating programs and for integrating outreach into existing standards of faculty evaluation.

Diamond, Robert M., and Bronwyn E. Adam, ed. The Disciplines Speak: Rewarding the Scholarly, Professional, and Creative Work of Faculty. Washington, D.C.: AAHE, 1995.

This monograph contains a number of statements from professional associations in disciplines representing the humanities and social sciences, the natural sciences, the arts, and professional programs. These statements describe the work of faculty in the different disciplines, re-examining the traditional relationships between research, teaching, and service.

Driscoll, Amy. "Studying Faculty and Service-Learning: Directions for Inquiry and Development." Michigan Journal of Community Service Learning (Fall 2000) 35-41.

While the critical role of faculty in service-learning is well-documented, there is little research on the topic. Driscoll suggests a framework for investigating such research that focuses on five factors: motivations and attractions of faculty to service learning; support needed by service-learning faculty; impacts or influences of service-learning on faculty; reports of faculty satisfaction; and challenges faced by faculty in service-learning.

Elman, Sandra E. and Sue Marx Smock. Professional Service and Faculty Rewards: Toward an Integrated Structure. Washington, D.C.: NASULGC, 1985.

This monograph, published by the National Association of State Universities and Land Grant Colleges, argues that "a direct, effective and ongoing relationship to . . . external constituencies" is part of the mission of state and land grant universities. It recommends a structure for recognizing and rewarding faculty community service.

Eyler, Janet, and Dwight E. Giles, Jr. Where's the Learning in Service-Learning? San Francisco: Jossey-Bass, 1999.  

Includes sections on identifying the learning outcomes of service; personal and interpersonal development; understanding and applying knowledge; engagement, curiosity, and reflective practice; critical thinking; perspective transformation; citizenship; characteristics of effective service-learning programs; and strengthening the role of service in the college curriculum.

Glassick, Charles E., Mary Taylor Huber, and Gene I. Maeroff. Scholarship Assessed: Evaluation of the Professoriate. San Francisco: Jossey-Bass, 1997.

This text offers a new paradigm for evaluating scholarship of engagement, a scholarship that better integrates the full range of scholarly activity, research, teaching and service. It includes discussion of changes in thinking about scholarship and ideas about developing criteria for evaluating a full range of scholarship and for documenting scholarly efforts. It also includes, as appendices, the Questionnaire for the National Survey on the Reexamination of Faculty Roles and Rewards and the results of that survey.

Gray, Maryann J., Elizabeth H. Ondaatje, and Laura Zakaras. Combining Service and Learning in Higher Education: Summary Report. Santa Monica, CA: RAND Education, 1999.

This document summarizes the Rand Education report on Combining Service and Learning in Higher Education: Evaluation of the Learn and Serve America, Higher Education Program. Learn and Serve America, Higher Education, administered by the Corporation for National and Community Service, awarded grants totaling about $35 million to more than 500 higher education institutions and community organizations between 1995 and 1997. While the report addresses this particular program, the discussion of the effects of the program on students, communities, and higher education institutions is of interest to other service-learning administrators and practitioners. (See also Gray, Ondaatje, Fricker, and Geschwind.)

Gray, Maryann J., Elizabeth H. Ondaatje, Ronald D. Fricker, Jr., and Sandy A. Geschwind. "Assessing Service-Learning: Results From a Survey of "Learn and Serve America, Higher Education." Change (March/April 2000) 31-39.

This article describes the results of Rand Education's assessment of Learn and Serve America, Higher Education. (See also Gray, Ondaatje, and Zakaras.)

Holland, Barbara. "Analyzing Institutional Commitment to Service: A Model of Key Organizational Factors." Michigan Journal of Community Service Learning (Fall 1997) 30-41.

Before service-learning programs can be institutionalized and sustained, there is a need for an understanding of the "dynamic relationship between organizational factors related to service-learning and actual levels of institutional commitment." Holland offers a matrix for analyzing that relationship as an approach to setting institutional goals, assessing conditions, and monitoring progress.

Jacoby, Barbara and Associates, ed. Service Learning in Higher Education: Concepts and Practices. San Francisco: Jossey-Bass, 1996.

This book is intended as an overview of the status of service learning during the second half of the 1990s. It focuses on theoretical and policy issues rather than practice, although it includes a thorough discussion of fundamental principles which guide practice. The fourteen essays are divided into three parts: I-Foundations and Principles of Service-Learning; II-Designing a Spectrum of Service-Learning Experiences; and III-Organizational, Administrative, and Policy Issues. It includes two appendices: National Organizations That Support Service Learning and Programs and Resources Useful in Helping Students Make Postcollege Service and Career Choices.

Kellogg Commission on the Future of State and Land Grant Universities. Renewing the Covenant: Learning, Discovery, and Engagement in a New Age and Different World. National Association of State Universities and Land-Grant Colleges, 2000.

The sixth and final report of the Kellogg Commission characterizes itself as an "open letter to the friends of American public higher education." The committee recommends commitment to seven goals, among which are equal educational opportunity, excellence in curricula at all levels, and outreach. The report also recommends how both the public and public universities ought to accomplish these goals.

- - -. Returning to Our Roots: The Engaged Institution. National Association of State Universities and Land-Grant Colleges, 1999.

This report of the Kellogg Commission, made up primarily of presidents and chancellors from twenty-five public universities, recommends five strategies to advance "engagement": 1) transforming thinking about service so that engagement becomes a priority and central part of institutional mission; 2) developing an engagement plan; 3) encouraging interdisciplinary scholarship, research, and teaching; 4) developing incentives to encourage faculty involvement in engagement efforts; 5) and securing stable funding to support engagement. It also recommends seven characteristics which define an engaged university: 1) responsiveness; 2) respect for partners; 2) academic neutrality; 4) accessibility; 5) integration; 6) coordination; and 7) resource partnerships.

Kendall, Jane C., and Associates, ed. Combining Service and Learning: A Resource Book for Community and Public Service. 3 vol. Raleigh, NC: NSIEE, 1990.

This three-volume handbook published by the National Society for Internships and Experiential Education is a resource of essays and program profiles for "anyone who wants to start, strengthen, or support a program or course that combines community or public service with learning." Volume I examines service learning from theoretical, historical, and policy perspectives. It includes five sections: I-Essential Principles in Combining Service and Learning; II-Rationales and Theories for Combining Service and Learning; III-Public Policy Issues and Guides; IV-Institutional Policy Issues and Guides; and V-History and Future of the Service-Learning Movement. Volume II is focused on praxis. Part I examines Practical Issues and Ideas for Programs and Courses that Combine Service Learning, while Parts II-IV profile service-learning programs in colleges and universities, K-12 schools, and community-based, government, and youth-service agencies, respectively. Volume III is an annotated bibliography. Although ten years old, these volumes provide an overview of the field up to 1990 and a good grounding in fundamental issues.

Marchese, Ted. "Service Learning in the Disciplines: An Interview with Monograph Series Editors Robert Bringle and Edward Zlotkowski." AAHE Bulletin (March 1997). (Also available online at http://www.aahe.org/bulletin/Bringle_and_Zlotkowski_interview.htm) 

Interview with Edward Zlotkowski, editor of AAHE Service-Learning in the Disciplines series, and Robert Bringle, editor of the volume on Psychology. Zlotkowski and Bringle discuss their own experiences as service-learning educators and the rationale behind the development of the series. (See also entries for Zlotkowski and Service Learning in the Discipline series.)

Maurrasse, David J. Beyond the Campus:  How Colleges and Universities Form Partnerships with Their Communities, 2001.

The role of university and its relationship to the community has long been a highly debated topic among educators, administrators, and local business leaders.  David Maurrasse offers a passionate appeal for community partnerships.  Going further than a simple exploration of the problems at hand, Beyond the Campus offers a road map for both universities and local institutions to work together for the good of their communities.

Meyer, Judith W. "Mission-Driven Public Service and Outreach." Journal of Higher Education Outreach and Engagement 6:1 79-84.

Identification of outreach and service as critical components of the institution's mission is only a first step toward community involvement. In order to encourage faculty involvement in public outreach, institutions of higher education, whether land-grant universities or small private colleges, must also focus on the institution's strengths; respond to high priority needs in the region; assess the impact of the activities; develop extrinsic reward systems for faculty; and manage the logistics of public service and outreach.

Parker, L. Leann, David A. Greenbaum, and Karl S. Pister. "Rethinking the Land-Grant Research University for the Digital Age." Change (January/February 2000) 12-17.

The authors suggest that in the digital age, the land-grant university must examine its role in the face of the many social and economic challenges of a changing society. They recommend a more "robust, inclusive engagement" between K-12 and all parts of the university. They make a case for using the internet to build a "common educational community" that includes K-12 and higher education.

Provost's Committee on University Outreach. University Outreach at Michigan State University: Extending Knowledge to Service Society. East Lansing, MI: Michigan State University, n.d.

This report documents an 18-month study of a committee charged with "articulating an intellectual foundation for outreach" and recommending ways to advance outreach at Michigan State University. Part one of the report "Defining Dimensions of University Outreach" establishes conceptual foundation of the Committee's conclusions. Part two addresses specific proposals for MSU. The report includes a postscript (47-48), "The Twenty-First Century University and Outreach."

- - -. Reimagining Professional Development. Washington, D.C.: AAHE, 1993.

This booklet includes four presentations from AAHE's 4th National Conference on School/College Collaboration.
  • Sharon P. Robinson, "National and Local Strategies for Building Teacher Expertise: A Necessary Relationship"
  • Cornel West. "Race Matters."
  • Ernesto J. Cortes, Jr. "Organizing Communities for Student Achievement."
  • Kati P. Haycock. "A Call to Action: Thinking - and Acting - K-16."

Ramaley, Judith A. "Embracing Civic Responsibility." AAHE Bulletin (March 2000). 9-13+.

Ramaley, president of the University of Vermont, offers advice on integrating the needs of the community into the institution's mission based on her experience "nurturing an 'engaged university.'" She suggests that such integration requires reflecting on the institution's expectations for its scholars and administrators, its aspirations for its students, and the nature and intention of the relationship it seeks with the broader community.

Sandman, Lorilee R., Pennie G. Foster-Fishman, James Lloyd, Warren Rauhe, and Cheryl Rosaen. "Managing Critical Tensions: How to Strengthen the Scholarship Component of Outreach." Change 32:1 (January/February 2000) 44-52.

This article examines ways that faculty can balance the community demands for scholarship of engagement and their institution's expectations regarding teaching and research with their own scholarly interests. It also explores the different perspectives among community, institution, and scholar, which create tensions in the implementation and design of outreach scholarship programs.

Schneider, Mary Kay. "Models of Good Practice for Service-Learning Programs." AAHE Bulletin (June 1998/9). 

AAHE, Campus Compact, and National Society for Experiential Education studied 27 institutions of higher education nominated by community and service-learning experts as campuses with strong service-learning programs. They identified 13 themes that characterized successful service-learning programs. 

- - -. Service at Indiana University: Defining, Documenting, and Evaluating Indianapolis, IN: Center for Public Service and Leadership, 1990.

This booklet takes a practical and systematic approach to the service mission of the university and its faculty. It provides a model for documenting and evaluating service based on quality indicators. It includes examples of documentation and evaluation, a bibliography, activities for a workshop on defining, documenting, and evaluating service, and several alternative criteria for evaluating service.

Shumer, Rob. Shumer's Self-Assessment for Service-Learning.  St. Paul, MN: Center for Experiential and Service-Learning, University of Minnesota, 2000.  

This instrument for self-assessment is designed as a self-reflective system for evaluating experiential and service-learning. It focuses on five areas: culture and context, philosophy and purpose, policy and parameters, practice and pedagogy, and assessment and accountability. It may be used by individual practitioners or by program administrators to evaluate a single class or a institution-wide initiative.

Simpson, Ronald D. "Toward A Scholarship of Outreach and Engagement in Higher Education." Journal of Higher Education Outreach and Engagement. 6:1 7-12.

This article builds on the work of Ernest Boyer in calling for a "scholarship" of outreach in which the faculty service mission is directly tied to the field of knowledge and subject to the same requirements for rigor and accountability that apply to research scholarship.

Zlotkowski, Edward. "Mapping New Terrain: Service-Learning Across the Disciplines." Change (January/February 2000) 25-33.

Edward Zlotkowski, general editor of AAHE's "Service Learning in the Disciplines" series, discusses the series' rationale and development process. (See also Marchese, Ted "Service Learning in the Disciplines.")

- - -. Successful Service-Learning Programs: New Models of Excellence in Higher Education. Bolton, MA: Anker, 1998.

In his introduction, Zlotkowski describes this book as an "extended footnote" to Ernest Boyer's articulation of the concept of the scholarship of engagement. The book contains ten essays describing model service-learning programs already implemented in colleges and universities across the U.S. It includes as appendices, a variety of documents related to service learning, including philosophical statements and syllabi.

Service Learning in the Disciplines Series

This series, edited by Edward Zlothkowski, is intended to give an overview of the status, both theoretical and practical, of service learning within a wide range of disciplines.  Volumes on additional disciplines are planned.

BIOLOGY

Life, Learning, and Community: Concepts and Models for Service-Learning in Biology. Ed. David C. Brubaker and Joel H. Ostroff. Washington, D.C.: AAHE, 2000.

Part 1: Service Learning as a Mode of Civic Education. "Educational Benefits Associated with Service-Learning Projects in Biology Curricula," by John C. Kennell; and "An Environmental Science Approach to Service-Learning in Biology," by Jeffrey A. Simmons.

Part 2: These eight essays describe specific implementations of service-learning in biology courses, including public school projects and internet applications.

Part 3: The Discipline and Beyond. "Service-Learning and Field Biology in Postcolonial Perspective: The Bahamas Environmental Research Center as a Case Study," by Luther Brown; and "Biology and Service-Learning: Logical Links," by Joel H. Ostroff and David C. Brubaker. The volume also includes reprints from Science and Society, summaries of several service-learning courses, and a bibliography of suggested readings.

COMPOSITION

Writing the Community: Concepts and Models for Service-Learning in Composition. Ed. Linda Adler-Kassner, Robert Crooks, and Ann Watters. Washington, D.C.: AAHE, 1997.

Contributions to this volume include "Service-Learning and Composition at the Crossroads," by Adler-Kassner, Crooks, and Watters; "Service-Learning: Help for Higher Education in a New Millennium?" by Lillian Bridwell-Bowles; "Writing Across the Curriculum and Community Service Learning: Correspondences, Cautions, and Futures," by Tom Deans; "Community Service Writing: Problems, Challenges, Questions," by Nora Bacon; "Community Service and Critical Teaching," by Bruce Herzberg; "Rhetoric Made Real: Civic Discourse and Writing Beyond the Curriculum," by Paul Heilker; "Democratic Conversation: Civic Literacy and Service-Learning in the American Grains," by David D. Cooper and Laura Julier; "Partners in Inquiry: A Logic for Community Outreach," by Linda Flower; "Service Learning: Bridging the Gap Between the Real World and the Composition Classroom," by Wade Dorman and Susann Fox Dorman; "Systems Thinking, Symbiosis, and Service: The Road to Authority for Basic Writers," by Rosemary L. Arca; "Combining the Classroom and the Community: Service-Learning in Composition at Arizona State University," Gary W. Brack and Leanna R. Hall; "The Write for Your Life Project: Learning to Serve by Serving to Learn," by Patricia Lambert Stock and Janet Swenson; and "On Reflection: The Role of Logs and Journals in Service-Learning Courses," by Chris M. Anson. The volume also includes an annotated bibliography.

ENVIRONMENTAL STUDIES

Acting Locally: Concepts and Models for Service-Learning in Environmental Studies. Ed. Harold Ward. Washington D.C.: AAHE, 1999.

Part 1: The six essays in this section share a common focus on the environmental studies service-learning (ES/SL) course as a "consulting company," and identify lessons and perspectives of general interest to anyone in ES/SL area.

Part 2: These seven essays focus more on particular ES/SL projects.

Part 3: These three essays focus on programs in which internships and co-curricular experiences play important roles.

The volume also includes an annotated bibliography.

PEACE STUDIES

Teaching for Justice: Concepts and Models for Service-Learning in Peace Studies. Ed. Kathleen Maas Weigert and Robin J. Crews. Washington, D.C.: AAHE, 1999.

Part 1: Conceptual Essays. "Moral Dimension of Peace Studies: A Case for Service-Learning," by Kathleen Maas Weigert; "Peace Studies, Pedagogy, and Social Change," by Robin J. Crews; and "Service-Learning as Education: Learning from the Experience of Experience," by Michael Schratz and Rob Walker.

Part 2: Service-Learning in Peace Studies Programs. Part two includes seven essays describing how various peace studies programs have implemented, to varying degrees, service-learning programs.

Part 3: Service-Learning Courses in Peace Studies. These six essays describe specific courses of study.

The volume also includes bibliographies of essential resources for both peace studies and service-learning.

PHILOSOPHY

Beyond the Tower: Concepts and Models for Service-Learning in Philosophy. Ed. C. David Lisman and Irene E. Harvey. Washington, D.C.: AAHE, 2000.

Part 1: Service-Learning as a Mode of Philosophical Inquiry. "Knowledge, Foundations, and Discourse: Philosophical Support for Service-Learning," by Goodwin Liu; "Feminism, Postmodernism, and Service-Learning," by Irene E. Harvey; "Listening to the Evidence: Service Activity and Understanding Social Phenomena," by Hugh Lacey; "The Use of a Philosopher: Socrates and Myles Horton," by John Wallace; "Praxis-Informed Philosophy," by C. David Lisman; "Fluid Boundaries: Service-Learning and the Experience of Community," by Cathy Ludlum Foos; "Service-Learning, Citizenship, and the Philosophy of Law," by Stephen L. Esquith; and "Deepening Democratic Participation Through Deweyan Pragmatism," by Judith M. Green.

Part 2: Course Narratives. These five essays describe particular applications of service learning in philosophy.

The volume also includes an annotated bibliography and afterword, "Philosophical Inquiry as Responsible Engagement," by William M. Sullivan. 

POLITICAL SCIENCE

Experiencing Citizenship: Concepts and Models for Service-Learning in Political Science. Ed. Richard M. Battistoni and William E. Hudson. Washington, D.C.: AAHE, 1997.

Part 1: Service-Learning as a Mode of Civic Education. "The Decline of Democratic Faith," by Jean Bethke Elshtain; "Teaching/Theorizing/Practicing Democracy: An Activist's Perspective on Service-Learning in Political Science," by Meta Mendel-Reyes; "The Work of Citizenship and the Problem of Service-Learning," by Harry C. Boyte and James Farr; and "Examining Pedagogy in the Service-Learning Classroom: Reflections on Integrating Service-Learning into the Curriculum," by Karen D. Zivi.

Part 2: Course Narratives. These essays present case studies of implementation of service-learning in particular political science courses.

Part 3: The Discipline and Beyond. These three essays examine more general institutional aspects of service-learning such as internships and civic leadership. An afterword, by Benjamin R. Barber attempts to connect service-learning to the civic origins of the discipline of political science.

The volume also includes an annotated bibliography and a listing of additional service-learning courses in political science.

PSYCHOLOGY

With Service in Mind: Concepts and Models for Service-Learning in Psychology. Ed. Robert G. Bringle and Donna K. Duffy. Washington, D.C.: AAHE, 1998.

Part 1: Theoretical and Empirical Contributions of Psychology to Service-Learning. "An Overview of Current Psychological Theory and Research on Altruism and Prosocial Behavior," by Martha A. Kitzrow; "Service-Learning and Psychology: Lessons from the Psychology of Volunteers' Motivations," by E. Gil Clary, Mark Snyder, and Arthur Stukas; "Attributions About Misery: A Social Psychological Analysis," by Robert G. Bringle and Pamela M. Velo; "Developmental Psychology and Service-Learning: A Theoretical Framework," by Jay W. Brandenberger; "Service-Learning and the Development of Expert Citizens: Service-Learning and Cognitive Science," by Janet Eyler, Susan Root, and Dwight E. Giles, Jr.; and "The Helping Alliance and Service-Learning," by Jeremy Leeds.

Part 2: Integration of Service in Psychology Courses. These nine essays describe specific courses which implement service-learning.

The volume also includes an annotated bibliography as well as a bibliography of electronic resources.

SOCIOLOGY

Cultivating the Sociological Imagination. Ed. James Ostrow, Garry Hesser, and Sandra Enos. Washington, D.C.: AAHE, 1999.

Introduction and Part 1: The Critical Examination of Social Life. Preface. "Service-Learning: Not Charity, But a Two-Way Street," by Judith R. Blau; Introduction. "Service-Learning and the Teachability of Sociology," by James Ostrow; "Sociology's Essential Role: Promoting Critical Analysis in Service-Learning," by Sam Marullo, "Sociology and Service-Learning: A Critical Look," by Kerry J. Strand; and "Building Campus-Community Connections: Using Service-Learning in Sociology Courses," by J. Richard Kendrick, Jr.

Part 2: Pedagogical Advantages. These five essays examine the pedagogical advantages of service-learning within the context of specific courses and programs.

Part 3: Action Research. These two essays examine action research as an example of service-learning. This volume also includes an afterword by Carla B. Howery, which discusses the implications for service-learning's strengthening the discipline of sociology; an annotated bibliography, and three sample syllabi.

SPANISH

Construyendo Puentes (Building Bridges): Concepts and Models for Service-Learning in Spanish. Ed. Josef Hellebrandt and Lucia T. Varona. Washington, D.C.: AAHE, 1999.

Section 1: Service Learning as Theory. "Service-Learning and Spanish: A Missing Link," by Aileen Hale; "Critical Pedagogy and Service-Learning in Spanish: Crossing Borders in the Freshman Seminar," Jonathan F. Arries; "Service-Learning and Language-Acquisition Theory and Practice," by Jeanne Mullaney; and "From Instrumental to Interactive to Critical Knowledge Through Service-Learning in Spanish," by Lucia T. Varona.

Section 2: Service-Learning from the Classroom. These five essays describe, from the classroom perspective, the implementation of particular programs.

Section 3: Service-Learning in Local and International Communities. These three essays examine how service-learning initiatives lead to empowerment. The volume also includes an annotated bibliography.

TEACHER EDUCATION

Learning with the Community: Concepts and Models for Service-Learning in Teacher Education. Ed. Joseph A. Erickson and Jeffrey B. Anderson. Washington, D.C.: AAHE, 1997.

Part 1: Theory, Research, and Foundational Issues. "Service Learning: An Essential Process for Preparing Teachers as Transformational Leaders in the Reform of Public Education," by Carol Myers and Terry Pickeral; "School-Based Service: A Review of Research for Teacher Educators," by Susan C. Root; "Service-Learning and Evaluation: An Inseparable Process," by Robert Shumer; "Service-Learning Professional Development for Experienced Teachers," by Don Hill and Denise Clark Pope; and "Teacher Education and Service-Learning: A Critical Perspective," by Robert Shumer.

Part 2: Diverse Perspectives of Service-Learning and Teacher Education. These six short essays offer perspectives on service-learning from educators and other stakeholders.

Part 3: Models for the Integration of Service-Learning and Teacher Education. This section describes fourteen service-learning programs in colleges and universities across the U.S. The volume also includes an annotated bibliography and a bibliography of service-learning resources.

WOMEN'S STUDIES

The Practice of Change: Concepts and Models for Service-Learning in Women's Studies. Ed. Barbara J. Balliet and Kerrissa Heffernan. Washington, D.C.: AAHE, 2000.

Part 1: Theory and History. "On Critical Thinking and Connected Knowing," by Blythe McVicker Clinchy; "Educating the Artist: A Political Statement," by S. A. Bachman, with D. Attyah; "A Feminist Challenge to Community Service: A Call to Politicize Service-Learning," by Tobi Walker; "The History of Women and Service in the United States: A Rich and Complex Heritage," by Helen Damon-Moore; and "Service-Learning and Women's Studies: A Community College Perspective," by Karen Bojar.

Part 2: Educating for Action. "The 'Different Voice' of Service," by Catherine Ludlum Foos; "Learning Across Boundaries: Women's Studies, Praxis, and Community Service," by Mary Trigg and Barbara J. Balliet; "Women's Studies and Community-Based Learning: A Natural Affinity," by Patricia A. Washington; "Educated in Agency: Student Reflections on the Feminist Service-Learning Classroom," by Melissa Kesler Gilbert; and "The Urban Educational Initiative: Supporting Educational Partnerships with Young, Urban Girls," by Kimberly Farah and Kerrissa Heffernan.

Part 3: Narrating the Journey. These four essays explore specific instances of the implementation of service-learning principles in women's studies. The volume also includes a bibliography.

Resources by Discipline

Service Learning in the Fine Arts

Art and Art History

Choi, W. Christine. "How Students Transform a 'Stuffy Building with a Bunch of Rules'." Art Education 51:2 (46-51).

Trevelyan, Amelia M. "Ethnic Stereotyping, Alternative World Views and Community Service." Paper Presented at Annual Meeting of College Art Association of America (February 1997). (ERIC Database ED418899.)

Service Learning in the Humanities

English, Composition, and Technical Communication

Deans, Thomas, and Goncalves Zan Meyers. "Service Learning in Composition and Beyond. College Teaching 46 (Winter 1998) 12-15.

McGregor, Bill. "Distance Learning, Service Learning, and Programs in Technical and Scientific Communication: Finding Common Ground for Program Growth." The Ecology, the Environment, and the Evolution of Technical Communication: Proceedings of the Annual Meeting of the Council for Programs in Technical and Scientific Communication. Council for Programs in Technical Communication, 1999.

Munger, Roger. "Extending a Hand to Our Stakeholders: Examining the Risks of Service-learning Courses in Technical Communication Programs." The Ecology, the Environment, and the Evolution of Technical Communication: Proceedings of the Annual Meeting of the Council for Programs in Technical and Scientific Communication. Council for Programs in Technical Communication, 1999.

History

La Lone, Mary B. "Preserving Appalachian Heritage: A Model for Oral History Research and Teaching." Journal of Appalachian Studies 5:1 (Spring 1999) 115-22.

Women's Studies

Agha-Jaffar, Tamara. "From Theory to Praxis in Women's Studies: Guest Speakers and Service-Learning as Pedagogy." Feminist Teacher 13:1 (2000) 1-11.

Service Learning in the Social Sciences

Economics

McGoldrick, KimMarie. "Service-learning in Economics: A Detailed Application." The Journal of Economic Education 29:4 (Fall 1998) 365-76.

Sociology

Lowe, Jane Isaacs, and Michael Reisch. "Bringing the Community Into the Classroom: Applying the Experiences of Social Work Education to Service-learning Courses in Sociology." Teaching Sociology 26:4 (Oct. 1998) 292-98.

Marullo, Sam. "Bringing Home Diversity: A Service-Learning Approach to Teaching Race and Ethnic Relations." Teaching Sociology 26:4 (Oct. 1998) 259-75.

Roberts, Robin W., Walter J. Mason, and Penny L. Marler. "A True Specialist: Teaching Sociology Through a Service-learning Project Involving the Construction of a Pit Latrine." Teaching Sociology 27:4 (Oct. 1999) 407-16.

Service Learning in Science and Mathematics

Vue-Benson, Robin C., and Robert Shumer, eds. Topic Bibliography on Service with Math and Science Education. St. Paul, MN: National Service-learning Cooperative Clearinghouse, University of Minnesota, 1994.

Chemistry

Kesner, Laya, and Edward M. Eyring. "Service-learning in General Chemistry: Lead Paint Analyses." Journal of Chemical Education 76:7 (July 1999) 920-23.

Geosciences

Domack, Cynthia Wigley. "A Service-learning Component in a Paleontology Course as a Model for Community Outreach by Geology Students." Journal of Geoscience Education 58:5 (Nov. 2000) 658-61.

Mathematics

Vue-Benson, Robin C., and Robert Shumer, eds. Topic Bibliography on Service with Math and Science Education. St. Paul, MN: National Service-learning Cooperative Clearinghouse, University of Minnesota, 1994.

Chemistry

Kesner, Laya, and Edward M. Eyring. "Service-learning in General Chemistry: Lead Paint Analyses." Journal of Chemical Education 76:7 (July 1999) 920-23.

Geosciences

Domack, Cynthia Wigley. "A Service-learning Component in a Paleontology Course as a Model for Community Outreach by Geology Students." Journal of Geoscience Education 58:5 (Nov. 2000) 658-61.

Mathematics

Austin, S. S., Berceli, C. L., and S. Mathews. "When will I ever use this stuff anyway?" Mathematics Teacher 92:9 (1999) 798 (2).
Service-learning projects can play a valuable role in assisting student understanding of mathematics concepts. This article provides examples of service-learning projects that can be integrated into a math class.

Duke, J. I. "Service-Learning: taking mathematics into the real world." Mathematics Teacher 92:9 (1999) 794 (4).
Duke talks about the potential for service-learning in the secondary and collegiate math classrooms. He discusses the need for careful planning by faculty, students, and community participants, and mentions potential service-learning projects.
Kraft, Richard J. and J. Kielsmeier, ed. Experiential Learning in Schools and Higher Education. Boulder, CO: Assoc. for Experiential Education, 1995.
Anthology of 59 articles previously published in Journal of Experiential Education and presented at conventions of the Association of Experiential Education. See especially section three which examines classroom applications.
The Service-Learning Planning and Resource Guide. Washington, D.C.: Council of Chief State School Officers,1994. (ERIC Database ED370237)
Wozniak, Jacci. Mathematics and Science Faculty Service-Learning Handbook. Melbourne, FL: Brevard Comm. Coll., 1996 (ERIC Database ED397930)
Resources developed by "Campus Compact." Includes introduction, sample documents for program administration, and sample syllabi.

Additional Bibliographies


Klosterman, Gail, ed. Guides to Developing Service-Learning Programs. St. Paul, MN: National Service-Learning Cooperative Clearinghouse, University of Minnesota, 1996.
Charles C. Cook and Robert Shumer, eds. Literacy and Service-Learning: A "Links" Piece, Connecting Theory and Practice. St. Paul, MN: National Service-Learning Cooperative Clearinghouse, University of Minnesota, 1998.
Hengel, Madeleine S. and Robert Shumer, eds. A Summit Summary: An Annotated Bibliography on Civic Service-Learning, National Service, Education, and Character Education. St. Paul, MN: National Service-Learning Cooperative Clearinghouse, University of Minnesota, 1996.
"Resources." Social Studies Review 36:2 (Spring/Summer 1997) 54-56.
         An annotated bibliography of materials educators and students can use to design service learning
         projects.
Roufs, Andrea L. Assessment and Evaluation in Service-Learning Topic Bibliography. St. Paul, MN: National Service-Learning Cooperative Clearinghouse, University of Minnesota, 2000.
Service-Learning and Evaluation. St. Paul, MN: National Service-Learning Cooperative Clearinghouse, University of Minnesota, n. d.
Shumer, Robert, Ann Treacy, Madeleine S. Hengel, and Lily O'Donnell, eds. Recent Dissertations on Service and Service-Learning Topics. St. Paul, MN. University of Minnesota, 1999.
Vue-Benson, Robin C., and Robert Shumer, eds. Topic Bibliography on Service with Math and Science Education. St. Paul, MN: National Service-Learning Cooperative Clearinghouse, University of Minnesota, 1994.

Internet Resources

http://www.aahe.org

American Association for Higher Education is a leader in the area of service learning. It sponsors the monograph series on service-learning across the disciplines.

http://www.compact.org

Campus Compact is the "parent" organization for the service-learning movement. It sponsors awards and programs and is currently promoting a vision of the engaged campus.

http://www.nicsl.coled.umn.edu/

The Learn & Serve America National Service-Learning Clearinghouse is a comprehensive information system that focuses on all dimensions of service-learning, covering school-based as well as community based initiatives from kindergarten to higher education.
The Center of the Clearinghouse is located at the University of Minnesota, Department of Work, Community and Family Education, and collaborates with a consortium of thirteen other institutions and organizations.

http://csf.colorado.edu/sl/

"The Home of Service Learning on the World Wide Web" - This site has links to service-learning universities, programs, and organizations; a service-learning discussion group and search engine for its archives; a compilation of sample service-learning syllabi in a variety of disciplines; and additional service-learning bibliographies.

http://www.upenn.edu/ccp

Center for Community Partnerships

http://www.umich.edu/~mserve/

Edward Ginsberg Center for Community Service and Learning

http://www.umich.edu/~mics/

Michigan Journal of Community Service-Learning

http://www.nicsl.coled.umn.edu

National Service Learning Clearinghouse

http://www.nsee.org

National Society for Experiential Education located in Alexandria, Virginia, NSEE is a membership association and national resource center that promotes experienced-based approaches to teaching and learning. Publishes the NSEE Quarterly which is free to members and provides a resource center, workshops, and training.