National Service-Learning Clearinghouse Resource Updates

New NSLC Produced Materials - August 12, 2009

noreply@blogger.com (Unknown) — Wed, 12 Aug 2009 16:51:00 +0000

General/Cross-Sector

AmeriCorps and Service-Learning 101
This fact sheet highlights some of the emerging knowledge in this field based on theory, process evaluations, and field wisdom—knowing that more rigorous research is needed.
www.servicelearning.org/instant_info/fact_sheets/cb_facts/americorps_and_service-learning_101

AmeriCorps, Service-Learning, and Community: Working to Address Community Needs and Strengths
This fact sheet introduces community assessment to AmeriCorps members working in educational settings and looking to enhance their experience of learning through service, and for anyone interested in finding a way to increase civic engagement, academic, personal, and social outcomes of youth and students.
www.servicelearning.org/instant_info/fact_sheets/cb_facts/americorps_service-learning_and_community

Community Gardens
Like the plants cultivated within them, community garden projects are springing up all across the nation. They are being used to address a wide range of issues including environmental and economic concerns. They also allow participants to get their hands dirty while learning about the biology of nutrition. Included is a sampling of project descriptions from our library collection and lesson plans and syllabi from SLICE.
www.servicelearning.org/instant_info/hot_topics/community_gardens

Energy & Climate Change
Climate change is a serious problem facing all of us. Service-learning provides opportunities for youth and students to address this global need in meaningful ways starting in their own homes, schools, and communities. These resources provide ideas for energy-related projects and include NSLC library items and service-learning lesson plans.www.servicelearning.org/instant_info/hot_topics/energy_and_climate_change

Hunger
The following resources have been selected to help provide inspiration and/or guidance in developing service-learning projects that address the issue of hunger, whether at a global or community level.
www.servicelearning.org/instant_info/hot_topics/hunger

Make the Case: Tools for Telling Your Service-Learning Story
The tips and tools on these pages will help you make the case for service-learning and help your project mobilize volunteers, access funding and support, develop partnerships, and build organizational visibility.
http://www.blogger.com/www.servicelearning.org/communications

New and Improved A-Z Topics
The landing pages in our A-Z topics allow you to browse key resources or search the entire site on important and frequently searched topics. To make browsing easier, topics are arranged in four major groupings: Area of Service, Demographics & Setting, Organization & Management, and Theory & Practice
https://www.servicelearning.org/explore-az-topics

New Initiatives and Programs Created by the Edward M. Kennedy Serve America Act (H.R. 1388)
This page gives basic information about this Act, which takes effect on October 1, 2009 expanding opportunities for all Americans to serve, and provides links to resource pages on four initiatives addressed in the Act: Campuses of Service, Semester of Service, Summer of Service, Youth Engagement Zone.
www.servicelearning.org/instant_info/hot_topics/new_initiatives

Resources for AmeriCorps Members
This fact sheet includes resources for those who are interested in finding a way to increase civic engagement, academic, personal, and social outcomes of youth and students.
www.servicelearning.org/instant_info/fact_sheets/cb_facts/resources_for_americorps_members

United We Serve
See how service-learning can provide meaningful ways to meet the important community needs being addressed by the United We Serve initiative.
www.servicelearning.org/instant_info/hot_topics/united_we_serve

New Learn and Serve America Grantee Produced Materials - August 11, 2009

Wed, 22 Jul 2009 23:07:00 +0000

HE

Service-Learning: Are You Ready to Build a Better Community?
South Puget Sound Community College
Description: This brochure provides a definition of service-learning, as well as benefits to community college students and the local community, project examples and ideas, and contact information for local and campus resources on service-learning. http://servicelearning.org/library/lib_cat/index.php?library_id=8781

K-12

First Responders: Youth Addressing Childhood Obesity Through Service-Learning
Youth Service America
Description: The primary audiences of this module are classroom teachers, service-learning coordinators, students in the health professions, and staff in community and youth development organizations who are seeking to engage middle and high school-age-youth as “first responders” to the critical American issue of childhood obesity. The module uses service-learning to move beyond the textbook, explore real world issues, and address systemic factors that contribute to childhood obesity.
http://servicelearning.org/library/lib_cat/index.php?library_id=8550

The Learning Network
Coalition of Essential Schools Northwest
Description: This "newsletter for districts and high schools engaged in redesign work" includes the following articles: The Possibilities and Promise of Service Learning by Rick Lear; From the Cafeteria to the Gas Tank by Mary Beth Lambert, Randy Brosius, and Mary Thompson; A Service Learning Partnership Where Everyone Wins by Mary Beth Lambert; How Students Can Make a Difference in the World by Santha Cassell; and Student Reflections from the National Service Learning Conference.
http://servicelearning.org/library/lib_cat/index.php?library_id=8734

New NSLC Library Items - June 29th, 2009

noreply@blogger.com (Unknown) — Mon, 29 Jun 2009 19:57:00 +0000

General/Cross-Sector

Arnot, Madeleine. Educating the Gendered Citizen: Sociological Engagements with National and Global Agendas. New York, NY: Routledge, 2009.
Abstract: Globalization and global human rights are the two major forces in the twenty-first century which are likely to shape the sort of learner citizen created by the educational system. Schools will be expected to prepare young men and women for global as well as national citizenship. Male and female citizens will need to adapt to new social conditions, only some of which will encourage gender equality. This book offers a unique introduction to the contribution that sociological research on the education of the citizen can make to these national and global debates. It brings together, for the first time, a selection of influential new and previously published papers by Madeliene Arnot and her colleagues on the theme of gender, education, and citizenship. It describes feminist challenges to liberal democracy, the gendered construction of 'the good citizen' and citizenship education; it explores the implications of social change for the learner citizen and offers alternative gender-sensitive models of global citizenship education. Reaching right to the heart of current debates, the chapters focus on: feminist democratic values in education; teachers' constructions of the gendered citizen in Europe; the inclusion of women's rights into English citizenship textbooks; gender struggles for equality in school pedagogy and curriculum; the implications of personalized learning for the individualized learner-citizen; and globalization and gender controversies in global citizenship education.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8591

Banerji, Ashok, Barbara Orr. Innovation in e-Learning through Sponsored Project Based Learning. Centennial, CO: Jones International University, 2008.
Abstract: Enriching learning and its effectiveness by providing enhanced learning experience for students have remained a common concern for any e-Learning initiative. With the web 2.0 Internet technologies interesting possibilities are emerging. However, implementing the latest technologies alone may not guarantee success. In this regard a sound learning model is evolving in a logical progression. Library and information support, collaboration and faculty support, interactive design, creating communities of practices and computer supported distributed collaboration are the logical evolution of the model. Extending the collaboration to provide field experience and on-the-job application through ‘sponsored project based learning’ (SPBL) is another innovative approach that can be adopted for the purpose of adding the component of authentic learning experience for the students. In this paper the authors will first briefly discuss the e-Learning approaches and its advantages. Thereafter they will explore the learning opportunities that could be offered, for example, in the JIU’s learning model design. They will present the innovative SPBL model to service learning from the practitioners’ perspective in a fully online learning environment. This approach allowed the students pursuing education through fully online mode to connect with people in their communities and linked theory to practice enriching learning greatly.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8647

Bennett, W. Lance, Chris Wells, Allison Rank. Young Citizens and Service-Learning: Two Paradigms of Citizenship in the Digital Age. Seattle, WA: Center for Communication and Civic Engagement, 2008.
Abstract: How can civic education keep pace with changing political identifications and practices of new generations of citizens? We examine research on school-based civic education in different post-industrial democracies with the aim of deriving a set of core learning categories. Most school-based approaches reflect traditional paradigms of dutiful citizenship (DC) oriented to government through parties and voting, with citizens forming attentive publics who follow events in the news. While this model may appeal to some young people, research suggests that it produces mixed learning outcomes, and may not capture the full range of learning and engagement styles of recent generations of citizens. We expand upon these conventional learning categories by identifying additional civic learning opportunities that reflect more self-actualizing (AC) styles of civic participation common among recent generations of youth who have been termed digital natives. Their AC learning styles favor interactive, networked activities often communicated with participatory media production such as videos shared across online networks. The result is an expanded set of learning categories that can be used to design, document, and compare civic learning in different environments from schools to online communities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8610

Bennett, W. Lance. Civic Life Online: Learning How Digital Media Can Engage Youth. Cambridge, MA: MIT Press, 2008.
Abstract: Young people today have grown up living substantial portions of their lives online, seeking entertainment, social relationships, and a place to express themselves. It is clear that participation in online communities is important for many young people but less clear how this translated into civic or political engagement. This volume examines the relationship of online actions and real-world politics. The contributors discuss not only how online networks might inspire conventional political participation but also how creative uses of digital technologies are expanding the boundaries of politics and public issues. Do protests in gaming communities, music file sharing, or fan petitioning of music companies constitute political behavior? Do the communication skills and patterns of action developed in these online activities transfer to such offline realms as voting and public protests? Civic Life Online describes the many forms of civic life online that could predict a generation's political behavior.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8629

Bennett, W. Lance. Changing Citizenship in the Digital Age. Cambridge, MA: MIT Press, 2008.
Abstract: Even as it is clear that participation in online communities is important for most young people, it is less clear how, or how often, this translates into public voice or political participation. In addition to learning how online networks and communities may be able to rekindle conventional political participation, scholars and practitioners must also learn how creative uses of digital technologies by young people are expanding the boundaries of politics and public issues.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8630

Berger Kaye, Cathryn. Playing Our Part Through Service-Learning. Minneapolis, MN: Free Spirit Publishing, Inc., 2009.
Abstract: In this article, the author discusses service through the lens of presidential support and programs designed to promote service by American citizens-- "elders, adults, teens, tweens, children." Service-learning in particular is now seen as a solution to many problems, economic and otherwise, that are facing the American educational system. The role of young people in service-learning is highlighted, as are a number of educators and service-learning leaders from across the United States.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8539

Boyte, Harry C. “Repairing the breech.” Partnerships: A Journal of Service-Learning and Civic
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8672

Bringle, Robert G., Patti H. Clayton, Mary F. Price. “Partnerships in Service-Learning and Civic Engagement.” Partnerships: A Journal of Service-Learning and Civic Engagement, 1(1), Summer 2009.
Abstract: Developing campus-community partnerships is a core element of well-designed and effective civic engagement, including service learning and participatory action research. A structural model, SOFAR, is presented that differentiates campus into administrators, faculty, and students, and that differentiates community into organizational staff and residents (or clients, consumers, advocates). Partnerships are presented as being a subset of relationships between persons. The quality of these dyadic relationships is analyzed in terms of the degree to which the interactions possess closeness, equity, and integrity, and the degree to which the outcomes of those interactions are exploitative, transactional, or transformational. Implications are then offered for how this analysis can improve practice and research.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8673

Brock, Debbi D., Susan D. Steiner. Social Entrepreneurship Education: Is It Achieving the Desired Aims?. CITY, STATE: Social Science Research Network, 2009.
Abstract: This study's purpose was to uncover the challenges and best practices in the field of social entrepreneurship. We examined definitions of social entrepreneurship; the most widely used cases, articles and textbooks; and the most popular pedagogical approaches in 107 social entrepreneurship courses. Our findings suggest that faculty have done an excellent job of utilizing powerful pedagogical methods like service learning. In addition, the majority of courses covered opportunity recognition, innovation, acquiring limited resources, measuring social impact and building sustainable business models as core elements of social entrepreneurial activity. The greatest challenge involved teaching students about scaling social innovations.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8652

Center for Public and Nonprofit Leadership for the West Virginia Commission for National and Community Service. The WV Commission received a Learn and Serve America Community-Based Grant in August, 2009. The evaluation collects data mostly via three standard surveys developed in consultation with the programs (a youth survey, an older youth survey and a partner survey) and additional instruments customized by program. Programs administer the standard surveys and send them to the evaluator. The evaluator compiles the data and sends each program back their findings and conducts the overall FLOW assessment. Programs also conduct other assessment, as desired, often with the help of the external evaluator; and provide additional monitoring and evaluation data on a quarterly basis through an online reporting tool. http://www.servicelearning.org/library/lib_cat/index.php?library_id=8595

Campaign Consultation, Inc. Telling Your Story: The Art and Science of Powerful Presentations. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This section of the Learn and Serve America Communicators Institute 2008 binder includes: matching and effective message to a specific type of audience; examining principles of effective presentations; articulating a clear compelling message and story; preparing for and giving better interviews; and strategies for responding to tough questions. Additional resources include: Telling Your Story to the Media, Building Media Relations, and Resources for Telling Your Story.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8667

Campaign Consultation, Inc. Cutting Edge Media: Social Networking and Web 2.0. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This section of the Learn and Serve America Communicators Institute 2008 binder contains information on Web 2.0 and social networking technologies, as well as blogs, RSS, widgets, podcasts and vodcasts. These tools can help nonprofits operate more efficiently, generate more funding, and affect more lives.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8669

Campaign Consultation, Inc. Material Makeover: Publications and Website Critique Clinic. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This section of the Learn and Serve America Communicators Institute 2008 binder includes guidance on designing a printed piece that supports your communications objectives, using design concepts that help to bring main ideas to the surface, and using design principles to effectively convey your message.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8670

Campaign Consultation, Inc. Branding: Image, Idea and Ideal. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This section of the Learn and Serve America Communicators Institute 2008 binder includes guidance on ways to distinguish your program from the other similar programs, ways to get both internal and external audiences energized about your program, and strategies to remind and reinforce your brand among primary and secondary audiences.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8671

Coleman, Stephen. Doing IT for Themselves: Management versus Autonomy in Youth E-Citizenship. Cambridge, MA: MIT Press, 2008.
Abstract: This chapter explores tensions between managed and autonomous conceptions of youth e-citizenship as manifested in six UK-based projects. Managed youth e-citizenship projects are characterized as seeking to establish “connections” between young people and institutions that have power over their lives. Regarding youth as apprentice citizens who need to learn appropriate ways of engaging with encrusted structures of governance, they seek to promote habits of civility, while at the same time encouraging young people to think of themselves as empowered social actors whose (virtual) voices deserve to be heard. In contrast, autonomous e-citizenship projects tend not to be funded by government, and express strong reservations about having relationship too close to the state. These projects are less interested in engaging with powerful institutions than in forming powerful networks of young people, engaged with one another to resist the power of institutions. Regarding youth as independent political agents, autonomous e-citizens expect less from the communicative potential of having their say; for them, empowerment entails an intimate relationship between voice and action. The chapter concludes by proposing a set of policy recommendations that might lead to a productive convergence between these two models of youth e-citizenship.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8638

Earl, Jennifer, Alan Schussman. Contesting Cultural Control: Youth Culture and Online Petitioning. Cambridge, MA: MIT Press, 2008.
Abstract: We analyze one way in which younger citizens are engaging with issues that they find important and relevant to their lives, however removed these activities may seem from classic visions of civic engagement, by considering the convergence of three trends: (1) protest once confined to political arenas is diffusing to seemingly non-political contexts; (2) affordances of Internet technologies make it easier to organize and participate in forms of online activism such as online petitioning; and (3) many consumers are using technology to transform themselves from passive purchasers to “prosumers” who produce, modify, and consume content. Specifically, we examine online petitions about entertainment-related issues and products, finding that cultural contestation is a substantial online phenomenon, that it tends to focus on issues and products associated with youth culture, and it is sometimes supported by communities, including fan communities. We argue that this kind of cultural contestation has been missed in most discussions of civic engagement but may provide important early activist experiences for younger citizens.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8633

Earth Force. Community Action Problem Solving Teacher Guide 2008-9. Denver, CO: Earth Force, 2008.
Abstract: This Community History/Environmental Citizenship (CHEC) teacher guide is designed to engage students in historical inquiry as part of environmental service-learning projects. These materials are a key part of a larger Earth Force program called Community Action Problem Solving (CAPS). They are designed to help students understand how past events affect present environmental issues, how local environmental challenges have been addressed in the past, and how historical context can help them to effectively address today's environmental problems. This guidebook includes student activities and a guide to celebration and recognition.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8666

Education Equality Project, National Action Network, United States Chamber of Commerce, Bill and Melinda Gates Foundation. Economic Impact of the Achievement Gap in America's Schools, (The). CITY, STATE: McKinsey and Company, 2009.
Abstract: Recent national and international tests show significant differences in student achievement. Students in the United States perform behind their OECD peers. Within the United States, white students generally perform better on tests than black students; rich students generally perform better than poor students; and students of similar backgrounds perform dramatically differently across school systems and classrooms. The aim of this paper is to provide a common, neutral fact base on each of these achievement gaps and to illustrate their relative magnitude. In addition, the authors highlight the impact of the United States achievement gap on the overall economy and on individual life outcomes. This work is not intended to provide a detailed assessment of the causes and potential cures of the achievement gap. Instead, the authors hope to provide a common fact base from which such discussions may proceed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8627

Heartland Foundation. Data Analysis of Heartland Foundation’s 15 Global Issues Cycle ONE, Year Two: 2006—Summer, 2008. St. Joseph, Missouri: Heartland Foundation, 2008.
Abstract: This program report reflects the Heartland Foundation's progress in fifteen Global Issues, which reflect the attitudes of youth and adults toward community participation and engagement. The Global Issues are: adults value youth as citizens and problem-solvers working for the common good; adults increase their active participation in Youth Empowerment Programs; youth view themselves as citizens today (are actively engaged); youth see how their work affects communities in positive ways; youth feel a sense of ownership in their community; youth increase their academic and work force skills; youth utilize their power to make a difference; youth view themselves as positive agents of change; youth experience real world opportunities to apply their knowledge of democracy and civic engagement skills (such as communication, organization, consensus building, presentation, and technology); youth are provided with opportunities which build/enhance their developmental assets; youth respect the right of all voices to be heard in a democracy; community capacity for citizen engagement in problem solving is enhanced through networking; service learning becomes part of pedagogical practices; youth are provided with opportunities to enhance outcomes identified in the Heartland Foundation Model; and awareness of service-learning is increased as a result of adult involvement.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8597

Heartland Foundation. Data Analysis of Heartland Foundation’s 15 Global Issues Cycle ONE, Year Two: 2006—Summer, 2008 - Executive Summary. St. Joseph, Missouri: Heartland Foundation, 2008.
Abstract: This executive summary encapsulates the findings from the Heartland Foundation's Global Issues over a two-year cycle. Data for this report come from surveys completed by youth, community partners, teachers, and youth councils. The Global Issues are goal areas related to the impacts, outcomes, and effects that participation in service-learning has on individuals as well as the school and neighborhood communities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8598

Hollander, Elizabeth, Cathy Burack. How Young People Develop Long-Lasting Habits of Civic Engagement: A Conversation on Building a Research Agenda. Chicago, IL: Spencer Foundation, (The), 2009.
Abstract: This report grew out of two meetings held by the Spencer Foundation to inform its Civic Action and Civic Learning initiative. This initiative aims to strengthen work about how and why individuals and groups become committed to civic action. It begins with the assumption that civic action matters for citizenship, that there are concerns about current trends in interest and opportunities for participation in civic activities, that education for citizenship is an important charge of public schools and higher education, and that there is limited research addressing how to foster civic behavior. Through the Civic Learning and Civic Action initiative, Spencer intends to support research studies that examine the commitments, conditions, and contexts that stimulate and sustain civic action, as well as those that constrain or discourage it. Three sets of influences frame their perspectives for examining the connections between action and learning: influences of civic motivations and other psychological processes; influences of learning experiences and environments; and influences of social, political, cultural, historical, and other contextual influences on individual and group action. (Spencer Foundation)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8660

Kielsmeier, James C., Susan Root, Bjorn Lyngstad, Caryn Pernu. Growing to Greatness 2009: The State of the Service-Learning Project. St. Paul, MN: National Youth Leadership Council (NYLC), 2009.
Abstract: This volume of Growing to Greatness focuses on what research shows about high-quality service-learning practice, tries to build a comprehensive framework for that quality practice, looks at how service-learning is institutionalized and sustained, approaches new ways of measuring the scope, scale, and impact of service-learning by reporting on educational policies that support service-learning, gathers data on how it’s funded, invests its reach into the nation’s K-12 schools and community organizations. Particular attention is paid to the capacity of students to contribute to their families, schools, and communities through service-learning, as well as the responsibility of adults, teachers, and leaders to bring these assets to their fullest potential. With these thoughts in mind, this report focuses on three strands: indicators of youth contribution, community service, and service-learning; Urban Matters: Service-Learning as a Strategy for Improving City Schools; and State Service-Learning Policy Profiles.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8619

Lasica, J.D. Civic Engagement on the Move: How mobile media can save the public good. Washington, D.C.: Aspen Institute, (The), 2008.
Abstract: This report captures and contextualizes the meeting of 25 leaders from digital media, journalism, the non-profit sector, philanthropy, academia and government. Some were experts in digital media, journalism and communications technologies; others are leaders in the broader society affected by these innovations. Through a roundtable discussion format, they were asked to focus their wide range of experiences and expertise on the puzzle of how best to take advantage of the dramatic surge in the use of cellphones and other mobile media devices in order to draw people out of their cocoons and into activities that benefit community.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8615

Learn and Serve Great Cities, Otterbein College, University of Cincinnati, Ohio Campus Compact. Great Cities-Great Service Consortium: Preliminary Assessment Report: Academic Years 2007-2008 and 2008-2009. Granville, OH: Ohio Campus Compact, 2009.
Abstract: The Great Cities ~ Great Service Consortium is a multiyear program funded by the Corporation for National and Community Service and led by Otterbein College in partnership with Ohio Campus Compact and The University of Cincinnati. The consortium of fourteen Ohio campuses engages college students, urban K-12 youth, and community partners in innovative volunteer, service-learning, and community-based research projects to increase the connectedness urban youth feel toward their communities. This report summarizes the assessment measures for the academic years 2007-2008 and 2008- 2009. This report is being written while the spring 2009 classes are continuing, so additional data will be added to the 2008-2009 academic year. A third year (for academic year 2009-2010) will also be implemented, pending approval from the Corporation of National and Community Service. Once collected, the additional data will be added to this report and finalized upon completion of the grant activity. This report comprises of mostly descriptive statistics, with some inferential statistics when appropriate The purpose of this report is to assess a wide range of indicators, including college students, K-12 urban youth, and community partners.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8551

Levine, Peter. Public Voice for Youth, (A): The Audience Problem. Cambridge, MA: MIT Press, 2008.
Abstract: Students should have opportunities to create digital media in schools. This is a promising way to enhance their “civic engagement,” which comprises political activism, deliberation, problem-solving, and participation in shaping a culture. All these forms of civic engagement require the effective use of a “public voice,” which should be taught as part of digital media education. To provide digital media courses that teach civic engagement will mean overcoming several challenges, including a lack of time, funding, and training. An additional problem is especially relevant to the question of public voice. Students must find appropriate audiences for their work in a crowded media environment dominated by commercial products. The chapter concludes with strategies for building audiences, the most difficult but promising of which is to turn adolescents' offline communities—especially high schools—into more genuine communities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8635

Montgomery, Kathryn C. Youth and Digital Democracy: Intersections of Practice, Policy, and the Marketplace. Cambridge, MA: MIT Press, 2008.
Abstract: This paper explores the promises and perils of the Internet as a vehicle for renewed youth engagement in public life, with particular focus on the political and economic forces that are shaping the future of digital media. It examines some of the earliest Web sites designed to foster youth civic and political engagement, and assesses the role of newer Web 2.0 participatory platforms, using the 2004 youth vote campaigns as a case study. The paper also documents the increasing involvement of commercial marketers in the social networking and participatory spaces of the web. It discusses five key policy issues, the outcomes of which will significantly impact the participatory potential of the new media. Finally, the paper offers recommendations for policy, research, and public education efforts that could help maximize the democratic capacities of digital technologies in the lives of young people. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8631

Newman, Jane L., Lawrence N. Bailis. Service-Learning as Creative Productivity. New York, NY: National Service-Learning Partnership, 2009.
Abstract: Service-learning is similar to one of the leading theories of learning in gifted education – creative productivity. Both processes provide in-depth investigative research experiences which culminate in the development of creative products and services. The purpose of this study was to determine the effect of a curriculum unit designed for gifted students on the quality and completion of service-learning projects for gifted and non-gifted students. The study showed that the utilization of the curriculum resulted in high quality service-learning projects for both groups of students. This suggests that practitioners of service-learning and gifted education have much that they can learn from each other. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8639

Paiewonsky, Maria. Service-Learning to Promote Education and Transition Goals. Boston, MA: National Service Inclusion Project (NSIP), 2009.
Abstract: This presentation reviews the definitions and components of the Individual Education Plan (IEP) and discusses transition services requirements and purpose. It goes on to explain the federal requirement for reporting transition activities, and describe how agencies and schools might go about promoting service learning as a transition assessment activity.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8565

Pearce, Joshua M., Lonny Grafman, Thomas Colledge, Ryan Legg. Leveraging Information Technology, Social Entrepreneurship, and Global Collaboration for Just Sustainable Development. CITY, STATE: National Collegiate Inventors and Innovators Alliance, 2008.
Abstract: Currently, those working for a sustainable development in a vast array of contexts all over the world are often duplicating efforts. In an era where a rapid transition towards sustainability is needed, such wasted effort is no longer tolerable. This paper will discuss current work to overcome this challenge by creating an Open Sustainability Network (OSN) that links relevant individuals, programs, courses, projects, and organizations aimed at just sustainable development. The paper will build an understanding of, and collaboration between, relevant online tools. The paper concludes that the OSN can: 1) develop partnerships with sites with online tools to alleviate some of the technological overhead; 2) help inform entrepreneurs and expanding businesses about the challenges and opportunities presented in social entrepreneurship; and 3) benefit service learning implementation by acting as a repository for appropriate technologies, systems, and policies, while also acting as a clearinghouse for international and local collaborations.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8654

Price, Dennis W., Douglas L. Smith. “Income Tax Service Learning Opportunities: A Look at Alternative Models.” Global Perspectives on Accounting Education, v.5, 2008, 43-53.
Abstract: During two recent academic years, the authors explored various aspects of the United States Internal Revenue Service’s (IRS) Volunteer Income Tax Assistance (VITA) program. They served as volunteers in three separate VITA programs, each operating under different models. Based on their experiences, VITA programs are an under-utilized source of service learning opportunities for students. The number and diversity of programs, the flexibility in each program, and the availability of quality educational, technological, and mentoring support, make it possible to design a service learning opportunity for any student population. Recent program enhancements make the experience particularly meaningful for accounting students interested in public practice. This paper overviews the VITA program and describes: 1. three program models; 2. the pros and cons of each model as the basis for a service learning opportunity; and 3. the critical need to carefully consider objectives when designing a VITA program-based service learning opportunity. While individual income taxes may not exist in some countries or may be less complex than in the United States, the VITA models presented in this paper may be relevant example models of ways to structure opportunities for other accounting student learning activities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8628

Raynes-Goldie, Kate, Luke Walker. Our Space: Online Civic Engagement Tools for Youth. Cambridge, MA: MIT Press, 2008.
Abstract: The popularity of Facebook, MySpace, IM, and email with youth in developed countries demonstrates how second nature the online world has become for youth. People behind youth civic engagement initiatives are starting to see that the best way to engage youth is on their own terms and in the way they expect—that is, online. With this in mind, this chapter examines the emerging world of online civic engagement sites for youth and by youth. Through a close examination of TakingITGlobal, an global online civic engagement site, combined with a landscape survey of sites with a mandate to civically engage youth, we present some initial findings on how youth are civically engaged and what it is they are actually doing on these sites.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8637

Rheingold, Howard. Using Participatory Media and Public Voice to Encourage Civic Engagement. Cambridge, MA: MIT Press, 2008.
Abstract: Teaching young people how to use digital media to convey their public voices could connect youthful interest in identity exploration and social interaction with direct experiences of civic engagement. Learning to use blogs (“web logs,” web pages that are regularly updated with links and opinion), wikis (web pages that non-programmers can edit easily), podcasts (digital radio productions distributed through the Internet), and digital video as media of self-expression, with an emphasis on “public voice,” should be considered a pillar—not just a component—of twenty-first-century civic curriculum. Participatory media that enable young people to create as well as consume media are popular among high school and college students. Introducing the use of these media in the context of the public sphere is an appropriate intervention for educators because the rhetoric of democratic participation is not necessarily learnable by self-guided point-and-click experimentation. The participatory characteristics of online digital media are described, examples briefly cited, the connection between individual expression and public opinion discussed, and specific exercises for developing a public voice through blogs, wikis, and podcasts are suggested. A companion wiki provides an open-ended collection of resources for educators: https://www.socialtext.net/medialiteracy.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8634

Schineller, Kate, Christian Rummell, Susan K. Patrick. Mentoring Immigrant and Refugee Youth: A Toolkit for Program Coordinators. Alexandria, VA: MENTOR/National Mentoring Partnership, 2009.
Abstract: Mentoring Immigrant Youth: A Toolkit for Program Coordinators is a comprehensive resource that is designed to offer program staff important background information, promising program practices and strategies to build and sustain high-quality mentoring relationships for different categories of immigrant youth. Mentoring Immigrant Youth: A Toolkit for Program Coordinators acts as a supplemental guide to MENTOR’s How to Build a Successful Mentoring Program Using the Elements of Effective Practice—a step-by-step toolkit that provides tips and strategies for developing and strengthening youth mentoring programs. Included in this resource, you will find five chapters that focus on skills needed to design, plan, manage, operate and evaluate programming specifically for immigrant youth in your area. Each chapter has a series of “ready-to-use” tools, templates and training exercises that will take you through the different steps necessary to build or strengthen mentoring relationships that hold the potential to make a difference in the lives of new Americans. In addition, highlighted case studies are included throughout this resource to showcase practices that might be useful to replicate in your own program.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8589

Shumer, Robert. Mississippi Learn and Serve: Five Years of Progress. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This report covers the impact of Corporation for National and Community Service funds from 2001 through 2006. Funding was received primarily in two categories : Community, Higher Education, School Partnerships (CHESP) through the Lighthouse Partnership, and the Community Based Organization support focused on three major communities and a youth leadership program (Youth Engaged in Service). The report provides a summary of the individual yearly reports submitted between 2002 and 2006 which covered more than 260 pages of data, analyses, and recommendations.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8609

Simons, Lori, Elizabeth Williams, Nancy Hirshinger-Blank, Kimyette Willis, et al. “Cultural-Based Service-Learning as a Transformative Learning Experience for Undergraduate Students and Community Recipients.” Information for Action, 1(2), 19-45.
Abstract: A triangulation mixed-methods design was used to evaluate differences in student development and community engagement outcomes for 82 cultural-based service-learners in a college psychology class, and to detect the value of cultural-based service-learning (CBSL) for community recipients. CBSL intentionally integrates academic learning and service experience with diversity and social justice course content. The results indicate that cultural-based service-learners increase their short- and long-term commitments to community service and decrease their interest in learning about culturally diverse recipients and the diversity content of the academic course. Cultural-based service-learners also develop multicultural competencies through five-stages of cultural-ethnic development from pre-service to post-service. In addition, community recipients evaluated the cultural-based service-learning program post-service (i.e., after the program ended). The results further indicate that teachers and children were generally satisfied with tutors and mentors. Teachers thought cultural-based service-learners were effective in helping the children improve their academic performance and assisting them in the classroom. Implications for developing culturally-based service-learning courses are discussed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8640

Smith, Thomas E. Rousseau and Pestalozzi: Emile, Gertrude, and Experiential Education. Lake Geneva, WI: Raccoon Institute Publications, 2009.
Abstract: Jean-Jacques Rousseau was a Swiss/French philosopher, writer, and political theorist living in the 18th century. He is recognized as a brilliant, unconventional, controversial, and sometimes-paranoid thinker. His predominant thesis was that human beings are basically good, whereas society is basically evil. His classic novel about the education of a young man named Emile presents what is considered by many one of the great educational treatises of history. He argues that because society endorses educational programs that create good citizens-- compliant and uncritical sheep for the flock-- the public schools undermine free-thinking, creativity, and individuality. His argument was restated in the 20th century by a number of educational reformists. John Heinrich Pestalozzi was a schoolmaster and educational reformer thirty-four years younger than Rousseau. He sought to put Rousseau's ideas about education in nature into practice. He was only in his late 20s when he opened an orphanage where he tried to teach neglected children, and throughout the next twenty-five years, he experimented with various educational approaches. The purpose of this chapter is to describe the life and work of these two important historical figures and suggest that they laid significant philosophical foundations for the contemporary field of experiential education.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8594

Smith, Thomas E., Clifford E. Knapp. Beyond Dewey and Hahn: Foundations for Experiential Education, Volume I. Lake Geneva, WI: Raccoon Institute Publications, 2009.
Abstract: This book contains biographies of people who were/are foundational to the philosophy of experiential education, including: Aristotle, Plato, Socrates, Rosseau, Pestalozzi, Patrick Geddes, Alfred North Whitehead, Martin Buber, Paulo Freire, Maxine Greene, Eleanor Duckworth, Louis Agassiz, Alexander Humboldt, Anna Botsford Comstock, Charles Eastman, Luther Standing Bear, Aldo Leopold, Lloyd B. Sharp, Rachel Carson, Sigurd Olson, and Paul Shepherd.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8592

Smith, Thomas E., Clifford E. Knapp. Beyond Dewey and Hahn: Foundations for Experiential Education, Volume II. Lake Geneva, WI: Raccoon Institute Publications, 2009.
Abstract: This book contains biographies of people who were/are foundational to the philosophy of experiential education, including: Emile Durkheim, Lev Vygotsky, Fritz Perls, Kurt Lewin, Earl Kelly, Carl Rogers, Maria Montessori, Cecil Reddie, Fridtjof Nansen, Juliette Gordon Low, Paul Petzoldt, Sylvia Ashton-Warner, Campbell Loughmiller, Sidney B. Simon, Eliot Wiggington, and Tricia Yu.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8608

Spring, Amy. Wagner College: Civic Innovations Assessment Report. Staten Island, NY: Wagner College, 2009.
Abstract: Civic Innovations (CI) is a strategic collaboration between Wagner College and youth serving agencies on Staten Island. Wagner faculty members work with these agencies to develop courses and projects that engage Wagner students and address the academic, social and emotional needs of disadvantaged youth. Wagner students serve as mentors and tutors, facilitate health education programs, and collect data that informs policy development. At the same time, Wagner students enhance their skills in citizenship, leadership and communication. Civic Innovations has transformed college and community dynamics. Wagner has made institutional and curricular changes that integrate experiential learning pedagogy and civic engagement values. At the same time, college students and faculty have used their expertise to enhance programming tailored to the needs of community agencies. In addition, the model coordinates services and provides a means for community-based organizations to share resources.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8559

Stewart, Trae. “Meta-reflective service learning poster fairs: purposive pedagogy for pre-service teachers.” Journal of the Scholarship of Teaching and Learning, 8(3), October 2008, 79-102.
Abstract: Given that teachers need to present information in a concise, understandable way, to reflect on their practices to inform future actions, and to know how to create and use a teaching artifact, this article reports the findings from a study conducted to examine the impacts from a class-based poster session in teacher education. First, a review of the literature provides insight into the advantages and disadvantages to poster fair use. Then, findings from the utilization of a poster fair in an undergraduate general teaching methods course at a large public university are presented and discussed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8606

Stonehouse, Paul, Pete Allison, David Carr. Aristotle, Plato, and Socrates: Ancient Greek Perspectives on Experiential Learning. Lake Geneva, WI: Raccoon Institute Publications, 2009.
Abstract: The intention of this paper is to briefly sketch several of Socrates and Plato's contributions to experiential education, and then, in more detail, examine Aristotle as a progenitor of the experiential learning cycle and a potential catalyst for a moral renaissance within outdoor education. Special attention is given to Aristotle's notions about practical wisdom, and his arguments about transforming experience into informed judgment. The authors understand learning through experience, experiential learning, to be a theory of education that broadly encompasses many contexts. One context is outdoor education, which uses the outdoor environment as the locus for learning experientially. It is in this outdoor context that the experience of the authors lies, but the references to the philosophy of experiential learning in this paper are intended to be relevant for a more general readership.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8593

Tagor, Tee J., Sergio Cuellar. “Young Person’s Perspective on Youth-led Action Research, Planning & Evaluation (Youth REP) as a Vehicle for Service-Learning and Community Change, (A).” Information for Action, 1(2), 79-89.
Abstract: This article provides a young person’s perspective on the role of youth-led action research as a valuable way to engage youth in their communities. It discusses the impact this form of intervention has on youth and the impacts it can bring to the larger community using the case study of a project in San Francisco that utilized youth-led action research as a way to carry out service-learning.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8643

Viramontez Anguiano, Ruben P., Jose P. Salinas, Walter Garcia Kawamoto. “Nuestros Niños: Preparing Pre-service Teachers to Educate Latino Migrant Children and Youth through Service-Learning.” Information for Action, 1(2), 68-78.
Abstract: The purpose of this paper is to present important insights to teacher preparation programs concerning service-learning for pre-service teachers who work with Latino migrant families. These insights are critical when considering best practices to meet the educational and developmental needs of the children in these families through service-learning. These ecological factors include understanding the transient nature of Latino migrant families, family cultural values and beliefs, the economic reality of migrant families and the role of migration and immigration. Finally, the authors present insight into how reflection is important to the service-learning experience with Latino migrant youth.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8642

Williams, Ronda L., Abby L. Ferber. “Facilitating Smart-Girl: Feminist Pedagogy in Service Learning in Action.” Feminist Teacher, 19(1), 2008, 47-67.
Abstract: This article discusses an innovative program, Smart-Girl, developed in collaboration among feminist scholars, educators, and business women concerned with intervening in and improving the lives of adolescent girls in their community. This program is unique not only in its success, but also in the social and emotional impact it has had on the high school and college women who work as group facilitators (mentors) with this program. Smart-Girl is a flexible model for feminist service learning that can be adapted to a wide range of disciplines and courses. The program incorporates the four components of feminist research and pedagogy, as discussed in the introduction to this volume: reflexivity, action orientation, attention to affective components, and use of the situation at hand (Fonow and Cook). Here, the authors review the critical issues facing girls while introducing this research-based, service-learning program. The authors then examine the way this model of feminist pedagogy and empowerment can be replicated on other campuses.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8577

Xenos, Michael, Kirsten Foot. Not Your Father's Internet: The Generation Gap in Online Politics. Cambridge, MA: MIT Press, 2008.
Abstract: Many have hoped that recent increases in online political campaigning might potentially stimulate greater political engagement among American youth. In this chapter we explore this possibility, drawing insights from a variety of studies ranging from feature and content analyses of campaign websites to detailed focus group discussions with young citizens. On the whole, this research suggests a yawning generation gap between the ways that political candidates typically use the Internet, and the preferences and expectations young people bring to cyberspace. Focusing on competing notions of interactivity as a key fault line, we conclude with a discussion of the principal issues that must be negotiated in order for this gap to be narrowed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8632

CBO

Bajracharya, Srijana M. Community-Based Health Education Intervention: A Service-Learning Approach. Urbana, IL: Forum on Public Policy, 2008.
Abstract: A variety of best practices concerning community-based health education intervention has been developed and administered. Integrating service-learning projects into community health programs through academic credit-bearing courses can make such programs more effective and meaningful because programs incorporating service-learning projects can have a major effect not only on the target population, but also on other populations in the community. This paper will cover how health education program planners can involve college and university students—future health professionals—in service-learning projects and integrate these projects into community health programs. Such projects encourage students to apply what they have learned in the classroom in real-world settings
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8566

Campaign Consultation, Inc. Partnering: Building Partner Relations. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This section of the Learn and Serve America Communicators Institute 2008 binder includes information on the benefits and challenges of building partnerships, opportunities for developing partnership to expand project impact in the community, and strategies for forming and maintaining partnerships with for-profit organizations and other segments of the community.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8668

National Service-Learning Partnership. Inform and Influence: Advocating for Service-Learning. New York, NY: National Service-Learning Partnership, 2009.
Abstract: This video provides step-by-step directions on how to advocate for service-learning in the community. Steps include determining the who, the offer, and the ask, and preparing messages and materials.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8644

Knapp, Jenna. Community Partner: Service-Learning Toolkit. Pittsburgh, PA: SPRING Service-Learning Network, 2008.
Abstract: This toolkit was developed to assist community-based organizations partner with faculty and/or students to implement a service-learning experience at the collegiate level. Contents include: "What is Service-learning and Why Is It Worth the Effort?" "The Service-learning Partnership," "Roles and Responsibilities of the Community Partner," "Best Practices in Managing Service-Learners," "The Basics: Integrating Service-learning into Curriculum," and an appendix containing a Backward Design Template, Needs List Organizer, and Budget Worksheet.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8560

Roehlkepartain, Eugene C.. Service-Learning in Community-Based Organizations: A Practical Guide to Starting and Sustaining High-Quality Programs. Scotts Valley, CA: National Service-Learning Clearinghouse, 2009.
Abstract: This guide is a first effort to apply the 2008 quality standards for service-learning in a practical guide for community-based organizations. It provides practitioners of community-based service-learning with tips, tools, and techniques they need to start making a positive difference in many people's lives by providing high-quality opportunities for youth to serve and learn. It addresses questions such as, "What is service-learning?", "What is effective?", "How do I do it?" and "What other tools are available?" Worksheets that support all phases of service-learning are also provided.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8543

Higher Education

Axlund, RaeLyn, Jennifer McWiliams, Tegan Callahan. Learn and Serve America Program Civic Engagement Survey Summary (2007-2008 Data). Bellingham, WA: Washington Campus Compact, 2009.
Abstract: This report reflects information collected as part of Washington Campus Compact’s Learn and Serve America Program Civic Engagement Survey, which was completed by 377 college student volunteers/service-learners during the 2007-2008 grant cycle.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8662

Boccalandro, Beatriz. Interim Report: Project FLOW Evaluation Key Findings to Date. Charleston, WV: West Virginia Commission for National and Community Service, 2009.
Abstract: This document contains an update on the key findings to date from the Future Leaders of Watersheds (FLOW) project program-level evaluation. The evaluation is being conducted by Bea Boccalandro, president of VeraWorks, Inc., and adjunct faculty member at the Georgetown University
Carnegie Foundation for the Advancement of Teaching, (The). 2008 Community Engagement Classification. Stanford, CA: Carnegie Foundation for the Advancement of Teaching, (The), 2008.
Abstract: This list provides the names of colleges and universities that had attained the Carnegie Classification for Community Engagement in the year 2008.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8612

Campus Kitchens Project. Healthy Eating for Two Toolkit. Washington, D.C.: Campus Kitchens Project, 2008.
Abstract: Written for expectant and new mothers living at or below the poverty line, Healthy Eating for Two examines the nutritional needs of a new mother and her child. The resources set the stage to facilitate nutrition lessons specifically about proper nutrition while pregnant.
Campus Kitchens Project. Healthy Choices for Two. Washington, D.C.: Campus Kitchens Project, 2008.
Abstract: This document describes the goals of a Healthy Eating for Two course taught at a college or university, emphasizing the importance of proper nutrition for expectant mothers. Also included are ways to publicize the class to the community in which the college is situated, other logistical information, and a final survey to evaluate the effectiveness and value of such a course.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8563

Cress, Christine M. California Campus Compact Youth to College Initiative: June 2008. San Francisco, CA: Campus Compact California, 2008.
Abstract: This report is the second year of data findings (of a three year grant project) involving four California campuses who received funding from California Campus Compact through a Learn and Serve America Higher Education grant as part of the Corporation for National and Community Service in an effort to increase college readiness among youth from disadvantaged communities. Lead institutions served as regional hubs for service-learning projects while collaborating with other colleges and community partners. The institutions involved in this program are California State University, Fresno (CSUF), Humboldt State University (HSU), University of California, Los Angeles (UCLA), and University of San Diego (USD).
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8553

DeAngelo, Linda, Sylvia Hurtado, John H. Pryor, and Jose Luis Santos. HERI Research Brief: The American College Teacher: National Norms for 2007-2008. Los Angeles, CA: Higher Education Research Institute, 2009.
Abstract: The 2007-2008 faculty norms are based on the responses of 22,562 full-time college and university faculty members at 372 four-year colleges and universities nationwide. The comprehensive results of the survey are reported separately for all faculty, male faculty, female faculty, and faculty by academic rank and institutional type. A “ faculty member” is defined as any full-time employee of an accredited four-year college or university who spends at least part of his or her time teaching undergraduates. The responses are weighted to provide a normative profile of the American faculty population for use by policy analysts, campus administrators, and educational researchers. This is the seventh in a series of faculty surveys administered on a triennial basis.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8561

Driscoll, Amy. “Carnegie's Community Engagement Classification: Intentions and Insights.” Change, January/February 2008, 38-41.
Abstract: Over the last few years, the Carnegie Foundation for the Advancement of Teaching has engaged in a comprehensive re-examination of its traditional classification system. The redesign stemmed from a concern about the inadequacy of the classification for representing institutional similarities and differences and its insensitivity to the evolution of higher education. In December 2006, the foundation announced the inaugural selection of 76 U. S. colleges and universities to be newly classified as “institutions of community engagement,” the first of a set of elective classifications intended to broaden the categorization of colleges and universities. Of those 76 institutions, most reported the kind of impact described in the opening quotations. The enthusiastic response to the new classification signaled the eagerness of institutions to have their community engagement acknowledged with a national and publicly recognized classification.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8614

Grose, Lillian S. Accounting Majors Learn By Teaching. New Orleans, LA: Delgado Community College, 2008.
Abstract: This brief article describes a service-learning project in which Delgado Community College West Bank accounting students joined the LCPA and Junior Achievement (JA) to present the first annual Financial Literacy Day at Fischer Elementary Charter School in New Orleans. This event was a capstone event of a course for the accounting students in which they learned concepts such as economics, management, and marketing.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8554

Keen, Cheryl, Kelly Hall. Engaging with Difference Matters: Longitudinal College Outcomes of 25 Co-Curricular Service-Learning Programs. Columbus, OH: Ohio State University Press, (The), 2009.
Abstract: A longitudinal study of college students in four-year, co-curricular service-learning programs, found a positive impact on desired college outcomes, particularly outcomes related to the importance of dialogue across difference. Outcomes were enhanced by attendance at a more diverse campus. Implications for civic engagement and diversity programming are discussed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8649

Lee, Cheryl L. “Service-Learning in an Adolescent Development Course: Students' Assessments and Reflections.” Partnerships: A Journal of Service-Learning and Civic Engagement, 1(1), Summer 2009.
Abstract: Service-learning is an instructional method in which students learn course content by actively participating in thoughtfully organized service experiences related to the content. Effectively linking service-learning to course content not only offers students a powerful opportunity to maximize academic learning, but also promotes their personal growth and instills a commitment to lifelong, civic engagement. Service-learning was integrated into an upper level undergraduate course, Adolescent Development. In addition to completing the traditional course work, students also completed a service-learning experience at a community agency that served adolescents. In order to evaluate the effectiveness of the service-learning component, students were surveyed at the end of the semester about their service-learning experiences. Almost all students agreed they had learned more about course concepts as a result of their service-learning experience, and the majority felt their service-learning activity provided a needed service to the agency and community.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8674

Meza, Jennifer and Victor Peña. The Gift of Knowledge . Bayside, NY: Queensborough Community College, 2008.
Abstract: In Spring 2008, two students in the LS-225 class (Spanish Composition for Spanish Native Speakers with Prof. Borrachero, Foreign Languages Department) produced this documentary film about the service learning component of their course. QCC students in this class taught adult illiterate immigrants to learn and write in Spanish and the reflections of both teachers and students are captured in the video.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8630

Patterson, John A., Colleen Loomis. Combining Service-Learning and Social Enterprise in Higher Education to Achieve Academic Learning, Business Skills development, citizenship education, and volunteerism. Exeter, UK: Learning Matters, Ltd., 2009.
Abstract: In the past, industry often carried the responsibility for training workers. This adult educational model is effective for developing trade-specific skills. One limitation of this approach, however, is an absence of attention to developing an ethic of care for others. Addressing the need to educate the masses on ethics has often been conducted through religious institutions. An obvious limitation of a religious approach to developing an ethical society is the historical evidence of the creation of in-groups who are treated with compassion and out-groups who are excluded. Alone, industry and ecclesiastical institutions only partly fulfill society’s need to foster youth’s vocational and ethical development, facilitating their contributions to political, social, and economic life. The authors suggest that this complex set of needs can be met by the higher education academy (HEA) from both faith-based and secular institutions.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8651

Roy, Loriene, Kelly Jensen, and Alex Hershey Meyers. Service-Learning: Linking Library Education and Practice. Chicago , IL: American Library Association, 2009.
Abstract: As concern grows over the relevance of a master's degree to the professional work of librarianship, more and more schools will be looking to incorporate service-learning into the student experience. Roy brings together authors from the top-tier schools to outline their programs and surrounding efforts and: provides examples of how to incorporate service-learning into library and information science education; gives an overview of the history of service-learning; and outlines student, faculty, and field supervisor roles. (publisher) Chapters are written by Eileen G. Abels, Denise E. Agosto, Sara Albert, Ann Bishop, Bertram C. Bruce, Gilok Choi, Clara M. Chu, C. Olivia Frost, Gary Geisler, Lydia Eato Harris, Sunny Jeong, Johan Koren, Molly Krichten, Beth Larkee, Kathleen de la Pena McCook, Bharat Mehra, Lorri Mon, Rae-Ann Montague, Jamie Campbell Naidoo, Lorna Peterson, Joe Sanchez, Robert J. Sandusky, A. Arro Smith, Sarah Stohr, Stefanie Warlick, Martin Wolske, and Elaine Yontz.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8547

Rubinoff, Matt, Joseph Tavares. College Access Opportunity Guide. Bethesda, MD: Center for Student Opportunity, 2008.
Abstract: This guide contains information for students and educators about the value of higher education and steps to prepare for and apply to colleges, followed by a collection of profiles of several hundred colleges and universities committed to serving and supporting today's first-generation, low-income, and traditionally underserved college-bound students.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8607

Temple University Center for Intergenerational Learning, Metlife Foundation. Community Treasures: Recognizing the Contributions of Older Immigrants and Refugees. Philadelphia, PA: Temple University Center for Intergenerational Learning, 2008.
Abstract: This report analyzes the motivations of immigrant elders engaged in civic roles and highlights the promising practices of agencies who successfully engage them. To learn about the state of civic involvement among immigrant elders, focus groups and individual interviews were conducted in Philadelphia Pennsylvania, Atlanta Georgia and Orange County California with 99 immigrant elders from seven major ethnolinguistic groups. We also spoke with key informants in the communities including Community Based Organizations to learn about the current efforts that sustain and promote the civic roles of elders who are foreign-born. In many cultures, the U.S. concept of "volunteering" is an unfamiliar one. Therefore, in this report, "civic engagement" is broadly defined to include informal and formal helping, giving, leading, influencing, and participating, which more closely reflects the variety of ways in which elders assist one another, their families, and the younger generations. When considering the civic engagement of foreign-born elders, words such as "volunteering" and "community service" may need to be replaced with more culturally appropriate language.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8655

Tennessee Independent Colleges and Universities Association. Characteristics Fall 2008: The Fact Book on Tennessee’s Private Colleges and Universities. Nashville, TN: Tennessee Independent Colleges and Universities Association, 2008.
Abstract: This eighth edition of the report highlights trends in student participation, affordability, and degree completion for member institutions of the Tennessee Independent Colleges and Universities Association and their students through the 2008 fall semester. This document has three distinct sections. Section One provides a one-year snapshot of the private educational sector in Tennessee as a whole. Section Two presents trends over time at the independent colleges and universities. Section Three offers comparisons of the private educational sector to public education in Tennessee. Two appendices extend a detailed picture of each of the member campuses. http://www.servicelearning.org/library/lib_cat/index.php?library_id=8616

The Netter Center for Community Partnerships at The University of Pennsylvania. Anchor Institutions Toolkit: A Guide for Neighborhood Revitalization. Philadelphia, PA: Barbara and Edward Netter Center for Community Partnerships, 2008.
Abstract: This is a Toolkit for Anchor Institutions to use as a guide to rebuild, revitalize, strengthen and improve their local communities. Each of the tools in this kit was developed and implemented by the University of Pennsylvania working with stakeholders of West Philadelphia, Penn's local geographic community, including neighborhood associations, city officials and city agencies, local businesses, nonprofits and higher education institutions as appropriate. The toolkit provides an overview of Penn's trajectory in recognizing and acting upon its role as an anchor institution; prior to and including the launching of a major effort in 1996 - the West Philadelphia Initiatives. This toolkit is designed to help institutions formulate the right questions and seek effective answers that will lead to collaborative actions that benefit both institutions and communities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8532

U.S. Department of Education, Office of Safe and Drug-Free Schools. Action Guide for Emergency Management at Institutions of Higher Education. Washington, DC: U.S. Department of Education, 2009.
Abstract: This Action Guide for Emergency Management at Higher Education Institutions has been developed to give higher education institutions a useful resource in the field of emergency management. It is intended for community colleges, four-year colleges and universities, graduate schools, and research institutions associated with higher education entities, both public and private. This action guide may be used in a variety of ways: as a starting point in researching the topic of emergency management for those needing an overview of the subject; as a resource for an initiative to develop and implement an emergency management plan at a higher education institution; or as a reference and resource for colleges and universities looking to evaluate their emergency management programs to identify potential areas needing enhancement.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8596

K-12

Berger Kaye, Cathryn. Kids' Guide to Protecting and Caring for Animals: How to Take Action!, (A). Minneapolis, MN: Free Spirit Publishing, Inc., 2008.
Abstract: A Kids’ Guide to Protecting & Caring for Animals teaches about issues related to animal welfare, such as: * cruelty prevention * emergency readiness (caring for animals in disasters) * wildlife rehabilitation * animal advocacy * habitat preservation * shelter volunteering * animals in the workforce * animal welfare throughout history Kids explore ways to address the needs of animals—both domestic and wild, read what others in the world (including young people) have done and are doing to help, find out what their community needs, and develop a service project. The workbook includes facts, quotations, real-life examples, write-on pages, resources, a note to adults—and a lot of inspiration to get out there and make a difference in the world.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8600

Berger Kaye, Cathryn. Kids' Guide to Climate Change and Global Warming, (A): How to Take Action!. Minneapolis, MN: Free Spirit Publishing, Inc., 2009.
Abstract: This book teaches about current issues related to climate change, such as: * carbon footprints * "foodprints" (how the food we consume affects climate change) * the greenhouse effect * alternative energies * deforestation * water conservation * severe weather * the history of environmentalism * effects of climate change around the world Kids explore what others in the world (including young people) have done and are doing to address the issues, find out what their community needs, and develop a service project. The workbook includes facts, quotations, real-life examples, write-on pages, resources, a note to adults—and a lot of inspiration to get out there and make a difference in the world. Includes an exclusive interview with Reid Detchon, executive director of Energy and Climate Division of the United Nations Foundation.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8664

Bers, Marina Umaschi. Civic Identities, Online Technologies: From Designing Civics Curriculum to Supporting Civic Experiences. Cambridge, MA: MIT Press, 2008.
Abstract: Youth today are often criticized for their lack of civic participation and involvement in political life. Technology has been blamed, amongst many other causes, for fostering social isolation and youth's retreat into a private world disconnected from their communities. However, current research is beginning to indicate that these might be inaccurate perceptions. The Internet has provided new opportunities to create communities that extend beyond geographic boundaries, to engage in civic and volunteering activities across local and national frontiers, to learn about political life, and to experience the challenges of democratic participation. How do we leverage youth's interest in new technologies by developing technology-based educational programs to promote civic engagement? This chapter explores this question by proposing socio-technical design elements to be considered when developing technology-rich experiences. It presents a typology to guide the design of Internet-based interventions, taking into account both the affordances of the technology and the educational approach to the use of the technology. It also presents a pilot experience in a northeastern university that offered a pre-orientation program in which incoming freshman designed a three-dimensional virtual campus of the future and developed new policies and programs to strengthen the relationship between college campus and neighbor communities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8636

Boyle-Baise, Marilynne, Jack Zevin. Young Citizens of the World: Teaching Elementary Social Studies Through Civic Engagement. New York, NY: Routledge, 2009.
Abstract: Young Citizens of the World takes a clear stance: social studies is about citizenship education that is informed, deliberative, and activist-- citizenship not only as a noun, something one studies, but as a verb, something one DOES. The holistic, multicultural approach is based on this clear curricular and pedagogical purpose. Straightforward, engaging, and highly interactive, the text lays out a three-part process for civic preparation that helps students understand their world and their place, as citizens, in it: becoming informed, thinking it through, and taking action.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8548

Cesar E. Chavez Foundation. Cesar E. Chavez Day Middle School Toolkit: January-March 2009. Glendale, CA: Cesar E. Chavez Foundation, 2009.
Abstract: The César E. Chávez Campaign curriculum comprises a series of 10 lessons which guide students through learning about César’s life and work, and connecting his values to their own work by stepping up to take action on a social justice issue in their community. Each day’s lesson focuses on one of the core values identified as central to César’s life. Students learn about and reflect on the identified value, then work to incorporate those ideals into their own life as they take steps to create a more just society in the world around them. The Campaign begins by having students create a vision for their world, then leads them through a process of creating an artistic product which will serve as a communication tool to share their vision as they seek to inspire others to join their work. Following the sequence of 10 lessons, students will work through the Chávez Campaign Action Plan to design and implement a service-learning project which moves them toward creating their vision in a concrete way.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8556

Cesar E. Chavez Foundation. Cesar E. Chavez Day High School Toolkit: January-March 2009. Glendale, CA: Cesar E. Chavez Foundation, 2009.
Abstract: The César E. Chávez Campaign curriculum comprises a series of 10 lessons which guide students through learning about César’s life and work, and connecting his values to their own work by stepping up to take action on a social justice issue in their community. Each day’s lesson focuses on one of the core values identified as central to César’s life. Students learn about and reflect on the identified value, then work to incorporate those ideals into their own life as they take steps to create a more just society in the world around them. The Campaign begins by having students create a vision for their world, then leads them through a process of creating an artistic product which will serve as a communication tool to share their vision as they seek to inspire others to join their work. Following the sequence of 10 lessons, students will work through the Chávez Campaign Action Plan to design and implement a service-learning project which moves them toward creating their vision in a concrete way.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8557

Lincoln Elementary School Bright Futures Songwriting Clubs (2008-2009), Community Records Foundation. Animals Need Respect. Ypsilanti, MI: Community Records Foundation, 2009.
Abstract: This selection of audio tracks can be streamed from the Community Records Foundation's MySpace page, and is also available on CD. Tracks include: Animals Need Respect by The Broken Hearts, Kidz Power by Believe It or Not, Magic in my Soul by Black Magic, Wished Upon a Flaming Star by The Flaming Stars, It Felt Like I Was in a Dream by The Flaming Rockets, Flowers and Rainbows by Best Friends Forever, and Kidz Are Rockin' by Kidz Rock.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8661

Krebs, Marjori M. “Service-Learning: What Motivates K-12 Teachers to Participate In and Sustain Service-Learning Projects?” Information for Action, 1(2), 46-67.
Abstract: This phenomenological study describes the essence of the service-learning experience for the K-12 teacher, specifically exploring teacher motivations for initiating and sustaining service-learning in the classroom. Service-learning is defined as an educational methodology that incorporates student preparation, service to the community, and reflection, with links to the academic curriculum (Billig, 2002). The author interviewed each co-researcher, transcribed the interviews, and used the Stevick-Colaizzi-Keen Method of Analysis of Phenomenological Data for data analysis.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8641

RMC Research Corporation, National Service-Learning Clearinghouse. K-12 Service-Learning Project Planning Toolkit (Updated Edition). Scotts Valley, CA: National Service-Learning Clearinghouse, 2009.
Abstract: The materials in this toolkit contain information about the 5 core components of a service-learning project: investigation, planning and preparation, the service activity, reflection, and demonstration/celebration. Also included are the K-12 Service-Learning Standard for Quality Practice.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8542

Wade, Rahima, Diane Jensen, Jean Jordan, Elizabeth Robb. Joining Hands Service-Learning Toolkit: Animals (Primary, Grades K-3). Iowa City, IA: University of Iowa, 2009.
Abstract: There are three types of service projects: indirect, direct, and advocacy. Indirect projects involve collecting funds or items for a cause but not working directly with others or the environment. When students participate in direct service they work with people, animals, or in an environmental setting to address needs or solve problems. The third type of service, advocacy, involves students in campaigns, lobbying, letter writing, or other activities that promote equity and justice. This curriculum guide provides ideas for service-learning projects as well as reflection activities for students in grades K-3.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8646

What Kids Can Do, Inc., McCormick Tribune Foundation. Practice Project, (The): Students Investigate the Journey to Mastery. Providence, Rhode Island: What Kids Can Do, Inc. (WKCD), 2009.
Abstract: In spring 2008, WKCD invited students and teachers in three Chicago high schools to investigate, with WKCD, the question, "What does it take to get really good at something?" First, students were asked to think about their own efforts to find a talent and build on it, and, second, to interview an adult in their community who has a reputation for being good at what they do. The students recorded and transcribed their interviews and then worked with their teachers and WKCD to turn these accounts into first-person narratives. They also photographed their subjects. This CD contains results from the students' investigations (it is not a primer on the ins and outs of practice). It includes, as well, a five-day curriculum educators can use to engage students in their own inquiry into what it takes to get good at something. So, while the audio slideshow and essays on the CD share the work of a particular group of students (inner city high school students)-- and may not reflect all the students in a given classroom or school-- the notion of involving students as investigators on this topic has no boundaries. It's a project students of all ages and circumstances can tackle.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8663

New Learn and Serve America Grantee Produced Materials - June 1, 2009

noreply@blogger.com (Unknown) — Mon, 01 Jun 2009 17:09:00 +0000

General/Cross-sector

Interim Report: Project FLOW Evaluation Key Findings to Date
West Virginia Commission for National and Community Service
Abstract: This document contains an update on the key findings to date from the Future Leaders of Watersheds (FLOW) project program-level evaluation. T
http://servicelearning.org/library/lib_cat/index.php?library_id=8595

Data Analysis of Heartland Foundation’s 15 Global Issues Cycle ONE, Year Two: 2006—Summer, 2008
Heartland Foundation
Abstract: This program report reflects the Heartland Foundation's progress in fifteen Global Issues, which reflect the attitudes of youth and adults toward community participation and engagement.
http://servicelearning.org/library/lib_cat/index.php?library_id=8597

Mississippi Learn and Serve: Five Years of Progress
Learn and Serve Mississippi
Abstract: This report covers the impact of Corporation for National and Community Service funds from 2001 through 2006. Funding was received primarily in two categories: Community, Higher Education, School Partnerships (CHESP) through the Lighthouse Partnership, and the Community Based Organization support focused on three major communities and a youth leadership program (Youth Engaged in Service). The report provides a summary of the individual yearly reports submitted between 2002 and 2006 which covered more than 260 pages of data, analyses, and recommendations.
http://servicelearning.org/library/lib_cat/index.php?library_id=8609

"LEADERS" Model for Service-Learning
Texas Center for Service-Learning
Description: This document shows the "LEADERS" model of service-learning, which includes the following seven steps: look and listen, examine issues, agree on a project, develop a plan, execute the plan, review outcomes, and showcase.
http://servicelearning.org/filemanager/download/Sample_Forms/LEADERS_MODEL.pdf

CBO

Equipment Security and Usage Policy
Camp Fire USA
Description: This is an example of a technology/equipment usage policy designed to address staff and volunteer usage of technology associated with day-to-day business. It is provided to all staff and volunteers upon their acceptance to serve in official organization roles.
http://www.servicelearning.org/etrcncs-link/?popup_id=2173

Website Privacy Policy
Camp Fire USA Description: This Privacy Policy covers Camp Fire USA’s treatment of personally identifiable information that Camp Fire USA collects when you are on the Camp Fire USA Official Alumni Web page or any other portion of this Web site, and when you use Camp Fire USA services. It also covers our policy related to Camp Fire USA’s use of official social networking sites. It can be used as an example for other organizations who collect personal information through their websites.
http://www.servicelearning.org/etrcncs-link/?popup_id=2174

Social Networking Statement
Camp Fire USA
Description: This brief statement is an example of one that an organization might post on a social networking site.
http://www.servicelearning.org/etrcncs-link/?popup_id=2175

Internet Safety Pledge
Camp Fire USA
Description: This brief statement communicates an organization's commitment to ensuring safe internet practices by children.
http://www.servicelearning.org/etrcncs-link/?popup_id=2176

Higher Education

Learn and Serve America Program Civic Engagement Survey Summary (2007-2008 Data)
Washington Campus Compact
Abstract: This report reflects information collected as part of Washington Campus Compact’s Learn and Serve America Program Civic Engagement Survey, which was completed by 377 college student volunteers/service-learners during the 2007-2008 grant cycle.
http://servicelearning.org/library/lib_cat/index.php?library_id=8662

New NSLC Produced Materials - May 29, 2009

noreply@blogger.com (Unknown) — Fri, 29 May 2009 22:48:00 +0000

General/Cross-Sector

AmeriCorps & Service-Learning
AmeriCorps members (including AmeriCorps State & National, AmeriCorps*Vista, and AmeriCorps NCCC) are working in schools, universities, and community-based organizations across the country implementing, facilitating, and coordinating service-learning. This page includes examples of how AmeriCorps and service-learning interconnect and resources to help support AmeriCorps members involved with service-learning.
http://www.servicelearning.org/node/669

Service-Learning = Solutions Blog
Explore and share ways service-learning provides solutions for everyone involved, especially communities in need. The most recent post is from Jay Roberts, an Assistant Professor of Education and Environmental Studies at Earlham College, discussing the need to fight the trivialization of sustainability and service learning. What do you think? Let us know.
servicelearningsolutions.blogspot.com/

New NSLC Produced Materials - April 7, 2009

noreply@blogger.com (Unknown) — Tue, 07 Apr 2009 15:22:00 +0000

General/Cross-Sector

Research Capacity Hub
The Research Capacity Hub provides resources and tools that enable scholars to conduct rigorous research on service-learning and to further advance the knowledge of good practice.
www.servicelearning.org/research_capacity_hub/index.php

Engaging Families in Service: Broadening Service-Learning's Reach, Impact, and Support
This resource gives an overview of the benefits and challenges of including the entire family in service-learning projects.
www.servicelearning.org/instant_info/fact_sheets/cb_facts/engaging/

CBO

Service-Learning in Community-Based Organizations: A Practical Guide to Starting and Sustaining High-Quality Programs
Drawing on the 2008 quality standards for service-learning, this guide provides practitioners of community-based service-learning with tips, tools, and techniques they need to start making a positive difference in many people's lives by providing high-quality opportunities for youth to serve and learn.
www.servicelearning.org/filemanager/download/8543_CBO_Toolkit_2009.pdf

K-12

K-12 Service-Learning Project Planning Toolkit (Updated Edition)
This toolkit guides k-12 practitioners in all of the steps necessary to developing quality service-learning projects. As well as including the same useful information and worksheets as the previous edition, the toolkit now includes information on the K-12 Service-Learning Standard for Quality Practice and the five core components of a service-learning project: investigation, planning and preparation, the service activity, reflection, and demonstration/celebration.
www.servicelearning.org/filemanager/download/8542_K-12_SL_Toolkit_UPDATED.pdf

Service-Learning and Middle School: Selected Resources
This bibliography highlights resources specific to service-learning middle schools including links to programs, curricular materials, and research.
www.servicelearning.org/instant_info/bibs/k-12_bibs/middle_school/

New Learn and Serve America Grantee Produced Materials - April 3, 2009

noreply@blogger.com (Unknown) — Fri, 03 Apr 2009 16:09:00 +0000

Higher Education

YouthLEAD Fact Sheet
Ohio Campus Compact
Abstract: The Learn and Serve America, Great Cities Great Service grant led by Otterbein College, Ohio Campus Compact, and University of Cincinnati is a state-wide consortium to mobilize college students and urban youth volunteers in civic service through our model initiative, youthLEAD (Learn, Engage, Act & Decide). Twelve campuses are currently incorporating youthLEAD into one or more service-learning courses on their campuses. Participants serve side-by-side with urban youth as capacity builders, solving community problems, serving those living in poverty, and strengthening urban wellness. youthLEAD is an urban youth mentoring program for school-based service-learning. The goal is for urban youth to work alongside community partners, teachers, and college students in designing and implementing service-learning projects. LEAD stands for Learn, Engage, Act, and Decide. K-12 urban youth and college students come together as equal partners in mentoring relationships. Urban youth benefit from a sense of connectedness through an increase in positive activity in and out of school while also decreasing the incidents of destructive personal behaviors. College students benefit from service-learning opportunities through increased citizenship development, perspective transformation, and a reduction in stereotyping/increased tolerance. (author) The Learn and Serve America, Great Cities Great Service grant led by Otterbein College, Ohio Campus Compact, and University of Cincinnati is a state-wide consortium to mobilize college students and urban youth volunteers in civic service through their model initiative, youthLEAD (Learn, Engage, Act & Decide). Twelve campuses are currently incorporating youthLEAD into one or more service-learning courses on their campuses. Participants serve side-by-side with urban youth as capacity builders, solving community problems, serving those living in poverty, and strengthening urban wellness.
http://servicelearning.org/library/lib_cat/index.php?library_id=8471

Youth 2 College Newsletter
California Campus Compact
Abstract: This issue of Youth 2 College includes the following points of interest: - Learn Tips to Help Your Child Prepare for College - Summer Learning Activities - Volunteering Helps to Relieve Summertime Boredom - McLane and Fresno State Student Service Projects (authors)
http://servicelearning.org/library/lib_cat/index.php?library_id=8468

Understanding Service-Learning: Student Leader Workshop
California Campus Compact
Abstract: This presentation developed to train student service-learning leaders, contains sections on "What Motivates You to Serve?," the Service Continuum, definitions of service-learning, the Humboldt State University Model for Service Learning, 8 Elements of High Quality Service Learning, and Evaluation.
http://servicelearning.org/library/lib_cat/index.php?library_id=8469

Standards for Service-Learning in Florida: A Guide for Creating and Sustaining Quality Practice
Florida Learn and Serve
Abstract: This user-friendly guide is designed to help readers better understand what service-learning is and how to integrate it into teaching and learning. The nationally adopted Standards for Service-Learning are derived from research on effective practice, and Florida examples illustrate each standard. Additional information is included regarding K-20 service-learning resources and support in Florida. Educators and students want to make a difference, and service-learning allows them to do so while also strengthening learning and contributing to the sustainability of our participatory democracy. (authors)
http://servicelearning.org/library/lib_cat/index.php?library_id=8522

General

Learn and Serve Project Flow: Grantee Training Institute 2008
Corporation for National and Community Service
Abstract: These materials from the Learn and Serve Project Flow Grantee Training Institute, held August 13-15, 2008, at the Stonewall Jackson Resort, include: a list of expectations for grantees, information on program oversight and reporting, finance forms, information on service-learning, risk-management, evaluation, and valuable resources. A CD-ROM that holds copies of the resources and forms is also included.
http://servicelearning.org/library/lib_cat/index.php?library_id=8496

Introduction to Service-Learning
Florida Learn and Serve
Abstract: This presentation highlights various service-learning organizations at the national and state level, from the perspective of the state of Florida. Components of and standards for service-learning are presented and discussed, as well as types of service-learning and the evidence base for service-learning.
http://servicelearning.org/library/lib_cat/index.php?library_id=8523

Intro to Service-Learning
Idaho State Department of Education
Abstract: This presentation targeted toward K-12 teachers provides information on definitions of and standards for quality service-learning. It also discusses planning, outcomes, and local Idaho resources for service-learning projects.
http://servicelearning.org/library/lib_cat/index.php?library_id=8527

Gift of Knowledge, (The)
Queensborough Community College
Abstract: In Spring 2008, two students in the LS-225 class (Spanish Composition for Spanish Native Speakers with Prof. Borrachero, Foreign Languages Department) produced this documentary film about the service learning component of their course. QCC students in this class taught adult illiterate immigrants to learn and write in Spanish and the reflections of both teachers and students are captured in the video.
http://servicelearning.org/library/lib_cat/index.php?library_id=8530

Spring Service-Learning Network: Service-Learning Course Planning Toolkit
SPRING Service-Learning Network
Abstract: The objective of this toolkit is to help higher education faculty and instructors to plan their service-learning courses. It presents a sequence of critical planning steps in building an effective course and can be used to design new courses or to revise existing ones. Feel free to share this guide and its associated resources with colleagues. Well-designed service-learning courses strengthen student understanding of core academic concepts while simultaneously meeting community needs. The general steps outlined here include: - Determine your course learning objectives - Decide if service-learning activities will enhance your students’ learning outcomes - Craft solid community partnerships - Choose the service-learning class model that best fits your objectives - Design appropriate reflective assignments and grading rubrics - Create a means of evaluation… then share the results - Plan for sustainability
http://servicelearning.org/library/lib_cat/index.php?library_id=8545

Great Cities-Great Service Consortium: Preliminary Assessment Report: Academic Years 2007-2008 and 2008-2009
Ohio Campus Compact
Abstract: The Great Cities ~ Great Service Consortium is a multiyear program funded by the Corporation for National and Community Service and led by Otterbein College in partnership with Ohio Campus Compact and The University of Cincinnati. The consortium of fourteen Ohio campuses engages college students, urban K-12 youth, and community partners in innovative volunteer, service-learning, and community-based research projects to increase the connectedness urban youth feel toward their communities. This report summarizes the assessment measures for the academic years 2007-2008 and 2008- 2009. This report is being written while the spring 2009 classes are continuing, so additional data will be added to the 2008-2009 academic year. A third year (for academic year 2009-2010) will also be implemented, pending approval from the Corporation of National and Community Service. Once collected, the additional data will be added to this report and finalized upon completion of the grant activity. This report comprises of mostly descriptive statistics, with some inferential statistics when appropriate The purpose of this report is to assess a wide range of indicators, including college students, K-12 urban youth, and community partners.
http://servicelearning.org/library/lib_cat/index.php?library_id=8551

California Campus Compact Youth to College Initiative: June 2008
Campus Compact California
Abstract: This report is the second year of data findings (of a three year grant project) involving four California campuses who received funding from California Campus Compact through a Learn and Serve America Higher Education grant as part of the Corporation for National and Community Service in an effort to increase college readiness among youth from disadvantaged communities. Lead institutions served as regional hubs for service-learning projects while collaborating with other colleges and community partners. The institutions involved in this program are California State University, Fresno (CSUF), Humboldt State University (HSU), University of California, Los Angeles (UCLA), and University of San Diego (USD).
http://servicelearning.org/library/lib_cat/index.php?library_id=8552

California Campus Compact Youth to College Initiative: June 2007
Campus Compact California
Abstract: This report is the first year of data findings (of a three year grant project) involving four California campuses who received funding from California Campus Compact through a Learn and Serve America Higher Education grant as part of the Corporation for National and Community Service in an effort to increase college readiness among youth from disadvantaged communities. Lead institutions served as regional hubs for service-learning projects while collaborating with other colleges and community partners. The lead institutions are California State University, Fresno (CSUF), Humboldt State University (HSU), University of California, Los Angeles (UCLA), and University of San Diego (USD).
http://servicelearning.org/library/lib_cat/index.php?library_id=8553

Providing Context: Service Learning in a Community College Composition Class
Delgado Community College
Abstract: This essay explores and describes how a community college English composition class wrote a persuasive proposal, urging local politicians to support and fund Louisiana’s bid to join the National Audubon Society’s Important Bird Areas Program (IBA), a state-by-state bird habitat conservation plan.
http://servicelearning.org/library/lib_cat/index.php?library_id=8555

Wagner College: Civic Innovations Assessment Report
Wagner College
Abstract: Civic Innovations (CI) is a strategic collaboration between Wagner College and youth serving agencies on Staten Island. Wagner faculty members work with these agencies to develop courses and projects that engage Wagner students and address the academic, social and emotional needs of disadvantaged youth. Wagner students serve as mentors and tutors, facilitate health education programs, and collect data that informs policy development. At the same time, Wagner students enhance their skills in citizenship, leadership and communication. Civic Innovations has transformed college and community dynamics. Wagner has made institutional and curricular changes that integrate experiential learning pedagogy and civic engagement values. At the same time, college students and faculty have used their expertise to enhance programming tailored to the needs of community agencies. In addition, the model coordinates services and provides a means for community-based organizations to share resources.
http://servicelearning.org/library/lib_cat/index.php?library_id=8559

Community Partner: Service-Learning Toolkit
SPRING Service-Learning Network
Abstract: This toolkit was developed to assist community-based organizations partner with faculty and/or students to implement a service-learning experience at the collegiate level. Contents include: "What is Service-learning and Why Is It Worth the Effort?" "The Service-learning Partnership," "Roles and Responsibilities of the Community Partner," "Best Practices in Managing Service-Learners," "The Basics: Integrating Service-learning into Curriculum," and an appendix containing a Backward Design Template, Needs List Organizer, and Budget Worksheet.
http://servicelearning.org/library/lib_cat/index.php?library_id=8560

Green Goodies: A Partnership with Lincoln Elementary School After-School Program
Gettysburg College
Abstract: The Campus Kitchen at Gettysburg College partnered with Lincoln Elementary School to implement the Green Goodies program as part of the LEAP (Lincoln Elementary After-school Programs) program. The program lasted six weeks during the fall semester. Each lesson was one and one-half hours, and all but one included an educational aspect as well as a "mini field trip." Each partner was contacted with a proposed date for the field trip, and confirmed in advance of the program. Partners included the Painted Turtle Farm (an organic farm on campus), the Campus Dining Hall, South Central Community Action Programs Food Pantry, and the Adams County Office for the Aging. One field trip that did not require any prior contact was to the local grocery store. Seven students participated in the Green Goodies program, as well as three college volunteers. Advertisement of the program and request for volunteers needed to be completed in advance as well. The materials for each lesson were created by the Nutrition Program Coordinator for Campus Kitchen, who also taught the lessons each week. Collaboration was required between the program coordinator and the Coordinator of all LEAP programs at Lincoln Elementary School.
http://servicelearning.org/library/lib_cat/index.php?library_id=8562

Healthy Eating for Two Toolkit
Campus Kitchens Project
Abstract: Written for expectant and new mothers living at or below the poverty line, Healthy Eating for Two examines the nutritional needs of a new mother and her child. The resources set the stage to facilitate nutrition lessons specifically about proper nutrition while pregnant.
http://servicelearning.org/library/lib_cat/index.php?library_id=8563

Healthy Choices for Two
Campus Kitchens Project
Abstract: This document describes the goals of a Healthy Eating for Two course taught at a college or university, emphasizing the importance of proper nutrition for expectant mothers. Also included are ways to publicize the class to the community in which the college is situated, other logistical information, and a final survey to evaluate the effectiveness and value of such a course.
http://servicelearning.org/library/lib_cat/index.php?library_id=8564

Service-Learning to Promote Education and Transition Goals
National Service Inclusion Project
Abstract: This presentation reviews the definitions and components of the Individual Education Plan (IEP) and discusses transition services requirements and purpose. It goes on to explain the federal requirement for reporting transition activities, and describe how agencies and schools might go about promoting service learning as a transition assessment activity.
http://servicelearning.org/library/lib_cat/index.php?library_id=8565

New NSLC Library Items - March 6, 2009

noreply@blogger.com (Unknown) — Fri, 06 Mar 2009 19:23:00 +0000

General/Cross-Sector

Berger Kaye, Cathryn , M.A. A Kids' Guide to Protecting and Caring for Animals. Minneapolis, MN: Free Spirit Publishing, Inc., 2008.
Abstract: With this hands-on workbook, readers can: learn about the welfare of animals around the world, discover how kids everywhere are helping, find out what animals in their own communities need, plan and do meaningful service projects, reflect on what they've learned and accomplished, and show and share their learning with others. Teachers, parents, and group leaders can use this workbook in a classroom or youth-serving organization, an after-school program, or as a family. It can be used on its own or as a companion to "The Complete Guide to Service-Learning." (publisher)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8493

Bullock, Will, Ronald G. Forsythe, Jr., Daniel S. Kuennen. “Small University Helps Small Farms, Addresses Big Problems (A).” Journal of Higher Education Outreach and Engagement, 12(3), 2008, 151-163.
Abstract: Farmers Access to Regional Markets (FARMS) is an agricultural supply chain model developed by the Rural Development Center (RDC) at the University of Maryland Eastern Shore (UMES). It addresses universal problems facing small farmers around the world, particularly those associated with business risk, and it leverages market forces to not only address these problems but also create a sustainable economic engine that encourages investment and drives growth. The model is termed a "network." It is predicated on four components: appropriate greenhouse technology, an agribusiness with expertise in growing, a strong market, and market demand. By developing partnerships with the public and private sectors to identify and connect these components, the RDC has demonstrated the model's capacity to provide small produce farmers with access to regional markets, reduce their risk, and increase their profitability. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8391

California State University, Fresno, McLane High School. “Youth 2 College Newsletter.” Youth 2 College, 1(2), Spring/Summer 2008.
Abstract: This issue of Youth 2 College includes the following points of interest: • Learn Tips to Help Your Child Prepare for College • Summer Learning Activities • Volunteering Helps to Relieve Summertime Boredom • McLane and Fresno State Student Service Projects (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8468

Campaign Consultation, Inc. Learn and Serve America's Communicators Institute Complete Binder. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This special hands-on learning program was sponsored by the Corporation for National & Community Service (CNCS) and was held in conjunction with the Learn and Serve America Grantee Meeting, Arlington, VA. The Institute was designed for those who are working to build public awareness and visibility in order to advance national and community service program goals. Working with issue experts and peers, participants had the opportunity to explore such topics as: Telling Your Story: the Art and Science of Powerful Presentations; Building Partner Relations; Cutting-Edge Media: Social Networking & Web 2.0; Material Makeover: Publication & Website Critique Clinic; Branding: Image, Idea & Ideal; and Communications Action Planning. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8465

Corporation for National and Community Service, West Virginia Commission for National and Community Service. Learn and Serve Project Flow: Grantee Training Institute 2008. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: These materials from the Learn and Serve Project Flow Grantee Training Institute, held August 13-15, 2008, at the Stonewall Jackson Resort, include: a list of expectations for grantees, information on program oversight and reporting, finance forms, information on service-learning, risk-management, evaluation, and valuable resources. A CD-ROM that holds copies of the resources and forms is also included.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8496

Crabtree, Robbin D. “Theoretical Foundations for International Service-Learning.” Michigan Journal of Community Service Learning, 15(1), Fall 2008, 18-36.
Abstract: International service-learning (ISL) combines academic instruction and community-based service in an international context. Objectives of linking international travel, education, and community service include increasing participants' global awareness, building intercultural understanding, and enhancing civic mindedness and skills. Research on cross-cltural adjustment, approcahes to community development, models ofdemocratic research, and a variety of pedagogical theories are disucssed as foundations upon which we can better understand the intellectual and political context for ISL and the student learning it makes possible. These literatures also provide frameworks for creating ethical ISL experiences that positively impact the communities and developing countries where we work and can inform project assessment and critique, as well as future research.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8440

Crispo, Alexander W., Beth A. Forbes, Rodney C. Vandeveer, Mara H. Wasburn. “Teaching Service Learning: What's in it for Faculty at Research Libraries?” Journal of Higher Education Outreach and Engagement, 12(4), 2008, 29-46.
Abstract: The current service-learning movement in higher education is one response to calls for engaged campuses, particularly at land-grant institutions. Many research universities now provide various incentives for faculty to incorporate service learning into their curricula. This case study focuses on faculty motivation to teach service learning at a Research I campus. At issue is whether or not incentives offered by the university are effective motivators for faculty participation in service learning initiatives. On the basis of responses to a faculty survey, recommendations are offered for increasing faculty involvement in service-learning initiatives at research universities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8454

Edmonson, Stacey, Alice Fisher, Steven D. Meeker. “The Voices of High School Dropouts: Implications for Research and Practice.” International Journal on School Disaffection, 6(1), 2008, 40-51.
Abstract: In an attempt to discover what prevents students from completing high school, the authors studied students currently and recently enrolled in GED programs in Texas. Using data gleaned from surveys containing open-ended questions, focus groups and semi-structured interviews, the authors describe in detail the variety of reasons students do not finish high school.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8456

Flanagan, Constance, Peter Levine, Richard Settersten. Civic Engagement and the Changing Transition to Adulthood. Medford, MA: Center for Information and Research on Civic Learning and Engagement (CIRCLE), 2009.
Abstract: In this report, the authors "link trends in civic participation to the changing nature of adult transitions, raise concerns about the social class divide in participation, and make suggestions about the contexts and ways in which civic opportunities might be addressed or nurtured."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8444

Florida Campus Compact, Florida Department of Education, Florida State University Center for Leadership and Civic Education, Learn and Serve Florida. Standards for Service-Learning in Florida: A Guide for Creating and Sustaining Quality Practice. Tallahassee, FL: Florida Learn and Serve, 2009.
Abstract: This user-friendly guide is designed to help readers better understand what service-learning is and how to integrate it into teaching and learning. The nationally adopted Standards for Service-Learning are derived from research on effective practice, and Florida examples illustrate each standard. Additional information is included regarding K-20 service-learning resources and support in Florida. Educators and students want to make a difference, and service-learning allows them to do so while also strengthening learning and contributing to the sustainability of our participatory democracy. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8522

Florida Department of Education, Florida Learn and Serve, Florida State University. Introduction to Service-Learning. Tallahassee, FL: Florida Learn and Serve, 2009.
Abstract: This presentation highlights various service-learning organizations at the national and state level, from the perspective of the state of Florida. Components of and standards for service-learning are presented and discussed, as well as types of service-learning and the evidence base for service-learning.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8523

Foster-Bey, J. Do Race, Ethnicity, Citizenship and Socio-economic Status Determine Civic-Engagement? Medford, MA: Center for Information and Research on Civic Learning and Engagement (CIRCLE), 2008.
Abstract: The Corporation recognizes that racial and ethnic minorities, immigrants, low-income youth, non-college educated individuals and the disabled may be underrepresented in service and volunteering programs as well as in other civic engagement activities. In response, the Corporation has decided to make increasing access to service and volunteering for individuals from disadvantaged circumstances one of its strategic focus areas. In order to pursue this focus the corporation is exploring ways to expand its outreach to underrepresented communities and to build partnerships aimed at addressing the challenges involved in recruiting and retaining underrepresented groups in service and volunteering programs and activities. This paper is aimed at providing background information that will hopefully prove helpful in forming these partnerships. In addition, the paper will assess variations in volunteering and civic engagement by race and ethnicity, and citizenship status while controlling for differences in family income and education.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8488

Furco, Andrew, Barbara E. Moely, Julia Reed. “Charity and Social Change: The Impact of Individual Preferences on Service-Learning Outcomes.” Michigan Journal of Community Service Learning, 15(1), Fall 2008, 37-48.
Abstract: Students from seven institutions of higher education reported their preferences for different paradigms of service at the beginning of their service-learning course. At the end of the courses, they described the associated service activities in terms of the same paradigms and also completed scales describing their learning outcomes and attitudes toward civic issues. Students who expressed positive preferences for Charity or Social activities or both kinds of activity showed more positive learning outcomes and attitude change when there was a match between preferenc and service than when they experienced a mismatch. For a group of students with a limited enthusiasm for either Charity or Social Change activities, the most facilitative service involved both Charity and Social Change experiences. The implications of these finding for service-learning practice and for future research are discussed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8441

Great Cities Great Service. Great Cities Great Service Campus-Community Partnerships. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This chart displays the partnerships between schools, universities, and community-based organizations that are part of the Great Cities Great Service program in Ohio. The Learn and Serve America, Great Cities Great Service grant led by Otterbein College, Ohio Campus Compact, and University of Cincinnati is a state-wide consortium to mobilize college students and urban youth volunteers in civic service through their model initiative, youthLEAD (Learn, Engage, Act & Decide). Twelve campuses are currently incorporating youthLEAD into one or more service-learning courses on their campuses. Participants serve side-by-side with urban youth as capacity builders, solving community problems, serving those living in poverty, and strengthening urban wellness.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8482

Hyman, James B., Peter Levine. Civic Engagement and the Disadvantaged: Challenges, Opportunities and Recommendations. Medford, MA: Center for Information and Research on Civic Learning and Engagement (CIRCLE), 2008.
Abstract: Well-designed volunteer and service opportunities, such as those that The Corporation for National and Community Service supports, offer at least two sets of benefits. One set accrues to the individuals and communities served by these programs through the provision of valued and needed services and supports at no- or reduced- cost. The second set accrues to the individuals who volunteer and provide the service. That experience can play an important role in their personal development. Proponents of service programs suggest that these benefits to individuals may include such things as increases in social capital, social networks, civic literacy and civic competence, self esteem and personal efficacy. A new study released by the Corporation for National and Community Service offers specific insights. The study examined the long-term impacts that a single year of service in AmeriCorps has on the people (members) who participated in either the AmeriCorps State and National or the AmeriCorps NCCC program between 1999 and 2000. It tracked whether levels of volunteering, educational attainment, voting and other behaviors and attitudes, of these members changed over time. The members were surveyed at four distinct periods in time: 1) before they served in AmeriCorps; 2) one year post service; 3) three-four years post service; and 4) eight years post service. The evaluation compared these AmeriCorps members with a comparison group that was also tracked.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8489

Hyman, James B. Engaging the Poor and People of Color in Organized Service: Challenges and Opportunities. Medford, MA: Center for Information and Research on Civic Learning and Engagement (CIRCLE), 2008.
Abstract: This report summarizes the discussion in one such session entitled Engaging the Poor and People of Color in Organized Service: Challenges and Opportunities. In the following pages, we will: (1) describe the preparation and the format of the session; (2) highlight the major themes that emerged from the exchange between our presenters and our conferees; and (3) outline a set of recommendations that evolved from the discussion.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8490

Jim, Rebecca , ed. Disasters: Flood and Ice. Vinita, OK: LEAD Agency, Inc., 2008.
Abstract: This collection of the memories and insights from the year 2007 by teenagers of Miami, Oklahoma, recalls stories of the "big flood and ice storms of 2007" through photographs, poems, drawings, and personal anecdotes.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8495

Jones, Susan R., Anna L. Gasiorski, Thomas C. Segar. "'A Double-Edged Sword:' College Student Perceptions of Required High School Service-Learning." Michigan Journal of Community Service Learning, 15(1), Fall 2008, 5-17.
Abstract: This article presents the findings from a narrative inquiry exploring the perceived outcomes associated with a high school service-learning graduation requirement from a diverse group of college students. In particular, we were interested in participants' stories related to their experiences meeting the requirement, the meaning they made of the requirement, and the relationship between their high school experiences and college involvement. Results suggest a tenuous connection between the two because students focused primarily on completing their hours for the requirement and engaged in service primarily at their schools. Students perceived the requirement as a burden while in high school, but retrospectively understood the value of the requirement once they were in college, describing it as a "double-edged sword."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8439

Lupton, Julia Reinhard. "Philadelphia Dreaming: Discovering Citizenship Between the University and the Schools ". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this book chapter, the author describes how she founded the Humanities Out There (HOT) program, an educational partnership between the School of Humanities at the University of California, Irvine, and a local, largely Latino school district in nearby Santa Ana. The program has "survived sea changes in state funding and outreach nomenclature in order to become a model for university-community engagement at UCI and across the nation."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8400

MacGowan, Paul . Speak Out For Understanding. 2008.
Abstract: A student produced documentary about disability awareness. Promoting communication, understanding, and equity for people with disabilities. Loaded with extras, the DVD also contains a Facilitator's Guide and pamphlet "Choosing Words with Dignity" to foster dialogue and positive action. Through a dynamic service-learning project titled Speak Out for Understanding, a group of high school students with varying abilities is learning to speak out for themselves and others. After exploring some of the challenges facing students with disabilities, they discovered that a lack of understanding is a big part of the problem. To address this lack of understanding, a group of high school students decided to create a documentary film to raise awareness by telling their own stories to selected audiences for the purpose of bringing about change. [author]
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8379

Moore, Tami L., Kelly Ward. “Documenting Engagement: Faculty Perspectives on Self-Representation for Promotion and Tenure.” Journal of Higher Education Outreach and Engagement, 12(4), 2008, 5-28.
Abstract: The documentation of engaged scholarship is critical to aligning faculty work with promotion and tenure guidelines and meeting institutional goals. At a research university where the dossier for promotion and tenure needs to show clear evidence of contribution in the area of research, presenting and documenting work in the community in a way that reflects teaching, research, and service may represent a challenge for faculty. This article presents findings from an analysis of documents and artifacts representing how faculty present their work to their institutional and disciplinary colleagues.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8453

National Youth Leadership Council (NYLC), State Farm Companies Foundation, Youth Service America (YSA). 2009 Global Youth Service Day Planning Toolkit: A Guide for Creating Effective Service Projects. Washington, DC: Youth Service America, 2009.
Abstract: This Tool Kit is a comprehensive guide to creating effective projects for Global Youth Service Day or any service event. Use it as a complete package, or refer to specific chapters that apply to your needs. The Tool Kit’s charts, exercises, checklists, and questions can provide guidance and framework while you brainstorm and keep track of your group’s progress. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8381

National Youth Leadership Council (NYLC), State Farm Companies Foundation, Youth Service America (YSA). Global Youth Service Day 2009: Service-Learning Curriculum Guide. Washington, DC: Youth Service America, 2009.
Abstract: Use this guide if you are a teacher, a community leader, or a young person leading other youth in a service project on Global Youth Service Day or any day of the year. (While this guide primarily refers to events in the United States, it draws on lessons from our international colleagues.) Framed within a service-learning model, this curriculum offers tools for youth, teachers, and facilitators to teach the basics of project management as applied to community service. As young people learn and practice these skills, they will be able to transfer them to other areas such as organizing a school event, or developing a new initiative in their own organizations. You will find resources in areas such as fundraising, budgeting, communicating, and running effective meetings referenced throughout the publication and specifically concentrated in the Appendix. The goal of this curriculum guide is to provide practitioners, teachers, youth, community organizers and faith-based educators with a structured framework to support the design and preparation of their service project. Each lesson plan addresses a specific step in the planning process and focuses on particular skills to acquire in the development of each stage. You will find that this is not a content-specific service-learning curriculum as one might expect. However, it is an inclusive curriculum, focused on specific sets of goals and projected steps that will enable all users, rather than solely classroom educators, to develop detailed and successful service projects. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8382

National Youth Leadership Council (NYLC), State Farm Companies Foundation, Youth Service America (YSA). Global Youth Service Day 2009: Semester of Service Strategy Guide. Washington, DC: Youth Service America, 2009.
Abstract: The Semester of Service Strategy Guide functions as a supplement to the Global Youth Service Day Service-Learning Curriculum Guide. In this text, you will find information to help you take a community service lesson plan or volunteer effort and create a semester-long service-learning curriculum. Implementing a semester-long service learning curriculum is a strategic way to reach authentic, sustainable and long-term service goals with your students. Instead of episodic acts, semester-long projects that include planning, research, action, relationship-building, leadership and reflection will allow young people and educators to collaborate on and commit to solving some of the most important and challenging issues facing our global world. While the Semester of Service Strategy Guide is directed at teachers, it can easily be translated for community groups. Many of the strategies listed below are equally pertinent to non-school service-learning work. Yet, in order for a Semester of Service project and curriculum to be successful within a school, it is necessary for topics such as Academic Standards and Time Requirements to be addressed. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8383

Pangsapa, Piya, Mark J. Smith. Environment and Citizenship: Integrating Justice, Responsibility, and Civic Engagement. London, UK: Zed Books Ltd, 2008.
Abstract: This book demonstrates how awareness of environmental hazards, injustices and new forms of risk is only effective when it generates strategies for political change. It examines how environmental movements have become increasingly involved in governance processes at the national, regional and intergovernmental levels, in contexts such as the EU, UN and LA21 initiatives. The authors argue that while 'rights-discourse' has highlighted the status of specific identities, taking account of obligation prompts a consideration of social, cultural, political, economic and environmental injustices. Tackling these injustices demands a concern with both entitlements and obligations of all relevant parties and constituencies.Using new evidence and case studies, this book explores: the new vocabulary of citizenship; how successful environmental policy-making depends on the responsible actions of civil society actors as much as on governments and international treaties; how stakeholding processes and participatory research in environmental decision-making transform deliberation processes and civic engagement; and the increased importance of transnational networks creating public-private and civil strategic partnerships between organizations, NGO activists, ministers, academics, and environmental philosophers all now refer to 'citizenship' as a key concept for understanding environmental justice and responsibility. Using contexts as diverse as Southern Spain, the borderlands of Thailand and South Africa, this book demonstrates how ecological citizenship provides the key link between them through processes of civic engagement. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8415

Pine, Gerald J. “Collaborative Action Research.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: This chapter begins with a historical review of collaborative action research, discusses its characteristics, and then offers concrete examples of a variety of collaborative action research programs located across the country. The author argues throughout this chapter that collaborative action research liberates teachers to assume leadership roles as constructors of knowledge and agents of change in helping schools to become centers of inquiry.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8423

Pine, Gerald J. “Conditions for Building a Knowledge Democracy.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: In this chapter, the author discusses in some detail the critical elements of collaborative action research that are essential to building a knowledge democracy. These elements include developing a "work with" posture, establishing systemic and relational trust, finding enough time to build relationships and conduct research, confronting issues inherent in building collaboration between university faculty and classroom teachers, including students and parents as research partners in collaborative action research studies, and learning how to collaborate and dealing with the challenges of collaboration. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8424

Pine, Gerald J. “Creating Knowledge Democracies: Professional Development Schools.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: In this chapter, the author introduces the concept of Professional Development Schools (PDS) as a comfortable and inviting home for creating a knowledge democracy. He discusses how the formation of a PDS brings essential resources and precious time for collaborative democratic research. The distinctive features of the PDS as a knowledge-creating school are delineated, the development of a school research culture is examined, and the challenges of building a professional development school as a knowledge democracy are explored. The common elements of critical collegiality and the essential concrete requirements for establishing an embedded research culture are developed. The chapter concludes with a discussion of 11 conditions for facilitating collaborative inquiry and a presentation of the outcomes that emerge from a PDS-based knowledge democracy. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8425

Pine, Gerald J. “Paradigm of Teacher Action Research, (A).” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: This chapter makes the argument that action research is more than a method-- it is a paradigm. Four major research paradigms are described: the empirical-positivistic-quantitative paradigm; the constructivist-interpretive-qualitative paradigm; the critical theory-postmodern-praxis paradigm; and the eclectic-mixed methods-pragmatic paradigm. Evolving from these paradigms, the action research paradigm is distinguished by 12 defining features: reflexive critique and intersubjectivity, axiology, context, ongoing tentativeness, recursion, dialectical critique, collaboration, risk, plurality, connotation, moral/political ethos and purpose, and embrace of emotion. The integration of these characteristics in the teacher action research paradigm and the implications of these features for practice are discussed. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8420

Pine, Gerald J. “Teacher Action Research: Collaborative, Participatory, and Democratic Inquiry.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: In this chapter, the author tried to convey how action research is the intellectual heart and soul of a knowledge democracy by discussing in considerable detail what action research is, its history and origins, the intellectual and philosophical ideas that have influenced its development, and major approaches to conducting educational action research. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8418

Pine, Gerald J. “Validity of Action Research, (The).” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: Given the widespread practice of different forms of action research in a variety of venues throughout the world, it is inevitable that the question on validity of action research would emerge. How real, how authentic, how truthful is action research? What level of confidence can be placed in the research? What criteria ought to determine the validity-- the truthfulness and accuracy, the appropriateness, the logic and the technical adequacy of the action research process or any action research study? In this chapter, the author addresses these questions and proposes a reconceptualization of the term; he also describes different approaches to determining the validity of action research studies. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8421

Schneider, Dr. Jeffery. Youth Courts: An Empirical Update and Analysis of Future Organizational and Research Needs. Rockville, MD : Office of Juvenile Justice and Delinquency Prevention, 2008.
Abstract: This paper is the third in a series of reports on the status of youth courts in the United States. It, like the two preceding reports, was funded by the Office of Juvenile Justice and Delinquency Prevention (OJJDP) of the United States Department of Justice. Youth court is also called teen court, peer jury, student court, etc. It is intended to be an alternative to the traditional juvenile justice system and school disciplinary proceedings. It is designed to empower youth and communities to take an active role in addressing the early stages of youth delinquency. There are currently more than 1250 youth courts functioning within the United States. They are located in 49 states and in the District of Columbia. This report is an attempt to add to our knowledge of youth courts by looking at questions concerning their operation; the extent of volunteer activity; how they function as they mature; and the amount and types of resources they employ. This report is based on a national survey of youth courts that includes ten (10) questions focused on program outcomes and six (6) operational and administrative questions. From these questions, the OJJDP can provide policy makers and court practitioners with guidance on how to build and sustain an organizational structure that allows youth courts to successfully fulfill their mission of preventing young offenders from repeating antisocial behaviors, while relying on volunteers and even ex-offenders, to be part of the process. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8503

Texas Center for Service Learning. "Leaders" Model of Service-Learning, (The). Austin, TX: Texas Center for Service-Learning, 2008.
Abstract: This diagram shows the various steps undertaken in the planning and execution of a service-learning project: look and listen, examine issues, agree on a project idea, develop a plan, execute the plan, review outcomes, and showcase.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8505

CBO

Stoecker, Randy. “2008 Wisconsin Service-Learning Survey, (The).” Madison, WI: University of Wisconsin, Madison, 2008. http://comm-org.wisc.edu/drafts/slwisurvey.htm
Abstract: This survey contains response data from 108 nonprofit organizations in Wisconsin. Information is provided regarding: location; annual operating budget; primary area of focus; types of student volunteers hosted by the organization; the most common way organizations gain access to higher education service learners; aspects of a service learning placement that are complete before student begins placement; placement length; amount of supervision and training provided by organization; satisfaction of organization staff with the quality of communication between the organization and the faculty in charge of the higher education service learner(s); and satisfaction of organization staff with the quality of the student service learner's performance. Comments from organization staff in areas such as communication with organizations before service learning commences, making it easier to access students, better preparing students to do service learning, better communication with faculty, evaluating students, better structuring placement hours, and reducing administrative burden on organization are also provided.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8437

Schmidt, Charity, Randy Stoecker. “Geographic Disparities in Access to Service-Learning.” Madison, WI: University of Wisconsin, Madison, 2008. http://comm-org.wisc.edu/drafts/wisl.htm
Abstract: This project is part of a broader project to understand how service learning impacts community. The research project identified a number of concerns about service learning. Community organization staff expressed a need to improve communication between organizations hosting service learners and higher education faculty. Developing positive relationships was a second important theme for the agencies, who offered numerous suggestions for involved faculty. A third focus was on providing an institutional infrastructure for service learning. A fourth set of concerns addressed the problem of short-term service learning. And a fifth topic focused on managing service learners, identifying the responsibilities of students, faculty and non-profit staff. The final theme highlighted challenges presented by varying economic, racial/ethnic and cultural backgrounds between students and service populations. Many of the challenges described by nonprofit staff are rooted in the unequal standing between higher education and community organizations and the prioritization of the student experience over community impact (Stoecker and Tryon, forthcoming). (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8438

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Barnett, Jyl. Understanding Service-Learning: Student Leader Workshop. San Francisco, CA: Campus Compact California, 2008.
Abstract: This presentation developed to train student service-learning leaders, contains sections on "What Motivates You to Serve?," the Service Continuum, definitions of service-learning, the Humboldt State University Model for Service Learning, 8 Elements of High Quality Service Learning, and Evaluation.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8469

Barrios Marcelo, Karlo, Abby Kiesa. CIRCLE Fact Sheet: Youth Demographics - Youth with No College Experience. Medford, MA: Center for Information and Research on Civic Learning and Engagement (CIRCLE), 2009.
Abstract: This fact sheet focuses on demographic trends of young people in the United States who have no college experience, for the years between 1968 and 2007. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8450

Beckett, Katherine. "Drugs, Data, Race, and Reaction: A Field Report." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: The author discusses her work with Seattle's Racial Disparity Project, specifically "conducting research and advocacy on issues that disproportionately affect Seattle's communities of color." This work has "allowed [her] to more deeply appreciate the limitations of the ivory tower ideal." When scholars are engaged and working with and within the public, they are exposed to much more than they would be if still confined to their campus offices.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8407

Bello, Walden. "Why Am I Engaged?" Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: The author discusses his development as a socially engaged student and researcher, starting with the civil disobedience of the American university during the Vietnam War, and continuing through to the present, in which he is a professor of sociology at the University of the Philippines. He describes his engagement as "something we owe our fellow human beings, especially those who are marginalized and oppressed."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8406

Bezruchka, Stephen. "Becoming a Public Scholar to Improve the Health of the US Population." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: The author discusses his work as a public scholar striving to improve health education in the United States. Also provides a list of suggestions for those wishing to enter the domain of the public scholar.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8409

Bow, Laurine, Grace Damino, Jeannette DeJesus, Rafael Perez-Escamilla, et al. “Connecticut Center of Excellence for Eliminating Health Disparities among Latinos.” Journal of Higher Education Outreach and Engagement, 12(3), 2008, 167-178
Abstract: N/A
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8404

Burawoy, Michael. "Open Letter to C. Wright Mills". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this "open letter" to the author of books such as "The Power Elite," "White Collar," and "New Men of Power," Burawoy reflects upon the meeting of the American Sociological Association in 2004, which focused on public sociology. Burawoy believes that Mills would have appreciated events such as a panel on W.E.B. DuBois, an address by Mary Robinson, and a talk by Arundhati Roy. He goes on to discuss the movement of the field of sociology toward public sociology, concerned with public engagement, and often coupled with anthropology and geography.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8396

Campus Compact. How Can Engaged Campuses Improve Student Success in College? Providence, RI: Campus Compact, 2008.
Abstract: “How Can Engaged Campuses Improve Student Success in College?” is the first in a series of research briefs summarizing the available research and resources on important issues for the field. These research briefs are compiled by Campus Compact staff and engaged scholars. This research brief gives an overview of the measures of student success, as well as the positive impacts that educational experiences and environment have on college students. Information on institutional commitment, student engagement, and implications for action is provided.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8520

Chatterton, Paul. "Demand the Possible: Journeys in Changing our World as a Public Activist-Scholar ". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: The author discusses his role as someone who "blends activism and the academy...who sees the value in radical education and the public debate of ideas which challenge the norm."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8403

Clayton, Patti H., Matt Hartley, John Saltmarsh. Democratic Engagement White Paper. Boston, MA: New England Resource Center for Higher Education, 2009.
Abstract: On February 26-27, 2008, a colloquium of 33 academic leaders came together at the Kettering Foundation in Dayton, Ohio, for the purpose of critically examining the state of civic engagement in higher education. The primary goal of the meeting was to provide a forum in which a group of leaders in civic engagement and higher education could identify problems and issues associated with reforming higher education for community engagement and democratic citizenship. Dovetailing with this objective, another goal was to determine how best to strategically promote democratic citizenship as a key institutional priority for American colleges and universities. Organized by the Kettering Foundation and the New England Resource Center for Higher Education (NERCHE), the meeting was orientated specifically around the democratic purposes of higher education, consistent with the belief that, as Frank Newman wrote in 1985, “the most critical demand is to restore to higher education its original purpose of preparing graduates for a life of involved and committed citizenship.” Dialogue at the colloquium was guided in part through discussion of the 2007 book by Lee Benson, Ira Harkavy, and John Puckett, Dewey’s Dream: Universities and Democracies in an Age of Education Reform, as well as publications by the Kettering Foundation, including Agent of Democracy: Higher Education and the HEX Journey and Deliberation and the Work of Higher Education (2008). Dewey’s Dream acted as an inspirational catalyst for the meeting, with university-assisted community schools serving as a model for democratic civic engagement. What Dewey and university-assisted community schools emphasize is the meaning of democracy within an educational setting – not that it is merely the university’s aspirational role to prepare students for civic responsibility after they graduate, but that through their educational experience students experiment with and practice democracy through their community-based educational experiences. The common thread running through the resources shared at the meeting is the importance of answering the question, “Higher education for what?” The premise of these books is that higher education in America has a fundamental democratic purpose – both educating for democracy and creating educational institutions that foster the revitalization of democratic society. This understanding of and commitment to the core democratic purpose of higher education framed the meeting dialogue. A central framing question guided the Kettering colloquium: Why has the civic engagement movement in higher education stalled and what are the strategies needed to further advance institutional transformation aimed at generating democratic, community-based knowledge and action? The resulting conversation yielded an array of perspectives on the nature of the movement, the impetus for advancing a civic agenda in higher education, and how and in what domains (and even to what extent) change is required. Although there were many important insights shared at the meeting, here the authors focus on a few themes which appeared to attract broad consensus. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8512

Cope, Meghan. "Becoming a Scholar-Advocate: Participatory Research With Children." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: The author of this essay describes her experience as a public scholar in the field of urban geography, starting with the assertion that "finding one's niche based on one's true interests is important for sustaining the energy and commitment that are needed for long-term projects...[which] forms the foundations of good public scholarship because issues we care deeply about are the ones for which we make extra efforts to reach out, disseminate, and advocate." She goes on to discuss The Children's Urban Geographies Project, which provides insight into the points of progress and challenges toward public scholarship and advocacy, as well as consideration of the meanings of "scholar-advocate" that are most meaningful.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8405

Domke, David. "The Something We Can Do". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this book chapter, the author discusses his transformation into a public scholar, noting that it is as if he "[has] two jobs, one as a professor and one as a citizen...The teaching and research that occur in university settings matter tremendously, but these institutions are the educational equivalent of gated communities." Because of his role as a public scholar, he is "now committed to working with people on both sides of the gates."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8399

Eagleton, Terry. "Comrades and Colons". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this chapter, the author discusses the differences between academics and intellectuals: mainly that academics tend to remain within a specific discipline, while intellectuals "tend to shift promiscuously from one subject area to another." He goes on to compare both of these definitions to that of public intellectuals, described as intellectuals that are park of public discourse. These three categories, while not mutually exclusive, are used by the author in order to describe the impact that public intellectuals can have in shaping matters of public importance.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8394

Ehrlich, Paul E. "Population, Environment, War, and Racism: Adventures of a Public Scholar". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this book chapter, the author discusses the benefits and burdens of being a public scholar in the field of environmental science.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8398

Ellison, Julie. "Humanities and the Public Soul, (The)." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: This essay examines what public scholarship means in the humanities and the arts, where it is a relatively recent practice. Various public cultural initiatives are discussed, including Imagining America: Artists and Scholars in Public Life.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8410

Erasmus, Mabel A., Julie A. Hatcher. “Service Learning in the United States and South Africa: A Comparitive Analysis Informed by John Dewey and Julius Nyerere.” Michigan Journal of Community Service Learning, 15(1), Fall 2008, 49-61.
Abstract: As the prevalence of service-learning within higher education institutions grows across the globe there is value to explore, discuss, and describe the similarities and differences between the various expressions that are emerging. Such comparative analysis can deepen understanding of service-learning pedagogy, improve practice, and create a framework for future research. This paper compares service-learning in the United States and South Africa to understand Western-oriented and Africanized expressions of this promising teaching strategy. The analysis identifies three dimensions derived from the educational theories of John Dewey and Julius Nyerere and finds there is mutual agreement as to the value of developing civic-minded graduates. However, in the U.S., service-learning is supported primarily by nonprofit associations and stakeholders within higher education, whereas in South Africa, service-learning is a part of state mandated transformations for higher education.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8442

Fish, Stanley. Save the World on Your Own Time. Cary, NC: Oxford University Press, 2008.
Abstract: What should be the role of our institutions of higher education? To promote good moral character? To bring an end to racism, sexism, economic oppression, and other social ills? To foster diversity and democracy and produce responsible citizens? In this book, Stanley Fish argues that, however laudable these goals might be, there is but one proper role for the academe in society: to advance bodies of knowledge and to equip students for doing the same. When teachers offer themselves as moralists, political activists, or agents of social change rather than as credentialed experts in a particular subject and the methods used to analyze it, they abdicate their true purpose. And yet professors now routinely bring their political views into the classroom and seek to influence the political views of their students. Those who do this will often invoke academic freedom, but Fish argues that academic freedom, correctly understood, is the freedom to do the academic job, not the freedom to do any job that comes into the professor's mind. He insists that a professor's only obligation is "to present the material in the syllabus and introduce students to state-of-the-art methods of analysis. Not to practice politics, but to study it; not to proselytize for or against religious doctrines, but to describe them; not to affirm or condemn Intelligent Design, but to explain what it is and analyze its appeal."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8392

Great Cities Great Service. YouthLEAD Fact Sheet. Granville, OH: Ohio Campus Compact, 2008.
Abstract: The Learn and Serve America, Great Cities Great Service grant led by Otterbein College, Ohio Campus Compact, and University of Cincinnati is a state-wide consortium to mobilize college students and urban youth volunteers in civic service through our model initiative, youthLEAD (Learn, Engage, Act & Decide). Twelve campuses are currently incorporating youthLEAD into one or more service-learning courses on their campuses. Participants serve side-by-side with urban youth as capacity builders, solving community problems, serving those living in poverty, and strengthening urban wellness. youthLEAD is an urban youth mentoring program for school-based service-learning. The goal is for urban youth to work alongside community partners, teachers, and college students in designing and implementing service-learning projects. LEAD stands for Learn, Engage, Act, and Decide. K-12 urban youth and college students come together as equal partners in mentoring relationships. Urban youth benefit from a sense of connectedness through an increase in positive activity in and out of school while also decreasing the incidents of destructive personal behaviors. College students benefit from service-learning opportunities through increased citizenship development, perspective transformation, and a reduction in stereotyping/increased tolerance. (author) The Learn and Serve America, Great Cities Great Service grant led by Otterbein College, Ohio Campus Compact, and University of Cincinnati is a state-wide consortium to mobilize college students and urban youth volunteers in civic service through their model initiative, youthLEAD (Learn, Engage, Act & Decide). Twelve campuses are currently incorporating youthLEAD into one or more service-learning courses on their campuses. Participants serve side-by-side with urban youth as capacity builders, solving community problems, serving those living in poverty, and strengthening urban wellness.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8471

Jacoby, Barbara, & Associates. Civic Engagement in Higher Education: Concepts and Practices. Indianapolis, IN: Jossey-Bass Publishers, 2009.
Abstract: This book contains contributions from noted educators, researchers, and leaders who present a wide array of ideas, case examples, methods, and proven strategies for educating today's students to become tomorrow's responsible citizens. These experts cover topics including: civic engagement in the first college year, engaging general education, interdisciplinary learning for civic engagement, capstone experiences and undergraduate research, enhancing intercultural competence and leadership through civic engagement, and global civic engagement. (publisher)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8449

Kiser, Pamela, Angela Lewellyn, Jeff Stein. “Making the Transition to Collaborative Service-Learning.” Society for College and University Planning, (The), 36(4), 17–22.
Abstract: Elon University is presented as an exemplar of how administrative, student services, and faculty support are needed for the appropriate planning and implementation of collaborative service-learning. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8433

Limerick, Patricia. "Tales of Western Adventure". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: The rigid standards of hiring and tenure are all that stand in the way of humanities professors as thriving public scholars. (publisher)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8395

Lone Star College – Kingwood. “Learning and Serving in the Philippines.” [Online video clip] http://kingwood.lonestar.edu/151476/. 2008.
Abstract: Over spring break 2008, LSC-Kingwood faculty, students, and staff traveled to the Philippines to help build sustainable communities for Filipinos affected by natural disasters and other issues. This video documents their journey. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8380

Massey, Doreen. "When Theory Meets Politics." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: There are many different ways of being a "public scholar." The author has been drawn into just a few, but each has demanded to be thought through in its own specific terms. Venturing beyond the confines of academe involves linking up with another assemblage of concerns, interests, and aims, in which one's position has to be negotiated. What will be your role? What will be your voice? And what will be the degree and nature of the responsibility to which you commit yourself? These questions are in part pragmatic and practical' but they are also a matter, in themselves, of politics and political responsibility. They also complicate, and often challenge, the official discourse of "dissemination," "application," "relevance," and "impact."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8414

McLaren, Peter. "This Fist Called My Heart: Public Pedagogy in the Belly of the Beast." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: This essay discusses the issue of critical pedagogy and the importance of maintaining it in the face of opposition. The author defines the job that he does not as part of an academic career but as engagement in a political project, "co-creating protagonistic and participatory democracy with [his] students, pedagogical spaces where students can learn, and learn from their learning."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8411

Mitchell, Don. "Confessions of a Desk-Bound Radical." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: The author of this essay discusses his role as a "desk-bound radical," as opposed to an "on-the-ground activist." These "desk-bound radicals," he argues, are necessary to any struggle for change because of the time they take to find words to describe the worlds that activists are working to change. This role, though confined to the space of the academy, is valuable because it provides necessary bureaucratic and intellectual support.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8408

Mitchell, Katharyne, ed. Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: A cross-disciplinary collection of 20 essays describing the journey to public scholarship, exploring the pleasures and perils associated with breaching the town-gown divide. * Includes contributions from departments of geography, comparative literature, sociology, communications, history, English, public health, and biology * Discusses their efforts to reach beyond the academy and to make their ideas and research broadly accessible to a wider audience * Opens the way for a new kind of democratic politics—one based on grounded concepts and meaningful social participation * Includes deeply personal accounts about the journey to becoming a public scholar and to intervening politically in the world, while remaining within a university system * Provides a broad prescription for social change, both within and outside the university (publisher)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8393

O'Donnell, Katherine. "Weaving Solidarity from Oneonta to Oxchuc". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this book chapter, the author discusses her experiences as a public scholar, noting the challenges that exist in community-based work, for students, faculty, and institutions. The most difficult task, she says, is "developing enduring student and institutional commitment."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8402

Pickerill, Jenny. "Surprising Sense of Hope, (The)." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: This essay explores the author's experience as an academic and an activist, especially as activists exist between the disparate worlds of the activist arena and "the rest" (family, workplace, academia, etc). The author discusses her "negotiation of this apparent disjuncture between activism and academia" and explores a journey that "reflects the ongoing calls within geography and the wider academy for academics to be more 'active'."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8412

Raphael, Dennis. "Beyond Positivism: Public Scholarship in Support of Health". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this book chapter, the author provides insight into his development as a public scholar in the area of public health. "There are means of integrating political knowledge and passion with academic inquiry. Second, this may not be easy to do. Third, there are ways of simplifying the journey," he writes, going on to provide a list of tips for being a public scholar in any field.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8401

Schmidt, Charity, Randy Stoecker. For Community's Sake: Maximizing the Community Impact of Service-Learning. Madison, WI: University of Wisconsin, Madison, 2008.
Abstract: Approximately 40 people, three-quarters of them representing higher education institutions (from Wisconsin and Iowa), and the rest representing nonprofit organizations, gathered for a day of focus on how to maximize the community impact of service learning. Using facilitated group processes, eight breakout groups discussed the following questions: 1. How do we design projects with community impacts in mind? 2. How do we build relationships with community groups and organizations? 3. How do we balance and negotiate campus and community needs? 4. How do we design service learning programs for maximum community impact? 5. How do we support community organizations to fully partner in service learning? 6. How do we document community impact? 7. How do we build community capacity through service learning? 8. How do we restructure higher education to support service learning that maximizes community impact? The following themes were also addressed: Theme 1: Developing a Mission and Principles for Service Learning Programs Theme 2: Practical Strategies for Pursuing the Principles Theme 3: Faculty Roles in Service Learning Theme 4: The Role of Cultural Diversity in Service Learning Theme 5: Communication and Relationship Building Principles Theme 6: Community Voice in Project Development Theme 7: Evaluating and Document Service Learning (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8436

Sohmer Tai, Emily. “The Classroom as Public Space: Civic Mission and the Community College.” Journal of Higher Education Outreach and Engagement, 12(4), 2008, 47-58.
Abstract: The role of the two-year, or "community," college as a dimension of the academy is often overlooked by senior scholars in four-year colleges and universities. The potential contribution of the community college to current efforts, promoted by such organizations as the Imagining America consortium, to engage in a "public scholarship"--academic efforts that reach beyond student enrollment to engage with the broader population--has been similarly little considered. This article nonetheless argues that certain national trends are situating community colleges in a uniquely felicitous position to reclaim the university's "civic mission" in twenty-first-century America, and offers the author's personal experience as an instance of how training in disciplinary research can be applied to achieve this objective through teaching community college students.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8455

University of San Diego. Youth to College Handbook. San Francisco, CA: Campus Compact California, 2008.
Abstract: The “Youth to College” program is designed to address the important issue of students from underrepresented groups who do not know that higher education can be a viable option for them. The University of San Diego and three university partners—Mesa College, San Diego City College (SDCC), and University of California San Diego (UCSD)—partner with schools and after-school partners. This is part of national efforts to address the important issue of educational inequity. Research on college attendance emphasizes the important of: academic skills, peer influence, knowledge of the value of a college education and the practical steps to obtain it. This program seeks to build the chances that under-represented students will know that college is a viable choice for them. This program is sponsored by California Campus Compact with funding from the Corporation for National Service “Learn and Serve” program, and is a statewide project involving 12 campuses and 12,000 college students and youth each year for three years (2006-2009). The grant is $40,000 annually with a $60,000 match each year for three years. As noted above, the purpose is to help interest and prepare students from underserved populations to attend college. While tutoring/mentoring is one strategy, the other is to do joint service-learning projects. The intention is also that university administrators will gain more understanding of what students see as barriers to college attendance. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8470

Wright, Melissa W. "Craven Emotional Warriors". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this essay, the author explores the nature of the field of women's studies. Public scholarship is practiced by all in the field, as she points out, because "an essential part of feminist work also includes putting feminist arguments into the public media." This requires that those in the women's studies field write "as experts in action with women who dare to go public."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8397

Zinn, Howard. "Making of a Public Intellectual, (The)." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this essay, the author discusses his development first as an "intellectual," in areas as varied as warehouses, military bases, and classrooms, and then as a "public intellectual." His role as a public intellectual began in the academic world, and extended into the civil rights and anti-war movements.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8413

K-12

Arfstrom, Kari. “Service-Learning and Obama's Agenda.” Generator, 26(4), Winter 2009, 1.
Abstract: With reauthorizations of the National and Community Service Act and the No Child Left Behind Act due during the congressional session beginning this month, NYLC suggests changes to strengthen the role of service-learning in the nation’s schools and communities. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8428

Balfanz, Robert, John M. Bridgeland, Joanna Hornig Fox, Mary McNaught. Grad Nation: A Guidebook to Help Communities Tackle the Dropout Crisis. Alexandria, VA: America's Promise, 2009.
Abstract: Grad Nation is a road map to playing a key role in this critical effort. It arms readers and their communities with the latest research, best practices, and key tools for meeting their community’s dropout challenge. The guide will help them to develop community-specific plans for keeping students on track to graduate from high school and to prepare for college, the workforce, and active citizenship. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8518

Central Asia Institute, Pearson Foundation, Pennies for Peace. Pennies for Peace Getting Started and Implementation Guide. Bozeman, MT: Pennies for Peace, 2009.
Abstract: Pennies for Peace is a service-learning program of Central Asia Institute. The program, inspired by Greg Mortenson’s quest to build schools for children in the remote regions of Afghanistan and Pakistan, is recounted in the book Three Cups of Tea. Central Asia Institute strives to educate students about the world outside their own experiences, and shows them that they can make a positive impact on a global scale – one penny at a time. The heart of the Pennies for Peace program is the penny raising campaign. The campaigns raise money to build schools in Afghanistan and Pakistan, but they also serve a more important purpose. A Pennies for Peace campaign teaches young people at all levels the importance of taking action and engaging their communities. It shows them that no matter how big or small you are, you can make a difference for others – often a profound one – by choosing to commit yourself to service and to a cause that matters to you. If you’re a classroom teacher, the Pennies for Peace toolkit encourages you to think differently about your program. The Pennies for Peace toolkit offers deep classroom activities at all grade levels; but to create effective campaigns you’ll need to do more outside of the classroom to get your community involved. For this reason, the Pennies for Peace toolkit is designed with classroom resources as well as campaign tools. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8484

Central Asia Institute, Pearson Foundation, Pennies for Peace. Pennies for Peace Curriculum Resource Guide K-4. Bozeman, MT: Pennies for Peace, 2009.
Abstract: This Guide follows two unified themes – Myself & Others (K-2) and Similarities & Differences (3-4) and uses "Listen to the Wind: The Story of Dr. Greg & Three Cups of Tea" as a core text. The Guide includes: •Specific student outcomes and common assessments linked to national social studies, literacy, and mathematics standards. •Lessons, activities, and a study guide for "Listen to the Wind: The Story of Dr. Greg & Three Cups of Tea." •Lessons and activities on the subject of Pakistan and Afghanistan, and the importance of global understanding, global citizenship, and civic responsibility. •Lessons and activities involving your Pennies for Peace campaign (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8485

Central Asia Institute, Pearson Foundation, Pennies for Peace. Pennies for Peace Curriculum Resource Guide 4-8. Bozeman, MT: Pennies for Peace, 2009.
Abstract: This Guide follows a unified theme – Cause & Effect, and uses "Three Cups of Tea" (Young Readers Edition), as a core text. The Guide includes: •Specific student outcomes and common assessments linked to national social studies, literacy, and mathematics standards. •Lessons, activities and a study guide for "Three Cups of Tea" (Young Readers Edition). •Lessons and activities on the subject of Pakistan and Afghanistan, and the importance of global understanding, global citizenship, and civic responsibility. •Lessons and activities involving your Pennies for Peace campaign (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8486

Central Asia Institute, Pearson Foundation, Pennies for Peace. Pennies for Peace Curriculum Resource Guide 9-12. Bozeman, MT: Pennies for Peace, 2009.
Abstract: This Guide follows a unified theme – Choices & Consequences, and uses "Three Cups of Tea" as a core text. The Guide includes: •Specific student outcomes and common assessments linked to national social studies, literacy, and mathematics standards. •Lessons, activities and a study guide for "Three Cups of Tea. •Lessons and activities on the subject of Pakistan and Afghanistan, and the importance of global understanding, global citizenship, and civic responsibility. •Lessons and activities involving your Pennies for Peace campaign.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8487

Corporation for National and Community Service, USA Freedom Corps. Issue Brief: Community Service and Service-Learning in America’s Schools. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: Research shows that when young people participate in service, they are more likely to continue on a pathway of lifelong civic engagement. Research also shows that service-learning, an approach to education that ties community service to classroom instruction and reflection, contributes to students' success and has a positive impact on their social behavior, habits, and attitudes. In an effort to better understand the trends in community service and service-learning, the Corporation surveyed a national sample of over 2,000 K-12 public school principals regarding service in their schools and compared findings to a 1999 study, analyzing changes over time. The research report "Community Service and Service-Learning in America's Schools" (2008) provides insight into the prevalence of community service and service-learning in public schools as well as the supports and policies in place to sustain and build service-learning programs. The full report, and other research by the Corporation for National and Community Service, can be found at www.nationalservice.gov/research. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8491

Irvington High School. QUEST Semester 1 Handbook (2008-2009). Fremont, CA: Irvington High School, 2008.
Abstract: QUEST is a five-component project designed and completed by all Irvington seniors. The student starts with a Question that will lead to an exploration of an area of personal choice. Through Understand, an answer to the Question starts to develop through research, reading, writing, and hands-on activities. The student and his/her consultant then create an Experience plan related to the Question. Action-oriented Experiences could include job shadowing, volunteering, interviewing, training, designing and creating, etc. Through Service, the student designs and implements an activity which will allow him/her to share their new knowledge with the greater community. Finally, at the Testimony, the student will present his/her entire QUEST to a panel of staff, parents and community members. This handbook was created for students completing the first semester of the QUEST project.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8514

Irvington High School. QUEST Semester 2 Handbook (2008-2009). Fremont, CA: Irvington High School, 2008.
Abstract: QUEST is a five-component project designed and completed by all Irvington seniors. The student starts with a Question that will lead to an exploration of an area of personal choice. Through Understand, an answer to the Question starts to develop through research, reading, writing, and hands-on activities. The student and his/her consultant then create an Experience plan related to the Question. Action-oriented Experiences could include job shadowing, volunteering, interviewing, training, designing and creating, etc. Through Service, the student designs and implements an activity which will allow him/her to share their new knowledge with the greater community. Finally, at the Testimony, the student will present his/her entire QUEST to a panel of staff, parents and community members. This handbook is designed for high school seniors completing the second semester of the QUEST program.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8515

Irvington High School. Change Project Handbook 2008-2009. Fremont, CA: Irvington High School, 2008.
Abstract: The Change Project is an opportunity for freshmen to become introduced to the Irvington culture by working in teams of four students to make a positive change regarding an environmental problem that they identify in our community. This handbook provides resources for students working toward completion of the Change Project.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8516

Irvington High School. UN Project Handbook: 2007-2008. Fremont, CA: Irvington High School, 2008.
Abstract: The sophomore benchmark is a Mock United Nations project in which each group must research a country of the world, write two full-process essays, and deliver a persuasive presentation from the point of view of that nation.At the end of the 10th grade, Irvington High expects all students to be familiar with the following: * Modern Language Association (MLA) standards for research and writing formats * Correct spelling and grammar * Library research * Use of the Internet for research * Word processing/Typing * A five paragraph descriptive essay * A well-reasoned persuasive essay * Oral presentation skills * Students must also demonstrate their progress in meeting the School Wide Outcomes throughout the benchmark process. This handbook is designed for high school sophomores who are working toward completion of the UN project.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8517

Lyngstad, Bjorn. “Creating Meaning, Addressing Needs.” Generator, 26(4), Winter 2009, 2.
Abstract: Research suggests that meaningful service perhaps is the most important of the K-12 Service-Learning Standards for Quality Prcatice. It might be obvious that any valuable service-learning experience should be meaningful — yet it is far from self-evident what the term “meaningful” implies. But the substantial positive impact meaningful service can have on students’ academic, civic, and developmental outcomes (Neal, Leeper, and Root 2009) calls for an examination of the ingredients required to reach true meaning. Though meaningful service implies service that is perceived as beneficial to its recipients and to the larger community, this article focuses on the importance of meaningfulness as defined by the service providers. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8429

Olnes, Lisa. “Special Projects for Special People: Students with Disabilities Serve Others through Service-Learning Projects.” Teaching Exceptional Children Plus, 5(2), November 2008.
Abstract: This study focuses on the effect of service-learning on 5 students with disabilities in an inclusive 6th grade class. As students participated in service activities which met a community need and were linked to the curriculum, they achieved learning goals and were provided the real life applications of their learning. Students experienced the excitement of helping others, which increased motivation, willingness to help, and concern for others. Service-learning projects bolstered my students’ self-confidence, helped them realize that they each have something to give, and that they can make a difference. Service-learning projects seem to be a powerful tool to improve students’ motivation, academic success, social skills, and self-confidence. Service-learning may be particularly effective in the inclusive classroom. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8483

Pine, Gerald J. “Case Study and Teacher Action Research.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: In this chapter, the author discusses the nature and role of the case study in teacher action research. The advantages of using the case study as a research methodology are described, along with different types of case study approaches. The nature and character of different kinds of individual and program case studies are featured. Assumptions underlying the case study are explored. The chapter concludes with a detailed discussion of three major case study approaches: appreciative inquiry, the cultural inquiry process, and the descriptive review. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8431

Pine, Gerald J. “Disconnection Between Educational Research and Practice, (The): The Case for Teacher Action Research.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: This chapter explores the disconnect between educational research and practice, beginning with the historical context in which the two are situated and continuing to examine why such a gap between research and practice exists. The author acknowledges the limitation of experimental and quasi-experimental design, and ultimately presents a case for "transcending the R&D model of knowledge transfer."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8417

Pine, Gerald J. “Fundamental Practices for Teacher Action Research.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: This chapter focuses on fundamental practices for conducting teacher action research, including reflection, documentation, observation, writing, journaling, and dialogue. In this chapter, the author emphasizes that although these can be treated as discrete practices, they ought to be considered as intersecting processes of study-- mental dispositions and behaviors that interactively nurture lifelong inquiry. The interaction of these practices if explored, and concrete steps for their implementation are described. At the end of the chapter, the author poses a series of questions to facilitate reflections about teaching and learning experiences and to offer focal points for observation, journal writing, and reflection. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8427

Pine, Gerald J. Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: This book focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. The author examines the historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8416

Pine, Gerald J. “Teacher Action Research as Professional Development.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: This chapter explores the role that teacher action research can play in professional development. When teachers engage in their own classroom-based inquiry, they use their own expertise, experience, initiative, and leadership. This offers teachers active participation in the development of meaning and knowledge. What does it take for teachers to value and honor their own experience and skill as a source of expertise, to initiate and direct their own inquiry, to analyze their experiences with students, to engage in the construction of knowledge, and to make their inquiry public? (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8422

Wegner, Maddy. “Beyond Canned Food Drives.” Generator, 26(4), Winter 2009, 3.
Abstract: Science writer Michael Pollan has called for a Farmer in Chief position in the Obama administration. Food pioneer Alice Waters considers lunch a mandatory part of “edible education” in her school garden programs. And teachers like Steven Tanguay and Jon Thurston of Troy Howard Middle School in Belfast, Maine, are helping students do more than collect canned food for families in need during the holidays. Their Garden Project students are growing their own nutrient-rich produce for local food shelves — the result of a year-round gardening curriculum that began in 2001. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8430

New NSLC Produced Materials - March 3, 2009

noreply@blogger.com (Unknown) — Mon, 02 Mar 2009 17:53:00 +0000

General/Cross-Sector

Beyond Needs Assessments: Identifying A Community's Resources and Hopes
This fact sheet discusses the importance of and ways of determining what a community has, wants, and hopes before conducting a service-learning project.
www.servicelearning.org/instant_info/fact_sheets/cb_facts/beyond_needs_assess/

Engaging Youth in Times of Personal and Educational Transition: Selected Service-Learning Resources
This bibliography highlights resources which shows how service-learning can help guide youth in their transitions from middle school to high school to college/university to adulthood.
www.servicelearning.org/instant_info/bibs/cb_bibs/transition/

New Learn and Serve America Grantee Produced Materials - February 18, 2009

noreply@blogger.com (Unknown) — Thu, 19 Feb 2009 00:34:00 +0000

CBO

Evaluation Report of Student Attitude and Behavior Changes to the Tennessee Department of Education and Volunteer Tennessee on the Learn and Serve America School-Based Program: Student Data Sets from 2007-2008, Year 2 of the Learn and Serve Project
Volunteer Tennessee
Abstract: The 2007-08 School-based Learn and Serve grant was implemented by the Tennessee Department of Education in collaboration with Volunteer Tennessee. Twenty-one sub-grantees from public schools across the state were selected to provide high quality service-learning projects, incorporating student voice and student planning, requiring no less than 30 hours per semester, and integrating service-learning within the academic curriculum. The sub-grantees achieved the following goals: (1) during the 2007-2008 grant year 3,482 students engaged in service-learning programs, and 2) through service-learning participation, students were reconnected to their schools and communities and gave 102,045 of hours of service to their Tennessee communities while developing academic skills and knowledge. In the grant proposal for this project, the primary intermediate outcomes were projected for attitudinal changes related to student resiliency and problem-solving. Improvements in student attitudes were expected to build over the three-year grant, as teachers trained in the Lions-Quest Skills for Action program developed mastery of how to use the program and learned ways to incorporate service-learning projects and tasks to academic subject areas.
http://servicelearning.org/library/lib_cat/index.php?library_id=8324

HE

Great Cities Great Service Campus-Community Partnerships
Ohio Campus Compact
Abstract: This chart displays the partnerships between schools, universities, and community-based organizations that are part of the Great Cities Great Service program in Ohio.
http://servicelearning.org/library/lib_cat/index.php?library_id=8482

Youth to College Handbook
University of San Diego
Abstract: The “Youth to College” program is designed to address the important issue of students from underrepresented groups who do not know that higher education can be a viable option for them. The University of San Diego and three university partners—Mesa College, San Diego City College (SDCC), and University of California San Diego (UCSD)—partner with schools and after-school partners. This is part of national efforts to address the important issue of educational inequity. Research on college attendance emphasizes the important of: academic skills, peer influence, knowledge of the value of a college education and the practical steps to obtain it. This program seeks to build the chances that under-represented students will know that college is a viable choice for them. This program is sponsored by California Campus Compact with funding from the Corporation for National Service “Learn and Serve” program, and is a statewide project involving 12 campuses and 12,000 college students and youth each year for three years (2006-2009). The grant is $40,000 annually with a $60,000 match each year for three years. As noted above, the purpose is to help interest and prepare students from underserved populations to attend college. While tutoring/mentoring is one strategy, the other is to do joint service-learning projects. The intention is also that university administrators will gain more understanding of what students see as barriers to college attendance.
http://servicelearning.org/library/lib_cat/index.php?library_id=8470

Tribal

Disasters: Flood and Ice
Cherokee Nation Learn and Serve
Abstract: This collection of the memories and insights from the year 2007 by teenagers of Miami, Oklahoma, recalls stories of the "big flood and ice storms of 2007" through photographs, poems, drawings, and personal anecdotes.
http://servicelearning.org/library/lib_cat/index.php?library_id=8495

New NSLC Produced Materials - January 27, 2009

noreply@blogger.com (Unknown) — Tue, 27 Jan 2009 18:30:00 +0000

General/Cross-Sector

Back in Print: Bring Learning to Life - Service-Learning In Action
Created in collaboration with Cathryn Berger Kaye, this is a new edition of the popular companion piece to the Bring Learning to Life video. In addition to still providing K-12 practitioners an overview of the basics of service-learning, the updated 6-page guide now includes information on the new K-12 Standards for Quality Practice and the revised 5 core components of service-learning developed by NYLC and Shelley Billig at RMC Research. Teachers can use this guide to help integrate service-learning into their classrooms to strengthen and enhance academic and civic development. Practitioners in less formal educational environments such as after-school programs and youth groups may also find the guide useful for implementing service-learning projects in community-based settings.
www.servicelearning.org/lsa/bring_learning/index.php#inaction

HIV/AIDS and Service-Learning: Selected Resources
This bibliography highlights resources and examples on how service-learning can inform youth and others about HIV/AIDS.
www.servicelearning.org/instant_info/bibs/he_bibs/hiv-aids_sl/

Hot Topic: Mentoring
The resources on this page provide information on youth mentoring and peer mentoring in higher education, school, and community-based settings.
www.servicelearning.org/instant_info/hot_topics/mentoring/

MLK Day & Service-Learning: Resources to Enrich Your Programs
This list of resources includes examples of MLK Day programs and events, nationwide organization models, and resources you can use to plan your own project.
www.servicelearning.org/instant_info/mlkday/

Service-Learning and Historic Preservation
This toolkit provides resources for teachers and for historic preservation organizations interested in partnering to provide youth with an engaging learning experience where story and place connect. This resource includes first steps, benefits to students and historic preservation organizations, and examples of successful service-learning historic preservation projects.
www.servicelearning.org/instant_info/historic_preservation/

HE

Student Horizons' Guide to Service-Learning Colleges and Universities
The Guide to Service-Learning Colleges and Universities is a resource for college-bound students interested in making a difference in their communities and gaining valuable hands-on experience while earning college credit…
www.servicelearning.org/library/lib_cat/index.php?library_id=8305

New NSLC Library Items - January 16, 2009

noreply@blogger.com (Unknown) — Fri, 16 Jan 2009 16:21:00 +0000

General/Cross Sector

Anuszkiewicz, Brittany, Nina Salomon, William Schmid, Roxana Torrico. Finding Resources to Support Mentoring Programs and Services for Youth. Washington, DC: The Finance Project, 2008.
Abstract: This brief outlines three strategies to finance and sustain mentoring programs and services for youth and illustrates these options through state and community examples. Strategy 1: Building Partnerships with Businesses and Foundations. This strategy outlines how youth mentoring programs can use partnerships with businesses and foundations to implement, expand, and sustain their organization. Strategy 2: Conducting Community Fundraising to Generate Revenue. This strategy describes how community fundraising can be used to raise revenue to support and sustain youth mentoring programs. Strategy 3: Maximizing Public Revenue. This strategy describes how tapping federal, state, and local revenue can contribute to a diversified portfolio for mentoring programs. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8299

Youth Service America. Global Youth Service Day 2009: Semester of Service Strategy Guide. Washington, DC: Youth Service America, 2008.
Abstract: A high-impact, strategic service-learning curriculum designed to link Martin Luther King Day of Service with Global Youth Service Day. The Semester of Service Strategy Guide functions as a supplement to the Global Youth Service Day Service-Learning Curriculum Guide. In this text, you will find information to help you take a community service lesson plan or volunteer effort and create a semester-long service-learning curriculum. Implementing a semester-long service-learning curriculum is a strategic way to reach authentic, sustainable and long-term service goals with your students. Instead of episodic acts, semester-long projects that include planning, research, action, relationship-building, leadership and reflection will allow young people and educators to collaborate on and commit to solving some of the most important and challenging issues facing our global world. Together, Youth Service America (YSA) and the Corporation for National and Community Service (CNCS) encourage you to launch your Semester of Service project on Martin Luther King Day of Service (MLK) (January 19, 2009) and culminate it on Global Youth Service Day (GYSD) (April 24-26, 2009). The goal is that by linking these two important dates with a service-learning project, youth, teachers and community members will be able to engage in both high-impact service work and meaningful learning. While the Semester of Service Strategy Guide is directed at teachers, it can easily be translated for community groups. Many of the strategies listed below are equally pertinent to non-school service-learning work. Yet, in order for a Semester of Service project and curriculum to be successful within a school, it is necessary for topics such as Academic Standards and Time Requirements to be addressed. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8303

Youth Service America. Semester of Service Strategy Guide 2009. Washington, DC: Youth Service America, 2008.
Abstract: This resource is a guide to creating a high-impact, strategic service-learning curriculum designed to link Martin Luther King Day of Service with Global Youth Service Day (GYSD). The Semester of Service Strategy Guide functions as a supplement to the Global Youth Service Day Service-Learning Curriculum Guide. In this text, you will find information to help you take a community service lesson plan or volunteer effort and create a semester-long service-learning curriculum. This curriculum guide includes information about the K-12 Service-Learning Standards for Quality Practice, connecting to academic standards, and sections on planning, action, reflection and evaluation, and celebration and demonstration.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8318

CBO

Alcina, M.E., Shirley Laska, Kristina J. Peterson , Jonathan J. West. "Principles of Participatory Action Research (PAR), Issues of Entree, and Internal Review Board (IRB) Challenges in Community/Agency/University Collaborations." Manifestation: Journal of Community Engaged Research and Learning Partnerships, 1, November 2008: 46-59.
Abstract: A participatory action model of collaborative research is often described as a process of action and reflection. The authors, the Center for Hazards Assessment Response and Technology, believe the participatory action model to be the most appropriate with which to approach a community resilience enhancement and research project, funded by the National Oceanic and Atmospheric Administration. However, this paper contends that the reflexive component of this model, especially in its relation to issues of community entree and the challenges of the internal review board (IRB) process, is insufficiently represented in the current participatory/collaborative research literature. They propose that the absence of discussions of reflexivity within the literature potentially leads to their absence in practice. Therefore, it is crucial for collaborative researchers to write about their experiences with reflexive processes. This paper is such a document. By critically reflecting upon the entree and IRB processes, we have found that university and agency collaborators in community-based research may come to a fuller understanding of the implications of their institutional power. Communities may also benefit from a more complete appreciation for entree and IRB processes by deciding to enact a review process of their own. In an effort to promote such reflexivity, we suggest a decolonizational flip of the standard participatory model, wherein reflection would truly precede action. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8335

Arevalo, Elsy, Amy Cannata, Michael Garringer, Christian Rummell, et al. Training New Mentors. Portland, OR: Northwest Regional Educational Laboratory, 2008.
Abstract: The "Effective Strategies for Providing Quality Youth Mentoring in Schools and Communities" series, sponsored by the Hamilton Fish Institute on School and Community Violence, is designed to give practitioners a set of tools and ideas that they can use to build quality mentoring programs. Each title in the series is based on research (primarily from the esteemed Public/Private Ventures) and observed best practices from the field of mentoring, resulting in a collection of proven strategies, techniques, and program structures. Revised and updated by the National Mentoring Center at the Northwest Regional Educational Laboratory, each book in this series provides insight into a critical area of mentor program development. All mentors need thorough training if they are to possess the skills, attitudes, and activity ideas needed to effectively mentor a young person. This guide provides ready-to-use training modules for your program. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8350

Ballasy, Linda, Mark Fullop, Michael Garringer. Generic Mentoring Program Policy and Procedure Manual. Portland, OR: Northwest Regional Educational Laboratory, 2008.
Abstract: The Effective Strategies for Providing Quality Youth Mentoring in Schools and Communities series, sponsored by the Hamilton Fish Institute on School and Community Violence, is designed to give practitioners a set of tools and ideas that they can use to build quality mentoring programs. Each title in the series is based on research (primarily from the esteemed Public/Private Ventures) and observed best practices from the field of mentoring, resulting in a collection of proven strategies, techniques, and program structures. Revised and updated by the National Mentoring Center at the Northwest Regional Educational Laboratory, each book in this series provides insight into a critical area of mentor program development. Much of the success of a mentoring program is dependent on the structure and consistency of service delivery, and this guide provides advice and a customizable template for creating an operations manual for a local mentoring program. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8347

Buhrer, Colleen. Service as a Strategy: Addressing Critical National Needs. Washington, DC: Innovations in Civic Participation, 2008.
Abstract: Part of the ICP published Service As Strategy series that highlights the positive role that service can play as a strategy for addressing a variety of social issues. ICP believes that every country should utilize innovative, efficient and resourceful strategies to respond to critical national needs such as emergency and disaster relief and recovery, critical teacher shortages, and HIV/ AIDS prevention and treatment. Young people represent a diverse and resourceful cohort waiting to be mobilized to address those needs. Young people can be a resource for providing integral services to their communities through innovative and effective means, instead of being thought of as only the beneficiaries of service. This paper will provide examples of innovative ways to mobilize young people to address critical national needs while calling on communities, governments and nongovernmental organizations to invest in young people as resources for getting things done in their communities. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8322

Camino, Linda, Julie Petrokubi , Shepherd Zeldin. Youth-Adult Partnerships in Public Action: Principles, Organizational Culture, and Outcomes. Washington, DC: Forum for Youth Investment, 2008.
Abstract: The findings and the case studies described in this report underscore the critical role that community-based organizations can play both in developing young people's leadership abilities and driving positive community change. Specifically, the authors push beyond principles, identifying effective organizational and management practices that can help any organization committed to meaningful youth engagement advance their efforts in concrete ways. Additionally, the outcomes they identify present a useful impact framework for much-needed future program evaluation and research efforts. Documenting the outcomes that organizations like those featured in this report can achieve - with the young people who participate and the adults, institutions and communities they work with - is critical to ensuring further investment and innovation. Young people are disproportionately involved in and affected by the problems that beset communities and states. Far too many young people are not doing well because communities are not doing well by them. This is cause for concern - and for engagement. Young people are not only at the center of many problems, they are the source of many solutions. Without direct youth and family input into community and state efforts to improve youth services and policies, efforts can miss the mark. This is why youth and family engagement is a core strategy in the Forum’s Ready by 21 approach, now being used in communities and states across the country to drive long-term change. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8332

Chomitz, Virginia, Elisa Friedman, Karen Hacker, Justeen Hyde, et al. "The Institute for Community Health: A Collaborative Organization Focused on Community Health Improvement." Manifestation: Journal of Community Engaged Research and Learning Partnerships, 1, November 2008: 10-23.
Abstract: The Institute for Community Health (ICH) is a collaboration of three Massachusetts health care systems; the Cambridge Health Alliance, the Mount Auburn Hospital of CareGroup, and the Massachusetts General Hospital of Partners HealthCare. It was developed to improve the health of Cambridge, Somerville, and surrounding cities and towns. The vision for ICH was to be a nationally recognized organization dedicated to health status improvement through facilitation and collaborative sponsorship of community-based participatory research (CBPR), assessment, dissemination, and educational activities. In the early years, board members developed bylaws and hired an executive director. They also conducted several studies to understand the potential and provide direction for the organization. Most importantly, ICH cultivated existing relationships with community partners and developed new relationships with coalitions, ommunity-based organizations, governmental institutions (like the school and health departments) and citizens depending on the issue at hand. Through its work, ICH has catalyzed action, supported and built capacity of community partners, and impacted health indicators. Over the last 7 years, the organization has grown substantially and has dealt with organizational development issues. There were numerous challenges including maintaining partnerships, growth, disseminating results and dealing with the ongoing funding needs. Today, ICH represents one innovative strategy for developing a local public health research institute that has successfully balanced the demands of academics and funders with community partnership. The lessons learned throughout the process and the insight gained can hopefully be helpful to others wishing to accomplish similar goals and sustain like-minded organizations. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8338

Coe, Mary Kathryn, Jill Guernsey de Zapien, Martha Monroy, Cecilia B. Rosales, et al. "Innovative Solutions; Engaging Non-Traditional Partners to Reduce Health Disparities." Manifestation: Journal of Community Engaged Research and Learning Partnerships, 1, November 2008: 24-33.
Abstract: In this paper the authors describe the role that diverse coalition membership played in the development of a series of innovative projects implemented by a community based coalition to reduce the health disparities experienced by two underserved, predominantly Hispanic, urban neighborhoods located in the Arizona-Sonora border region. This coalition is a model for the organization and functioning of strategic community mobilization to reduce health disparities. The projects developed and implemented by the coalition were made possible by the engagement and recruitment of diverse partners (both traditional and non traditional health coalition partners). Although the focus of this coalition is on diabetes and substance abuse, the interconnection of local economic, health, and social issues led to the involvement of a diverse membership that included agencies and organizations not traditionally associated with health programs. Not only were the usual health organizations involved, but libraries, grocery stores, transportation systems, neighborhood associations, and city urban planning and design departments all played important roles. Further, the coalition includes community members as well as the organizational members. The broad base of the membership has made accessible a wide range of talents and innovative viewpoints that have led to the development of creative and effective approaches to reduce health disparities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8337

Coffin, Juli. "Embedding Cultural Security in Bullying Prevention Research." Manifestation: Journal of Community Engaged Research and Learning Partnerships, 1, November 2008: 66-81.
Abstract: This story needs to be told; anyone with an Aboriginal child in his or her care or profession needs to listen. This research is unique. The aim is to contextualise concepts not explored in one cultural context and relate its implications and outcomes in an educational context. With better understanding of the phenomenon explored in a culturally secure (1) way we can attain some degree of appropriateness and guidance for developing programs and having a more positive impact on the outcomes for Aboriginal children, youth and communities. With better educational outcomes and the opportunities that follow, have an impact on our children, young adults and communities that cannot be underestimated. This work encompasses the past, present and future through the inclusion and guidance from Yamaji Aboriginal children, parents/caregivers, elders, teachers, Aboriginal education workers (AIEO/ATA) and the broader community. Never before has such a detailed recount been explored - all sectors have an opportunity to detail their version of the phenomenon of bullying in an Aboriginal context. This paper presents a discussion of how and why the research must occur in this culturally secure way to provide accountable and much needed guidance toward understanding, dealing with and alleviating such relationship issues with our staff, schools and communities. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8333

Faigley, Ian, Elizabeth Gaines, Karen Pittman. State Children's Cabinets and Councils: Elements of Success Issue 1: Structural Options. Washington, DC: Forum for Youth Investment, 2008.
Abstract: As with any organization or entity, a cabinet's ability to do its work effectively is deeply influenced by its structural characteristics. These characteristics tend to fall along a continuum of options. This issue brief delves into the benefits and challenges of certain structural options. Though the political context in some states necessitates beginning at different points on a continuum, there are lessons to be learned from the experiences of existing children's cabinets that indicate a preferred structure. Despite the different approaches to coordination, many states identified the same six components of structure that they associate with positive systemic change: Scope of the Vision and Mission, Authority, Organizational Home, Scale of Composition and Formality, Resources, and Local Connections. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8328

Folliard, June, Elizabeth Gaines, Nalini Ravindranath. State Children's Cabinets and Councils: 2008 Directory. Washington, DC: Forum for Youth Investment, 2008.
Abstract: This directory contains general information and contact information for State Children's Cabinets and Councils, as well as High Level State Councils, Commissions, Collaboratives, and Committees as of June 2008.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8330

Garringer, Michael, Linda Jucovy. ABCs of School-Based Mentoring (The). Portland, OR: Northwest Regional Educational Laboratory, 2008.
Abstract: This revised edition of the ABCs of School-Based Mentoring provides practical information for youth-serving organizations that want to implement a new school-based mentoring program or strengthen an existing one. Drawing on recent research and promising practices developed by organizations around the country, this guide leads readers through the process of planning and implementing a quality school-based mentoring program. It also includes worksheets to help guide planning, sample forms that programs can adapt and use, and a list of additional resources. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8343

Garringer, Michael , Linda Jucovy. Building Relationships: A Guide for New Mentors. Portland, OR: Northwest Regional Educational Laboratory, 2008.
Abstract: The Effective Strategies for Providing Quality Youth Mentoring in Schools and Communities series, sponsored by the Hamilton Fish Institute on School and Community Violence, is designed to give practitioners a set of tools and ideas that they can use to build quality mentoring programs. Each title in the series is based on research (primarily from the esteemed Public/Private Ventures) and observed best practices from the field of mentoring, resulting in a collection of proven strategies, techniques, and program structures. This resource is written directly for mentors, providing them with 10 simple rules for being a successful mentor and quotes from actual volunteers and youth on what they have learned from the mentoring experience. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8349

Garringer, Michael, Patti MacRae. Foundations of Successful Youth Mentoring: A Guidebook for Program Development. Portland, OR: Northwest Regional Educational Laboratory, 2008.
Abstract: The Effective Strategies for Providing Quality Youth Mentoring in Schools and Communities series, sponsored by the Hamilton Fish Institute on School and Community Violence, is designed to give practitioners a set of tools and ideas that they can use to build quality mentoring programs. Each title in the series is based on research (primarily from the esteemed Public/Private Ventures) and observed best practices from the field of mentoring, resulting in a collection of proven strategies, techniques, and program structures. This title offers a comprehensive overview of the characteristics of successful youth mentoring programs. Originally designed for a community-based model, its advice and planning tools can be adapted for use in other settings. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8348

Littlejohns, Lori Baugh, Neale Smith. "What is Success in a Healthy Communities Initiative? Insights into Community Capacity." Manifestation: Journal of Community Engaged Research and Learning Partnerships, 1, November 2008: 34-45.
Abstract: Healthy communities approaches have been advocated in the literature as promising practice in community health development. Many endorse the theory of healthy communities initiatives (HCI); however, definitive measures of success remain elusive. Community capacity (CC) building approaches also inspire interest among health promotion professionals and researchers. In one HCI in Alberta, Canada CC was seen as a valuable concept and outcome of the HCI. This paper reports on how community members descriptions of success align well with a seven domain template for CC: participation; critical learning; shared vision; sense of community; leadership; knowledge, skill and resources; and communication. This paper adds to the growing literature on CC building as an important outcome of community health development initiatives and is particularly important because community members reported that these outcomes were indicators of success in their efforts. Future research to continue developing CC, as a unifying forum for evaluating community development initiatives, is needed. This would aid in closing the gap between theory and practice and would enrich the experiences of community members in building capacity to take action on health. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8336

Nash, Elson, Sally Prouty. Service and Service-Learning: Strategies for Reengaging Disconnected Youth. Texas Workforce Commission, 2008.
Abstract: This presentation centers on the idea of community service-learning as a method of preparing and training the "workforce of the future." Information is presented by Elson Nash, the acting director of Learn and Serve America, on the ways in which service develops and transmits the skills necessary for success in the 21st-century workforce. Additionally, Sally Prouty, president and CEO of The Corps Network, shares successful design and planning strategies for service programs.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8342

Peace Corps Office of Overseas Programming and Training Support. Volunteerism Action Guide: Multiplying the Power of Service. Washington, DC: Peace Corps, 2008.
Abstract: This guide assists readers and partners to facilitate service-learning activities in their communities. It should be adapted to the setting, language, and culture in which readers are working. It may be used for a short-term volunteer activity or to launch a longer term service initiative. This first section is an introduction and overview. Readers may want to return to this section for definitions, standards, or service learning activity ideas. Part 2 is step-by-step instructions on how to develop service learning projects. Each step provides tools or complimentary resources and an example of the step from a real service learning project. Part 3 is a template readers and their service partners can use to create their own volunteer action guide for their group or organization. This template can be translated into the local language and used as a basic "how to" guide for community service and action. This guide can be used in tandem with many other existing Peace Corps resources available in the in-country resource center. These resources can add depth to the analysis and planning stages of a service project, and are cross referenced in the V2 Action Guide. However, the guide is designed so readers can work with a group to design and implement a service project without additional resources. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8340

Nimmon, Laura. "Project of Participation: Creating a Sustainable Community Partnership That Builds ESL-Speaking Immigrant Women's Health Literacy Status, (A)" Manifestation: Journal of Community Engaged Research and Learning Partnerships, 1, November 2008: 60-65.
Abstract: Community-based research is defined as a research process that involves collaborative relationships between researchers and community members (Harris, 2006). Although there has reportedly been an increased interest in the concept of community-based research, there has not been a lot of research conducted and disseminated on how this type of research occurs in practice in peer-reviewed journals (Buysse, Sparkman, Wesley, 2003). This project review describes a successful community based research project conducted at an immigrant society in Victoria, BC that ultimately facilitated in ESL-speaking immigrant women to learn about health, while simultaneously raising their consciousness. Guided by the principles of respect, flexibility and empowerment, this community-based participatory research project received national recognition through wining a Population and Public Health Masters Research Award (2006).
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8334

United Nations. Implementation of the World Programme of Action for Youth: Progress and Constraints With Respect to the Well-Being of Youth and Their Role in Civil Society. United Nations, 2008.
Abstract: The report addresses the progress achieved and the constraints that young people face in relation to their role in, and contribution to, civil society as well as the progress and challenges faced in ensuring their well-being. The report also proposes goals and targets for monitoring the progress of youth in the above-mentioned areas. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8339

HE

Bauder, W. Averell H. "HWS Responds: A Case Study of How the Civic Engagement Office and Co-curricular Service-Learning Can Enhance the Liberal Arts." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: The heart of a liberal arts education is the ability to learn, think, and communicate in an interdisciplinary environment. Also central to the mission of most such institutions is to produce graduates who will be active and engaged citizen leaders in their communities. A liberal arts education is the perfect one for this civic mission. The issues facing our communities, from local to global, are complex. They require an approach that emphasizes asking questions, searching for answers from a variety of perspectives, and then being able to communicate possible solutions. Service-learning can be an important component in developing these skills and giving students the hands-on experiences to become individuals who can make a difference in their communities. While academic service-learning, a service experience tied to a credit-bearing class, is a nexus for this, co-curricular service-learning experiences, those that are not tied to a class but still make connections between the service and increased knowledge and citizenship skills, are important as well. Having a strong, co-curricular civic engagement office that has service-learning as a central component can further the aims of a liberal arts education as well as support and influence the development of academic service-learning. An examination of how Hobart and William Smith Colleges responded to Hurricane Katrina illustrates these points. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8297

Beyond the Books. Guide to Service-Learning Colleges and Universities. 2008.
Abstract: The Guide to Service-Learning Colleges and Universities is a resource for college-bound students interested in making a difference in their communities and gaining valuable hands-on experience while earning college credit. All institutions chosen for the Guide excel at providing students genuine service-learning experiences and programs. The Guide contains a complete explanation of service-learning using licensed information from the National Service-Learning Clearinghouse, colorful articles from colleges and universities around the country, and exciting examples of how students from New York to Los Angeles and everywhere in between are becoming involved. Also included is a directory of all selected schools, admissions and service-learning contact information, easy-to-read college profiles, college fast facts, and course spotlights highlighting specific academic courses. Everything students need to know about what service-learning is, how they can get involved, and which colleges excel at service-learning is found in this comprehensive student-friendly guidebook. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8305

Collins, Patrick M. "Understanding Service at the Service of Understanding: An Exploration of Service-Learning in the Arts." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: Much service-learning is aimed at civic education, but there are also many instances in which civic aims are secondary to more traditional academic, or what the author calls epistemic, aims of a course. This chapter explores the issue of the possibility of the civic requirement of service may undermine other epistemic aims of experiential learning by examining a course taught by the author, called Drama in a Developmental Context, at Hobart and William Smith Colleges.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8290

Craig, David W. "Learning about Student Alcohol Abuse and Helping Prevent It Through Service-Learning Initiatives: The HWS Alcohol Education Project." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: The contention of this article is that students can and should be engaged as allies in the process of promoting the truth about the real norms of peers to maximize the potential of a social norms approach. The Hobart and William Smith Colleges (HWS) Alcohol Education Project is a broad collection of education and research initiatives developed and implemented during the last decade to better inform students, faculty, and staff in high education and secondary school settings nationwide and on local campuses about alcohol and other drugs and address other problems of abuse, especially by addressing misperceptions of norms in innovative ways. Furthermore, several initiatives introduced or directly supported by the HWS Alcohol Education Project over this time period have engaged students in service to the local campus in programs designed to reduce alcohol misuse and harm. Indeed, designing service-learning initiatives that provide various opportunities for student engagement in alcohol abuse prevention efforts on campus has been an important mission of the project. The remainder of the chapter describes a variety of service-learning initiatives of the project that have been developed and implemented over the course of the past decade in efforts to produce and effective alcohol education and prevention plan. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8296

DeMeis, Debra, Cynthia Sutton. "Evolution of a Service-Learning Course." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: In this chapter the authors chronicle the evolution of a course as a liberal arts, service-learning course. As they become better informed on the multiple ways service-learning can contribute to a liberal arts curriculum, they were better able to structure their course to enhance students' learning and understanding of contemporary societal problems. First, they describe their conceptualization of the primary goals of liberal education and the dynamic relationship among a liberal education, an engaged citizenry, and service-learning. They then follow the development of the course itself, both in content and pedagogy. And finally, they conclude with a summary highlighting their role as college faculty in promoting a comprehensive and crucial liberal education for their students as they become active, responsible, involved citizens. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8295

Dewey, Barbara, Megan Fair, Shelley Henderson, Paul Sather. "Service-Learning Research as a Feedback Loop." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Shelley H. Billig, Melody A. Bowdon, Barbara A. Holland. Greenwich: Information Age Publishing, 2008.
Abstract: This eighth volume in the Advances in Service-Learning Research series includes eight essays selected from manuscripts submitted by participants in the seventh annual conference of the International Association of Research in Service-Learning and Community Engagement, held in Tampa, Florida, in October, 2007. The volume builds upon the theme of that conference: "Sustainability and Scholarship: Research and the K-20 Continuum," bringing together the work of scholars from K-12 and higher education to argue for the connection between rigorous and purposeful research and sustainable service-learning and civic engagement. Articles range from models for program-level assessment to examples of significant field-based research projects to approaches to advance discipline-based sustainable impacts to connections between civic education and sustainable communities. Voices of community partners, students, faculty members, administrators, and discipline-based organizations are part of the conversation, and each of the essays raises important challenges for future research that can help to shape, document, and sustain the important impacts of work in this field.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8298

Dobkowski, Michael. "Teaching the Unteachable: Service-Learning and Engagement in the Teaching of Genocide and the Holocaust." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: Based on the ultimate challenges and goals of teaching a class on the Holocaust and genocide, the author has attempted to incorporate introspective writing and service-learning components into the curriculum, asking the students to do extensive introspective writing that aims to help them find their own voices and to recognize how they might use their voices as a force for change and progress. This chapter details these challenges and goals, as well as successful means of incorporating elements of reflective writing and service-learning into a course.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8291

Flowers, Kathleen, Charles Temple. "America Reads as Service-Learning: A Stereophonic Report." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: The authors of this chapter take turns talking about an America Reads project on a liberal arts campus-- from the point of view of the day-to-day manager of the project, working out of the Center for Community Engagement and Service-Learning at the Colleges, and from the perspective as a professor who helped set up the project and has advised it over the years.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8293

Hale, Charles R., ed. Engaging Contradictions: Theory, Politics, and Methods of Activist Scholarship. Ewing: University of California Press, 2008.
Abstract: Activist scholarship is a matter of critique, not just advocacy. It is part of a project of producing new knowledge, of integrating more abstract and universal sorts of knowledge with more concrete and particular sorts of knowledge, and of keeping action and its possibilities at the center of attention. One reason for activist scholarship is obvious but worth restating: the world is in considerable need of improvement, and improvement comes in large part by means of social movements, struggles, and campaigns to change public agendas, not merely by the provision of technical expertise to those already in power. Activist scholarship can help movements have more success improving the world. A second reason for activist scholarship is less immediately obvious but no less important: it is easy for social science to become too complacent, too affirmative of the existing order, and turned in on itself as though it were entirely self-justifying. Activist scholarship puts new issues on the research agenda as well as the public agenda. It encourages creativity and forces confrontation between different perspectives, explanations, and statements of fact. Such creativity and confrontation advance social science. The primary purpose of activist scholarship thus may be to address public issues or help specific constituencies. Activist scholarship is one way to make social science useful. But activist scholarship can also make social science better, providing occasions for new knowledge creation, challenges to received wisdom, and new ways of thinking. (Craig Calhoun)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8286

Harris, Jack D. "Service-Learning: Process and Participation." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: This chapter details the steps needed to create and execute a successful service-learning program or project. Service-learning course planning should consider several issues: student placement method; student orientation to service-learning; engaging a "service-learning colleague"; including service-learning community partners; tactics for classroom-based service-learning; institutional integration. Service-learning can be placed in the syllabus as something that is supplemental and periodic, or it can be used as the experiential base of the course with a full array of activities and exercises to support it and to amplify course material. At its most ambitious, it is a "full-court press." (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8289

Howland, Eric, Katherine Loving , Randy Stoecker. Creating an Information Technology Science Shop for Greater Madison: Stage I: An Assessment of Nonprofits' Information Technology Issues. Madison, WI: University of Wisconsin, Madison, 2008.
Abstract: The University of Wisconsin-Madison TechShop engages students in providing information technology assistance to local nonprofit organizations as part of a community-based research program and service-learning course. The University of Wisconsin-Madison TechShop began with a community-based research project investigating the technology assistance needs of local nonprofit organizations. Based on the results, a service-learning program was developed that pairs student service-learners with nonprofit organizations to work together on a technology project identified as a need by the nonprofit "client." Because a program priority is ensuring the sustainability of the gains made during the semester, the student and nonprofit partners work together to learn and develop products and solutions that the organization will be able to manage after involvement with the TechShop program. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8319

Lee, Steven P. "Service-Learning in an Ethics Course." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: Incorporating community service into a course is a recognition that practice has a rile to play in education. Service-learning is using the practice of community service to deepen the students' understanding of the theory presented in the classroom and its texts. The classroom is about the real world, but it is separate from the real world. Service-learning is pedagogically valuable, in part, because it has the ability to bring the real world into the learning process. The theoretical discussions of the classroom are joined with the practical experiences of the service activity. The use of service-learning is in furtherance of the liberal arts ideal that the role of education is to create individuals who have not merely mastered a body of theory, but who have become capable of taking their place as democratic citizens. Service provides the practice; service-learning informs the practice in a way that allows students to appreciate its meaning and to better understand the theory. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8288

Mertens, Jo Beth. "Incorporating Service-Learning in Quantitative Methods Economics Courses." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: Incorporating service-learning into economics courses is one way of adding the responsible learner aspect to teaching, and thereby creating intentional learners. Service-learning has at least two distinct components: (1) application of techniques and concepts learned in the classroom or from texts; and (2)direct service or production of a good or service for use by others. Non-core economics courses, such as Women and Gender Economics and Economics of Caring, appear to lend themselves more easily into incorporating service and experiential learning than the core theoretical and quantitative courses. The author believes that quantitative courses like statistics and econometrics can also be adapted to successfully incorporate service-learning. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8294

Portland State University. A Guide to Reciprocal Community-Campus Partnerships. Portland State University Center for Academic Excellence, 2008.
Abstract: This guide represents the insights, understandings and practices which emerged from the contrasting stories and experiences of community partners and higher education partners--perspectives that merged and blended to produce common insights about how reciprocal partnerships can be described, developed and sustained. In addition to the thinking of the Partnership Forum participants, this guide represents an initial synthesis of existing literature on community-campus partnerships. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8302

Rimmerman, Craig A., ed. Service-Learning and the Liberal Arts. Lanham: Lexington Books, 2009.
Abstract: This collection of thoughtful essays written by colleagues at Hobart and William Smith Colleges comes at an opportune time to update scholarship and consider the best practices in service learning that will foster greater civic engagement. Readers have the opportunity to consider articles across disciplines from experienced faculty who have considered a broad array of topics. (author) Chapters include: Service-Learning in an Ethics Course; Service-Learning: Process and Participation; Understanding Service at the Service of Understanding: An Exploration of Service-Learning in the Arts; Teaching the Unteachable: Service-Learning and Engagement in the Teaching of Genocide and the Holocaust; Service-Learning and Public Policy; America Reads as Service-Learning: A Stereophonic Report; Incorporating Service-Learning in Quantitative Methods Economics Course; The Evolution of a Service-Learning Course; Learing about Student Alcohol Abuse and Helping to Prevent It through Service-Learning Initiatives: The HWS Alcohol Education Project; HWS Responds: A Case Study of How the Civic Engagement Office and Co-curricular Service-Learning Can Enhance the Liberal Arts; Service-Learning Lessons.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8287

Rimmerman, Craig A. "Service-Learning and Public Policy." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: What does it mean to be a citizen in a country that calls itself a "democracy?" How does one take a charity model of helping, of service, that students have been socialized into and know so well and inspire students to instead contemplate a more centrally focused political and policy model, one rooted in the language of social movements and participatory theories of democracy? In what ways does a service-learning course in a liberal arts institution provide a unique space for encouraging students to reflect on the real meaning of service for their lives as well as the lives of the members of the community with whom they interact? This chapter broaches these questions and within the tensions represented within the context of a 300-level public policy course-- Social Policy and Community Activism. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8292

K-12

Balfanz, Robert, John M. Bridgeland, Joanna Hornig Fox, Mary McNaught. Grad Nation: A Guidebook to Help Communities Tackle the Dropout Crisis. Alexandria, VA: America's Promise, 2008.
Abstract: Grad Nation contains research-based guidance for addressing the dropout crisis, along with ready-to-print tools and links to additional online resources. The authors recognize that one size does not fit all, so you will not find step-by-step instructions for a standardized program. Instead, Grad Nation provides information and tools for developing and implementing a customized program that's right for your community. Within these tools and information, service-learning and experiential education are mentioned as successful dropout prevention strategies. The guidebook is divided into four parts: Rallying Your Community to End the Dropout Crisis, Understanding Your Community's Dropout Crisis, Solutions for Comprehensively Addressing Your Community's Dropout Crisis, and Moving Forward to Create Lasting Change. At the end of the guidebook, a list of organizations to which readers can turn for assistance is provided. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8300

Billig, Shelley H. Diversity. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: This annotated bibliography discusses resources related to the K-12 service standard of diversity. By "actively seek[ing] to understand and value the backgrounds and perspectives of those offering and receiving service, and to recognize and overcome stereotypes," service-learning projects and programs are enriched. Also included are applications to service-learning and educational research supporting the concept of diversity in service-learning.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8313

Billig, Shelley H. Progress Monitoring. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: This annotated bibliography explores the K-12 service learning standard of progress monitoring, which is described as the "process for gathering information to determine whether there has been movement toward goal attainment." The application to service-learning, as well as educational research to support the concept of progress monitoring in service-learning is included.

http://www.servicelearning.org/library/lib_cat/index.php?library_id=8315

Billig, Shelley H., Stephany Brown, Jennifer Turnbull. Youth Voice. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: This annotated bibliography lists resources that have to do with the K-12 service-learning standard of youth voice. Youth voice, or "the inclusion of young people as a meaningful part of the creation and implementation of service opportunities" is discussed in terms of application to service-learning and educational research supporting the concept.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8312

Billig, Shelley H., Linda Fredericks. Meaningful Service. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: This annotated bibliography provides information on the K-12 service-learning standard of meaningful service, which is described by the authors as "one that fills a recognized need in the community, is appropriate to the age of the students involved, results in a tangible or visible outcome or product, and demonstrates learning outcomes." Applications to service-learning and educational research to support the concept of meaningful service are also provided.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8311

Billig, Shelley H., Linda Fredericks. Partnerships. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: This annotated bibliography describes the K-12 service-learning standard of partnerships, and the value of forming reciprocal partnerships with community organizations and members. It begins with an definition of reciprocal community partnerships, the provides examples of application to service-learning, followed by educational resource to support this concept.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8310

Billig, Shelley H., Linda Fredericks. Reflection. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: This annotated bibliography explores the value of challenging reflection activities in K-12 service-learning. Also provided are service-learning applications and educational research to support the concept of reflection in service-learning.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8314

Billig, Shelley H., Judith Northrup. Duration and Intensity. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: The authors provide an annotated bibliography for the K-12 service-learning standard of duration and intensity, including a definition of the term, applications to service-learning, and educational research supporting the concept.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8308

Billig, Shelley H., Judith Northrup. Link to Curriculum. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: This annotated bibliography provides information on the value of linking service-learning activities to curriculum. Linking to curriculum means that service-learning experiences are specifically designed to meet particular learning and curricular goals and/or content standards. Service-learning applications of curricular links are provided as well as educational research supporting this concept.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8309

Blust, Rebecca, Jayne Brahler , Margaret Pinnell , Margy Stevens. Can Service-Learning in K-12 Math and Science Classes Affect a Student's Perception of Engineering and Their Career Interests. Frontiers in Education, 2008.
Abstract: The objective of a National Science Foundation(NSF) sponsored grant entitled, "Making Connections: Resources for K-12 Service-learning and Experiential Learning in STEM Disciplines" was to encourage K-12 educators to incorporate service-learning into the science and math curriculum by providing an easy-to-use resource. It was hoped that the use of service-learning in the science and math curriculum would help promote the entry of women and minorities into the Science, Technology, Engineering and Mathematics (STEM)fields, increase the potential pool of engineers and scientists in the United States, contribute to the development of STEM educators and enhance cultural sensitivity, ethics and social responsibility in future STEM workers. As part of this grant, 60 local K-12 teachers were asked to use the website, facilitate an activity identified on the website and assess the usefulness of the website as well as the perceived affect the activity had on the students. All participants were asked to fill out a survey to assess the usefulness of the website as well as the perceived impact of service-learning in enhanced student interest in STEM. A subset of this group facilitated well developed career interest inventory tools prior to and after facilitating the activity in an effort to determine if the activity had an affect on the students perception of engineering or the resultant career choices. This paper focuses on the survey, assessment tools and will present the results obtained from the survey. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8317

Bowman, Craig, Miki Hodge, Renee Hoover, Patti MacRae, et al. Sustainability Planning and Resource Development for Youth Mentoring Programs. Portland, OR: Northwest Regional Educational Laboratory, 2008.
Abstract: The Effective Strategies for Providing Quality Youth Mentoring in Schools and Communities series, sponsored by the Hamilton Fish Institute on School and Community Violence, is designed to give practitioners a set of tools and ideas that they can use to build quality mentoring programs. Each title in the series is based on research (primarily from the esteemed Public/Private Ventures) and observed best practices from the field of mentoring, resulting in a collection of proven strategies, techniques, and program structures. Revised and updated by the National Mentoring Center at the Northwest Regional Educational Laboratory, each book in this series provides insight into a critical area of mentor program development. Mentoring programs must plan effectively for their sustainability if they are to provide services for the long run in their community. This guide explores key planning and fundraising strategies specifically for youth mentoring programs. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8351

Chlepas, Patti. Let's Get Wet: Learning About our Streams and the Source of the Water we Drink (Independent Project Book). Monroe County FLOW, 2008.
Abstract: The objective of this FLOW Project is to bring awareness of life within a watershed to students. Students will learn to identify life within the watershed through this book of discovery. The project is designed to cultivate students' learning skills in collecting materials, organizing thoughts, and processing information within many areas of academic study. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8323

Griffin, Alan. Service-Learning Sub-Grantee Resource Guide. Utah State Office of Education, 2008.
Abstract: This guide provides information for K-12 teachers and administrators who have received service-learning grants. Sections include: Service-Learning, Corporation for National and Community Service, Martin Luther King Jr. Day of Service, My Grant, Reporting Guidelines, and Financial Management. Resources and important dates to remember are also provided.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8301

Hoke-Webb, Dixie Lee. Wild, Wonderful, Wonders of the Watersheds in Monroe County, West Virginia. Monroe County FLOW, 2008.
Abstract: The objective of this FLOW Project is to bring awareness of life within a watershed to boys and girls. Students will learn to identify life within the watershed through this book of discovery. The project is designed to expand learnings in each unit or area of study. This information is to be presented to students in a 2" loose leaf notebook, in order that each participant can continue to add information. Students are learning skills in collecting materials, organizing thoughts, and processing information within many areas of academic study. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8321

Laird, Molly, Ph.D. Evaluation Report of Student Attitude and Behavior Changes to the Tennessee Department of Education and Volunteer Tennessee on the Learn and Serve America School-Based Program: Student Data Sets from 2007-2008, Year 2 of the Learn and Serve Project. Nashville, TN: Volunteer Tennessee, 2008.
Abstract: The 2007-08 School-based Learn and Serve grant was implemented by the Tennessee Department of Education in collaboration with Volunteer Tennessee. Twenty-one sub-grantees from public schools across the state were selected to provide high quality service-learning projects, incorporating student voice and student planning, requiring no less than 30 hours per semester, and integrating service-learning within the academic curriculum. The sub-grantees achieved the following goals: (1) during the 2007-2008 grant year 3,482 students engaged in service-learning programs, and 2) through service-learning participation, students were reconnected to their schools and communities and gave 102,045 of hours of service to their Tennessee communities while developing academic skills and knowledge. In the grant proposal for this project, the primary intermediate outcomes were projected for attitudinal changes related to student resiliency and problem-solving. Improvements in student attitudes were expected to build over the three-year grant, as teachers trained in the Lions-Quest Skills for Action program developed mastery of how to use the program and learned ways to incorporate service-learning projects and tasks to academic subject areas. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8324

Tribal

Schwartz, Stephanie M., ed., David Swallow. "A Call to Young Warriors, to all Young People: Lakota Spiritual Leader and Head Man, David Swallow, Speaks to Lakota Youth." [Online] 27 December 2008.
http://silvrdrach.homestead.com/schwartz_2008_dec_27.html
Abstract: This article by David Swallow, a Lakota spiritual leader, is an exhortation to Lakota youth to overcome the institutionalized and historical problems that face them by returning to traditional ways, values, and spirituality.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8341

New Learn and Serve America Grantee Produced Materials - January 6, 2009

noreply@blogger.com (Unknown) — Tue, 06 Jan 2009 20:06:00 +0000

K-12

Service-Learning Training and Curriculum Guide
Michigan Community Service Commission
Abstract: The purpose of this booklet is to help the busy practitioner by providing ideas and resources for reflection. In this booklet, readers will find: ideas to use for a variety of reflection activities; templates to copy for use in a service-learning project; a brief summary of research and theory about reflection; and resources for more ideas. Other sections of the guide provide a summary of the theories in the educational research literature about reflection. This summary may help readers to create additional activities. There is also a resource section to give readers more places to look for ideas.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8284

Wild, Wonderful, Wonders of the Watersheds in Monroe County, West Virginia
West Virginia Department of Education
Abstract: The objective of this FLOW Project is to bring awareness of life within a watershed to boys and girls. Students will learn to identify life within the watershed through this book of discovery. The project is designed to expand learnings in each unit or area of study. This information is to be presented to students in a 2" loose leaf notebook, in order that each participant can continue to add information. Students are learning skills in collecting materials, organizing thoughts, and processing information within many areas of academic study.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8321

Let's Get Wet: Learning About our Streams and the Source of the Water we Drink
West Virginia Department of Education
Abstract: The objective of this FLOW Project is to bring awareness of life within a watershed to students. Students will learn to identify life within the watershed through this book of discovery. The project is designed to cultivate students' learning skills in collecting materials, organizing thoughts, and processing information within many areas of academic study.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8323

New Learn and Serve America Grantee Produced Materials - December 1, 2008

noreply@blogger.com (Unknown) — Mon, 01 Dec 2008 19:03:00 +0000

K-12

Martin Luther King, Jr. Day of Service, Service Learning Curriculum: A Guidebook for Schools, Organizations, & Parents
California State University, Fullerton
Abstract: This guide is a tool that can be used by service leaders, educators, agency staff and parents to educate individuals serving the community on the Martin Luther King, Jr. Day of Service. The goal of this curriculum is to provide a snapshot of the life and work of Dr. King as a vehicle for enhancing the service experience for people of all ages. This guide is provided in the following sections: Section I: HISTORICAL SKETCHES: DR. MARTIN LUTHER KING, JR.S LIFE, WORK AND LEGACY Section II: MLK LEARNING TOOLKIT: ACTIVITIES FOR ALL AGES Section III: MLK REFLECTION TOOLKIT: ACTIVITIES FOR ALL AGES Section IV: RESOURCES: BIBLIOGRPAHY FOR FURTHER INFORMATION (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8266

Ohio Department of Education Training Resource Guide: Service-Learning Training Manual
Learn and Serve America Ohio
Abstract: This training manual contains modules on: what service-learning is (and is not); the benefits of service-learning; getting started; a service-learning planning model; developmental factors in designing service-learning programs; building support for your service-learning programs; building effective partnerships; reflection - learning from service; program evaluation; a character education/service-learning planning model; connecting service-learning to academic content standards; service-learning and student success; civic engagement and service-learning; as well as an annotated bibliography, a list of assorted service-learning websites, and service-learning Quick Sheets from Learn and Serve Ohio.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8264

Service-Learning in Michigan: Survey Results and Analysis
Michigan Community Service Commission
Abstract: In May of 2002, Public Sector Consultants, on behalf of the Michigan Community Service Commission, conducted a mail survey of school principals in a sampling of Michigan public schools. Its purpose was to provide a descriptive baseline of the prevalence of service learning throughout Michigan. The survey also examines the use of community service activities in the schools (activities that are not curriculum-based) compared to service learning, which is structured within an academic course or curriculum with clearly defined learning objectives. The research shows that: community service is more prevalent than service-learning; schools view community service and service-learning in nearly identical ways; service-learning is largely an activity of individual teachers; schools provide financial and material support to individual teachers, but not additional planning time; elementary schools are least likely to involve students in either community service or service-learning, but not by much; service-learning is most often used in the social sciences or the physical/biological sciences; and a relatively small proportion of schools receive external funding for service-learning activities--the more common sources are philanthropy and federal or state funding.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8265

CBO

Inspired to Serve: Year 2 Internal Evaluation Report
Search Institute
Abstract: Inspired to Serve: Youth-led Interfaith Action is a three-year pilot project to enhance the capacity of America's 350,000 churches, mosques, synagogues, temples, and other faith-based organizations to engage young people in effective service-learning that increases interfaith cooperation and contributes to young people's healthy development. The approach combines Interfaith Youth Core's (IFYC's) innovative model of interfaith service-learning with Search Institute's (SI's) framework of Developmental Assets and its asset-based approach to community and social change. The project focuses on building the will and capacity of faith-based organizations to strengthen their programs and impact in the following four critical-shift areas: toward effective service-learning, toward interfaith engagement, toward asset-building approaches with youth, and toward city-wide movements. The project includes both an internal evaluation and an external confirmatory evaluation, in order to track project activities and impact on young people, participating faith-based organizations, and the broader community. In terms of participating young people, the project is examining the relationship between service-learning practices and youth outcomes within a faith-based content. The four sites participating in this pilot project are St. Paul, Chicago, Philadelphia, and New Orleans. The project's major strength is also an interesting challenge: the uniqueness of each of the four pilot sites. Their individuality brings great richness to the team's endeavors, and requires a good measure of creativity from the leadership team to leverage the sites' strengths and help them achieve the project outcomes in their particular contexts. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8281

Inspired to Serve: Year 2 External Evaluation Report
RMC Research Corporation
Abstract: Inspired to Serve is a 3-year pilot project of the Search Institute and IFYC that is funded by the Corporation for National and Community Service. The goal of the project, which began in 2006, is to enhance the capacity of America's 350,000 churches, mosques, synagogues, temples, and other faith-based organizations to engage young people in effective service-learning that increases interfaith cooperation contributes to healthy development, and enriches community life. The project combines the Interfaith Youth Core's model of interfaith service-learning with the Search Institute's framework of Developmental Assets and its asset-based approach to community and social change. Four pilot cities are participating: Chicago, Illinois; New Orleans, Louisiana; Philadelphia, Pennsylvania; and St. Paul, Minnesota. RMC Research staff reviewed program materials, the evaluation design, and instruments used for data collection, and offered suggestions for revisions. They also conducted site visits in Philadelphia and Chicago where staff interviewed student and adult participants about their impressions of the program and its impacts. RMC Research reviewed the findings from an internal evaluation report from the Search Institute and IFYC and compared them to site visit findings. This report presents the external evaluation questions that were addressed and the methodologies used to collect external evaluation data. A description of the methodologies is presented first, followed by a decision of findings from the site visits, analysis of site implementation reports, and comparison of the internal and external evaluation findings. In the final section, conclusions and recommendations are provided. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8282

New NSLC Library Items - December 1, 2008

noreply@blogger.com (Unknown) — Mon, 01 Dec 2008 16:50:00 +0000

General/Cross-Sector

Beres, Jill, Jennifer Batton, ed., Ed Krauss, ed., and Scott B. Peterson. Report to the Nation, 1993 to 2008: The Global Youth Justice Movement: 15 Year Update on Youth Courts and Teen Courts. Highland Hills, OH: Global Issues Resource Center, 2008.
Abstract: This national report documents significant highlights and events over a fifteen (15) year period of unprecedented and historic growth of this groundbreaking American juvenile justice prevention and intervention program that utilizes volunteer youth to help sentence their peers. The report begins in 1993, when fewer than seventy-five (75) local youth and teen courts existed in just about a dozen states. The report concludes fifteen (15) years later in 2008, when more than a record 1,000 local communities in 48 states and the District of Columbia now operate these local juvenile justice programs. Historic numbers of youth and adults are now involved, as more than 111,868 juvenile cases were referred to local youth and teen courts and more than 133,832 volunteers - to include both youth and adults who volunteered to help with the disposition and sentencing of these juvenile cases. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id =8141

Blomstrom, Sally, Hak Tam. "Assessing the Learning in a Service-Learning Project Using Outcomes Measures Recommended by the Commission on Public Relations Education." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 139-160.
Abstract: In order for service-learning to be sustainable, research is needed that facilitates understanding and acceptance by stakeholders. One way to undertake research of this type is to use a framework suggested by practitioners and educators in a specific discipline. Results derived from an established framework are likely to be particularly compelling. Service-Learning has become a common pedagogical approach in communication; however the absence of standard methods of assessment has made it more difficult to compare service-learning with other pedagogical strategies. This chapter seeks to address that gap by suggesting a methodological approach for assessing service-learning using a framework developed from the 2006 Report of the Commission on Public Relations Education (2006). (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8251

BTW Consultants, Inc. Jewish Service-Learning: What Is and What Could Be, a Summary of an Analysis of the Jewish Service-Learning Landscape. Berkeley, CA: BTW Consultants Inc., 2008.
Abstract: In the fall of 2007, the Charles and Lynn Schusterman Family Foundation, the Jim Joseph Foundation and the Nathan Cummings Foundation commissioned BTW informing change (BTW) to assess the landscape of Jewish Service Learning. Joined by a shared interest to better understand the practice and potential of Jewish Service Learning, these foundations asked BTW to examine Jewish Service Learning, the current capacity among practitioners, the support required to further that capacity and the relevance of secular national service and other faith-based service traditions in defining the potential and evolution of Jewish Service Learning. The funding partners each approached this effort with a perspective informed by the mission, values and culture of their particular foundation. The Charles and Lynn Schusterman Family Foundation came to this work with an interest in scaling quality opportunities to engage Jewish young adults in meaningful service experiences; the Jim Joseph Foundation came to this work with an interest in understanding how Jewish Service Learning functions as a learning strategy for advancing Jewish knowledge and identity of young Jews; and the Nathan Cummings Foundation came to this work focused on building capacity in the field to ensure quality alongside growth. BTW conducted a scan of the Jewish Service Learning landscape in the United States, collecting and analyzing both primary and secondary data. The BTW team conducted 86 key informant interviews with donors, institutional funders, Jewish Service Learning practitioners, community professionals and Jewish thought leaders, as well as representatives of faith-based and secular service organizations. BTW also reviewed demographic, program and impact data from over 50 unique sources. In addition to a scan of the entire landscape, BTW conducted a deeper program assessment of immersive term-of-service programs that engage young adults in the United States. This assessment identified and focused on 25 Jewish Service Learning programs operated by 15 organizations (see Exhibit 1). BTW administered an online survey to these Jewish Service Learning practitioners to complement key informant interviews and a review of organizational and program documents. All data presented in this report are from this group of practitioners unless otherwise noted. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8199

Constitutional Rights Foundation Chicago. Service-Learning Manual for Youth Courts. Chicago, IL: Constitutional Rights Foundation Chicago, 2008.
Abstract: The number of Youth Courts - also known as teen or student courts - continues to grow across the country. Designed as both evidentary and sentencing hearings, the courts are an alternative to playing young people directly into the juvenile justice system. Community service is one of the most used sentencing alternatives for these courts, and it usually entails the offender doing service at school, hospital, governmental agency, or non-profit and documenting the hours served to complete the sentence. This type of service benefits the institution served and provides the offender the opportunity to give back to the community in acknowledgment of the wrong committed. Quality community service learning resources are important to help address the goals of the balanced and restorative justice movement and the educational needs of the youthful offender. Service learning offers an opportunity to develop the skills and attitudes of the offender, including academic skills, critical thinking skills, problem solving skills, and a sense of actual accomplishment. Each of these benefits has been identified in delinquency prevention research as an important factor in helping young people develop positive attitudes and behaviors and in decreasing anti-social behaviors among youth. To meet this need, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) of the U.S. Department of Justice has funded CRFC to develop, field-test, and train on a community service learning manual providing 25 examples for use on Saturdays. The examples will be adaptable to meet a variety of sentencing and learning needs. The manual was disseminated at the National Youth Court Conference, April 17-19 in Washington, D.C. and is now available online at http://www.crfc.org/youthcourts.html.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8199

Curley, Maureen F., Paul Loeb, Sherry Moreale. "Engaging Students as Volunteers and Voters." [Online] 9 October 2008. http://www.insidehighered.com/views/2008/10/09/loeb
Abstract: This article pulls out the ways service-learning and other campus civic engagement initiatives can play a valuable role in elections. The authors discuss the specific steps that institutions need to take to help students - and society - benefit from the interest in the 2008 presidential election.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8145

Fletcher, Adam. "Youth Voice Toolbox." Freechild Project, (The), 2008. <http://www.freechild.org/YouthVoice/index.htm>
Abstract: The Freechild Project defines Youth Voice as the active, distinct, and concentrated ways young people represent themselves throughout society. The Youth Voice Toolbox, which is comprised of a series of one- and two-sheet publications, contains tools that identify a number of innovative practices, practical considerations and critical concepts that are focused on engaging Youth Voice, particularly among historically disengaged young people. The following tools are available: * Intro - Introduction to Youth Voice * Definitions - Youth Voice Glossary * Assumptions - Assumptions Behind Youth Voice * Principles - Principles of Authentic Youth Engagement * Measure - Measure of Social Change Led By and With Young People * Ladder - Ladder of Youth Participation * Keys - Keys to Youth Voice * Cycle - Cycle of Youth Voice * Guidelines - Guidelines for Youth Voice * Honoring - 5 Ways to Honor Youth Voice * Relationships - Youth/Adult Relationships Spectrum * Environments - Creating a Safe and Supportive Environment for Youth Voice * Diversity - The Diversity of Youth Voice * Roles - New Roles for Youth Voice * Movement - The Youth Voice Movement * Discrimination - Discrimination Against Youth Voice * Myths - Myths About Youth Voice * Assessments - Assessing Youth Voice * End - The End of Youth Voice * Summary - Youth Voice Tip Sheet * Organizations - Youth Voice Organizations * Publications - Youth Voice Publications * Links - Youth Voice Links The Freechild Project has been promoting Youth Voice in nonprofit organizations, schools, foundations and government agencies since it was founded in 2001. Working with a variety of partners across the country, Freechild has learned about Youth Voice from the thousands of young people and adult allies in their workshops and critical conversations. This Youth Voice Toolkit is a summary of different tools they have developed, as well as a few adaptations of work others have done. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8236

Heartland Foundation. Jump Starters Summit: Planning a Service-Learning Conference for Youth. St. Joseph, MO: Heartland Foundation, 2008.
Abstract: In this guide you will find information to help plan a Jump Starters Summit. A Jump Starters Summit is a forum for students to showcase their service-learning projects. The information in this guide is organized into the following sections: Introduction, Logistics, Planning, Format, Marketing, The Event, Evaluation and Follow-up, and Resources. If you would like to receive a hard copy of the Jump Starters Summit Planning Curriculum, contact Chris Turpin, Service-Learning Manager of Heartland Foundation at (816)-271-7684 or via email christopher.turpin@heartland-health.com. There are a limited number of copies available, which will be distributed on a first come, first served basis. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8158

Kahne, Joseph, Amanda Lenhart, Alexandra Rankin Macgill and Ellen Middaugh, et al. Teens, Video Games, and Civics: Teens' Gaming Experiences Are Diverse and Include Significant Social Interaction and Civic Engagement. Washington, D.C.: Pew Internet and American Life Project, 2008.
Abstract: Video games provide a diverse set of experiences and related activities and are part of the lives of almost all teens in America. To date, most video game research has focused on how games impact academic and social outcomes (particularly aggression). There has also been some exploration of the relationship between games and civic outcomes, but as of yet there has been no large-scale quantitative research. This survey provides the first nationally representative study of teen video game play and of teen video gaming and civic engagement. The survey looks at which teens are playing games, the games and equipment they are using, the social context of their play, and the role of parents and parental monitoring. Though arguments have been made about the civic potential of video gaming, this is the first large-scale study to examine the relationship between specific gaming experiences and teens' civic activities and commitments. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8185

Learn and Serve Ohio. Learn and Serve Ohio 2006-2007 Annual Report. Columbus, OH: Learn and Serve America Ohio, 2007.
Abstract: This report provides a glimpse at the efforts of Learn and Serve Ohio during the 2006-2007 period, including a message from the evaluator, a description of what Ohio service-learning looks like, and a look at Learn and Serve Ohio's newly-updated website. Also included are a glimpse at the data regarding participants, programs, and school/community partnerships, snapshots of Ohio's efforts through practitioners and students' eyes, information about state and national service-learning organizations, and a look forward to the future of service-learning in Ohio.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8167

Lennon , Tiffani, Terry Pickeral and Jennifer Piscatelli. Service-Learning Policies and Practices: A Research Based Advocacy Paper. Denver, CO: Education Commission of the States, 2008.
Abstract: This paper translates service-learnings research-based evidence for education leaders by identifying practices and policies in alignment with the data that shows what works. This paper also provides a research-based service-learning framework encompassing the simultaneous renewal of five critical components shown to institutionalize and maximize service-learning effectiveness: vision and leadership, curriculum and assessment, community-school partnerships, professional development and continuous improvement. (publisher)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8166

National Conference on Citizenship. "2008 Civic Health Index: Beyond the Vote." Washington, D.C.: National Conference on Citizenship, 2008.
Abstract: The National Conference on Citizenship (NCoC) is the nation's leading advocate for civic participation and the only organization chartered by Congress to play that role. The NCoC created America's Civic Health Index to assess how the American people were performing on a wide array of indicators of civic health. Just as the U.S. collects data on our economy to inform policies that maintain its strength, the NCoC wanted the nation to have reliable data on the attitudes, behaviors, and actions of Americans related to their civic life. This information is designed to inform and motivate individuals, leaders and policymakers at all levels to strengthen the civic engagement of our people. Since America's Civic Health Index was first published in 2006, and featured in TIME Magazine, the NCoC has published annual reports to inform Americans about their civic attitudes and behaviors, the state of our civil society and democracy, and existing and emerging trends that can inform new policies and initiatives to strengthen civic life. These reports are motivated by a belief that our democratic system and our communities are healthier, stronger, and more just when many citizens participate actively - helping to discuss, define, and address our nation's problems and shape our values and culture. This is their definition of "civic engagement," and they measure it with the evolving list of survey questions shown in the Appendix. The creation of America's Civic Health Index and report was a cooperative effort of the NCoC, The Center for Information & Research on Civic Learning and Engagement (CIRCLE) at the Jonathan M. Tisch College of Citizenship & Public Service at Tufts University, and the Harvard University's Saguaro Seminar: Civic Engagement in America. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8195

Shumer, Robert. "Book Review: Felicia L. Wilczenski and Susan Coomey (2007). A Practical Guide to Service Learning: Strategies for Positive Development in Schools." New York, NY: Springer Science + Business Media, LLC. Information for Action, Winter 2008.
Abstract: Several years ago service-learning consultant Cathy Berger Kaye introduced The Complete Guide to Service-Learning. It has become one of the most popular books in the field. It was directed primarily at teachers and practitioners to help them conceptualize and develop service-learning programs that had rich curriculum and interesting projects. Today, we find a new book with a similar title: A Practical Guide to Service-Learning, by Felicia Wilczenski and Susan Coomey, This book has a very different focus. While the Kaye book was directed at practitioners, the Wilczenski/Coomey book is one of the first to focus directly on psychologists, counselors, and school support personnel. The goal of this publication is to prepare counselors and other social service and health care providers with a basic understanding of service-learning and the ways they can become involved in meeting the social, emotional, and character development needs of youth. Given the challenging environment of No Child Left Behind, the authors present service-learning as an "emotional, career, and academic education in action." They are successful in reaching their goal. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8184

Stevens, Cheryl A. Service Learning for Health, Physical Education, and Recreation: A Step-by-Step Guide. Champaign, IL: Human Kinetics, Inc., 2008.
Abstract: This workbook provides university and high school students step-by-step guidance through the process of planning, implementing, and evaluating service-learning projects for health, physical education, and recreation. This books takes students through an easy-to-follow five-step process for completing service-learning projects, and includes the following features: group projects, activities, and worksheets to guide students through the planning process; reflection activities, journal assignments, and student checklists; instructions for designing a needs assessment and evaluation survey; icebreakers and group activities, as well as tools and tips. (publisher)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8140

Youth Service America, National Collaboration for Youth, National Youth Leadership Council. Service-Learning Supplement: A Guide for Planning and Implementing Effective Service Projects as Part of F.I.L.M. Washington, DC: Youth Service America, 2008.
Abstract: The Service-Learning Supplement, a resource of YSA and F.I.L.M., is devoted to highlighting the educational aspects of planning and managing service projects with and by youth. As a project management tool, the goal of this guide is to provide project planners with a structured framework to support the design, preparation, and implementation of their service project. Each lesson plan addresses a specific step in the planning process, and focuses on particular skills to acquire in the development of each stage. The lesson plans are written so that they can be used by either youth or adult facilitators. Each lesson lists measurable outcomes, materials needed, notes for the facilitator, as well as suggestions to adapt the lessons for younger youth. The Appendices offer additional tools such as service-learning project ideas according to the different themes of the F.I.L.M. programs. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8146

CBO

Bardwell , Lisa, Ph.D, and Stephen Kaplan, Ph.D. "Creating a Generation of Problem Solvers: A Cognitive Perspective on Service-Learning." Information for Action, Winter 2008.
Abstract: This paper takes a foray into the psychological literature and applies a cognitive framework, the Reasonable Person Model (RPM), to a well-respected service-learning program, Earth Force's Community Action and Problem (CAPS) framework. Seeing CAPS through an RPM lens provides insights into the aspects of service-learning experience that may be most pivotal in ensuring positive outcomes. Likewise, while the RPM makes intuitive sense, this analysis offers an empirical demonstration of its effectiveness. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8176

Billig, Shelley H., Melody A. Bowden, Barbara A. Holland. Scholarship for Sustaining Service-Learning and Civic Engagement. Greenwich, CT: Information Age Publishing, Inc., 2008.
Abstract: This eighth volume in the Advances in Service-Learning Research series includes eight essays selected from manuscripts submitted by participants in the seventh annual conference of the International Association of Research in Service-Learning and Community Engagement, held in Tampa, Florida, in October, 2007. The volume builds upon the theme of that conference: "Sustainability and Scholarship: Research and the K-20 Continuum," bringing together the work of scholars from K-12 and higher education to argue for the connection between rigorous and purposeful research and sustainable service-learning and civic engagement. Articles range from models for program-level assessment to examples of significant field-based research projects to approaches to advance discipline-based sustainable impacts to connections between civic education and sustainable communities. Voices of community partners, students, faculty members, administrators, and discipline-based organizations are part of the conversation, and each of the essays raises important challenges for future research that can help to shape, document, and sustain the important impacts of work in this field.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8144

Brudney ,Ph.d, Jeffrey L., and Colleen Kassouf Mackey, M.P.A. "Service-Learning Impacting Citizenship: A 'SLIC' Way to Raise the Civic Aptitude and Behavior of High School Students?" Information for Action, Winter 2008.
Abstract: This study examines the participant outcomes from Service-Learning Impacting Citizenship (SLIC), a community- and curriculum-based service-learning program aimed primarily at high school students. Analysis of data collected immediately pre- and post-program, and in a follow-up survey one year later, suggests desirable intermediate- and long-term participant outcomes, which effectively address program goals to increase the civic knowledge, skills, and behavior of participating students. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8178

Checkoway, ed., Barry. My Dreams Are Not a Secret: Teenagers in Metropolitan Detroit Speak Out. Ann Arbor, MI: University of Michigan School of Social Work, 2007.
Abstract: This book is written by thirteen young people of diverse backgrounds who live in and around Detroit, the nation's most segregated metropolitan area. These writers are young people of African, Asian, European, Middle Eastern, and Latin American descent. In these pages, they write about their own cultures, racism, sexism, freedom, learning, the past and the future. They explore growing up in segregated social worlds and living on the borders of change. In particular, they examine how their lives and visions of social justice form a bridge. The mission of this anthology is to reach across the racial and ethnic boundaries and build bridges with other youth. Each of the writers also participates in Youth Dialogues on Race and Ethnicity in Metropolitan Detroit. In this program, they discuss their own identities, their similarities and differences, and policy issues about which they are passionate. They take a metropolitan tour, live and work together in a residential retreat, and plan action projects to create change. The program enables them to break their silence, use their voices in a new community, and discuss ideas they usually keep to themselves. In so doing, they grow into leaders. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8193

Davis, Gabriel, Ryan Neloms, Katie Richards-Schuster and Jennifer Young Yim, et al. Youth Dialogues on Race and Ethnicity in Metropolitan Detroit: 2007 Evaluation Report. Ann Arbor, MI: University of Michigan School of Social Work, 2008.
Abstract: Youth Dialogues on Race and Ethnicity in Metropolitan Detroit enables young people of African, Asian, European, Middle Eastern, and Latin American descent to challenge segregation, increase dialogue, and create change. Young people meet in dialogues with other groups with whom they have historical differences. They take a metropolitan bus tour of neighborhoods and suburbs; conduct community service initiatives; plan action projects to challenge segregation; discuss public policy issues related to race and ethnicity; and reunite for a summit to share outcomes with community leaders. In 2007 the program involved 88 young people from 16 community-based agencies and schools representing ten neighborhoods and six suburbs in the metropolitan area. Approximately 53 percent of the participants came from agencies in areas identified in the Good Neighborhood Initiative and 47 percent came from the suburbs. The self-identified racial and ethnic composition of the participants was the following: African American (32%), European American (21%), Arab American and Chaldean (12%), Latino and Latina (11%), Asian American and Hmong (13%), and multi-racial (11%). The dialogues had powerful effects on the young people. Findings from the pre- and post-test surveys and the youth-led evaluation survey revealed the following three outcomes from participation in the 2007 program: 1. Young people increased their knowledge of their own racial and ethnic identity and that of others. 2. Young people increased their awareness and understanding of racism and racial privilege. 3. Young people developed leadership skills and took specific actions to address issues of racism in their own lives, their families, and the communities of which they are part. The program also increased their intergroup communication and collaboration across racial and ethnic boundaries, and enabled them to challenge discrimination, build relationships, and create community changes through action projects. It involved them public policy at the municipal and metropolitan levels, and prepared them for new roles as agents of positive change in society. Overall, the evaluation team found that the program had significant effects on the youth who participated. Young people developed knowledge about their own racial and ethnic identity and that of others. They increased their awareness about issues of race and racism while developing a consciousness of racial privilege. Finally, they developed leadership and took action to address issues of racism in their families and communities. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8192

Hopkins-Parham, Davida, Jeannie Kim-Han, Marcina Riley and Melissa Runcie, et al. Martin Luther King, Jr. Day of Service, Service Learning Curriculum: A Guidebook for Schools, Organizations, & Parents. Fullerton, CA: California State University, Fullerton, n.d.
Abstract: This guide is a tool that can be used by service leaders, educators, agency staff and parents to educate individuals serving the community on the Martin Luther King, Jr. Day of Service. The goal of this curriculum is to provide a snapshot of the life and work of Dr. King as a vehicle for enhancing the service experience for people of all ages. This guide is provided in the following sections: Section I: HISTORICAL SKETCHES: DR. MARTIN LUTHER KING, JR.'S LIFE, WORK AND LEGACY Section II: MLK LEARNING TOOLKIT: ACTIVITIES FOR ALL AGES Section III: MLK REFLECTION TOOLKIT: ACTIVITIES FOR ALL AGES Section IV: RESOURCES: BIBLIOGRPAHY FOR FURTHER INFORMATION (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8266

Jie Ling, Ng Jun, Chun Ang Norris, Udomkichdecha Sarun and Neo Yue Zheng. "Reaching Out to Extension Scouts." Information for Action, Winter 2008.
Abstract: "To help other people, and to keep the Scout Law." The authors, from the Raffles Scout Group, brainstormed for a service-learning project. They did not have to look far as research conducted with the Association for Persons with Special Needs (APSN) revealed that there were physically and mentally handicapped Extension Scouts waiting for help from mainstream schools. This article describes how they developed a service-learning project to reach out to APSN youth and maintain a strong scouting presence. The resulting project benefited both the Extension Scouts and volunteers from the Scout Group. They describe and document how the help occurred and what was gained by all who participated. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8183

Learn and Serve America, Corporation for National and Community Service, (The). "Be a Solution." [Online video clip] http://www.youtube.com/watch?v=OCQEevHQxIo. October 6-12, 2008.
Abstract: This video prompts viewers to take the National Learn and Serve Challenge, from October 6-12, 2008. Participants will join their peers from around the country for a concentrated week of special events and community outreach activities designed to raise awareness and build support for service-learning.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8263

Martin, Nicky, Erich Stiefvater, Julie Wang. "Youth Impact." Youth Impact, 3, 2008, 1-13.
Abstract: This issue of Youth Impact will help readers add high-quality service-learning to their youth programs. It will explore the distinctions between volunteering and service-learning, and outline the key steps to designing and running a successful service-learning project using real-life examples from the field. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8132

Mayegun, ed., Olesgun, and R. Nanre Mayegun, ed. Junior Youth Handbook for Civic Education and Community Service Learning. Lagos, Nigeria: Linking the Youth of Nigeria Through Exchange, 2007.
Abstract: This curriculum seeks to give a brief introduction to critical issues facing young people today both as individuals and as members of a society. It is made up of two primary sections. The first section is a section on society. It takes the student through a process of understanding history as a background and key element to understanding other concepts. It is within the context of people as the center of history that the curriculum analyzes the nature and conditions of political systems. The Basics in Political Systems gives an introduction to civic education. This class introduces political systems and outlines the history of political systems in Nigeria. It then goes on to examine the constitution and its relevance to governance and closes with the roles and responsibilities of citizens, civil society and the state. The section ends with an introduction to the concept of Development. Understanding development defines development in human terms and challenges the student to re-evaluate common misconceptions of underdevelopment. The second part of the curriculum is about the youth as an individual agent of change in society, advocating both for his or herself and for their communities and their country. The class "Body and Self" examines critical issues facing young people, providing them with pertinent information so that they can make informed decisions about their lives. The Introduction to Self-Expression outlines the fundamental outward manifestation of the human personality and the use of self-expression as a tool for social change. The class Community Project Development and Implementation provides the student with the basic tools they need to create and implement their own community service project, a major part of the program they are starting at the camp. The class examines the idea of community and encourages youth to take a systematic approach to building and developing their communities. A specific session on the contributions of students and youth to the historical development of Nigeria has been added to the history section. Also, an additional section on youth and the challenges of social change has been incorporated. The curriculum is holistic in nature and places equal importance on individual and collective development with the realization that these two concepts are inseparable. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8237

McAllister, Leslie A. "Lessons Learned While Developing a Community-Based Learning Initiative." Journal for Civic Commitment, 11, Fall 2008.
Abstract: With the increasing emphasis on civic engagement through community involvement, educators are faced with the task of developing effective strategies to integrate service-learning and other community-based initiatives into their courses. Much research has been published on the different types of service opportunities, the benefits of experiential learning, and the application of experiential learning. Little research, however, documents how to begin the process of incorporating a form of experiential learning other than service-learning into the curriculum. The purpose of this paper is to describe five lessons learned while developing a course designed to introduce students to the applied aspects of sociology. These lessons are not restricted to sociology faculty; individuals from a variety of disciplines can utilize the lessons to assist with the implementation of community-based learning into their courses. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8163

Mulligan, Martin, Christopher Scanlon, Nicky Welch. "Renegotiating Community Life: Arts, Agency, Inclusion, and Wellbeing." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 48-72.
Abstract: As part of a broader emphasis on addressing the 'social determinants' of health and wellbeing, health promotion agencies in Australia and elsewhere have increasingly turned to arts participation as a strategy for reducing social isolation. However, research on the relationships between arts participation and its outcomes in terms of individual and community wellbeing has been undermined by conceptual and methodological weaknesses in the studies conducted hitherto. This paper presents some of the findings emerging from a broadly conceived, four-year, multi-method study conducted across four diverse local communities in Victoria, Australia. In particular it focuses on insights gained from the use of photonarrative techniques to explore the lived experiences of people whose involvement in local communities is seen as being problematic. This is complemented by some surprising outcomes of a survey of people who participated in a range of community celebrations and events. The paper shifts the focus from specific outcomes of arts-based interventions in community life to an understanding of how arts participation can help people negotiate new forms of engagement in complex and changing local communities. It argues for a more nuanced understanding of contemporary community life in the context of globalization and a deeper understanding of the relationships between inclusion and exclusion. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8202

National League of Cities, Institute for Youth, Education, and Families. Action Kit for Municipal Leaders: Creating a Youth Master Plan. Washington, D.C.: National League of Cities, 2008.
Abstract: As the 10th action kit in the YEF Institute's signature series, this publication will help municipal leaders work with school district officials, youth and other key community stakeholders to develop a shared framework and long-term strategies for improving outcomes for children and youth. Preparation and distribution of this action kit were made possible by grants from MetLife Foundation (www.metlife.org),which has supported the institute's efforts to assist municipal leaders in developing city-school youth master plans and promoting youth participation in local government. Many city leaders are familiar with the concept of a master plan, which is often used to guide land use decisions and infrastructure investments. By using a master planning process to more effectively coordinate services for children and youth, communities can reduce duplication and waste, identify unmet needs, eliminate barriers to services, make better choices in allocating resources among competing priorities and increase the return on investment for local programs. More than 20 cities throughout the country, such as Claremont, Calif., Hampton, Va., Minneapolis, and Savannah, Ga., have developed youth master plans to improve coordination of programs, services and opportunities for young people. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8196

ServiceNation. Strategies for Becoming a Nation of Service. 2008.
Abstract: Strategies for Becoming a Nation of Service represents a vision, endorsed by more than 110 ServiceNation coalition members, to unleash the energy of citizens on our most pressing social challenges by strengthening and increasing community and national service opportunities. This policy agenda proposes meaningful opportunities for service at every key life stage, and for every socioeconomic group, from kindergarten through the post-retirement years. These proposals will help instill a culture of service at an early age and provide opportunities for Americans to continue serving throughout their lifetimes. The policy proposals aim to make service a defining ethic of what it means to be an American. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8271

United States. U.S. Senate. Serve America Act (S3487). Pittsburgh, PA: U.S. Government Printing Office, 2008. 11 November 2008.
Abstract: Bill introduced to amend the National and Community Service Act of 1990 to expand and improve opportunities for service, to create two new service-learning programs: (1) a Youth Engagement Zones to Strengthen Communities program, providing competitive grants to partnerships between local educational agencies that serve high-need, low-income communities and certain community-based or state entities to engage students and out-of-school youth in service-learning addressing specific challenges faced by their communities; and (2) a Campus of Service program, which annually grants up to 30 institutions of higher education (IHEs) with exemplary service-learning programs the funds to assist their students' pursuit of public service careers, and the right to nominate additional individuals for ServeAmerica Fellowships; directs the Corporation for National and Community Service (Corporation) to contract for a 10-year, longitudinal service-learning impact study; and for other purposes. This is the current version of the bill for Nov. 11, 2008 before being put to a vote.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8270

Ascah, Matthew. "Community Service Learning: Get Involved." Career Options Magazine, Fall/Winter 2008, 23.
Abstract: This article, directed at Canadian college and university students, discusses various facets of community service-learning, as well as its importance. Information is given on learning more about community service-learning in general and on a student's particular campus.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8262

Balcazar, Fabricio E., Edurne Garcia Iriarte, Yolanda Suarez-Balcazar and Tina Taylor-Ritzler. "Capacity Building and Empowerment: A Panacea and Challenge for Agency-University Engagement." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 179-196.
Abstract: Capacity building is an effective strategy for promoting organizational change and/or improving the quality of social services. In this article the author presents an empowerment approach to capacity building. In doing so, she proposes a number of principles that can promote capacity building and collaboration between social service agencies and universities from an empowerment perspective: keeping the control of the capacity building process in the agency; developing competencies that matter to the people in the agency; engaging in supportive roles; maintaining a strengths-based approach to capacity building; focusing on sustainability, institutionalization and utilization of acquired skills; and paying attention to cultural and contextual issues. Further, the challenges and benefits of the empowerment approach to university-agency collaboration are discussed in this article. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8208

Bond, Brenda, Patricia Coffey, Robert Forrant and Linda Silka, et al. "Community-University Partnerships: Achieving Continuity in the Face of Change." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 128-149.
Abstract: A challenge that community-university partnerships everywhere will face is how to maintain continuity in the face of change. The problems besetting communities continually shift and the goals of the university partners often fluctuate. This article describes a decade-long strategy one university has successfully used to address this problem. Over the past ten years, a community-university partnership at the University of Massachusetts Lowell has used summer content funding to respond creativity to shifting priorities. Each summer a research-action project is developed that targets a different content issue that has emerged with unexpected urgency. Teams of graduate students and high school students are charged with investigating this issue under the auspices of the partnership. These highly varied topics have included immigrant businesses, youth asset mapping, women owned businesses, the housing crisis, social program cutbacks, sustainability, and economic development and the arts. Despite their obvious differences, these topics share underlying features that further partnership commitment and continuity. Each has an urgency: the information is needed quickly, often because some immediate policy change is under consideration. Each topic has the advantage of drawing on multiple domains: the topics are inherently interdisciplinary and because they do not "belong" to any single field, they lend themselves to disciplines pooling their efforts to achieve greater understanding. Each also has high visibility: their salience has meant that people were often willing to devote scarce resources to the issues and also that media attention could easily be gained to highlight the advantages of students, partners, and the university working together. And the topics themselves are generative: they have the potential to contribute in many different ways to teaching, research, and outreach. This paper ends with a broader consideration of how partnerships can implement this model for establishing continuity in the face of rapidly shifting priorities and needs. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8206

Burton, Elizabeth Carmichael and Susan Waters. "Building Ethical Citizen Scholars: Student Success in Service-Learning." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 163-183.
Abstract: The research investigates the extent to which service-learning impacts the moral development of college students, and in particular their personal interests, concern for humanity, and beliefs about justice. Using a quasi-experimental design, survey responses of 56 students who participated in a service-learning course were compare to 35 students who did not participate in a service-learning course to determine if there were differences in moral reasoning and ethical standards applied to a set of prompts representing ethical dilemmas. In addition, the study compared students' responses to the survey with responses provided by community members and business partners to compare moral development levels of the 3 groups. Results indicated that service-learning had a positive impact on students' sense of ethics, community partners were highly developed in post-conventional moral reasoning, and business leaders were highly developed in conventional reasoning. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8252

Christie, Michael. "Yolngu Studies: A Case Study of Aboriginal Community Engagement." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 31-47.
Abstract: The Yolngu studies program at Charles Darwin University has been active in the teaching of Yolngu (East Arnhemland Aboriginal) languages and culture, in collaborative transdisciplinary research, and in community engagement for well over ten years. The original undergraduate teaching program was set up under the guidance of Yolngu elders. They instituted key principles for the tertiary level teaching of Yolngu languages and culture, which reflected protocols for knowledge production and representation derived from traditional culture. These principles ensured the continuation of an ongoing community engagement practice that enabled the flourishing of a collaborative research culture in which projects were negotiated; these projects remain faithful to both western academic standards, and ancestral Aboriginal practices. The paper gives details of the program, the underlying Aboriginal philosophy, and some of the research projects. The success of the whole program can be seen to derive from the co-constitutivity of community engagement, research and teaching. In 2005 the program won the Prime Minister's award for Australia's best tertiary teaching program. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8201

Community College Survey of Student Engagement. High Expectations and High Support: Essential Elements of Engagement. Austin, TX: Community College Survey of Student Engagement, 2008.
Abstract: This year's report of the Community College Survey of Student Engagement (CCSSE) focuses on two critical, interrelated elements of engagement - high expectations and high support, making the case that students do best when expectations are high and they receive support that helps them achieve at high levels. Colleges that demonstrate both high expectations and high support give their students essential tools to succeed. To illustrate these points, the report describes key findings from the survey, offers many examples of how colleges are using their results to target improvements, including institutions with a commitment to service-learning. This report also provides results of the 2008 set of special focus questions on students' experiences with financial aid, and provides selected findings from the Community College Faculty Survey of Student Engagement (CCFSSE).
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8275

Cress, Dr. Christine. Community College National Center for Community Engagement Accent on Student Success: Engaged Together for Service (ASSETS) Initiative Report. Mesa, AZ: Community College National Center for Community Engagement, 2007.
Abstract: This report is the first year of data findings (of a three year grant project) involving nine of the ten community colleges (one college did not submit data) who received funding from the Community College National Center for Community Engagement through a Learn and Serve America Higher Education grant as part of the Corporation for National and Community Service in an effort to expand the field of service-learning and civic engagement in diverse communities nationwide. The grant is intended to address two dimensions of this effort: 1) training and technical assistance; and 2) facilitation of sub-grantee projects in meeting community needs. This report focuses on data gathered as part of the second dimension in 4 pre-identified categories of college-community projects: a) Baby Boomers; b) Disadvantaged Youth; c) Homeland Security/Domestic Preparedness; and d) Start-up Service-Learning. Specifically, the ASSETS grant is intended to: develop an intergenerational approach of service through projects that incorporate baby boomers, K-12, and community college; promote academic and civic engagement opportunities for disadvantaged youth by engaging middle and high school students in service-learning projects in their communities; support previous LSAHE grantee work on service-learning homeland security projects; and facilitate professional development to all sub-grantee colleges, but especially those initiating service-learning courses and programs. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8131

Disco-Shearer , Elizabeth, Megan Parker and Deborah J. White. "Service-Learning Through Philanthropy in a Psychology of Death and Dying Course." Journal for Civic Commitment, 11, Fall 2008.
Abstract: This article describes the process and results of a pilot program which allowed for student creativity and leadership in applying academic theories and concepts from a Psychology of Death and Dying course to a student philanthropy through service-learning project. As there appears to be a lack of student and community voice in the literature on service-learning, this description is derived from all three perspectives. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8161

Fair, Megan , Barbara Dewey, Shelley Henderson and Paul Sather. "Service-Learning Research as a Feedback Loop for Faculty Development." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 113-137.
Abstract: The University of Nebraska at Omaha service-learning research on students has had a serendipitous impact on both the classroom implementation of service-learning and interaction with community partners. The institutional response included reinforcing the benefits of applied learning and community engagement throughout the campus, furthering faculty development, creating service-learning objectives that apply across disciplines, and increasing dialogue with community partners. The analysis provided here indicates that an institution's response to service-learning research findings can create a campus culture that encourages and supports service-learning faculty in their quest to improve student experiences. Implications on staff development for the university's P-16 initiative are also discussed. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8250

Garlick, Steve and Victoria J. Palmer. "Toward an Ideal Relational Ethic: Re-thinking University-Community Engagement." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 73-89.
Abstract: This paper explores how an ideal relational ethic based on Zygmunt Bauman's (1995) notion of forms of togetherness is needed to underpin university-community engagement processes and practices. We focus on the notion of being-for, and suggest that it can be used as an 'engagement bridge' between higher education institutions, the creation of human capital and communities, and can be a means to achieve ethical outcomes to local concerns. Much of Bauman's (1995; 2001; 2007) theoretical development has focussed on the liquidity of modernity, to give the impression that community - in the spatially, physically located and fixed sense of the term - no longer exists. This paper proposes that spatial dimensions, particularly in the context of developing relational ethics, are important. This is particularly so for paying adequate attention to context-specific values, principles and issues in communities, for developing enterprising human capital via engagement, and for addressing matters of socio-political importance such as the environment. Contemporary neo-liberal times require ethical and moral leadership from universities. This paper suggests that such leadership can be developed from focusing attention on the forms of togetherness fostered by university-community engagement. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8203

Hoyt, Brian R. "A Research Study Investigating the Impact of Service-Learning on Ethical Decision Making for Ethics Education." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 185-205.
Abstract: This study evaluated the potential impact of service-learning on ethics education by comparing student scores in Ethical Decision-Making Abilities (ED-MA) before and after a service-learning experience, An important next question for the field is whether a project-based ethics-education model can be developed and used to predict resulting impacts on ethical decision making. The findings of this study suggest that service-learning has a positive impact on ED-MA. However, statistically significant higher mean differences in ED-MA were reported only when students participated in particularly intense and engaged service experiences. The study included a pre- and posttest of more than 800 students involved in service-learning experiences at 21 universities. The study has implications for the understanding of an application of best-practice models in ethics education and service-learning when using James Rest's construct explaining ED-MA. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8253

Lederman, Doug. "Putting What Works to Better Use." [Online] 6 October 2008. http://www.insidehighered.com/news/2008/10/06/aacu
Abstract: This news item from insidehighered.com describes a report to be published by the Association of American Colleges and Universities, which puts the lie to the charge that institutions have paid too little attention to the academic success of students and failed to develop creative techniques to engage and challenge students, documenting at least 10 practices (learning communities, undergraduate research and the like) that colleges commonly and successfully use to improve the academic outcomes of their students. With this paper, the AACU and the report's author, George D. Kuh, a leading education researcher, keep up their pressure on colleges to bolster their performance in educating students. Yes, colleges and faculty members have, over the past 10 to 15 years, developed numerous successful practices to improve student performance, Kuh and AACU argue in the report, "High-Impact Educational Practices: What Are They, Who Has Access To Them, and Why They Matter." (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8143

Levesque, Peter. "Government Support and Infrastructure: Realizing the Value of Collaborative Work." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 150-164.
Abstract: Community-campus research has undergone significant growth over the last two decades. While there has been some support in the form of government programs, significant gaps remain. The identification of collaborative research - what Gibbons et al. (1994) called Mode Two, complementing more traditional Mode One research - necessitates a better understanding of the incentives and infrastructure needed to produce greater value from both modes of research production. This article presents an argument that research is fundamentally three questions: what, so what and now what. It further argues that while the system is good at producing data and information as well as interpretation and analysis, it is not quite so competent when it comes to decisions that produce value beyond products, programs and sometimes, policies. This article introduces concepts related to knowledge mobilization and the need for dedicated incentives and infrastructure to realize the value of collaborative work. It introduces a taxonomy of legal government powers to protect and promote public health that may be adapted to the creation of support for community-campus research. This article suggests that government support for collaborative research must be built from arguments that demonstrate the added value that comes from engaging in these processes. It further argues that this is essentially a political process that must include explicit and open conversations across sectors and stakeholders. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8207

Low, David. "University-Community Engagement: A Grid-Group Analysis." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 107-127.
Abstract: University-community engagement involves complex issues, entangling multiple and interacting points of view, all of which operate in a wider dynamic evolving social environment. For this reason, there is often disagreement about why engagement is necessary or desirable, and whether there is one optimal method to practice it. To address this issue, I argue that university-community engagement can be examined as a form of inquiry. In this view, engagement is viewed as a system that arises through the recognition of the dissent it embodies. As such, inquiry functions to process disagreements into diverse methods of communication. Most of the disagreements utilized by universities are derived from external sources, thus university-based inquiry must necessarily involve a dialogue with a broader community or environment. In this sense, university-community engagement can be viewed most generally as a method that processes disagreements into shared understandings through inquiry. To demonstrate how university-community engagement functions from an inquiry point of view, the author uses Mary Douglas' grid-group diagramming method to develop a critical typology for classifying university-community engagement. His modified grid-group diagram provides a structured typological space within which four distinct methods of university-community engagement can be identified and discussed - both in relation to their internal communicational characteristics, and in relation to each other. The university-engagement grid-group diagram is constructed by locating each of Douglas’ four quadrants within Charles Peirce's four methods of inquiry. Peirce's work is introduced because each of his four methods of inquiry deals specifically with how disagreements are processed and resolved. When Peirce's methods for fixing belief are located in Douglas' grid-group diagram, they create a sense-making framework for university-community engagement. It is argued that the model offers a heuristic structure through which to view the diversity of university-community engagement and create shared understandings of the appropriateness of a wide range of possible engagement methods. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8205

Muirhead, Bruce and Geoff Woolcock. "Doing What We Know We Should: Engaged Scholarship and Community Development." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 8-30.
Abstract: In Australia, engaged scholarship oriented towards community development objectives has yet to be recognized in funding regimes as being inherently beneficial in terms of scholarly excellence and university rankings. While the civic role of universities is acknowledged by individual universities, higher education management and at the Federal policy level, they are most often framed as funding problems related to 'community service' rather than as research opportunities which can raise the university's profile by providing the basis for excellent research outputs and community enrichment. Community engagement has become a familiar term in the Australian higher education lexicon in recent years but there is still little institutional infrastructure that directly embodies the principles and sentiment of community engagement evident in current Australian universities. In this paper, the inaugural Director and Research Manager of the University of Queensland's Community Service and Research Centre reflect on their five years leading a Centre that was/has been privileged to enjoy significant institutional support and the lessons learnt in forging into unknown territories. The reflections focus on the Centre's seminal project, the Goodna Service Integration Project. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8200

Onyx, Jenny. "University-Community Engagement: What Does It Mean?" Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 90-106.
Abstract: This article reflects on the nature of Community-University engagement from a research focus. This entails several steps. In this, the author starts with 'engagement' and what that might mean in the context of a University-based research center. She then reflects on the nature of 'community' and the significance of the third sector globally and in Australia. The Centre for Australian Community Organizations and Management (CACOM) was the first research centre in Australia, and one of the first in the world designed explicitly to study the Community Sector and its impact. The article outlines one significant research program that emerged from the work of CACOM, namely the story of social capital research. This research was initiated by a request from community partners, and was carried out in collaboration with them. The research program led to several significant research projects which have had a major impact on theory and public policy. It challenges the nature of the University as 'expert' and illustrates the co-production of knowledge. The article concludes by discussing the various roles that the University can play within the co-production of research knowledge with the community, as collaborator in the research process itself, as mediator in the development of linking social capital between community and more powerful players, and as the potential site for independent and critical analysis. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8204

Porter, Ph.D, Kimberly K. "Taking the University to the People: Experiential Education Via Oral History." Information for Action, Winter 2008.
Abstract: This essay posits that oral history, in combination with service learning, can serve to benefit both students and the community. It theorizes that oral history provides the opportunity for history students not only to practice their craft, but also to engage with their communities in a way that service work unrelated to their career paths cannot offer. Specifically, the essay examines a collaborative experience between University of North Dakota history students and the members of B'nai Israel synagogue to help preserve its heritage. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8179

Stewart, Trae. "Community Service Self-Efficacy and First-Year Undergraduate Honors Service-Learning." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 29-53.
Abstract: This chapter uses psychosocial student development theory to frame first-year undergraduate honors students' completion of service-learning hours in underserved elementary schools.Information on the use of service-learning in the first-year experience is offered. Analyses of pre-/postresponses administered to 119 participating honors undergraduates showed that student community service self-efficacy was significantly increased. Gender, number of previously completed non-required service hours, and religious activity were significantly correlated to the measures. A discussion on the major findings in relation to previous research and their implications is provided. Limitations and opportunities for further research conclude the chapter. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8246

K-12

Belisle, Kristine and Elizabeth Sullivan. Service-Learning Lesson Plans and Projects: Human Rights Resources for Educators. Concord, MA: Human Rights Education Associates, 2007.
Abstract: This manual is designed for use by beginners and experts alike. The guide can be used with a broad range of learners, particularly if portions of the lessons are adapted. However, the main target groups in mind for the activities are upper middle school and secondary school students, as well as university students (ages 14-20). The manual is divided into three main parts: Human Rights, Service-Learning, and Lesson Plans, which are complemented by resources and hand-outs in the appendices. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8269

Billig, Shelley H., R. Marc Brodersen, Michelle Grimley, and Dan Jesse. "Promoting Secondary Students’ Character Development in Schools Through Service-Learning." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 57-83.
Abstract: This chapter provides an examination of the ways in which service-learning can be used to promote students' character development in schools. After a brief discussion of why service-learning has promise in this area, authors provide the results of a 3-year quasi-experimental study of middle and high school students in the School District of Philadelphia. Case studies of schools with the highest student gains in civic engagement and citizenship, pro-social attitudes and behaviors, and resilience and academic efficacy are presented. Discussion of the cases illustrates the components of service-learning most highly associated with outcomes and the factors that appear to be associated with sustainability. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8248

Bringle, Robert G., Patti H. Clayton and Jessica Katz Jameson. "Investigating Student Learning Within and Across Linked Service-Learning Courses." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 3-27.
Abstract: This chapter summarizes the design, preliminary results, and primary challenges of a multi-year investigation of student learning within and across a sequence of service-learning enhanced courses. The investigators are assessing written student reflection products that are guided by specific prompts designed to facilitate higher order reasoning in the context of specific learning objectives, which are shared by multiple courses in a nonprofit studies minor. The chapter examines the challenges that underlie the limitations of the study and suggests practical implications for continued scholarship of teaching and learnings work and for the institutionalization of other interdisciplinary programs. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8245

Burt, Chris, Larry Fletch, Lynda Kamerrer and Susie Richards. Sober Minded: A High Impact Project Manual Focusing on Underage Drinking Prevention (Student Handbook). Vancouver, WA: Service-Learning Northwest, 2008.
Abstract: The purpose of this manual is three-fold. First, to provide readers with the awareness of the issues involved with youth alcohol use. The manual aims to provide sufficient background and supporting materials in order for readers to understand the issues and make informed choices. Second, to help students develop a healthy and positive attitude toward alcohol use as an adult by helping them develop informed and intelligent choices regarding alcohol. Third, this manual is also provided as a resource for students, especially if they choose to take action in their schools and their home communities. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8129

Burt, Chris, Larry Fletch, Lynda Kamerrer and Susie Richards. Tobacco Prevention: Culminating Project Tools for Students. Vancouver, WA: Service-Learning Northwest, 2008.
Abstract: This High Impact Project Manual focuses on tobacco prevention, and is divided into four sections. The first section explores the overall background and history of the general topic area including brief biographies of key historical figures. In addition students will find references throughout the section for additional related research. The second section provides an extensive list of both web based and print resources that support a variety of issues within the general topic area. These resources also provide a research base for the project. The next section provides examples of service activities that can be implemented in conjunction with a culminating research project based on the particular theme. The final section includes a number of planning tools that will aid in the development of high quality, high impact culminating projects. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8128

Changzhong, Zhuang, Christopher Fang, Anish Kumar Hazra, and Marvin Loh, et al. "Reinventing Approaches to Reading: The Buddy Reading Programme. A Service-Learning Initiative." Information for Action, Winter 2008.
Abstract: This article describes the involvement of five high school students in a tutoring project at a local primary school. The program engaged Primary 3 level students (middle school) as tutors to younger children in the Rosyth Primary school. In this tiered program, the high school students became the teachers of the middle school students, who in turn, tutored the elementary school children. In a program labeled S-L2, we learn how one service-learning initiative supported a second program, working to ensure high quality tutoring and mentoring at all levels. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8182

Corporation for National and Community Service. Community Service and Service-Learning in America's Schools, 2008. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This report provides an in-depth look at the prevalence of community service and service-learning in public schools and provides insight into recent trends. It is the result of a survey of a national sample of more than 2,000 K-12 public school principals across America conducted by the Corporation in partnership with the independent research firm Westat. The report found that the prevalence of community service has risen in K-12 schools, up from 64 percent from a similar study conducted in 1999. High schools are especially supportive of community service, with 86 percent of high schools recognizing student service, up from 83 percent in 1999. While school-based community-service has remained robust, the percentage of schools with service-learning declined from 32 percent in 1999 to 24 percent in 2008. (publisher)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8274

Griffin, Alan. Service-Learning and the Constitution: Suggestions for the Study of Civics and United States Government and Citizenship. Salt Lake City, UT: Utah State Office of Education, 2008.
Abstract: This document outlines the various essential ideas that teachers might use in instruction of civics, U.S. government, and citizenship. These ideas include popular sovereignty, limited government, functions of the three branches of government, checks and balances, guaranteed rights, the function of the courts, federal/state/local relationships, compromise, obligations of citizenship, economics and the free market, and influence on the world.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8130

Idaho State Department of Education, Learn and Serve Idaho. Service-Learning Strategies: Idaho's Practical Guide to Service-Learning. Boise, ID: Idaho State Department of Education, 2008.
Abstract: This is a guide for school district administrators and teachers as they create or improve their service-learning program, regardless of their previous experience in service-learning. Students make a tremendous difference in their schools and communities when they are given the opportunity to use their enthusiasm, energy and ideas to solve problems and contribute to the common good. The Idaho State Department of Education affirms research studies that link service-learning with better academic outcomes, student retention, career exploration, and the development of skills related to social and civic responsibility. Learn & Serve Idaho recognizes service-learning has positive effects that contribute to healthy and productive schools and communities. It is the hope of the authors that this manual will be used to strengthen district-level infrastructure in order to support quality service-learning experiences for our learners. One of their goals is to develop appropriate models of service-learning for schools that are aligned with state-mandated educational standards and benchmarks. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8224

Krebs, Marjori Maddox. "Sustainability of Service-Learning: What do K-12 Teachers Say?" Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 85-109.
Abstract: This chapter compares the model of sustainability of service-learning created by Billig (2001) to Krebs' findings (2006) which, in part, investigated K-12 teacher beliefs regarding sustainability. This comparison illustrates clear connections between the teacher beliefs regarding sustainability (Krebs, 2006) and the sustainability of model presented by Billig. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8249

Lederer, Tony. "Service-Learning at Calvine High School." [Online video clip] 13 June 2008. <http://www.sdcoe.net/edoptions/service_learning.asp>
Abstract: This video, produced by Calvine High School in Elk Grove, California, presents information on a service-learning project in which "students travel to, and compare, two local watersheds, survey the areas using GPS devices, catalog flora and fauna, test water quality, and clean up litter...Upon completion of field activities, students participate in a variety of reflective assignments in the curricular areas of English, Science, American Government, Math, and Economics. Then, students reflect through multimedia, video, or blogs where they share their findings."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8159

Liptrot, Joan, Kathia Monard-Weissman and Julia Wagner. "Youth Organized for Disaster Action." Information for Action, Winter 2008.
Abstract: Allowing students to assume leadership roles underscores the importance of service-learning projects. Youth voice is highlighted as a framework for examining the impact of service-learning projects on students' academic and civic engagement. Presented here is a case study of the Youth Organized for Disaster Action (Y.O.D.A.) program. Data were derived from surveys, interviews and observations of schools in New Jersey and Pennsylvania that implemented safety-related projects during the school years of 2004 -2005 and 2005-2006. Analysis of the data suggests that students who made choices and were more actively involved in relevant and engaging activities while selecting, designing and organizing service-learning projects appeared more academically and civically engaged. This paper presents specific strategies that can be put into practice to foster youth voice in our service-learning programs. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8180

McCarthy, Mary. "Does Participation in Quality Academic Service-Learning, Signature Service-Learning Positively Impact Students' State Achievement Test Scores?" Information for Action, Winter 2008.
Abstract: Service-Learning is a teaching and learning methodology that utilizes experiential learning and combines academic study, community service, reflection, student voice, civic participation, community partners' involvement, and assessment. This study involves three years of data for three elementary schools in Hudson, Massachusetts. One of the three schools engaged fourth graders in high quality academic service-learning, known as Signature Service-Learning. The study found that Signature Service-Learning students had significantly higher scores on state mandated assessments than students who took service-learning courses that had less adherence to quality standards. Implications of this study are that quality of service-learning matters and can significantly affect program outcomes. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8177

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Report: Centennial Learning Center. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." This report reviews progress made in Centennial Learning Center's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8151

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Evaluation: Clover Park High School. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." This report will review progress made in Clover Park's service-learning program since last year, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8154

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Evaluation: Commodore Options. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the day to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." This report reviews progress made in Commodore Options' service-learning program since 2007, describes the rating assigned for each of the targeted essential elements, and summarizes results from online student, teacher, and partner surveys. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8153

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Report: Friday Harbor High School. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." This report reviews progress made in Friday Harbor's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8152

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Evaluation: Heritage High School. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." This report will review progress made in Heritage's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8149

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Evaluation: Nathan Hale High School. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." Because this is Nathan Hale's first year participating in this grant, this report will first briefly summarize the school's service learning program, then describe the rating assigned for each of the targeted essential elements and summarize results from online student, teacher, and partner surveys. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8148

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Evaluation: Riverdale High School. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." This report reviews progress made in Riverdale's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8147

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Evaluation: Windward High School. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." This report reviews progress made in Windward's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8150

Teaching Tolerance. Pre-Service Reflection: "When I Feel..." Montgomery, AL: Teaching Tolerance, n.d.
Abstract: This worksheet helps students conceptualize the difference between charity (responsible for others) and service (responsible to others). Use in conjunction with class discussions and activities examining the difference between charity and empowerment. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8256

Teaching Tolerance. Valuing Differences: Discovering Your FRAME. Montgomery, AL: Teaching Tolerance, n.d.
Abstract: All the things that make up who we are and how we view situations can be referred to as our FRAME. Our FRAME is made up of values we hold, our culture and background, and our life experiences. Life experiences include things that we choose to do, as well as things we do not have any choice about or control over. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8257

Yap, Cheryl, Chew Yoke Tong. "Embracing Our Singapore Community: The Rafflesian Way." Information for Action, Winter 2008.
Abstract: This article describes Raffles Institution's whole school approach to service-learning. Service-learning is a curricular initiative undertaken through the school's Research Education (RE) Programme. The Research Education Service-Learning (RESL) framework promotes both cognitive and affective learning through active participation in service experiences and civic engagement. The RE component aims to develop the pupils' cognitive capacity through developing them into independent and resourceful life-long learners equipped with the necessary research skills, skills and inter-personal skills. The S-L component provides opportunities to develop character, leadership and social emotional competencies. It emphasizes the empowerment of students to think beyond themselves and develop the commitment to serve others in the community. In groups of 4 to 5, the students embark on their 8-months long RESL journey by working closely with the coordinators of the various community agencies and under the supervision of a teacher-mentor. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8181

Youth Health Service Corps. Martin Luther King Jr. Service Learning Project: Increasing Youth Awareness of Homelessness. Youth Health Service Corps, 2007.
Abstract: This presentation, created by the Youth Health Service Corps, contains information on Martin Luther King and his legacy of service. During the Martin Luther King, Jr. Day of Service 2007, the CT Youth Health Service Corps in conjunction with Learn and Serve America conducted an education and awareness outreach to children of all ages on critical issues facing the homeless population. Teaching tips are provided for teachers of students from K-12.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8268

New Learn and Serve America Grantee Produced Materials - November 6, 2008

noreply@blogger.com (Unknown) — Thu, 06 Nov 2008 18:20:00 +0000

CBO

Jump Starters Summit: Planning a Service-Learning Conference for Youth
Heartland Foundation
Abstract: In this guide you will find information to help plan a Jump Starters Summit. A Jump Starters Summit is a forum for students to showcase their service-learning projects.
The information in this guide is organized into the following sections: Introduction, Logistics, Planning, Format, Marketing, The Event, Evaluation and Follow-up, and Resources.
If you would like to receive a hard copy of the Jump Starters Summit Planning Curriculum, contact Chris Turpin, Service-Learning Manager of Heartland Foundation at (816)-271-7684 or via email christopher.turpin@heartland-health.com. There are a limited number of copies available, which will be distributed on a first come, first served basis.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8158

K-12

Beyond the Freeway: City Planning (Guidebook)
Learn and Serve America Ohio
Abstract: Beyond the Freeway: City Planning is a module designed to give students a greater appreciation and understanding on the inner workings of the community in which they live. By combining real-world learning with the creation of a fictional town of their own, students will have the opportunity to apply what they have learned from both the field trip as well as in various subject areas across the curriculum. Students participating will leave the program with a better appreciation and understanding of what it takes not only to run a city on a daily basis, but the complexity of organizational skills and infrastructure necessary to survive a disasters, both natural and otherwise.
The module consists of two main parts beginning with a field trip. The second part is the construction by students of a model town or village which must sustain the effects of a disaster. The field trip includes three stops; the first at a local dam, where a representative from the Division of Water spoke with the group. Another stop was the cities Emergency Management Agency where students had the opportunity to tour the command center. Finally the group stopped at the Ohio Fire academy. Alterations and suggestions for your field trip are located in this guidebook.
The second aspect of the module is the design and construction of a mock town or city. Using the knowledge gained from the field trip as well as from other curricular areas (curriculum links are addressed in this sourcebook) this community will need to be self-sustaining and be able to withstand the effects of an emergency situation. Issues of prevention, response, and short and long-term social, economic, and environmental effects should also be taken into account when designing their individual village.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8168

Bullying, Conflict Resolution, and Service-Learning: A Learning Module
Learn and Serve America Ohio
Abstract: This module takes students from the high school level and teaches them important information about bullying. The curriculum used in this module’s original implementation addresses bullying behavior, building empathy, motivating awareness, and teaching assertiveness. Students then take this information and teach the curriculum to fifth and sixth grade students (you may alter the grade level the students are teaching to your individual needs). In teaching the material, it is reinforced in the minds of the high schools students reinforcing their awareness of the issue. In this module you will find several handouts/fact sheets that were used in the original implementation and were provided by the projects major partner.
Working with their community partner, teachers were instructed on the use of the anti-bullying curriculum. The service-learning class is then instructed on how to teach the lessons themselves and schedule programs in classrooms of younger students. Because the material is presented from high school students, elementary school students are more likely to pay attention and take the matter seriously. As you begin working on this project you will quickly realize how prevalent a problem bullying can be, and how important it is to stop it early.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8171

College Visits: A Learning Module
Learn and Serve America Ohio
Abstract: Part of preparing students about safety is getting them to think seriously about their own future. By providing students with the opportunity to speak with representatives from local colleges and universities, students will be able to think about their long term contributions to society as a whole.
The module centers two components to get students interested in a secondary education. First visits from representatives of local colleges and universities (such as a college fair); and second, visiting local colleges and universities.
This is an excellent opportunity to reinforce any vocational topics in safety-related fields. Fire prevention, law enforcement, military careers, and health-care professions are all areas that link the concepts of Hometown and Homeland Safety and Security to the importance of considering further education. Depending on your area and community, also remember to include representatives from trade schools and/or agricultural training. Regardless of the intended career, secondary education can only serve to increase knowledge, create stronger minds and citizens, and increase potential earnings.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8169

Community Safety Survey: A Learning Module
Learn and Serve America Ohio
Abstract: The first step to community disaster preparedness is understanding what the awareness level is within your community. This module engages students with the community to determine what the level of preparedness is by surveying members of the local community. This information can then be used to determine the type of future activities within the community.
This module takes students out into their community to determine the level of preparedness of the general public. In this project you will develop a safety and preparedness survey with your students that they will administer at various locations in and around your community. An integral part of the success of this project it partnering with public locations that will allow students to complete their task.
There are several Learning Modules developed as part of the Safety in Ohio through Service that can be used in conjunction with this unit. The Service-Learning with a Side of Hometown Safety Learning Module takes students into local businesses to evaluate their safety procedures and the School Safety Walk Around Survey takes high school students back into their middle school and/or middle school students to their grade school to complete similar surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8170

CPR: A Learning Module
Learn and Serve America Ohio
Homeland Security and Hometown Safety encompass many aspects of our daily lives. Inherent in the concept of Homeland Security and Homeland Safety is saving lives. Proper training in CPR is one proven and effective way to give individuals life-saving skills that may one day save the life of another. In this module involved teachers are first certified in CPR (if they are not already). Then students meet with first-responders and/or other health-care providers who can relay the importance and seriousness of this skill. Users may also wish to have students visit the local fire station to discuss the topic with them. Students then receive CPR training themselves. Users may wish to make this training open to all school faculty, staff, and administration.
If a larger, more comprehensive, emergency response is being planned, plan this module is an important first step. CPR training is a vital component to any other emergency plan program, such as SERT (Student Emergency Response Team). The success of this module can provide you with a gauge of the interest in further training for both students and faculty and staff.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8172

Emergency Shelter: A Learning Module
Learn and Serve America Ohio
Abstract: As schools grow and/or needs of a community change, new school buildings are often built to replace older out-of-date facilities. New buildings may be built to accommodate larger student populations, to incorporate better and more efficient heating and cooling systems, or to more easily integrate modern technologies into the classroom. This does not mean, however, that these buildings are lost. These buildings, that may, in a worst case scenario become abandoned eyesores, can have a “second life.” In this module buildings that are no longer in regular use are converted into emergency shelters.
Needless to say, such a project benefits the entire community. In certain emergency situations, individuals and families may need access to a community shelter. For example, visitors to the community may have no place to seek refuge. Additionally, families may not be able to return to their homes due to severe weather conditions.
In this module, partnerships with a number of agencies will be critical to accomplishing the goal. The school district, the Red Cross, local government and media outlets will all have important roles to play in coordinating and working with your students. Students will have multiple opportunities to be active participants in the creation of the emergency shelter, creating relationships with important community organizations and civic leaders.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8173

Emerging Leaders: A Learning Module
Learn and Serve America Ohio
This purpose of this module is to stimulate conversation and provide information on service and creating social change through leadership. Students visit with community leaders where themes of civic responsibility are addressed directly. The module may involve students involved in student leadership or other community areas where student voice is an important factor.
If at all possible it is better for the students to go to the place of work of the community leaders you are working with. The student impact of meeting with these leaders in their work environment can be very beneficial.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8174

Family Safety: A Learning Module
Learn and Serve America Ohio
This module was created with to address one of the key aspects of Hometown Safety; awareness and preparedness. Being prepared increases the chance of enduring a disaster without loss of life or injury. In addition, preparedness lowers the level of fear and anxiety experienced by those in an emergency situation. The ability to think clearly in any high-stress situation improves the ability to endure the situation and cope with its effects afterward. Being prepared also allows emergency response teams to concentrate their efforts on the most seriously effected individuals in a community.
The module is broken into four parts, each of which encourages discussion between the student and parents, caregivers, siblings, and any other individuals in their homes. This encourages the home unit to plan and work together to prepare for situations that may occur in their own community, depending on your location you may focus on flooding, blizzards, tornadoes, hurricanes or earthquakes.
The module begins with an introductory letter sent home to introduce the project to members of the household. The first part completed by the family is a survey to assess the level of preparedness. This is followed up by a section called Talking Points which encourages discussion about how to best prepare for emergencies. The third section is an assessment completed jointly by the student and parent/guardian. The module is then finished by having the student write a reflection of the entire process detailing their thoughts, feelings, and what they have learned from the project. The program them concludes with an event (a dinner in the original implementation) with representatives from the Red Cross, local first responders, and/or emergency management representatives.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8175

High School Safety Hunt: A Learning Module
Learn and Serve America Ohio
The High School Safety Hunt is a fun and exciting way to raise awareness about a number of different safety issues. It can be used to bring attention to specific locations in and around a school such as: kilns, parking lots, electrical towers, airports or any other number of areas. Additionally the clues can also lead students to important safety-related individuals staffed at the school, including school security, custodians, administration and faculty. Each location will have its own unique areas and individuals to highlight as a part of this project. This flexibility allows the module to be successfully implemented in any setting (urban, suburban, rural). It also allows the module to be repeated over and over, simply choose new safety areas each year for a fresh start. The module is also extremely cost-effective. Besides typical poster materials the only costs incurred are for prizes, and these may be supplied by local businesses.
The modules centers around a contest. Each day clues are posted (samples are included in this guidebook) that create a whimsical rhyming riddle about the targeted individuals and/or areas. Depending on the absolute secrecy of the class creating the clues (which adds to the excitement) the student body as well as faculty and staff are encouraged to solve the riddles. This shared level of competition between students and staff serves to raise the level of excitement as the days lead up to the conclusion of the riddles and the revealing of both answers and winners.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8209

High Impact Project Manual: Diversity for Senior, Capstone, and Culminating Projects (Student Handbook)
Service-Learning Northwest
Abstract: There are three separate High Impact Project Manuals, each with a different theme. This manual focuses on diversity, and is divided into four sections. The first section explores the overall background and history of the general topic area, including brief biographies of key historical figures. In addition, students will find references throughout the section for additional related research. The second section provides an extensive list of both web-based and print resources that support a variety of issues within the topic area of diversity. These resources also provide a research base for the project. The next section provides examples of service activities that can be implemented in conjunction with a culminating research project based on diversity. The final section includes a number of planning tools that will aid in the development of high quality, high impact culminating projects.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8126

High Impact Project Manual: Environment for Senior, Capstone, and Culminating Projects
Service-Learning Northwest
Abstract: There are three separate High Impact Project Manuals, each with a different theme. This manual focuses on environmental issues, and is divided into four sections. The first section explores the overall background and history of the general topic area, including brief biographies of key historical figures. In addition, students will find references throughout the section for additional related research. The second section provides an extensive list of both web-based and print resources that support a variety of issues within the topic area of the environment. These resources also provide a research base for the project. The next section provides examples of service activities that can be implemented in conjunction with a culminating research project based on the environment. The final section includes a number of planning tools that will aid in the development of high quality, high impact culminating projects.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8125

High Impact Project Manual: Social Justice for Senior, Capstone, and Culminating Projects (Student Handbook)
Service-Learning Northwest
Abstract: This manual addresses social justice concerns, and is divided into four sections. The first section explores the overall background and history of social justice, including brief biographies of key historical figures. In addition students will find references throughout the section for additional related research. The second section provides an extensive list of both web based and print resources that support a variety of issues within the general area or social justice. These resources also provide a research base for the project. The next section provides examples of service activities that can be implemented in conjunction with a culminating research project based on the particular theme. The final section includes a number of planning tools that will aid in the development of high quality, high impact culminating projects.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8124

Information for Administrators, Educators, Parents, and Students: Resources for Senior, Culminating, or Capstone Projects
Service-Learning Northwest
Abstract: The "senior project" has been defined as a culminating high school initiative that demonstrates your students' ability to write, speak, acquire and use knowledge, solve problems, and apply a variety of skills, including time management and task analysis. It is a culminating assessment that demonstrates what students know and can do as they prepare to graduate. It prepares them for college and/or the
workplace and can help them transform their senior year into one that is uniquely challenging and stimulating.
This document contains information about the growing number of students who are completing senior, capstone, or culminating projects, and the goals and execution of these projects.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8127

Keepin' It REAL: A Learning Module
Learn and Serve America Ohio
This module uses the "Keepin' It REAL" curriculum to teach students how to resist the influence of negative peers as well as other environmental factors in the school and community. Prevention is the key to any societal problem and by teaching students how to avoid and respond to negative influences they will not only be bettering themselves, but they will also serve as role models for others in their communities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8210

Kidsapalooza: A Learning Module
Learn and Serve America Ohio
Abstract: The Kidsapolooza Learning Module engages students in a service-learning activity that benefits the greater community. This Learning Module is perhaps one of the most flexible of those developed as part of the SOS program. The project centers around a community event based on a specific theme chosen by the class. In the initial implementation the theme was child abuse and prevention and was carried out by middle-school Child Development classes. Any number of topics could be addressed and the project should start with a thoughtful discussion between not only students, but with other faculty and school administration.
Once the theme of the event has been decided, students create a number of activities for their target audience. Assistance should be provided to ensure that the activities are age appropriate, fun, and simply translate the educational content easily. These activities are brought together in the Kidsapolooza event, which is open to the greater community. Communication about the event may include elementary schools in your area as well as day-care centers to get the word out to the largest audience possible.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8211

Learn and Serve Ohio 2006-2007 Annual Report
Learn and Serve America Ohio
Abstract: This report provides a glimpse at the efforts of Learn and Serve Ohio during the 2006-2007 period, including a message from the evaluator, a description of what Ohio service-learning looks like, and a look at Learn and Serve Ohio's newly-updated website. Also included are a glimpse at the data regarding participants, programs, and school/community partnerships, snapshots of Ohio's efforts through practitioners and students' eyes, information about state and national service-learning organizations, and a look forward to the future of service-learning in Ohio.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8167

Mock Disaster: A Learning Module
Learn and Serve America Ohio
Abstract: The Mock Disaster Learning Module can serve as a stand alone project or in conjunction with other Learning Modules dealing with natural disasters and preparedness. This module provides the framework to execute a disaster drill during which students will be able to practice their preparedness skills in a safe environment. This type of practice gives students the confidence necessary if they should ever encounter an actual disaster.
This is a large scale project and while the benefits to both students and community that they serve are substantial, it is time intensive. Before beginning this project make sure your partners within the school understand this beforehand. Several planning meetings prior to the drill will be absolutely necessary for everyone to attend. Additionally this project gives you the opportunity to establish partnerships with local first response units. These partnerships will be valuable in the future if you choose to implement other Learning Modules from this program, a number of which depend on police, fire, and emergency response units as major partners.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8212

Right to Read: A Learning Module
Learn and Serve America Ohio
Abstract: Homeland Security and Hometown Safety encompass many aspects of our daily lives. The topic allows for integration within the classroom while at the same time reinforcing important educational goals. This module focuses on reading, centered on the Right to Read week. Students read on topics related to Homeland Security and safety, write papers and create presentations. In conjunction with these projects, speakers are invited to come to the classroom and share their knowledge and experiences. In addition to language arts, this project can also be linked into vocational subject areas as well. The project comes to a close with a evening event at the end of the week. This adds an additional incentive and level of excitement to the project.
This module should be easy to implement; local fire, police, and other emergency agencies are more than willing to speak to students and can help to raise the level of interest among students. Additionally, this type of project can be implemented across a range of grade levels.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8213

School Bus Emergency Drill: A Learning Module
Learn and Serve America Ohio
Abstract: The School Bus Emergency simulation Learning Module was originally implemented as a final exercise to the schools Teen SERT program. Providing training is only one step in preparing students to assist in important, and often high-stress situations where the skills they have learned, such as first-aid and CPR are needed. Simulations such as this one can be an extremely effective tool in putting together a comprehensive student and school safety program. In this drill, not only do students practice their skills, but in doing so gain the confidence that they can perform in a real situation. In a majority of situations, bystanders are the first on the scene of an accident, with their training students can both administer first-aid as required as well as provide detailed life-saving information to emergency personnel before they arrive. The more accurate information emergency crews have prior to arriving on the scene, the more effective they can be in saving lives.
This module centers on a simulated school bus accident. You can alter the nature and severity of the drill as needed. The advantage of the school bus scenario is that it gives your students a larger number of "victims" to assess and treat, allowing all students to be involved in the triage process and using their skills in the situation. This module allows for a great variety of cross-curricular links due to the large number of areas the situation covers, from health to physics and even the performing arts. This can easily be a project that involves large numbers of students.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8215

School Safety Photo Guide: A Learning Module
Learn and Serve America Ohio
Abstract: School buildings can be complex structures, with numerous halls and paths connecting various parts of the school to each other. This is particularly true when buildings have been altered, remodeled, and added on over the life of the building. Students and faculty quickly learn to navigate the halls but the uninitiated can quickly find themselves lost. This can create challenges for first-responders in an emergency situation where gaining access to a particular part of a building quickly is imperative.
Students can assist police and fire personnel by providing them with accurate visual images of important parts of the building. These images, when coupled with building plans that first-responders have access to can allow for quick and more effective use of life-saving time when assessing and implementing emergency actions.
With technology available today, many local first-responders have the ability to view in their vehicles photographic images of the interior of a school building. Having actual photographs of the interior can greatly assist in the navigation of unfamiliar or reduced visibility situations. Students work to identify key safety areas and take digital images of them. These images are given to the local emergency departments and loaded onto a secure system which only they have access to.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8216

School Safety Walk Around Survey: A Learning Module
Learn and Serve America Ohio
Abstract: Sometimes when we encounter the same environment day after day, be it out homes or schools. It can be easy for important safety practices and features to go unnoticed. We may also not notice potential safety issues that would be obvious to others. This module addresses these potential oversights while educating students about safety at the same time.
This module was originally implemented by middle school students who visited the elementary school(s) in their district. However you could easily have high school students visit middle or elementary schools. Students are exceptionally observant, especially when charged with a specific task. With a survey your students create, they will visit schools to find any perceived safety issues. Hopefully, students will take these skills home and encourage their families to ensure safety in that environment as well.
Evaluation of the students consists of several parts. First participation in the creation of the survey itself. Secondly, how the students complete the survey at the schools they have been assigned to. Finally, students complete a reflection paper or project where they discuss what they learned.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8217

Seat Belt Safety: A Learning Module
Learn and Serve America Ohio
Abstract: Homeland and Hometown security encompasses many aspects of daily life, including the daily commute or trip to school. The importance of properly wearing a seat belt is a simple, but life-saving, habit that all members of the community should be aware of. This learning module can be combined with language arts curriculum standards.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8218

Service-Learning With a Side of Hometown Security: A Learning Module
Learn and Serve America Ohio
Abstract: In our post-September 11th society many organizations have implemented updated safety procedures and emergency plans. However, on occasion, these procedures may not be up to date. Additionally, the familiarity with an environment can lead to oversight on safety matters. In this module students serve their communities by reviewing safety procedures and looking at an environment from an outsider's point of view. In some cases, students may not find any areas of improvement, in others valuable insights may be the end result. In the former situation, even if students find that the location they are working at is safe and up to date, the process of investigating itself is a powerful educational tool. In the latter situation, discoveries by students can be of great assistance and may one day save lives. Examples of some things students may discover are; out of date or missing evacuation plans clearly marked and understandable to visitors to a building, confusing exit plans, lack of first-aid materials and many other potentially life-saving discoveries.
By working within their community, students, in a service-learning environment establish relationships with members of the community they may have had no previous experience with. This is a key factor in service-learning, the building of relationships within the community while gaining knowledge at the same time from classroom-based instruction. The list of possible partners is only limited by the number of outside businesses willing to participate. In the initial implementation in the Worthington, Ohio school district, over forty partners teamed up to participate in this project.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8219

Student Safety Corps: A Learning Module
Learn and Serve America Ohio
The Student Safety Corps is a trained group of students who serve two functions. First, in the event of an emergency they can assist local Fire and Emergency crews in a number of ways; from basic medical assessment and first aid until help arrives to setting up temporary housing after a disaster. Secondly, the Student Safety Corps can serve as a group to raise public awareness relating to safety and preparedness.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8220

Teen SERT: A Learning Module
Learn and Serve America Ohio
Abstract: The Teen SERT program is a version of the Community Emergency Response Team (CERT). The goal of the program is to develop and train a group of serious safety-minded students in basic skills related to health and safety. The students are not expected to replace the training and skills of professional first-responders. Instead, SERT members are expected to administer basic first-aid, evaluate injuries, and collect important information that can be relayed to safety workers en-route. The information provided to the emergency response crews in advance can be life-saving as can the basic level of treatment provided by the SERT team.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8221

Service-Learning and the Constitution: Suggestions for the Study of Civics and United States Government and Citizenship
Utah State Office of Education
Abstract: This document outlines the various essential ideas that teachers might use in instruction of civics, U.S. government, and citizenship. These ideas include popular sovereignty, limited government, functions of the three branches of government, checks and balances, guaranteed rights, the function of the courts, federal/state/local relationships, compromise, obligations of citizenship, economics and the free market, and influence on the world.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8130

Service-Learning at Calvine High School
CalServe
Abstract: This video, produced by Calvine High School in Elk Grove, California, presents information on a service-learning project in which "students travel to, and compare, two local watersheds, survey the areas using GPS devices, catalog flora and fauna, test water quality, and clean up litter...Upon completion of field activities, students participate in a variety of reflective assignments in the curricular areas of English, Science, American Government, Math, and Economics. Then, students reflect through multimedia, video, or blogs where they share their findings."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8159

Service-Learning Strategies: Idaho's Practical Guide to Service-Learning
Idaho State Department of Education
Abstract: This is a guide for school district administrators and teachers as they create or improve their service-learning program, regardless of their previous experience in service-learning. Students make a tremendous difference in their schools and communities when they are given the opportunity to use their enthusiasm, energy and ideas
to solve problems and contribute to the common good.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8224

Sober Minded: A High Impact Project Manual Focusing on Underage Drinking Prevention (Student Handbook)
Service-Learning Northwest
Abstract: The purpose of this manual is three-fold. First, to provide readers with the awareness of the issues involved with youth alcohol use. The manual aims to provide sufficient background and supporting materials in order for readers to understand the issues and make informed choices. Second, to help students develop a healthy and positive attitude toward alcohol use as an adult by helping them develop informed and intelligent choices regarding alcohol. Third, this manual is also provided as a resource for students, especially if they choose to take action in their schools and their home communities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8129

Tobacco Prevention: Culminating Project Tools for Students
Service-Learning Northwest
Abstract: This High Impact Project Manual focuses on tobacco prevention, and is
divided into four sections. The first section explores the overall
background and history of the general topic area including brief biographies of key historical figures. In addition students will find references throughout the section for additional related research. The second section provides an extensive list of both web based and print resources that support a variety of issues within the general topic area. These resources also provide a research base for the project. The next section provides examples of service activities that can be implemented in conjunction with a culminating research project based on the particular theme. The final section includes a number of planning tools that will aid in the development of high quality, high impact culminating projects.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8128

Tornado Safe Practices: A Learning Module
Learn and Serve America Ohio
Abstract: A new school facility has recently been built. The building has been remodeled and a new structure has been added on to accommodate grades K-6. The building needs to have a tornado drill procedure that can accommodate all 850 individuals in the building.
A tornado drill procedure should be in place in every public school system. The schools are required to practice these drills. Many schools do not have a well thought out plan.
If a school system has a crisis plan for this sort of situation and makes it available for community safety officials, rescue efforts will be more efficient and therefore more effective.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8222

Water Testing: A Learning Module
Learn and Serve America Ohio
Abstract: Ownership of our shared environment is a key part of developing stewardship in future generations. However, the issues of quality control and standards for environmental factors can seem distant. This module aims to bring the matter directly to the students. In this module students hear from representatives from agencies involved with the safety, processing, and security of our water supply. After hearing from these individuals firsthand the importance of maintaining a safe and high-quality water supply, students will have the opportunity to test their local water for themselves.
The primary curricular link is science and biology. However, the importance of safe and clean water can easily cross-over into subjects such as social sciences, government, and even history, where water quality has played an important role in the development of cleaner and healthier cities. Opportunities also exist for taking the subject out of the classroom and into the community. Regardless of positive or negative results, the greater community can only benefit from the results of this project. Additionally, students will complete the project with a greater understanding and appreciation of the work that goes into maintaining clean water for both human and wildlife in our state.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8223

Year 2 Site Visit Report: Centennial Learning Center
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. This report reviews progress made in Centennial Learning Center's service-learning program since 2007, describes the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8151

Year 2 Site Visit Evaluation: Clover Park High School
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. This report will review progress made in Clover Park's service-learning program since last year, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8154

Year 2 Site Visit Evaluation: Commodore Options
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the day to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. This report reviews progress made in Commodore Options' service-learning program since 2007, describes the rating assigned for each of the targeted essential elements, and summarizes results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8153

Year 2 Site Visit Report: Friday Harbor High School
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. This report reviews progress made in Friday Harbor's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8152

Year 2 Site Visit Evaluation: Heritage High School
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. This report will review progress made in Heritage's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8149

Year 2 Site Visit Evaluation: Nathan Hale High School
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. Because this is Nathan Hale’s first year participating in this grant, this report will first briefly summarize the school's service learning program, then describe the rating assigned for each of the targeted essential elements and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8148

Year 2 Site Visit Evaluation: Riverdale High School
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. This report reviews progress made in Riverdale's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8147

Year 2 Site Visit Evaluation: Windward High School
Coalition of Essential Schools Northwest
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. This report reviews progress made in Windward's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8150

New NSLC Produced Materials - November 6, 2008

noreply@blogger.com (Unknown) — Thu, 06 Nov 2008 17:52:00 +0000

Tribal

Embracing an Indigenous Understanding of Service-Learning
Abstract: NWIC Second Summit on Indigenous Service-Learning Keynote Address by John Guffey. Service-learning, a timeless indigenous approach to teaching and learning, takes its lead from two primary values: interdependence and self-awareness. In recent years service-learning has found its way into mainstream education in America, where it has come face-to-face with enduring principles of the west: individualism and competition. Service-learning is a way of linking human experience with understanding, compassion, harmony and relationship-building. If used for other purposes, this approach loses its meaning and effectiveness. The indigenous roots of service-learning must be recognized and nurtured, and the gap between "school" and "community" must be bridged if we are to fully utilize and preserve this form of education for our own and future generations.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7938

Traditional Values and Service-Learning
Abstract: This fact sheet provides information on linking service-learning activities to tribally-specific traditional values.
http://www.servicelearning.org/instant_info/fact_sheets/tribal_facts/values/index.php

Tribes and US Territories Service-Learning Programs
Abstract: View lists of tribal programs, find examples of successful tribal projects, and access a variety of tribal service-learning resources.
http://www.servicelearning.org/instant_info/fact_sheets/tribal_facts/programs/index.php

New Learn and Serve America Grantee Produced Materials - September 30, 2008

noreply@blogger.com (Unknown) — Tue, 30 Sep 2008 17:14:00 +0000

General/Cross Sector

Florida Learn & Serve. Public Relations and Marketing Tips for Service-Learning. Tallahassee, FL: Florida Learn & Serve, n.d.
Abstract: This resource offers tips and suggestions for promoting and marketing service-learning and garnering support for service-learning programs.
http://servicelearning.org/library/lib_cat/index.php?library_id=8087

CBO

Northwestern Connecticut Area Health Education Center. Fund Development Tools. Middlebury, CT: NWCTAHEC, 2008.
Abstract: This toolkit provides templates, checklists, and guidelines for service-learning programs looking to build key relationships, apply for grants, and secure funding.
http://servicelearning.org/library/lib_cat/index.php?library_id=8106

K-12

Casa Grande Middle School. Internet Safety Podcasts. Phoenix, AZ: Arizona Learn and Serve.
Abstract: This collection of podcasts on CD-ROM was created by students at Casa Grande Middle School in Arizona as a service-learning project. The podcasts cover issues of Internet safety, such as cyberbullying, cyberstalking, and chatroom safety.
http://servicelearning.org/library/lib_cat/index.php?library_id=8096

The Institute for Assessment and Evaluation, University of Tennessee. Learn and Serve America Meth Free TN: Youth Edition, Year 2 Project Evaluation Report. Nashville, TN: Volunteer Tennessee, 2008.
Abstract: The University of Tennessee's Institute for Assessment and Evaluation (IAE) was contracted to provide ongoing annual evaluation of the Learn and Serve America (LSA) Meth Free TN: Youth Edition (also referred to as Afterschool Service-Learning) over the life of the grant program. Learn and Serve America Meth Free TN: Youth Edition is a statewide grant program that supports integration of service-learning in afterschool programs to further statewide methamphetamine (meth) prevention initiatives by creating anti-meth communication products by youth for youth. In this second annual evaluation report, the Institute for Assessment and Evaluation team presents its findings and conclusions regarding Afterschool Service-Learning progress as of June 2008 (the end of the project reporting year July 1, 2007 to June 30, 2008). This report provides a formative evaluation perspective. Accordingly, the evaluation offers findings, conclusions, and recommendations for consideration by the State Program Coordinator and staff.

http://servicelearning.org/library/lib_cat/index.php?library_id=8104

Mesa Public Schools Service-Learning. A Quick Guide to Service Learning for Elementary Schools. Phoenix, AZ: Arizona Learn and Serve, 2008.
Abstract: This guide was written by busy elementary teachers for busy elementary teachers who want to incorporate service-learning into their classroom and school. The ideas in this book are simple and do-able. Teacher that pick up this guide can read the general materials and head straight to ideas for their grade level (K-6) and subject curriculum. This guide includes information on Arizona Department of Education Service-Learning Competencies and Indicators, as well as project planning worksheets and other resources.
http://servicelearning.org/library/lib_cat/index.php?library_id=8094

New NSLC Library Items - September 30, 2008

noreply@blogger.com (Unknown) — Tue, 30 Sep 2008 17:05:00 +0000

General/Cross-Sector

Stiefvater, Erich. "Youth Impact." Youth Impact, 2, 2008, 1-19.
Abstract: Most adults over the age of 30 are finally comfortable with using computers to send e-mail, surf the Internet, and create documents and spreadsheets - although sometimes with a greater investment of time and effort than the under-30s require. But even relatively tech-savvy volunteers and program managers can feel left behind with the new generation of applications and Web sites popular with many young people. These so-called "Web 2.0" tools - and youth's enthusiasm for them - have both implications and opportunities for adults who manage and volunteer for youth-serving programs. This edition of Youth Impact seeks to demystify many of the most common tools and show you how to put them to work for you. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8048

CBO

Wimer, Christopher, Suzanne Bouffard, Priscilla M.D. Little, and Claire Brown Goss
Measurement Tools for Evaluating Out-of-School Time Programs: An Evaluation Resource.
Cambridge, MA: Harvard, 2008.
Abstract: Harvard Family Research Project's (HFRP) series of Out-of-School Time Evaluation Snapshots distills the wealth of information compiled in their Out-of-School Time (OST) Program Research and Evaluation Database into a single report. Each Snapshot examines a specific aspect of out-of-school time (OST) evaluation. This Snapshot describes instruments used by current OST programs to evaluate their implementation and outcomes. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8033

Bringle, Robert G. and Kathryn S. Steinberg. Designing Research on Service-Learning. Indianapolis, IN: IUPUI, 2007.
Abstract: This Powerpoint presentation discusses information about designing research in the field of service-learning. Includes details on various types of research, service-learning outcomes, and unanswered questions that remain in service-learning.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8088

California State University. Community Service Learning: Tenth Anniversary Edition, 2006-2007. Long Beach, CA: CSU, 2007.
Abstract: Beginning in the 1990s, the CSU started to recognize the power of service learning as a vehicle that would meet the state's changing educational needs while also imparting vital civic skills and knowledge. In the past decade, service learning has become a widely accepted and effective way of enhancing the in-class academic experiences of students with the real-world, out-of-class benefits of serving the community. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8049

Steinberg, Kathy. Research Design for Service-Learning Scholars. Indianapolis, IN: IUPUI, 2007.
Abstract: Developed for the IUPUI Boyers Scholar orientation, this Powerpoint presentation examines the research cycle, including types of research questions, ethical concerns, and various types of research. Also includes information on service-learning student outcomes, potential research methods, and use of multiple indicators and methods in research design.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8090

Student Horizons. Colleges of Distinction: Engaged Students, Great Teaching, Vibrant Communities, Successful Outcomes. Bethesda, MD: Student Horizons, 2008.
Abstract: Colleges of Distinction owes its origin to parents who accompanied their children through the college search process, who were surprised at the difficulties they encountered trying to get beyond the "brand-name" institutions to find the colleges that offered the best undergraduate educations, and then-- through the next four years and beyond-- were pleased to see the growth their children experienced at the "hidden-gem colleges" they had discovered. In collaboration with academic professionals, these parents have created Colleges of Distinction as a way to help students and parents find colleges they might not have otherwise considered, but which might be exactly the right college for them. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8052

K-12

Kielsmeier, James C. and Jim Scheibel. "Service Learning: An On-Ramp to National Service." Education Week, 28(3), Fall 2008.
Abstract: This article examines the combination of academics and service that comprise service-learning, and its connections to high levels of civic engagement and leadership skills. The ServiceNation initiative, which supports the belief that service should be an even more integral part of who we are as a nation, is also highlighted. The authors, president and board chairman of the National Youth Leadership Council, present information about ServiceNation, including the following on its aims to increase K-12 service learning: 1) through the Learn and Serve Engaged Schools initiative, challenging school-community partnerships to develop and actively disseminate the most innovative ways to engage students in service-learning; 2) through Youth Engagement Zones, funding consortia in high-risk communities to address the dropout crisis by engaging young people in tackling problems; and 3) through A Summer of Service, offering young people the chance to spend a summer serving together with a diverse group of peers in their communities as a "rite of passage." (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8071

Mesa Public Schools Service Learning and Learn and Serve Arizona. Quick Guide to Service Learning for Elementary Schools, (A). Phoenix, AZ: Arizona Department of Education, 2008.
Abstract: This guide was written by busy elementary teachers for busy elementary teachers who want to incorporate service-learning into their classroom and school. The ideas in this book are simple and do-able. Teacher that pick up this guide can read the general materials and head straight to ideas for their grade level (K-6) and subject curriculum. This guide includes information on Arizona Department of Education Service-Learning Competencies and Indicators, as well as project planning worksheets and other resources. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8094

Powell, Alma J. "Education Through Service". Washington Times, Fall 2008.
Abstract: Every child, regardless of age, race, or socio-economic level, needs certain basic resources as a foundation for success: caring adults, safe places, a healthy start, an effective education, and opportunities to help others. The America's Promise Alliance defines these resources as the Five Promises, and when young people receive them, research shows they are much more likely to succeed. With their partners in the lead, the Alliance is working hard to deliver these Promises to the nation's young people. Through their 200 partner organizations, America's Promise Alliance is expanding efforts to offer the country's youth meaningful, community-based service-learning opportunities, and improve their chances of completing their education. Their "Ready for the Real World" initiative targets the vulnerable middle school population-- many students who ultimately drop out of school say they became disengaged during their middle school years. (author) This Washington Times op-ed piece by America's Promise chair Alma J. Powell explores the role that service and service-learning play in the continuing engagement and success of America's youth.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8070

New NSLC Library Items - September 2, 2008

noreply@blogger.com (Unknown) — Fri, 29 Aug 2008 22:51:00 +0000

General/Cross-Sector

Butin, Dan. Justice-Learning: Service-Learning as Justice-Oriented Education. Equity and Excellence in Education, 40, 2007, 177-183.
Abstract: "Justice-learning" lies at the intersection of service-learning and social justice education. Specifically, the author argues for a distinctive form of community-based learning ("antifoundational service-learning") that fosters a justice-oriented framework ("anti-anti-social justice") that makes possible the questioning and disruption of unexamined and all too often oppressive binaries of how we view the struggle toward equity in education. The linkage of service-learning and social justice education in this manner offers a "weak overcoming" that strengthens experiential learning toward justice while avoiding the dilution and radicalization faced by both movements. He thus traces the linkages between service-learning and social justice education; explicates the potential of antifoundational service-learning as a form of anti-anti-social justice; and draws out the potential and implication of this linkage for both service-learning and social justice education. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7920

Cryer, Shelley. The Nonprofit Career Guide: How to Land a Job That Makes a Difference. 2008.
Abstract: This book provides valuable advice, resources, and career-building strategies to help readers find work at a nonprofit organization. It offers concrete data on the size and scope of the nonprofit sector and the types of organizations that comprise it. It provides a sense of what it feels like to work at a nonprofit organization. It details recommendations on how to gain and communicate the skills and experiences that make job-seekers attractive candidates to prospective employers. And then it offers specific strategies for how to find suitable openings, get an application noticed, and land a job. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7924

WGBH Educational Foundation. The Greens: Activity Guide. Boston, MA: WGBH, 2008.
Abstract: THE GREENS is a website from WGBH. It's for kids who want to help protect our planet. It features two characters, Izz and Dex, who are upbeat and optimistic about making their world a greener place. Through Izz and Dex's animated adventures, their blog, games, quizzes (and this activity guide) THE GREENS encourages kids to explore green living and sustainability and to take action wherever they can, making informed choices and meaningful changes.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7930

Borges, Nicole J., and Paul J Hartung. Service Learning in Medical Education: Project Description and Evaluation. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: Although medical education has long recognized the importance of community service, most medical schools have not formally nor fully incorporated service learning into their curricula. To address this problem, we describe the initial design, development, implementation, and evaluation of a service-learning project within a first-year medical school course. Medical students (eight women, eight men) screened clients of a community agency for high blood pressure and educated them about the effects of hypertension on health. Results of the project indicated significant increases in students' attitudes, knowledge, and skills related to community health, resources, and service. Infusing medical education with service-learning activities can both meet community needs and enhance student education about the health of the public. The present findings support continued development and evaluation of service-learning projects within medical school training programs. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7972

Bowen, Glenn A. Service-Learning in Higher Education: Giving Life and Depth to Teaching and Learning. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: This article talks about creative approaches to teaching and learning that combine classroom instruction with community service. The author has tried to explain that there is a vast difference in the lifestyles of students 20 years back and now, which means a lot more balancing in terms of syllabus, learning styles, and much more engagement on the part of students. It talks about learner-centered teachers and learner-centered activities where the teachers facilitate learning in individual and collective contexts. This article also talks about the best approach for organizing a service-learning program, building a collaborative relationship among various stakeholders-- campus partners, including administrators, staff, faculty, and students and community representatives, including agency directors and social service practitioners. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7962

Cuban, Sondra, and Jeffrey B. Anderson. Where's the Justice in Service-Learning? Institutionalizing Service-Learning from a Social Justice Perspective at a Jesuit University. Equity and Excellence in Education, 40, 2007, 144-155.
Abstract: The authors attempt to answer where the social justice is in service-learning by probing what it is, how it looks in the process of being institutionalized at a Jesuit university, and why it is important. They develop themes about institutionalizing service-learning from a social justice perspective. Their themes were developed through an analysis of service-learning research focused on institutionalization and social justice, and a case study of a Jesuit university attempting to institutionalize it, including five faculty action research service-learning projects. From these themes, they share lessons that they learned from this experience. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7922

D'Agostino, Maria J. Social Capital: Lessons from a Service-Learning Program. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: Citizen participation is fundamental to democratic governance. The problem has been addressed in the citizen participation literature in a myriad of ways, including the use of technology to involve citizens in the decision-making process. The article is promoting the idea that universities can contribute a lot in producing and enriching social capital. Service learning fosters the development of the citizenship attributes and skills. People are sovereign in a democracy, and so public administration should be responsive and accountable to the people. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7967

Harkavy, Ira. Civic Engagement in Higher Education. Wingspread Journal, Education, 2007, 26-29.
Abstract: Since 1985, Professor Emeritus of History Lee Benson, as well as the author, along with numerous colleagues, have worked to develop university-assisted community schools in West Philadelphia, where the University of Pennsylvania is located. Committed to undergraduate teaching and convinced by their personal experiences, they designed an Honors Seminar to stimulate undergraduates to think critically about what Penn should do to remedy the rapid deterioration of West Philadelphia-- a development that had devastating consequences for the university. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7956

Harris, Leslie M., and Jody Usher. From Disenchantment to Dialogue and Action: The "Transforming Community" Project at Emory University. Change: The Magazine of Higher Education, 40(2), March/April 2008, 18-23.
Abstract: The Transforming Community Project is oriented to both process and product. The process of meeting and deliberating creates new ways for individuals and groups to practice the experience of living in diverse communities and negotiating ways to approach the challenges and opportunities that result. The products include a larger group of people with the comfort and capacity to address questions of racial difference in their daily lives, community-based knowledge of the history and current experience of race at Emory, and ultimately a number of creative projects (plays, films, books, articles, art exhibits) that will be available for classroom and community use. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7934

Harward, Donald W. Engaged Learning and the Core Purposes of Liberal Education: Bringing Theory to Practice. Liberal Education, 93(1), Winter 2007, 6-15.
Abstract: Founded on the premise of a connection between the neglect of the core purposes of undergraduate liberal education, on the one hand, and certain patterns of disengagement exhibited by students, on the other, the Bringing Theory to Practice project provides support for campus programs as well as for research on the connection of certain forms of engaged learning to student health, well-being, and civic development. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7946

Hollander, Elizabeth. Sustaining a Movement. Wingspread Journal, Education, 2007, 15-18.
Abstract: Over the last 20 years, the movement to reassert the civic mission of higher education has witnessed several important changes. In the early 1980s, a deep concern about the "me" generation sparked major efforts to promote college student volunteer community service. By the late 1980s and early 1990s, co-curricular community service was no longer seen as sufficient to support college student civic education, so major emphasis was put on driving service into the curriculum (service-learning) and involving faculty. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7953

Hurd, Clayton A. Is Service Learning Effective: A Look at the Current Research. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: The growth of service-learning in higher education is related to the way that it helps students achieve both personal and academic goals and serves broader institutional goals of civic engagement for students and outreach to communities (Campus Compact 2000). This article looks closely at current research, assessing the impact of academic service-learning in such areas as enhanced academic learning, instructional effectiveness, civic responsibility, appreciation of diversity, and undergraduate student retention. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7964

Jeter, Angela, and Patsy Camp. Civic Engagement at Johnson C. Smith University. Wingspread Journal, Education, 2007, 19-21.
Abstract: In the fall of 1994, Johnson C. Smith University launched its service-learning program, with funding from the Ford Foundation/United Negro College Fund Community Service Partnership grant. Beginning with just 60 freshmen, the program now includes service-learning courses in Social Work, Health Education, Physical Education, Teacher Education, Social Sciences, English, and Psychology. The University implemented a community service graduation requirement in 1995 and integrated service learning into the freshman orientation classes this year. To date, 15,000 students have complete 660,000 service hours. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7954

Levine, Daniella. Building Community Prosperity and Civic Renewal. Wingspread Journal, Education, 2007, 11-13.
Abstract: Miami Dade College (MDC), the largest college in the nation, with approximately 160,000 students, and the Human Services Coalition (HSC), an 11-year-old community development and human service advocacy organization, have built a broad and deep partnership to promote common strategic goals. The partnership grew over a decade of linked community service. Two innovative programs invented by HSC-- the Prosperity campaign and Imagine Miami-- achieve greater impact and credibility through the relationship. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7952

Machemer, Patricia L., and Pat Crawford. Student Perceptions of Active Learning in a Large Cross-Disciplinary Classroom. Active Learning in Higher Education, 8(1), March 2007, 9-30.
Abstract: This investigation reports ion a study that assess how students value active, cooperative, and traditional learning activities within a single large cross-disciplinary class. The study surveyed students' perceived value of a range of teaching techniques (from traditional to cooperative) utilized within a general education class. Students rated the various techniques on an ordinal scale and the values were statistically compared using a mean difference (paired sample) test. The study was replicated four times over four semesters, where class size ranged from 125 to 180. The study found that students valued lectures and being active. From student's perspective, however, working with others (cooperative learning) diminishes the value significantly. Any activity, be it active, cooperative, or traditional, that directly relates to improving exam performance was the most valued of all. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7944

Mehaffy, George. Civic Engagement: New Directions and Challenges. Wingspread Journal, Education, 2007, 34-35.
Abstract: The inspiring story of the growth of civic engagement in the latter part of the twentieth century and the beginning of the twenty-first in American higher education demonstrates the success of a small group of committed and passionate change agents, and confirms Margaret Mead's famous aphorism. There is much to be proud of in that legacy. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7959

Meisel, Wayne. Connecting Cocurricular Service with Academic Inquiry: A Movement toward Civic Engagement. Liberal Education, 93(2), Spring 2007, 52-57.
Abstract: At the colleges and universities working with the Bonner Foundation to build and sustain civic engagement initiatives, students are committed to significant, ongoing involvement in community issues and to engaging other students to join with them in such endeavors. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7976

Menonm, Venugopal. Introduction to Service-Learning. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai university Press, 2008.
Abstract: This article defines service-learning as a component that integrates practical aspects of community needs with theoretical knowledge being imparted in the classroom. It further explains that there is a very fine blend of not only practice and theory but also the incorporation of lost of emotional component. This concept can be applied to general streams of education light arts and humanities and also in engineering, medicines and information technology. This article covers the different benefits of service-learning, its impact on students, teachers, other stakeholders and the community. It throws light on actual implementation that can be done by the teachers, management, and community, some impediments in the entire process and how one can overcome these. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7961

Mohanadasan, Sheena. Service-Learning in Business Education. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: Building the right kind of competencies in business students will enable the students to succeed in the work environment and ensure their constant growth. Many business schools have failed in developing the right kind of competencies and service learning as a tool can be successfully used for the same. Business school faculties can integrate the outcomes of academic course and address community needs if they can identify projects for the students that would finally result in the development of competencies. This article includes examples of MBA institutes using the concept of service-learning. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7974

Morgan, Rosa Ramos. The Community Neighborhood Renaissance Partnership, Inc. Wingspread Journal, Education, 2007, 30-31.
Abstract: One City Commissioner's vision convinced city and county government to work together to revitalize neighborhoods on Tallahassee's south side. This is that success story. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7957

Pearce, Joshua M. Service-Learning in Engineering and Science for Sustainable Development. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: This article speaks about the International Journal for Service-Learning in Engineering and its role in encouraging the use of service-learning in this field to ensure sustainable development. IJSLE is providing various outlets for university students for undertaking service-learning projects in engineering and for publication of the students' work. They are indirectly providing a platform for professors of different universities to encourage the students to learn engineering and science more effectively. It speaks about different activities that IJSLE would be conducting in the future to involve more students from the engineering discipline in service-learning and different partnerships and collaborations that they would be entering into for this purpose. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7973

Percy, Stephen L. The Milwaukee Idea: Institutionalizing Engagement. Wingspread Journal, Education, 2007, 32-33.
Abstract: In 1998, with its 50th anniversary in sight and a new Chancellor recruited to campus, the University of Wisconsin-Milwaukee (UWM) embarked upon the "Milwaukee Idea," a renewed commitment to university-community engagement. Several factors made the timing right for this: (1) a new Chancellor seeking to strengthen the State of Wisconsin's "urban university," (2) Wisconsin was celebrating its 150th anniversary as well as the Wisconsin Idea-- a progressive agenda that included the proposition that the "boundaries of the university are the boundaries of the state," and (3) the greater Milwaukee community, facing both urban problems and opportunities, was seeking UWM, Milwaukee's largest higher education institution, to be more engaged in studying problems and identifying strategies for their resolution. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7958

Preiser-Houy, Lara, and Carlos J Navarrete. Exploring the Learning in Service-Learning: A Case of a Community-Based Research Project in Web-Based Systems Development. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University, 2008.
Abstract: Service-learning integrates course-based academic learning with community service. This for of experiential learning is becoming more prevalent in higher education as academic institutions strive to enhance student learning while providing meaningful service to the community . This study investigates the impacts of service-learning in a junior-level IS web development course on student learning outcomes. The study also explores the use of community-based research in web-based systems development. The study's context is a project to develop a web-based system for an elementary school classroom. The authors' findings propose an integrated, multidimensional concept of student learning that links the academic with personal and interpersonal learning outcomes. The academic dimension of student learning includes domain-specific and general academic knowledge and skills. The interpersonal dimension of student learning encompasses communication, collaboration and leadership skills, and the personal dimension consists of self-knowledge and personal efficacy. The service-learning strategy of community-based research promotes student learning and transforms the student into an engaged and active learner. Furthermore, the community-based research is an effective approach to supplement the software development methods of prototyping and joint application development in a web-based systems development project. The study's findings provide a framework for structuring effective service-learning experiences in the systems development domain of an Informations Systems curriculum. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7970

Ramaley, Judith A. Reflections on the Public Purposes of Higher Education. Wingspread Journal, Education, 2007, 5-10.
Abstract: Higher education in this country has always been expected to serve the public good. Sometimes, the emphasis is on preparing educated citizens or practitioners in especially critical fields. At other times, the discussion is about how public service can deepen and enrich learning and prepare students to lead purposeful, responsible and creative lives. Sometimes, the focus is on institutions themselves as major intellectual and cultural assets and how those resources can be tapped to build healthy communities. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7950

S, Shalini. Service Learning in Arts and Social Sciences. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: A number of projects can be prepared for Arts and Social Science students for active involvement in community service and academic learning. In subjects such as Behavioral Sciences, Communication, Sociology, Social Work, English, History, Political Science, etc., learning should be imparted in such a way to provide them with a broad perspective and to enable them to identify and respond to local or global community need. This article includes examples of a number of service-learning projects undertaken by different universities and how their courses in different arts and behavioral science subjects provide a solid background for career development of the students. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7975

S, Shalini. Overview of Service-Learning Across the World. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai university Press, 2008.
Abstract: Service-learning as a concept has come up only in the recent decades. It offers many benefits to those involved in the implementation, especially the students. This article presents examples of service-learning experiences all over the globe. The article describes the application of service-learning by universities and educational institutes of America, United Kingdom, Europe, and India. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7968

S, Shalini. Service Learning: Perspectives and Applications. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai university Press, 2008.
Abstract: The world of education has thrown open a plethora of opportunities for youngsters to get skilled, gain employment, and move ahead in life. At the same time, to a certain extent, it has failed to address issues concerning society and mankind in general. There is very little human touch and humane approach in the way in which professionals go about doing their work. This kind of mechanical interaction would do very little to solve the problems of mankind, to say the least. This book talks about incorporating certain elements of human approach in the education process itself. The term service learning talks of imparting education with a human touch added to it. It discusses community interface with a purpose. Skills learnt in an institution do not necessarily inculcate human values in a student. A more human touch needs to be adopted, if institutional education has to be made meaningful and also beneficial to thousands in society. This book points out the difference between a particular pedagogy and the most conventional method adopted in the higher echelons of learning-internship. The beauty of this concept lies in its utility to disciplines as varied as engineering to medicine to humanities. It is expected to benefit academicians and visionaries who would like to bring in a human element while imparting education. It shows the power of sensitivity in interacting with people in day-to-day life. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7960

Sandman, Lorilee R., Barbara A. Holland, and Karen Bruns. Creating a Federation to Encourage Community Engagement. Wingspread Journal, Education, 2007, 22-25.
Abstract: America's colleges and universities have a long tradition of connecting their mission of research and teaching to the issues of broader society. University research is well regarded as a constant source of improvements in health, environment, science, culture, education and policy arenas. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7955

Sharma, Rachna, and Samta Jain. Hearts in Space, Minds at a Fast Pace: Service-Learning Strategies for Management Education. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: This article looks into the psychological and experiential learning aspects and analyzes how this process of service-learning is inducing learning and, at the same time, is having an effect on human behavior and psyche as well. It studies the concepts of social cognition, the way in which people process social information and apply it to social situations, and social exchange, whereby a subjective cost/benefit analysis takes place when two parties interact. The article tries to establish a link between service-learning and its implications in corporate social responsibility and corporate governance. It analyzes the real-life situations that students go through as a part of course curriculum and understand various methods that would shape their professional and personal behaviors. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7963

Steinke, Pamela, and Peggy Fitch. Assessing Service-Learning. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: In an effort to increase the quality and quantity of service-learning assessment, this article provides a brief rationale for engaging in service-learning assessment and reviews a selection of available tools for doing so. The article includes a matrix that lists cognitive outcomes, including critical thinking and problem solving, and the instruments that measure them. The conclusion emphasized the role of service-learning assessment in transforming current assessment debates. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7965

Swaner, Lynne. Linking Engaged Learning, Student Mental Health and Well-Being, and Civic Development: A Review of the Literature. Liberal Education, 93(1), Winter 2007, 16-25.
Abstract: Conducted by the Bringing Theory to Practice Project, this literature review examines the theoretical and research bases for linking engaged learning, student mental health and well-being, and civic development. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7947

Tannenbaum, Sally Cahill. Research, Advocacy, and Political Engagement: Multidisciplinary Perspectives Through Service Learning. Sterling, Virginia: Stylus Publishing, 2008.
Abstract: This book presents inventive approaches to using service-learning to introduce students to political engagement. The work of faculty representing a wide variety of disciplines, this compilation of innovative and varied courses offers models to adapt and ideas to stimulate the creativity of instructors. The chapters in this book describe how teachers in Politics, Education, Urban and Regional Planning, Business, Communications, Sociology, Mathematics, Economics, and Women's Studies have created effective activities that advance disciplinary knowledge, develop collaboration with communities, and engage students in the political process. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7981

Umpleby, Stuart, and Gabriela Rakicevik. The Adoption of Service-Learning in Universities Around the World. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: In the United States, service-learning has proven to be an effective means both for education and for community development. It seems logical to assume that service-learning would be similarly effective in other countries. However, universities in other countries operate quite differently from universities in the US. Discussions with professors from the former Soviet Union and Southeast Europe produced a list of obstacles to transferring service-learning to other countries. This article suggests some ways to reduce the obstacles. As service-learning is implemented in universities around the world, universities will probably change their methods of operation to permit the use of effective teaching methods. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7966

Wei, Kagning, Jane Siow, and Diana L Burley. Implementing Service-Learning to the Information Systems and Technology Management Program: A Study of an Undergraduate Capstone Course. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: Service-learning has been identified as an extremely valuable educational tool and applied to different disciplines and areas, but literature review on service-learning has indicated that service-learning is little used in Information Systems education. This paper presents the design and development of a service-learning capstone course for graduating college seniors enrolled in an Information Systems and Technology Management program. A conceptual model is proposed to guide the implementation of service-learning into such a course. Following this model, the authors discuss their experiences and reflections on designing the course and particularly, how to assess students' performance. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7971

K-12

Duckenfield, Marty, Sam Drew, and Rebecca Flood. Bouncing Back: Strengthening Resilience Through Service-Learning. Clemson, SC: National Dropout Prevention Center/Network, 2008.
Abstract: This book has three major goals: 1. to introduce readers to the concept of resilience 2. to enable readers to understand how resilience can be both enhanced and acquired through the development of protective factors through service-learning 3. to demonstrate how service-learning can be implemented to purposefully strengthen resilience in youth. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7982

KIDS Consortium. Service-Learning Elections Projects in Response to Identified Problems and Needs. Auburn, ME: KIDS Consortium, 2008.
Abstract: This two-page document provides examples of service-learning projects for elementary, middle, and high school aged students that address identified voting-related needs. It also provides a short list of potential community partners for these types of service-learning projects.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7907

Liptrot, Joan, and Mike Schwarzbauer. Keeping Youth in School - How Service-Learning Can Help! [PowerPoint]. Clemson, SC: National Dropout Prevention Center, 2008.
Abstarct: This PowerPoint slide presentation discusses the basics of service-learning and what makes it an effective dropout intervention.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7909

Schultz, Brian. "Not satisfied with stupid band-aids": A Portrait of a Justice-Oriented, Democratic Curriculum Serving a Disadvantaged Neighborhood. Equity and Excellence in Education, 40, 2007, 166-176.
Abstract: This study discusses the author's attempt to improve educational experiences of fifth-grade students living in public housing. The context of a social justice-oriented classroom is revealed through reconstruction of his thought processes while teaching and learning with students. The narrative portrayal that emerges demonstrates the impact our theorizing together had on our growth, outlook, and learning in an effort to make substantive changes in the community. Although this curriculum was not explicitly grounded in service-learning framework, the processes, activities, and results of the classroom typify the potential and possibilities of a justice- and service-oriented elementary classroom. Reflection of classroom occurrences and struggles the author engaged in privately and with students are conveyed through vignettes of the change-focused, integrated curriculum based on students' priority concerns-- particularly the attempt to replace their dilapidated school. The role of theorizing with students and curriculum realizing democratic principles in a poor neighborhood is depicted. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7919

Swaminathan, Raji. Educating for the "Real World": The Hidden Curriculum of Community Service-Learning. Equity and Excellence in Education, 40, 2007, 134-143.
Abstract: This study draws on interviews with community supervisors partnered with high school students and presents their perspectives on service-learning and youth. The results show that there was a hidden curriculum being played out at community sites that was in part facilitated by community agency supervisors who actively engaged in mediating, mentoring, and structuring the service-learning experiences of students. Agency supervisors' decisions about the curricular experiences of students had a significant impact on the social justice aims and intentions of the projects designed by the teachers. Consequently, it is crucial for schools and teachers to take into consideration the community supervisors' perspectives and interpretations of social justice and invite them into a collaborative partnership throughout the process of structuring service-learning experiences. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7923

Wade, Rahima. Service-Learning for Social Justice in the Elementary Classroom: Can We Get There from Here? Equity and Excellence in Education, 40, 2007, 156-165.
Abstract: This article focuses of 40 elementary school teachers' efforts to involve their students in social justice-oriented service-learning experiences and the struggles and support they encounter in doing so. The service-learning activities described here begin with student interest and initiative and focus on advocacy and concerted efforts to right unjust situations. With teacher support and guidance, students consider multiple perspectives and challenge the status quo. At times they accomplish their aims; in other cases, success is found in students learning valuable life lessons about the skills and long-term effort needed to effect change. Struggles with state mandates, required curriculum, colleagues, and parents are discussed, as well as the creative and subversive measures teachers use to address these challenges. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7921

Tribal

Guffey, John. Embracing an Indigenous Understanding of Service-Learning. Scotts Valley, CA: National Service-Learning Clearinghouse, 2008.
Abstract: NWIC Second Summit on Indigenous Service-Learning Keynote Address by John Guffey. Service-learning, a timeless indigenous approach to teaching and learning, takes its lead from two primary values: interdependence and self-awareness. In recent years service-learning has found its way into mainstream education in America, where it has come face-to-face with enduring principles of the west: individualism and competition. Service-learning is a way of linking human experience with understanding, compassion, harmony and relationship-building. If used for other purposes, this approach loses its meaning and effectiveness. The indigenous roots of service-learning must be recognized and nurtured, and the gap between "school" and "community" must be bridged if we are to fully utilize and preserve this form of education for our own and future generations.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7938

New Learn and Serve America Grantee Produced Materials - August 25, 2008

noreply@blogger.com (Unknown) — Mon, 25 Aug 2008 17:55:00 +0000

K-12

Service-Learning Elections Projects in Response to Identified Problems and Needs
Kids Consortium
Abstract: This two-page document provides examples of service-learning projects for elementary, middle, and high school aged students that address identified voting-related needs. It also provides a short list of potential community partners for these types of service-learning projects.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7907

New NSLC Produced Resources - August 25, 2008

noreply@blogger.com (Unknown) — Mon, 25 Aug 2008 17:53:00 +0000

K-12

Standards and Indicators for Effective Service-Learning Practice
Abstract: In April 2008, the National Youth Leadership Council released the K-12 Service-Learning Standards for Quality Practice. These standards grew out of a need to update conventional wisdom about quality practice as reflected in the Essential Elements of Service-Learning. This fact sheet describes the standards and their corresponding indicators, as well as providing a short summary of supporting research.
http://www.servicelearning.org/instant_info/fact_sheets/k-12_facts/standards/

New NSLC Library Items - July 29, 2008

noreply@blogger.com (Unknown) — Tue, 29 Jul 2008 15:18:00 +0000

General/Cross-Sector

Fixler, Jill, Sandie Eichberg, and Gail Lorenz. Boomer Volunteer Engagement: Collaborate Today, Thrive Tomorrow. Bloomington, Indiana: AuthorHouse, 2008.
Abstract: This innovative book provides a step-by-step guide for engaging Boomers as volunteers to build organizational capacity. This book contains everything nonprofits need to engage skilled Boomer volunteers including: research that is current, relevant, and applicable to volunteer engagement; 14 downloadable PDF worksheets, with work plan and progress report templates; and a proven process for building organizational capacity.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7871

TakingITGlobal. Climate Change: Youth Guide to Action. Toronto, ON: TakingITGlobal, 2007.
Abstract: The TakingITGlobal Climate Change Youth Guide to Action is intended to inspire, inform and involve youth in taking action on climate change and global warming. While each section of the guide highlights important steps in taking action,it takes youth through the following steps: getting informed and identifying real problems; developing a leadership role and inspiring other youth to get involved; choosing a project, setting goals, developing and implementing an action plan; and, evaluating their success and sustaining their actions.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7904

Higher Ed

Burg, Steven. From Troubled Ground to Common Ground: The Locust Grove African-American Cemetery Restoration Project: A Case Study of Service-Learning and Community History. The Public Historian, 30(2), May 2008, 51-82.
Abstract: This article chronicles a movement to restore Shippensburg, Pennsylvania's Locust Grove Cemetery, a historic African-American burial ground. The cemetery faced persistent troubles exacerbated by changing demographics in the surrounding neighborhood, its caretakers' limited resources, and the community's history of racial discrimination. Beginning in 2003, Shippensburg University applied history students assisted with research, grant writing, and interpretative materials. By 2005, a community coalition formed that built on the students' efforts, ultimately mobilizing the resources needed to finish the restoration. This case study illustrates the complex dynamics of a community preservation campaign and ways Public History programs can support such efforts.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7852

New NSLC Produced Resources - July 22, 2008

noreply@blogger.com (Unknown) — Tue, 22 Jul 2008 15:53:00 +0000

General/Cross-Sector

¿En que consiste el aprendizaje-servicio? Guía para los padres
Download or order our new Spanish language version of "What is Service-Learning? A Guide for Parents," our free Bring Learning to Life resource for parents.
http://servicelearning.org/lsa/bring_learning/index.php#spparents

Keep Up to Date Using Social Media / Web 2.0 Tools
Use this page to find out how to subscribe to our newsletters, email discussion lists, and automatically-updating RSS feeds and podcasts on funding, new resources, and calls for proposals. If you have your own website, from this page you can also download NSLC and Learn and Serve America widgets to keep your site visitors up to date automatically too.
http://www.servicelearning.org/instant_info/up_to_date/index.php

Higher Ed

History of Service-Learning in Higher Education
This page provides a brief history of service-learning in higher education from its roots in civic engagement movements to the present date.
http://www.servicelearning.org/what_is_service-learning/history_hesl/index.php

New NSLC Library Items - June 26, 2008

noreply@blogger.com (Unknown) — Tue, 24 Jun 2008 22:43:00 +0000

General/Cross-Sector

National Conference on Citizenship. America’s Civic Health Index: Broken Engagement. Washington, DC: National Conference on Citizenship, 2007.
Abstract: The conference featured the release of the nation's first Civic Health Index, a rigorous tool to measure civic progress over time. The Civic Health Index is comprised of 40 key civic indicators measuring levels of political activity, civic knowledge, volunteering, trust, philanthropy, and much more. Just as it is possible to track the nation’s economic progress through the regular reporting of economic indicators, NCoC hopes to effectively track the nation’s civic health with this set of civic indicators. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7766

National Youth Court Center. National Youth Court Center: National Program Directory and National Resources 2006-2007. Lexington, KY: National Youth Court Center, 2007.
Abstract: Youth courts—also known as teen, peer, and student courts—are programs in which youth sentence their peers for minor delinquent and status offenses and other problem behaviors. Although youth courts have been in existence for more than 30 years, the number of youth courts has increased exponentially over the past decade, from approximately 78 in 1994 to more than 1,100 in 2006. This guide gives a state-by-state listing of youth courts, a directory of state youth court associations and networking groups, national resources related to youth courts, and a listing of allied agencies.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7847

Rivers, Andrew and Kristen A. Moore. What Works for Civic Engagement: Lessons from Experimental Evaluations of Programs and Interventions. Washington, DC: Child Trends, 2008.
Abstract: This fact sheet from Child Trends synthesize the lessons learned from evaluated interventions in education and civic engagement. The findings are based on the Child Trends database of experimental evaluations of social interventions for children and youth - LINKS (Lifecourse Interventions to Nurture Kids Successfully). There are only a small number of rigorous evaluations of programs to promote youth civic engagement. This limits conclusions and highlights the need for more experimentally evaluated programs and interventions that target civic engagement outcomes. Among the findings of this Child Trends fact sheet: Connecting children with needy populations and/or providing community service opportunities is effective in increasing helping behavior and perceptions of social responsibility; monetary compensation was not found to undermine future helping behaviors in either experimental evaluation that provided payment for performing community service; all three programs that incorporated mentoring, tutoring, or life skill training components in tandem with service learning had positive impacts on civic engagement. The fact sheet also includes a table that shows whether the evaluated programs were found to work, not proven to work, or had mixed findings.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7748

CBO

Ling, Thomson and Kristen A. Moore. What Works for Education: Lessons from Experimental Evaluations of Programs and Social Interventions to Enhance Educational Outcomes. Washington, DC: Child Trends, 2008.
Abstract: This fact sheet from Child Trends synthesize the lessons learned from evaluated out-of-school-time programs. The findings are based on the Child Trends database of experimental evaluations of social interventions for children and youth - LINKS (Lifecourse Interventions to Nurture Kids Successfully). This fact sheet provides information to help individuals design an effective intervention that targets educational outcomes and also includes a table that shows whether the evaluated programs were found to work, not proven to work, or had mixed findings.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7747

HE

Ellison, Julie and Timothy K. Eatman. Scholarship in Public: Knowledge Creation and Tenure Policy in the Engaged University. Syracuse, NY: Imagining America, 2008.
Abstract: This report is intended to serve as a toolkit for faculty, staff, and students who are eager to change the culture surrounding promotion and tenure. It offers strategies that they can use to create enabling settings for doing and reviewing intellectually rigorous public work. Publicly engaged academic work is taking hold in American colleges and universities, part of a larger trend toward civic professionalism in many spheres. But tenure and promotion policies lag behind public scholarly and creative work and discourage faculty from doing it. Disturbingly, our interviews revealed a strong sense that pursuing academic public engagement is viewed as an unorthodox and risky early career option for faculty of color. We propose concrete ways to remove obstacles to academic work carried out for and/or with the public by giving such work full standing as scholarship, research, or artistic creation. While we recommend a number of ways to alter the wording and intent of tenure and promotion policies, changing the rules is not enough. Enlarging the conception of who counts as “peer” and what counts as “publication” is part of something bigger: the democratization of knowledge on and off campus. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7703

Finsley-Satterfield, Bonnie. Factors Influencing Faculty Members' Motivation in Integrating Service-Learning into Their Syllabi. Paper presented to the 7th International Research Conference on Service-Learning & Community Engagement, October 6-9, 2007, in Tampa, Florida.
Abstract: This paper covers a presentation sharing the results of a study which was conducted in 2006-2007 for a dissertation titled “Factors Influencing Faculty Members' Motivation in Integrating Service-Learning into Their Syllabi.” Four research questions were addressed in this study. 1) Which are the factors which motivate faculty to integrate service-learning into their courses? 2) Are student learning outcomes a significant motivator to faculty for including service-learning in their courses? 3) Can prior knowledge and research in service-learning be communicated to the studied faculty in such a way to engage their participation? 4) What characterizes faculty who have incorporated service-learning into their courses? Analysis of the data revealed that there is considerable interest in service-learning as a teaching pedagogy among the faculty members who were surveyed. However, the approach to institutionalizing a service-learning initiative must be carefully planned and formulated before it is presented to the faculty and should be viewed as another teaching tool to be utilized rather than a mandatory program. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7819

Frederick, Andrew P. Preparing Students for Lives of Responsible Citizenship: A Higher Education Civic Blueprint for the State of New Jersey. Princeton, NJ: Seeley G. Mudd Manuscript Library, 2007.
Abstract: This thesis develops a working civic education blueprint for New Jersey’s public colleges and universities and proposes concrete steps the State, particularly the governor and the Commission on Higher Education, can take to support their efforts. Civic education must be strategically integrated into the campus culture, the co-curriculum, and most importantly, the curriculum if higher education institutions hope to foster an ethic of service that diffuses across campus and reaches all students. Two overriding objectives should guide higher education in its civic mission: 1) providing students with multiple pathways, both curricular and co-curricula, that support their development as citizens across their collegiate career and 2) identifying and increasing the short-and long-term capacity of community partners. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7746

Wilson, Nancy E., Ande Diaz, Lisa S. O'Leary, and Dawn Geronimo Terkla. “Civic Engagement: A Study of Changes in College.” Academic Exchange Quarterly, v.11(2), Summer 2007, 141-146.
Abstract: Using a mixed method longitudinal cohort design, the Tufts University study is examining student involvement in and attitudes towards civic engagement during the undergraduate years and beyond It does this by using baseline data from students' levels of community service in high school and then analyzes a variety of curricular and co-curricular experiences in college. This article focuses solely on the research design and some preliminary findings of students' civic attitudes during their first two years of college. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7843

k-12

Rothstein-Fisch, Carrie and Elise Trumbull. Managing Diverse Classrooms: How to Build on Students' Cultural Strengths. Alexandria, VA: Association for Supervision and Curriculum Development, 2008.
Abstract: The authors present a simple framework for understanding cultural differences, comparing the "individualistic" culture that prevails in American education with the "collectivistic" culture that characterizes most of the world's population, including many of the Latino immigrant students in U.S. classrooms. At the heart of the book are teacher-developed strategies that capitalize on the cultural values that these students and their families offer, such as an emphasis on helping, sharing, and the success of the group. The strategies cover a wide spectrum of issues and concerns, including: Communication with families; Open house and parent-teacher conferences; Homework; Attendance; Learning in the content areas; Motivation and rewards; Classroom rules; Assessment and grading. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7745