National Service-Learning Clearinghouse Resource Updates

New NSLC Produced Materials - March 3, 2009

noreply@blogger.com (NSLC Librarian) — 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 (NSLC Librarian) — 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 (NSLC Librarian) — 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 (NSLC Librarian) — 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 (NSLC Librarian) — 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 (NSLC Librarian) — 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 (NSLC Librarian) — 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 (NSLC Librarian) — 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 (NSLC Librarian) — 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 (NSLC Librarian) — 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 (NSLC Librarian) — 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 (NSLC Librarian) — 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 (NSLC Librarian) — 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 (NSLC Librarian) — 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 (NSLC Librarian) — 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 (NSLC Librarian) — 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 (NSLC Librarian) — 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

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

noreply@blogger.com (NSLC Librarian) — Thu, 19 Jun 2008 22:08:00 +0000

CBO

Expanding the Reach of Community Partnerships to Close Gaps: Community Partnerships - After-School Learn and Serve Programs
HMCUC (Historically Minority Colleges and Universities Consortium of North Carolina)
Abstract: In 2002, the HMCUC, the North Carolina Department of Public Instruction, and a diverse assembly of faith and community stakeholders joined forces to explore ways to utilize untapped and underutilized resources of faith-based organizations to improve academic performance and social development of at-risk and minority youth. The outcome was the creation of a faith and community-based after-school Learn and Serve program that provides students with rewarding and enriching learning experiences, connecting service in their community to academic learning outside of the classroom setting. This publication is a toolkit for service project development using faith-based and community organizations.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7641

New NSLC-Produced Resources - June 24, 2008

noreply@blogger.com (NSLC Librarian) — Thu, 19 Jun 2008 21:14:00 +0000

General/Cross-Sector

Hot Topic: Service-Learning & Voting
Service-learning is a tool that can be used to teach about voting and the political process and increase civic and political engagement among students. These resources provide ideas for and research on voting-related service-learning projects for CBO, k-12 and higher education students.
www.servicelearning.org/instant_info/hot_topics/voting/

New NSLC-Produced Resources

noreply@blogger.com (NSLC Librarian) — Thu, 22 May 2008 18:26:00 +0000

K-12

Service-Learning & Dropout Prevention
Abstract: This bibliography highlights resources which discuss the problem of and prevention of teenage dropout. Included are resources on how service-learning helps to lower the dropout rate.
http://www.servicelearning.org/instant_info/bibs/k-12_bibs/dropout_prevention/index.php

New NSLC Library Items

noreply@blogger.com (NSLC Librarian) — Thu, 22 May 2008 18:15:00 +0000

General/Cross-Sector

Corporation for National and Community Service. Still Serving: Measuring the Eight-Year Impact of AmeriCorps on Alumni. Washington, DC: CNCS, 2008.
Abstract: This report shows results from a rigorous evaluation of AmeriCorps show that AmeriCorps has long-term impacts on members’ years after they serve. Over the last eight years, since 1999, we have been following more than 2,000 individuals in AmeriCorps State and National and NCCC to look at the effect of service on their future civic engagement and volunteering, employment and careers, and educational attainment. Findings reveal that AmeriCorps is a pipeline to careers in public service and creates civic leaders who continue to serve in their communities long after their services has been completed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7648

Kochanasz, Amy. A Guide to Service Learning for Disaster Preparation. Tallahassee, FL: State Farm Florida Service-Learning & Home Safety Initiative, 2008.
Abstract: This guide is designed as a resource and reference for anyone who is interested in engaging youth/students in service-learning focused on disaster preparation, response, mitigations, and/or recovery. The first section provides useful background information on service-learning, emergency management, and how to focus youth service-learning in this critical area. The second portion of the guide is a set of detailed descriptions and photographs of 20 of the funded projects in Florida. These descriptions provide contact information, background and details about activities, data on project impacts. Finally, the appendix is the Request for Proposals and attachments that were sent to potential applicants in the first year of the program.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7633

Learn and Serve America. Learn and Serve America Performance Report for Program Year 2006-2007. Washington, DC: Learn and Serve America, 2008.
Abstract: This report, Learn and Serve America Performance Report for Program Year 2006-2007, provides program data for organizations that received funds from Learn and Serve America for the 2006-2007 program year (spanning July 1, 2006, through June 30, 2007). The report illustrates where Learn and Serve America funds are distributed, how many participants are being engaged in Learn and Serve America-funded activities, and the extent of institutionalization for organizations that receive support through Learn and Serve America. The data presented in the report are taken from the annual data collection system, Learn and Serve Systems Information Exchange (LASSIE). The report begins with an introduction to the Corporation for National and Community Service, the nation’s largest grantmaker supporting service and volunteering. The mission and goals of Learn and Serve America are then summarized, followed by a description of the program’s funding mechanisms. The introductory section concludes with terms and definitions that characterize Learn and Serve America. Following this introductory material is the body of the report, which consists of a comprehensive section depicting Learn and Serve America’s K-12 Formula grant program in the form of state profiles, and sections that depict Learn and Serve America’s K-12 Competitive, Higher Education, and Community-Based Organization grant programs. Appendixes containing more detailed data conclude the report.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7632

National Youth Advocacy Coalition. Bending the Mold: An Action Kit for Transgender Youth. Washington, DC: National Youth Advocacy Coalition, 2008.
Abstract: This kit is designed to help transgender, gender nonconforming, just coming out, questioning or allies to navigate the world and make your school a safer place. We’ve included action tools and information to help you advocate for change. There’s also an extensive list of resources to give you more information about the transgender community and to offer help in protecting your rights. (publisher). The movement for transgender equality is still young, so any action you take to help yourself will benefit others, too. Working with other transgender youth and allies will help you build stronger communities and schools and increase legal protections. This toolkit can be used to inspire, design, and support service-learning projects relating to transgender and queer rights and education.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7654

Higher Ed

Bernacki, Matthew L., and Elizabeth Jaeger. "Exploring the Impact of Service-Learning on Moral Development and Moral Orientation." Michigan Journal of Community Service Learning, v.14(2), Spring, 2008, 5-15.
Abstract: Research on Service-learning's (SL) impact on students' moral development has been "mixed." In this study, 46 students in SL and non-SL sections of comparable courses offered at a northeastern Catholic university completed the Defining Issues Test, the Moral Justification Scale, and the SL Outcome Scale at the beginning and end of a semester. Although scores on moral development and orientation did not change significantly, SL students reported becoming more compassionate and more sensitive, having a greater understanding of and ability to solve social problems, and possessing a greater efficacy to make the world better. While a single-semester exposure to SL may be too limited to affect moral development, participants' self-reported changes may be precursors to such developmental changes. Unfortunately, existing measures of moral orientation may preclude a thorough examination of change associated with SL. Future research would benefit from using tools that measure moral thinking and action, and understanding of hypothetical moral principles.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7659

Correia, Manuel G., and Robert E. Bleicher. "Making Connections to Teach Reflection." Michigan Journal of Community Service Learning, v.14(2), Spring, 2008, 41-49.
Abstracts: This article looks at the idea of reflection as a tool that can be taught. Approaching reflection from the perspective of a teachable skill set implies that research may inform how to help students reflect. Employing a framework of making connections often used in reading comprehension, this study aimed to characterize how making connections between the service-learning experience (SLE) and prior experiences in similar settings, personal life experiences, and knowledge gained in the world, helped students make better sense of their SLE. We also discovered that particular words and phrases reflection markers are useful in teaching students how to write reflections. The study concludes with practical suggestions for service-learning instructors to facilitate quality student reflections.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7662

Kiesa, Abby, et al. Millennials Talk Politics: A Study of College Student Political Engagement. College Park, MD: CIRCLE, 2008.
Abstract: The report follows up on a 1993 study published by the Kettering Foundation that found students considered politics “irrelevant” to their lives and they saw little purpose in actively participating in politics. Current students do not share those views—they are eager to go into their communities and put their education to work. Nearly 400 students convened in 47 focus groups on 12 four-year college campuses across the country to discuss their civic and political attitudes and experiences. Researchers also collected written surveys from the students and drew on a national telephone survey to compile "Millennials Talk Politics."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7635

Mitchell, Tania D. "Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models." Michigan Journal of Community Service Learning, v.14(2), Spring, 2008, 50-56.
Abstract: There is an emerging body of literature advocating a "critical" approach to community service learning with an explicit social justice aim. A social change orientation, working to redistribute power, and developing authentic relationships are most often cited in the literature as points of departure from traditional service-learning. This literature review unpacks these distinguishing elements.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7663

Parker, Frances Shani. Becoming Dead Right: A Hospice Volunteer in Urban Nursing Homes. Charlotte, NC: Baker & Taylor, 2007.
Abstract:This book is the account of Frances Shani Parker's hospice volunteer experiences in Detroit nursing homes. Stories, general information, and poems about patients and health care familiarize readers with the nursing home world, dementia, pain management, disparities, death, rituals, bereavement, and "how to" information on caregiving. Improvements needed in hospice and nursing homes are also examined.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7634

Porter, Judith, et al. "Service-Learning with a Food Stamp Enrollment Campaign: Community and Student Benefits." Michigan Journal of Community Service Learning, v.14(2), Spring, 2008, 66-75.
Abstract: The authors analyze a multi-campus collaboration in a Food Stamp Enrollment Campaign to demonstrate that a well-managed public benefits campaign, associated with broader advocacy-based community partnerships, can result in positive outcomes for the community that include measurable benefits for clients, data needed to make policy and administrative changes, and new institutional relationships that enhance existing capacities. Public benefits campaigns also provide effective service-learning experiences that enhance student learning and engagement in issues related to the study of poverty, policy, and social justice. Recommendations are offered for effective implementation of such service-learning opportunities with public benefits campaigns.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7665

Shrader, Elizabeth, et al. "Institutionalizing Community-Based Learning and Research: The Case for External Networks." Michigan Journal of Community Service Learning, v.14(2), Spring, 2008, 27-40.
Abstract: This article discusses the conversations that continue as to whether and how community-based learning and research (CBLR) can be most effectively integrated into the mission and practice of institutions of higher education (IHEs). In 2005, eight District of Columbia- (DC-) area universities affiliated with the Community Research and Learning (CoRAL) Network engaged in a planning and evaluation exercise, applying a "rapid assessment" method to gauge baseline levels of CBLR institutionalization on each campus, envisioning progress in key areas, and proposing ways in which the CoRAL Network could achieve institutionalization goals. Aggregate analysis of the assessment data suggests several areas of similarity across extremely diverse university settings. Principle among the areas of similarity is the clearly articulated need for a network structure, external to any given university, to play a strategic role in enabling CBLR institutionalization goals.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7661

Tryon, Elizabeth, et al. "The Challenge of Short-Term Service-Learning." Michigan Journal of Community Service Learning, v.14(2), Spring, 2008, 16-26.
Abstract: This paper presents the results of interviews with staff from 64 community organizations regarding their experiences with service-learners. One of the themes that emerged from the interviews focused on con- cerns related to short-term service-learning commitments that last a semester or less. We explore the challenges presented to community groups by short-term service:investment of staff time; staff capacity to train and supervise; incompatibility with direct client service; timing and project management; and academic calendar issues. Despite these obstacles, many community organization staff reported their desire to continue working with service-learners for altruistic and other reasons. The paper concludes with thoughts on how to deal with the challenges presented by short-term service-learning.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7660

K-12

Communitites in Schools. Addressing America's Dropout Crisis: 2005-2006 Results From the CIS Network. Alexandria, VA: Communities in Schools, 2007.
Abstract: This report outlines the successes of the Communities in Schools model of community-based, integrated student services and their programs. It documents the positive academic and behavioral outcomes that the CIS network has seen among students who are most at risk of dropping out. For nearly 30 years, Communities In Schools has been working on solutions to America’s dropout problem – through community-based, integrated student services. These services are interventions aimed at improving student achievement by connecting community resources with both the academic and social-service needs of students.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7642

Hammond, Cathy, et al. Dropout Risk Factors and Exemplary Programs: A Technical Report. Alexandria, VA: Communities in Schools, 2007.
Abstract: This research report documents a comprehensive study of the dropout crisis in the United States. Specifically, the intent of the study was to: 1) Identify the risk factors or conditions that significantly increase the likelihood of students dropping out of school; and 2) Identify exemplary, evidence-based programs that address the identified risk factors and conditions. A literature review was done to examine major trends in dropout research were further analyzed to identify significant risk factors. Another key goal of this study was to identify quality evidence-based programs already proven to address particular risk factors.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7643

Steinberg, Adria, and Cheryl A. Almeida. Raising Graduation Rates in an Era of High Standards: Five Commitments for State Action. Washington, DC: Achieve Inc., 2008.
Abstract: This paper calls upon state policymakers to commit to five key outcomes and suggests strategies and action steps that they can take to focus their high school reform efforts on ensuring that these commitments are met. The recommended strategies build on the recent actions of states to support the twin goals of college readiness and graduation for all, as well as on a growing body of research and innovative practice and programming that has yielded important new information about the kinds of supports that are required to help low-income and struggling students persevere and succeed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7638

New Learn and Serve America Grantee Produced Materials

noreply@blogger.com (NSLC Librarian) — Tue, 20 May 2008 23:19:00 +0000

Higher Ed

Confidentiality Statement
Northwest Indian College
Abstract: One-page confidentiality statement of understanding.
http://servicelearning.org/instant_info/sample_forms/index.php?popup_id=1928

Partnership Agreement
Northwest Indian College
Abstract: Two-page partnership agreement for students and community organizations.
http://servicelearning.org/instant_info/sample_forms/index.php?popup_id=1931

Photographic and Video Release Form
Northwest Indian College
Abstract: Form for acknowledgment of permission to use an individual's image on any video or still photography.
http://servicelearning.org/instant_info/sample_forms/index.php?popup_id=1932

Community Partner Assessment
Northwest Indian College
Abstract: One-page community partner assessment form for agencies interested in partnering with service-learning projects.
http://servicelearning.org/instant_info/sample_forms/index.php?popup_id=1930

Student Service-Learning Hour Report
Northwest Indian College
Abstract: One-page form for recording number of service-learning hours per week.
http://servicelearning.org/instant_info/sample_forms/index.php?popup_id=1933

Service-Learning Course Development Worksheet
Northwest Indian College
Abstract: Two-page course development worksheet, including guidelines on how to create an effective service-learning project.
http://servicelearning.org/instant_info/sample_forms/index.php?popup_id=1929

K-12

Learn and Serve Indiana. Learn and Serve Indiana Assessment Report 2005-2007. Indianapolis, IN: Learn and Serve Indiana, 2008.
Abstract: This report includes general information about service-learning, program organization at Learn and Serve Indiana sites and program results from the 2005-2007 academic years.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7629

New NSLC Library Items

noreply@blogger.com (NSLC Librarian) — Mon, 28 Apr 2008 17:54:00 +0000

General/Cross-Sector

Sejal, Hathi, and Bob Bhaerman. Effective Practices for Engaging At-Risk Youth in Service. Washington, DC: Youth Service America, 2008.
Abstract: The guide is designed to provide an overview of the underlying theory and effective practices for engaging at-risk youth in service by examining the roles young people played - and can play- in serving their communities. The audiences for this publication are public officials, youth service and service-learning practitioners and teachers, researchers and others whose mission is to plan and implement community service programs for youth with diverse experiences and backgrounds.
http://servicelearning.org/library/lib_cat/index.php?library_id=7502

Wade, Rahima. Toward Social Justice: Curriculum Lessons for High School and College Students to Accompany the Film, American Idealist: The Story of Sargent Shriver. Chicago, IL: Chicago Video Project, 2008.
Abstract: These lessons are all designed to be taught after viewing the film, American Idealist: The Story of Sargent Shriver. Where a specific segment of the film is important to the lesson, this is mentioned in the first step of the lesson's procedure. Each lesson can be taught independent of the others but students will benefit more if at least several lessons are included in the curriculum. The first lesson, What is Social Justice? is an appropriate introduction for any of the rest of the lessons. Most of the lessons can be taught in the classroom in one class session. The last three lessons give students direct experience with service and social action and involve more time both in and out of class. Each lesson is followed by several extension ideas that could be completed as a class or offered to individual students as opportunities for further learning or extra credit. (author) The film can be found in the NSLC library catalog here: http://www.servicelearning.org/library/lib_cat/index.php?library_id=6854
http://servicelearning.org/library/lib_cat/index.php?library_id=7515

Youth Service America. Global Youth Service Day 2008: Curriculum Guide. Washington, DC: Youth Service America, 2008.
Abstract: A curriculum guide for community based organizations to prepare for Global Youth Service Day and to get started on service-learning. Framed within a service-learning model, this curriculum offers tools for youths, teachers and facilitators to teach the basics of project management as applied to community service.Th is guide is organized in eight lesson plans designed around the project planning task to be accomplished at that stage. They are written so that they can be used by either youth or adult facilitators. Each lesson lists learning objectives, materials needed, directions, and reflection activities, as well as suggestions to adapt the lesson for younger children.
http://servicelearning.org/library/lib_cat/index.php?library_id=7507

Youth Service America. Global Youth Service Day 2008: Curriculum Guide (en Espanol). Washington, DC: Youth Service America, 2008.
Abstract: A curriculum guide for community based organizations to prepare for Global Youth Service Day and to get started on service-learning. Framed within a service-learning model, this curriculum offers tools for youths, teachers and facilitators to teach the basics of project management as applied to community service. This guide is organized in eight lesson plans designed around the project planning task to be accomplished at that stage. They are written so that they can be used by either youth or adult facilitators. Each lesson lists learning objectives, materials needed, directions, and reflection activities, as well as suggestions to adapt the lesson for younger children. Alternative title: Día Nacional y Global del Servicio Juvenil: GUÍA CURRICULAR DE APRENDIZAJE-SERVICIO.
http://servicelearning.org/library/lib_cat/index.php?library_id=7508

Youth Service America. Global Youth Service Day: Planning Toolkit. Washington, DC: Youth Service America, 2008.
Abstract: This is the planning tool kit from the 20th annual Global Youth Service Day (NYSD) on April 25-27, 2008. It provides an overview of Youth Service America and the National Youth Leadership Council, Questions and Answers about NYSD, planning, project ideas, service-learning projects, recruiting volunteers, fundraising and support, and public relations.
http://servicelearning.org/library/lib_cat/index.php?library_id=7505

Youth Service America. Global Youth Service Day: Planning Toolkit (en Espanol). Washington, DC: Youth Service America, 2008.
Abstract: This is the planning tool kit from the 20th annual Global Youth Service Day (NYSD) on April 25-27, 2008. It provides an overview of Youth Service America and the National Youth Leadership Council, Questions and Answers about NYSD, planning, project ideas, service-learning projects, recruiting volunteers, fundraising and support, and public relations. Alternative title: Día Nacional y Global del Servicio Juvenil.
http://servicelearning.org/library/lib_cat/index.php?library_id=7506

HE

Louisiana State University. Service-Learning Community Partner Handbook. Baton Rouge, LA: LSU CCELL, n.d.
Abstract: This is the faculty guidebook for the Louisiana State University Center for Community Engagement, Learning, and Leadership (CCELL). It provides guidance and information on project planning and implementation.
http://servicelearning.org/library/lib_cat/index.php?library_id=7627

Louisiana State University. Service-Learning Faculty Partner Handbook. Baton Rouge, LA: LSU CCELL, n.d.
Abstract: This is the faculty guidebook for the Louisiana State University Center for Community Engagement, Learning, and Leadership (CCELL). It provides guidance and information on course planning, design, and implementation as well as information on awards, funding, tenure, and promotion.
http://servicelearning.org/library/lib_cat/index.php?library_id=7626

Louisiana State University. Service-Learning Student Partner Handbook. Baton Rouge, LA: LSU CCELL, n.d.
Abstract: This is the student guidebook for the Louisiana State University Center for Community Engagement, Learning, and Leadership (CCELL). It provides guidance and information for pre-service, service, and post-service, as well as sample forms and templates.
http://servicelearning.org/library/lib_cat/index.php?library_id=7625

Strait, Jean R. "Deepening Community-based Learning Through Collaboration and Assessment." International Journal on School Disaffection, v.5(2), 2008, 41-48.
Abstract: This article looks at service-learning project done at the Hancock/Hamline University Collaborative Magnet School designed to encourage skill development, and the subsequent study done to assess student citizenship learning.
http://servicelearning.org/library/lib_cat/index.php?library_id=7613

K-12

Bridgeland, John M., John J. DiIulio, and Stewart C. Wulsin. Engaged for Success: Service-Learning as a Tool for High School Dropout Prevention. Washington, DC: Civic Enterprises, 2008.
Abstract: This report presents original and secondary research that shows the ability of service-learning to address some of the principle causes of dropping out. It highlights findings from a nationally representative survey of 807 high school students, including 151 at-risk students, who share their views of service-learning. The report also examines the results of focus groups of service-learning teachers who provide specific examples of the ways in which service-learning has affected their students, as well as interviews with current students who offer their perspectives on service-learning programs. And the report draws upon research from a comprehensive national literature review, which found that service-learning improves almost every aspect of education that has an effect on graduation rates. Service-learning holds the potential to address each of the underlying causes of low graduation rates, while incorporating the strategies most recommended for preventing students from dropping out. See associated PowerPoint slide presentation for use at your next meeting or presentation on service-learning: http://www.servicelearning.org/library/lib_cat/index.php?library_id=7541
http://servicelearning.org/library/lib_cat/index.php?library_id=7540

National Youth Leadership Council. K-12 Service-Learning Standards for Quality Practice. St. Paul, MN: NYLC, 2008.
Abstract: These standards and indicators were vetted through a series of "reactor panels" convened nationwide by the National Youth Leadership Council and RMC Research Corporation. The panels were composed of young people, teachers, school and district administrators, community members, staff from community-based organizations, policy-makers, and others interested in service-learning. The process was much like content-setting standards in other fields. Each panel considered the work of the two before them, revising the standards and indicators to ensure that they included the strongest aspects of quality, and to make the wording clearer, measurable, and actionable.
http://servicelearning.org/library/lib_cat/index.php?library_id=7509

National Youth Leadership Council. Growing to Greatness 2008: The State of Service-Learning Project. St. Paul, MN: NYLC, 2008.
Abstract: Growing to Greatness (G2G) is the first comprehensive national study of the state of service-learning in kindergarten through 12th grade. It documents the unfolding story of service-learning, providing information to improve implementation, inform public policy, and give a clear picture of the many ways young people contribute to society. This fourth year report follows the 2004 report (focus on impact on schools), the 2005 report (focus on impact on students), and the 2006 report (impact of service-learning on youths' transitioning to adulthood and the impact of service-learning on the broader community). In 2007, we presented the Principles of Effective Practice. This year, we celebrate the collective work of many communities around the country in refining those original principles, translating them into the new K-12 Service-Learning Standards for Quality Practice, and observing how the whole service-learning movement is evolving and maturing.
http://servicelearning.org/library/lib_cat/index.php?library_id=7514

Swanson, Christopher B. Cities in Crisis: A Special Analytic Report on High School Graduation. Alexandria, VA: America's Promise, 2008.
Abstract: This report takes a geographically-informed approach to the issue of high school completion. Specifically, the authors examine graduation rates in the school districts serving the nation's 50 most-populous cities as well as the larger metropolitan areas in which they are situated. Results show that graduation rates are considerably lower in the nation's largest cities than they are in the average urban locale. Further, extreme disparities emerge in a number of the country's largest metropolitan areas, where students served by suburban systems may be twice as likely as their urban peers to graduate from high school.
http://servicelearning.org/library/lib_cat/index.php?library_id=7501

New NSLC-Produced Resources

noreply@blogger.com (NSLC Librarian) — Thu, 24 Apr 2008 16:52:00 +0000

General/Cross-Sector

SLICE (Service-Learning Ideas and Curricular Examples)
If you are looking for resources and ideas for your program then come by and check out SLICE (Service-Learning Ideas and Curricular Examples), the newest tool from Learn and Serve America's National Service-Learning Clearinghouse that helps make service-learning easier and better.
It's a one-stop-shop, easy-to-search database full of hundreds of high quality service-learning lesson plans, syllabi, and project ideas. Get teaching ideas for your program, and also helps us grow the new database by submitting your own materials at: www.servicelearning.org/slice .

SLICE is turning out to be a really rich database, a great resource for the community, and an exciting new way to call extra attention to the great work already being done in service-learning. We whole-heartedly encourage you to contribute your own lesson plans, syllabi, and project ideas today!

CBO

Character Education and Service-Learning
Learn more about the integral relationship of character education and service-learning.
http://www.servicelearning.org/instant_info/fact_sheets/cb_facts/char_ed/index.php

Higher Ed
Developing Service-Learning Scholarship: Actions & Issues to Consider
This fact sheet provides a brief overview of contemporary issues regarding scholarship in higher education, actions to consider in developing a scholarly agenda in SL, and resources for faculty review, promotion and tenure.
http://www.servicelearning.org/instant_info/fact_sheets/he_facts/he_ops/index.php

K-12

Citizenship and Service-Learning in K-12 Schools
The research on service-learning and citizenship in K-12 schools is growing rapidly as the issue of citizenship takes center stage on the national level. This fact sheet provides a very brief discussion of several of the emergent issues discovered in the research and provides extended abstracts of a few key studies.
http://www.servicelearning.org/instant_info/fact_sheets/k-12_facts/citizenship/index.php

Impacts of Service-Learning on Participating K-12 Students
Service-learning approaches used in K-12 schools have been found in many studies to have positive impacts on students' academic achievement, civic engagement, career aspirations, and social/personal development. This fact sheet provides an update and summary of research on K-12 service-learning impacts published since 1999.
http://www.servicelearning.org/instant_info/fact_sheets/k-12_facts/impacts/index.php

Policy: K-12 Service-Learning
The development of state policies legitimizes the practice of service-learning. It also provides mechanisms for stable funding and development of guidelines for service-learning programs at the local school levels. This fact sheet will help you understand K-12 service-learning policy.
http://www.servicelearning.org/instant_info/fact_sheets/k-12_facts/policy/index.php

New Learn and Serve America Grantee Produced Materials

noreply@blogger.com (NSLC Librarian) — Thu, 24 Apr 2008 16:41:00 +0000

General/Cross-Sector

KIDS Consortium. Working with KIDS: A Service-Learning Guide for Community Partners. Auburn, ME: KIDS Consortium, 2007.
Abstract: This guide provides a wealth of information, tools and resources for community leaders and organizations looking to partner with students on service-learning initiatives. Includes appendices with sample forms, ideas, and other tools for community partners.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7539

K-12

Florida Learn and Serve. Florida Service-Learning Month Toolkit. Tallahassee, FL: Florida Learn and Serve, 2008.
Abstract: This resource is designed to help teachers and students plan service-learning events in conjunction with Governor Crist's designation of April as Florida Service-Learning Month. The proclamation provides an opportunity for students, teachers, and others to showcase service-learning projects and experiences and share the impacts of service learning with policymakers, the media, and the public, and the enclosed packet gives instructions on how to promote S-L efforts and best practices for effectively engaging legislators, media, and the public. Information is also provided on building coalitions and on long-term partnership strategies.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7516

Marcinkowski, Tom, and Kyung-Im Noh. Case Portraits of Exemplary Service-Learning Programs in Middle and High Schools in Florida. Tallahassee, FL: Florida Learn and Serve, 2008.
Abstract: This publication presents five case portraits for exemplary Learn and Serve America grantee service-learning projects in Florida, and identifies and describes some common characteristics of these projects.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7488

Maryland State Department of Education. Maryland Student Service-Learning Guidelines. Baltimore, MD: Maryland State Department of Education, 2005.
Abstract: This document details the Maryland State Board of Education service-learning guidelines, including quality practices, policies and reporting, and accountability.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7489

Maryland State Department of Education. Spinning Interdisciplinary Service-Learning Webs: A Project of the Maryland Service-Learning Fellows Program. Baltimore, MD: Maryland State Department of Education, 2007.
Abstract: The authors present a collection of webs to help teachers infuse service learning into their content areas so that they may bridge connections to other content areas through interdisciplinary projects. Curricular webs are devoted to aging, bias, crime, environment, hunger and homelessness, literacy, poverty, pregnant and parenting teens, and substance abuse. Each web includes preparation, indirect action, direct action, advocacy, reflection, and celebration. This is the second edition.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7499

Orange County Department of Education. Youth Ready to Respond: Disaster Preparedness. Santa Ana, CA: Volunteer Center Orange County, n.d.
Abstract: This toolkit provides service-learning lesson plans for students in grades 4-6 on the subject of disaster preparedness. Includes lesson plans, supplementary materials and handouts, and a list of disaster/emergency preparedness resources.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7486