National Service-Learning Clearinghouse Resource Updates

New NSLC Library Items - September 2, 2008

2008-08-29T15:51:00.000-07:00

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

2008-08-25T10:55:00.000-07:00

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

2008-08-25T10:53:00.000-07:00

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

2008-07-29T08:18:00.000-07:00

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

2008-07-22T08:53:00.000-07:00

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

2008-06-24T15:43:00.000-07:00

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

2008-06-19T15:08:00.000-07:00

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

2008-06-19T14:14:00.000-07:00

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

2008-05-22T11:26:00.000-07:00

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

2008-05-22T11:15:00.000-07:00

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

2008-05-20T16:19:00.000-07:00

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

2008-04-28T10:54:00.000-07:00

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