Creating Our Identities in Service-Learning and Community Engagement
A volume in the series: Advances in Service-Learning Research. Editor(s): Alan S. Tinkler, Missouri State University. Todd A. Price, National Louis University.
In this volume in the IAP series on Advances in Service-Learning Research, top researchers present recent work studying aspects of program development, student and community outcomes, and future research directions in the field of service-learning and community engagement. These chapters, selected through a rigorous peer review process, are based on presentations made at the annual meeting of the International Research Conference on Service-Learning and Community Engagement, held in October, 2008, in New Orleans.
This volume features efforts in research and practice to support and expand service-learning and engaged scholarship in both K-12 and higher education. Models of effective partnerships between institutions of higher education and their community partners are developed in chapters looking at relationships between campus and community in terms of partnership identity or in terms of shared understanding by campus and community partners. Outcomes for K-12 and college students engaged in service learning are the focus of several studies. The impact of high-quality service-learning on K-12 student achievement and school-related behaviors is described. Racial identity theory provides a useful frame for understanding developing student conceptualizations, while another chapter emphasizes aspects of self-exploration and relationship building as bases for gains in student attitudes and skills. In a final section, chapters deal with service-learning and community engagement as a coherent research field with a distinct identity, reviewing current work and proposing directions for future research.
Acknowledgments. Introduction, Barbara E. Moely, Shelley H. Billig, and Barbara A. Holland. PART I: BUILDING INSTITUTIONAL IDENTITIES IN SUPPORT OF SERVICE LEARNING AND COMMUNITY ENGAGEMENT. The Institutional Home for Faculty Engagement: An Investigation of Reward Policies at Engaged Campuses, John Saltmarsh, Dwight E. Giles Jr., Kerry Ann O’Meara, Lorilee Sandmann, Elaine Ward, and Suzanne M. Buglione. Making Engagement Count: Toward a Model System of Support for Engaged Scholarship at a Research-Extensive University, Judith Jetson and Rohan Jeremiah. Faculty Learning Around Reflection: A Collaborative Faculty Development Project, Lisa McGuire, David Strong, Kathy Lay, Enrica Ardemagni, Patricia Wittberg, and Patti Clayton. PART II: DEVELOPING CAMPUS-COMMUNITY PARTNERSHIPS AND PARTNERSHIP IDENTITIES. Defining Characteristics of Partnership Identity in Faculty-Community Partnerships, Emily M. Janke. Two-Dimensional Approach for Assessing Transformative Campus/Community Service-Learning Partnerships, Jason T. Phillips and Cynthia V. L. Ward. PART III: SERVICE-LEARNING STUDENTS’ ACADEMIC, PERSONAL, INTERPERSONAL, AND CIVIC OUTCOMES. Does Quality Really Matter? Testing the New K-12 Service-Learning Standards for Quality Practice, Shelley H. Billig. Reciprocal Benefits of Mentoring: Results of a Middle School-University Collaboration, Angela M. Harwood and Sara A. Radoff. An Exploration of the Value of Cultural-Based Service-Learning for Student and Community Participants, Lori Simons, Nancy Blank, Brittany Russell, Elizabeth Williams, and Kimyette Willis. PART IV: RESEARCH PERSPECTIVES: IDENTITY, CHALLENGES, AND NEW DIRECTIONS. Service-Learning and Interdisciplinarity: A Library Science Perspective, Liberty Smith, Heather J. Martin, Jason Burrage, Megan E. Standridge, Sarah Ragland, and Martina Bailey. Civic Engagement and Service-Learning: The Challenge and Promise of Research, Lori J. Vogelgesang. Research for What? New Directions and Strategies for Community Engaged Scholarship: International Perspectives, Sherril Gelmon, Tim Stanton, Cobie Rudd, and Diana Pacheco-Pinzon. Research Informing Practice: Developing Practice Standards and Guidelines for Improving Service-Learning and Community Engagement, Shelley H. Billig, Barbara E. Moely, and Barbara A. Holland. About the Authors.
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- EDU003000 - EDUCATION: Aims & Objectives
- EDU037000 - EDUCATION: Research
- EDU015000 - EDUCATION: Higher
- Educating Teachers and Tomorrow’s Students through Service-Learning Pedagogy
- Pursuit of Liberation Critical Service-Learning as Capacity Building for Historicized, Humanizing, and Embodied Action
- Service-Learning Pedagogy How Does It Measure Up?
- Service-Learning to Advance Access & Success Bridging Institutional and Community Capacity
- Service‐Learning to Advance Social Justice in a Time of Radical Inequality
- Taking eService-Learning to the Next Level Models and Tools for Next Generation Implementation
- Transforming Teacher Education through Service-Learning