Journal ArticleDOI
Implementing Service Learning in Higher Education
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In this paper, the authors propose a service learning approach for higher education, which is implemented in higher education institutions by implementing Service Learning in Higher Education (SLIN) in the context of higher education.Abstract:
(1996). Implementing Service Learning in Higher Education. The Journal of Higher Education: Vol. 67, No. 2, pp. 221-239.read more
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Engaged Scholarship: A Guide for Organizational and Social Research
Van de Ven,H Andrew +1 more
TL;DR: In this article, a philosophy of science underlying engaged scholarship in a professional school has been discussed, and a theory of process and variance models has been proposed to solve the research problem.
Journal ArticleDOI
Institutionalization of Service Learning in Higher Education
TL;DR: In this paper, the Institutionalization of Service Learning in Higher Education is discussed and a survey of service learning in higher education can be found in Section 5.2.1.
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Reflection: Bridging the Gap between Service and Learning
TL;DR: In this article, the authors focus on bridging the gap between service and learning in the context of college teaching, and propose a framework to bridge this gap between services and learning.
Journal Article
Theoretical Foundations for International Service-Learning
Abstract: International service-learning (ISL) combines academic instruction and community-based service in an international context. With concurrent calls for colleges and universities to internationalize and produce more civically engaged students, the proliferation of ISL programs is not surprising. Related genres such as educational travel, eco-tourism, and solidarity travel have grown in popularity, as well, sometimes as an auxiliary service of educational institutions (e.g., Augsburg College's Center for Global Education), as fashionable "gap year" programs for high-school graduates (Simpson, 2004), as part of collaborative relationships between nongovernmental organizations (NGOs) and post-secondary institutions (e.g., the work of companion community organizations, Global Exchange, and others), or as alternatives to traditional tourism. The goals for linking international travel, education, and community service include increasing participants' global awareness and development of humane values, building intercultural understanding and communication, and enhancing civic mindedness and leadership skills (Berry & Chisholm, 1999; Hartman & Roberts, 2000). There is evidence that these programs are proliferating not only in the U.S., but worldwide (Annette, 2003; Berry & Chisholm), though much of the research about ISL remains before us to do (Bringle & Tonkin, 2004). For the purposes of this article, ISL refers to a variety of experiences common in U.S. higher education today: faculty/staff-led co-curricular "mission" and service trips, academic courses with international immersion that include service experiences, study-abroad programs with service components, and international programs with formal service-learning curricula (e.g., semester-long programs such as University of Santa Clara's Casa de la Solidaridad in El Salvador, Yonkers-Talz, 2003). While these examples are diverse in duration, formality of academic instruction, extent of service, and in myriad other ways, all strive to achieve similar objectives regarding student learning and community service (Berry & Chisholm, 1999, provide a list of models from around the world). The research on ISL experiences suggests that they can be successful at meeting these objectives to some extent in the short term (see, for example, Crabtree, 1997, 1998; Kiely, 2004; Monard-Weissman, 2003; Parker & Dautoff, 2007); research on the long-term impact of ISL on students and communities is still limited (e.g., Kiely, 2005a; also see Tonkin et al., 2004, for a rare book-length and longitudinal analysis). I was introduced to service-learning (SL) in 1993 when I accompanied 25 university students and a handful of medical personnel and engineers on a three-week service-learning experience to El Salvador. Since then, I have led many similar trips to Nicaragua and Kenya; some more service oriented and others more educational in focus, some explicitly connected to university baccalaureate graduation requirements, others through nonprofits. In contrast to positive ISL outcomes reported by me and other scholars, consider these observations: * Local children become enamored with the foreign students and the material possessions they take for granted. * Students and other visitors leave piles of used clothing and other "gifts" after project/trip completion. * Community members fight about project ownership as development activities exacerbate internal political and interpersonal divisions. * Members of neighboring communities wonder why no one has come to help them. * Projects reinforce for communities that development requires external benefactors; national governments rely on NGOs to respond to the needs in their country. * Many students return to pursue courses of study and careers with little apparent divergence from the path of/toward privilege. …
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Journal ArticleDOI
Integrating Community Service and Classroom Instruction Enhances Learning: Results From an Experiment
TL;DR: In this paper, the authors report results of an experiment in integrating service-learning into a large undergraduate political science course, and they recommend the use of community service as an alternative to regular education.
Journal Article
A Service-Learning Curriculum for Faculty
TL;DR: The authors describe a curriculum for a series of faculty workshops: Introduction to Service-Learning, Reflection, Building Community Partnerships, Student Supervision and Assessment, and Course Assessment and Research.
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Strategies for change
TL;DR: The ability to understand and respond to the human dimension of change is ultimately the determining factor in implementing and sustaining successful change as mentioned in this paper, and this ability is the ability to respond to human dimensions of change.
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The impact of a college community service laboratory on students' personal, social, and cognitive outcomes
Dwight E. Giles,Janet Eyler +1 more
TL;DR: The authors found that participants who provided community service as part of a one credit "community service laboratory" showed a significant increase in their belief that people can make a different, that they should be involved in community service and particularly in leadership and political influence, and in their commitment to perform volunteer service the following semester.
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The Effect of Community Service Work on the Moral Development of College Ethics Students
TL;DR: The authors found that community service work along with discussion of relevant moral issues is an effective means of moving students into the post-conventional stage of principled moral reasoning, as measured by Rest's Defining Issues Test.