Barbara Jacoby

Service-Learning Essentials

Questions, Answers, and Lessons Learned
Mitarbeit: Howard, Jeffrey

• Broschiertes Buch

Produktbeschreibung

Service-Learning Essentials is the resource you need to help you develop high-quality service-learning experiences for college students. Written by one of the field's leading experts and sponsored by Campus Compact, the book is the definitive work on this high-impact educational practice. Service-learning has been identified by the Association of American Colleges and Universities as having been widely tested and shown to be beneficial to college students from a wide variety of backgrounds.
Organized in an accessible question-and-answer format, the book responds clearly and completely to the most common questions and concerns about service-learning. Each chapter addresses issues related to individual practice as well as to the collective work of starting and developing a service-learning center or program, with examples drawn from a variety of disciplines, situations, and institutional types. The questions range from basic to advanced and the answers cover both the fundamentals and complexities of service-learning. Topics include:
Determining what service-learning opportunities institutions should offer
How to engage students in critical reflection in academic courses and in cocurricular experiences
Best practices for developing and sustaining mutually beneficial campus-community partnerships
Integrating service-learning into the curriculum in all disciplines and at all levels, as well as various areas of student life outside the classroom
Assessing service-learning programs and outcomes
The dilemmas of service-learning in the context of power and privilege
The future of service-learning in online and rapidly globalizing environments

Service-learning has virtually limitless potential to enable colleges and universities to meet their goals for student learning while making unique contributions to addressing unmet local, national, and global needs. However, in order to realize these benefits, service-learning must be thoughtfully designed and carefully implemented. This easy-to-use volume contains everything faculty, leaders, and staff members need to know about service-learning to enhance communities, improve higher education institutions, and educate the next generation of citizens, scholars, and leaders.

Produktdetails

• Verlag: Wiley & Sons
• 1. Auflage
• Seitenzahl: 352
• Erscheinungstermin: 1. November 2014
• Englisch
• Abmessung: 235mm x 191mm x 19mm
• Gewicht: 661g
• ISBN-13: 9781118627945
• ISBN-10: 1118627946
• Artikelnr.: 40812191

Autorenporträt

Barbara Jacoby is faculty associate for Leadership & Community Service-Learning and affiliate associate professor at the University of Maryland, College Park.

Inhaltsangabe

Figures and Exhibits ix Dedication x Foreword xi Preface xv Acknowledgments
xxii About the Author xxiv About Campus Compact xxvi Chapter 1:
Introduction to Service-Learning 1 1.1 What is service-learning? 1 1.2 What
are the theoretical foundations of service-learning? 5 1.3 What else can we
call service-learning if that term does not work for us? 10 1.4 What are
the benefits of service-learning? 11 1.5 What is the history of
service-learning? 14 1.6 How widespread is service-learning? 18 1.7 What
should an institution offer in the way of service-learning? 21 1.8 How does
service-learning vary by institutional type? 23 Conclusion 25 Chapter 2:
Understanding and Facilitating Critical Reflection 26 2.1 What is critical
reflection? 26 2.2 What are the forms of reflection? 29 2.3 What are the
steps in designing and implementing critical reflection? 31 2.4 How can
critical reflection empower students to move beyond direct service to other
forms of civic and political engagement? 42 2.5 How can I make reflection
work in my discipline? 45 2.6 How does reflection work in cocurricular
service-learning, especially one-time or short-term experiences? 48
Conclusion 50 Contents Chapter 3: Developing and Sustaining
Campus-Community Partnerships for Service-Learning 51 3.1 What are the
definition and basic principles of campus-community partnerships for
service-learning? 52 3.2 What are the different types of service-learning
partnerships? 56 3.3 What are the steps to developing a service-learning
partnership? 58 3.4 What are the logistical issues involved in
service-learning partnerships? 63 3.5 What are the best practices for
developing and sustaining partnerships? 65 3.6 What infrastructure should
an institution have in place for developing and sustaining campus-community
partnerships? 69 3.7 Should campus-community partnerships include corporate
partners? How? 71 3.8 What are the key issues for international
partnerships for service-learning? 73 3.9 How can small-scale partnerships
for service-learning lead to broader and deeper institutional engagement?
75 Conclusion 79 Chapter 4: Integrating Service-Learning into the
Curriculum 80 4.1 When is service-learning the right pedagogy for a course?
80 4.2 How does service-learning work in my discipline? 82 4.3 Is
service-learning academically rigorous? 86 4.4 What are the different
models for integrating service-learning into the curriculum? 88 4.5 How do
I start developing a service-learning course? 100 4.6 How should I assess
and grade service-learning? 103 4.7 What are the unique elements of a
service-learning syllabus? 106 4.8 What are the logistical issues involved
in teaching a service-learning course? 109 4.9 How does service-learning
work in an online or blended course? 111 4.10 Should service-learning
courses be formally designated? 113 4.11 What does it take to motivate and
support faculty to practice service-learning? 115 4.12 How can
service-learning be valued in the faculty review, promotion, and tenure
process? 117 4.13 How can service-learning lead to the broad and deep
engagement of an entire academic department? 119 Conclusion 121 Chapter 5:
Designing and Implementing Cocurricular Service-Learning 122 5.1 What is
cocurricular service-learning? 122 5.2 What is the relationship between
service-learning and student development? 125 5.3 What are the different
forms of cocurricular service-learning? 129 5.4 How can service-learning be
incorporated into the various areas of student life? 139 5.5 What is the
relationship between service-learning and leadership education? 142 5.6
What are the steps in developing cocurricular service-learning experiences?
143 5.7 How can assessment of student learning be done in cocurricular
service-learning? 148 5.8 How can service-learning educators support
student-initiated and -led service-learning? 150 Conclusion 153 Chapter 6:
Assessment of Service-Learning 154 6.1 What does service-learning
assessment entail? 154 6.2 What are the possible methods for assessing
service-learning? 158 6.3 What issues should we consider in choosing
assessment methods? 162 6.4 What should assessment of service-learning
student participants comprise? 164 6.5 How should service-learning be
assessed from the community perspective? 166 6.6 How should
service-learning partnerships be assessed? 170 6.7 What should faculty
assessment consist of in regard to service-learning? 171 6.8 What
assessment should be done at the institutional level? 174 6.9 What are the
challenges of service-learning assessment? How can we address them? 179
Conclusion 182 Chapter 7: Administration of Service-Learning 183 7.1 How do
we start with service-learning? 184 7.2 What are the components of a center
for service-learning? 191 7.3 What staffing is required for a
service-learning center? 192 7.4 Where should service-learning be
organizationally located? 193 7.5 Besides a service-learning center, what
other elements of institutional infrastructure are necessary to support
service-learning? 196 7.6 How should the service-learning center be funded?
199 7.7 How can we demonstrate the value of service-learning? 205 7.8 What
are the logistical considerations that service-learning requires? 207 7.9
What liability and risk-management issues do we need to address? 212 7.10
What administrative issues are involved in international service-learning?
216 7.11 How should we recognize outstanding work in service-learning? 220
Conclusion 223 Chapter 8: Facing the Complexities and Dilemmas of
Service-Learning 225 8.1 How can service-learning be accessible and
appropriate for all students? 225 8.2 Should service-learning be required
for graduation? 229 8.3 How should we deal with resistant students? 230 8.4
How can participation in service-learning enhance students' understanding
and appreciation of differences in race, ethnicity, and socioeconomic
status? Of power and privilege? Of systemic oppression? 232 8.5 What is
critical service-learning? Why does it matter? 235 8.6 What is the
relationship of service-learning to politics? 239 8.7 Should
service-learning be institutionalized? 242 8.8 Can campus-community
partnerships really be reciprocal relationships among equals? 245 8.9
Should the focus of service-learning be local or global? 247 Conclusion 252
Chapter 9: Securing the Future of Service-Learning in Higher Education 253
9.1 What assessment and research are needed to validate service-learning as
a pedagogy and practice? 253 9.2 How can institutionalizing
service-learning secure its future? 260 9.3 What can we do to more fully
recognize service-learning, community-based research, and engaged
scholarship in the faculty reward system? 262 9.4 What can we learn from
international models of service-learning? 265 9.5 What are the
service-learning partnerships of the future? 267 9.6 How can we help
students develop a global perspective through local service-learning? 272
9.7 What is the role of service-learning in responding to domestic and
international humanitarian crises? 274 9.8 What is the future of
service-learning in the online environment? 277 9.9 How can
service-learning strengthen higher education's engagement in K-12 schools?
278 9.10 What is the relationship of the future of service-learning to
social entrepreneurship? 281 Conclusion 284 References 288 Index 305