Readings for Community-Engaged Learning Professional Development
Community Partnerships and Project Management
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Cress C. M. Collier P. J. & Reitenauer V. L. (2013). Learning through serving : a student guidebook for service-learning and civic engagement across academic disciplines and cultural communities (2nd ed.). Stylus Publishing.
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This chapter outlines important areas for student to be mindful of when preparing to engage with community partners. Students should be clear on what their rights and responsibilities are in a CEL environment. Responsibilities include managing time and expectations, and learning. Rights include a safe learning environment. Students should know about their community partners and be prepared to address any difficulties that arise. It is suggested that creating a Action Learning Plan for Serving can help students have successful interactions with their community partners. This article would be very helpful for students when managing complex Fisher Community Engaged Learning projects that have many facets. The learning goals of this article is to teach students to manage service learning projects using 4 tools: 1) a project plan, 2) progress report, 3) project wrap up report, 4) self team management report including information management, time management, and overall experience.
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Munger R., Gutowski A. (2008). Preparing Future Leaders: Project Management Strategies for Service Learning. Metropolitan Universities and Community Engagement.
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This article presents an argument for using project management strategies from business to provide structure for students during CEL projects. Students often come in to project based assignments without knowing how to coordinate with a team or manage time. Providing them a system for organizing their efforts sets them up for success. Recommended steps for students include: 1. Putting things in writing, 2. Developing a project plan, 3. Once the project is underway, having regular progress reports, 4. Including a wrap-up report/reflection once the project is concluded.
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Reitenauer V.L., et al. (2013). Project Management in Real Time: a Service-Learning Approach. Stylus Publishing.
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This resource examines both the technical and interpersonal aspects of project management. This resource focuses more on project management in business courses and how to manage a project, a certified profession. Some useful lessons applicable to other disciplines include the various stages of project management (defining stage, planning stage, executing stage, termination stage), and deliverables such as project proposals, implementation plan, risk management plan, status reports, presentation, web audit, and project evaluation.
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Scheibel, Jim, et al. The Promise of Partnerships : Tapping into the College as a Community Asset. Providence, Ri, Campus Compact, 2005. (full chapter list in pdf below; book to be checked out in 104 Library)
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Here is the summary of the table of contents of The Promise of Partnerships: Introduction, Chapter 1: Working with College Students, Chapter 2: Campus Resources and Working with Faculty, Chapter 3: The Practice of Partnering, Chapter 4: Building Sustainable Partnerships, Chapter 5: Assessing Partnerships, A Glossary of Higher Education Terminology, Bibliography
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Stoecker, R., Tryon, E. A., & Hilgendorf, A. (2009). The Unheard Voices: Community Organizations and Service Learning. Temple University Press. (full chapter list in pdf below; book to be checked out in 104 Library)
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Here is the summary of the table of contents of The Unheard Voices: Chapter 1: Unheard Voices: Community Organizations and Service Learning,
Chapter 2, Motivations of Community Organizations for Service Learning, Chapter 3: Finding the Best Fit: How Organizations Select Service Learners,
Chapter 4: The Challenge of Short-Term Service Learning, Chapter 5: Managing Service Learners: Training, Supervising, and Evaluating,
Chapter 5: The Heart of Partnership: Communication and Relationships, Chapter 7: Service Learning in Context: The Challenge of Diversity,
Chapter 8: One Director’s Voice
Chapter 2, Motivations of Community Organizations for Service Learning, Chapter 3: Finding the Best Fit: How Organizations Select Service Learners,
Chapter 4: The Challenge of Short-Term Service Learning, Chapter 5: Managing Service Learners: Training, Supervising, and Evaluating,
Chapter 5: The Heart of Partnership: Communication and Relationships, Chapter 7: Service Learning in Context: The Challenge of Diversity,
Chapter 8: One Director’s Voice
Learning Goals, Course Development, Reflection, and Assignments
The Craft of Community-Engaged Teaching and Learning
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https://compact.org/craft-companion/
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Welch M., Plaxton-Moore S. (2019). A Tool Kit for Crafting Community Engagement. Campus Contact.
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Chapter 9, Reflection:
This chapter defines what reflection is in the context of community-engaged learning using the work of Hatcher and Bringle’s (1997): with an emphasis on the importance of using reflections as both a teaching and an assessment tool. It offers two structural rubrics that can be incorporated in any course and different formats. Further, the chapter also presents many strategies to utilize for reflection. For example, the “ABC’s of Reflection” and “What, So What, and Now What”? Further into the chapter, the author offers approaches for assessing student reflections. For instance, a strategy called: “Salons” which provides for small and large group discussions as a way to evaluate reflections.This chapter would be very applicable to any course because its succinctly describes what reflection is, provides concrete examples, and suggests ways to implement it effectively in your course.
Chapter 10: Assessment:
This chapter clarifies what assessment is and how it differs from evaluation. Assessment is conducted to verify if your instructional, ancillary, and community objectives were met and it is an ongoing strategic process and can be summative or formative. The author reminds us that the assessment process is no longer about “getting a grade”, but is a “commitment to the public purpose of higher education as well as their community partner.” This chapter would be very valuable to any course because it describes what assessment is, provides concrete examples, and provide advice to implement it in your course.
This chapter defines what reflection is in the context of community-engaged learning using the work of Hatcher and Bringle’s (1997): with an emphasis on the importance of using reflections as both a teaching and an assessment tool. It offers two structural rubrics that can be incorporated in any course and different formats. Further, the chapter also presents many strategies to utilize for reflection. For example, the “ABC’s of Reflection” and “What, So What, and Now What”? Further into the chapter, the author offers approaches for assessing student reflections. For instance, a strategy called: “Salons” which provides for small and large group discussions as a way to evaluate reflections.This chapter would be very applicable to any course because its succinctly describes what reflection is, provides concrete examples, and suggests ways to implement it effectively in your course.
Chapter 10: Assessment:
This chapter clarifies what assessment is and how it differs from evaluation. Assessment is conducted to verify if your instructional, ancillary, and community objectives were met and it is an ongoing strategic process and can be summative or formative. The author reminds us that the assessment process is no longer about “getting a grade”, but is a “commitment to the public purpose of higher education as well as their community partner.” This chapter would be very valuable to any course because it describes what assessment is, provides concrete examples, and provide advice to implement it in your course.
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Jacoby, Barbara, and Jeffrey Howard. Service-Learning Essentials : Questions, Answers, and Lessons Learned. San Francisco, Ca, Jossey-Bass ; Boston, Massacusetts, 2015. (full chapter list in pdf below; book to be checked out in 104 Library)
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Here is the summary of the table of contents of Service-Learning Essentials:
Chapter 1: Introduction to Service-Learning: a. What is service-learning?
b. What are the theoretical foundations of service-learning? c. What else can we call service-learning if that term does not work for us?
d. What are the benefits of service-learning? e. What is the history of service-learning? f. How widespread is service-learning?
g. What should an institution offer in the way of service-learning? h. How does service-learning vary by institutional type?
Chapter 2: Understanding and Facilitating Critical Reflection: a. What is critical reflection? b. What are the forms of reflection?
c. What are the steps in designing and implementing critical reflection? d. How can critical reflection empower students to move beyond direct service to other forms of civic and political engagement? e. How can I make reflection work in my discipline? f. How does reflection work in cocurricular service-learning, especially one-time or short-term experiences?
Chapter 3: Developing and Sustaining Campus-Community Partnerships for Service-Learning:
a. What are the definition and basic principles of campus-community partnerships for service-learning? b. What are the different types of service-learning partnerships? c. What are the steps to developing a service-learning partnership? d. What are the logistical issues involved in service-learning partnerships?
e. What are the best practices for developing and sustaining partnerships? f. What infrastructure should an institution have in place for developing and sustaining campus-community partnerships? g. Should campus-community partnerships include corporate partners? How? h. What are the key issues for international partnerships for service-learning? i. How can small-scale partnerships for service-learning lead to broader and deeper institutional engagement?
Chapter 4: Integrating Service-Learning into the Curriculum: a. When is service-learning the right pedagogy for a course? b. How does service-learning work in my discipline? c. Is service-learning academically rigorous? d. What are the different models for integrating service-learning into the curriculum?
e. How do I start developing a service-learning course? f. How should I assess and grade service-learning? g. What are the unique elements of a service-learning syllabus? h. What are the logistical issues involved in teaching a service-learning course? i. How does service-learning work in an online or blended course? j. Should service-learning courses be formally designated? k. What does it take to motivate and support faculty to practice service-learning?
l. How can service-learning be valued in the faculty review, promotion, and tenure process? m. How can service-learning lead to the broad and deep engagement of an entire academic department?
Chapter 5: Designing and Implementing Co-curricular Service-Learning: a. What is co-curricular service-learning? b. What is the relationship between service-learning and student development? c. What are the different forms of co-curricular service-learning? d. How can service-learning be incorporated into the various areas of student life? e. What is the relationship between service-learning and leadership education? f. What are the steps in developing co-curricular service-learning experiences? g. How can assessment of student learning be done in co-curricular service-learning? h. How can service-learning educators support student-initiated and -led service-learning?
Chapter 6: Assessment of Service-Learning: a. What does service-learning assessment entail? b. What are the possible methods for assessing service-learning?
c. What issues should we consider in choosing assessment methods? d. What should assessment of service-learning student participants comprise?
e. How should service-learning be assessed from the community perspective? f. How should service-learning partnerships be assessed?
g. What should faculty assessment consist of in regard to service-learning? h. What assessment should be done at the institutional level?
i. What are the challenges of service-learning assessment? How can we address them?
Chapter 7: Administration of Service-Learning: a. How do we start with service-learning? b. What are the components of a center for service-learning?
c. What staffing is required for a service-learning center? d. Where should service-learning be organizationally located? e. Besides a service-learning center, what other elements of institutional infrastructure are necessary to support service-learning? f. How should the service-learning center be funded?
g. How can we demonstrate the value of service-learning? h. What are the logistical considerations that service-learning requires?
i. What liability and risk-management issues do we need to address? j. What administrative issues are involved in international service-learning?
k. How should we recognize outstanding work in service-learning?
Chapter 8: Facing the Complexities and Dilemmas of Service-Learning
a. How can service-learning be accessible and appropriate for all students? b. Should service-learning be required for graduation?
c. How should we deal with resistant students? d. 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? e. What is critical service-learning? Why does it matter?
f. What is the relationship of service-learning to politics? g. Should service-learning be institutionalized? h. Can campus-community partnerships really be reciprocal relationships among equals? i. Should the focus of service-learning be local or global?
Chapter 9: Securing the Future of Service-Learning in Higher Education
a. What assessment and research are needed to validate service-learning as a pedagogy and practice? b. How can institutionalizing service-learning secure its future? c. What can we do to more fully recognize service-learning, community-based research, and engaged scholarship in the faculty reward system?
d. What can we learn from international models of service-learning? e. What are the service-learning partnerships of the future?
f. How can we help students develop a global perspective through local service-learning? g. What is the role of service-learning in responding to domestic and international humanitarian crises? h. What is the future of service-learning in the online environment? i. How can service-learning strengthen higher education’s engagement in K–12 schools? j. What is the relationship of the future of service-learning to social entrepreneurship?
Chapter 1: Introduction to Service-Learning: a. What is service-learning?
b. What are the theoretical foundations of service-learning? c. What else can we call service-learning if that term does not work for us?
d. What are the benefits of service-learning? e. What is the history of service-learning? f. How widespread is service-learning?
g. What should an institution offer in the way of service-learning? h. How does service-learning vary by institutional type?
Chapter 2: Understanding and Facilitating Critical Reflection: a. What is critical reflection? b. What are the forms of reflection?
c. What are the steps in designing and implementing critical reflection? d. How can critical reflection empower students to move beyond direct service to other forms of civic and political engagement? e. How can I make reflection work in my discipline? f. How does reflection work in cocurricular service-learning, especially one-time or short-term experiences?
Chapter 3: Developing and Sustaining Campus-Community Partnerships for Service-Learning:
a. What are the definition and basic principles of campus-community partnerships for service-learning? b. What are the different types of service-learning partnerships? c. What are the steps to developing a service-learning partnership? d. What are the logistical issues involved in service-learning partnerships?
e. What are the best practices for developing and sustaining partnerships? f. What infrastructure should an institution have in place for developing and sustaining campus-community partnerships? g. Should campus-community partnerships include corporate partners? How? h. What are the key issues for international partnerships for service-learning? i. How can small-scale partnerships for service-learning lead to broader and deeper institutional engagement?
Chapter 4: Integrating Service-Learning into the Curriculum: a. When is service-learning the right pedagogy for a course? b. How does service-learning work in my discipline? c. Is service-learning academically rigorous? d. What are the different models for integrating service-learning into the curriculum?
e. How do I start developing a service-learning course? f. How should I assess and grade service-learning? g. What are the unique elements of a service-learning syllabus? h. What are the logistical issues involved in teaching a service-learning course? i. How does service-learning work in an online or blended course? j. Should service-learning courses be formally designated? k. What does it take to motivate and support faculty to practice service-learning?
l. How can service-learning be valued in the faculty review, promotion, and tenure process? m. How can service-learning lead to the broad and deep engagement of an entire academic department?
Chapter 5: Designing and Implementing Co-curricular Service-Learning: a. What is co-curricular service-learning? b. What is the relationship between service-learning and student development? c. What are the different forms of co-curricular service-learning? d. How can service-learning be incorporated into the various areas of student life? e. What is the relationship between service-learning and leadership education? f. What are the steps in developing co-curricular service-learning experiences? g. How can assessment of student learning be done in co-curricular service-learning? h. How can service-learning educators support student-initiated and -led service-learning?
Chapter 6: Assessment of Service-Learning: a. What does service-learning assessment entail? b. What are the possible methods for assessing service-learning?
c. What issues should we consider in choosing assessment methods? d. What should assessment of service-learning student participants comprise?
e. How should service-learning be assessed from the community perspective? f. How should service-learning partnerships be assessed?
g. What should faculty assessment consist of in regard to service-learning? h. What assessment should be done at the institutional level?
i. What are the challenges of service-learning assessment? How can we address them?
Chapter 7: Administration of Service-Learning: a. How do we start with service-learning? b. What are the components of a center for service-learning?
c. What staffing is required for a service-learning center? d. Where should service-learning be organizationally located? e. Besides a service-learning center, what other elements of institutional infrastructure are necessary to support service-learning? f. How should the service-learning center be funded?
g. How can we demonstrate the value of service-learning? h. What are the logistical considerations that service-learning requires?
i. What liability and risk-management issues do we need to address? j. What administrative issues are involved in international service-learning?
k. How should we recognize outstanding work in service-learning?
Chapter 8: Facing the Complexities and Dilemmas of Service-Learning
a. How can service-learning be accessible and appropriate for all students? b. Should service-learning be required for graduation?
c. How should we deal with resistant students? d. 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? e. What is critical service-learning? Why does it matter?
f. What is the relationship of service-learning to politics? g. Should service-learning be institutionalized? h. Can campus-community partnerships really be reciprocal relationships among equals? i. Should the focus of service-learning be local or global?
Chapter 9: Securing the Future of Service-Learning in Higher Education
a. What assessment and research are needed to validate service-learning as a pedagogy and practice? b. How can institutionalizing service-learning secure its future? c. What can we do to more fully recognize service-learning, community-based research, and engaged scholarship in the faculty reward system?
d. What can we learn from international models of service-learning? e. What are the service-learning partnerships of the future?
f. How can we help students develop a global perspective through local service-learning? g. What is the role of service-learning in responding to domestic and international humanitarian crises? h. What is the future of service-learning in the online environment? i. How can service-learning strengthen higher education’s engagement in K–12 schools? j. What is the relationship of the future of service-learning to social entrepreneurship?
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Ash S.L., Clayton P.H. (2009). Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning. Journal of Applied Learning in Higher Education. Vol. 1.
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Diversity, Equity, and Inclusion in CEL
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Cress, C. M., & Donahue, D. M. (2011). Democratic dilemmas of teaching service-learning: curricular strategies for success. Stylus Pub.
(full chapter list in pdf below; book to be checked out in 104 Library) |
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Here is the summary of the table of contents of Democratic dilemmas of teaching service-learning: Part one: Democratic dilemmas of teaching service-learning: a. The Nature of Teaching and Learning Dilemmas b. Banning Books to Protect Children c. Solidarity, Not Charity. Part two: Designing Service-Learning Courses for Democratic Outcomes: a. Pedagogical and Epistemological Approaches to Service-Learning b. Student Objection to Service-Learning c. Practice Makes Imperfect d. Modeling Citizenship. Part three: Creating Democratic Learning Communities within and without: a. Consensus, Collaboration, and Community b. Cultivating Relationships between a Grassroots Organization and a University c. Negotiating Student Expectations and Interpretations of Service-Learning d. Service-Learning Is like Learning How to Walk. Part four: Deconstructing Dilemmas for Democratically Centered Learning a. Conflict as a Constructive Curricular Strategy b. Why Are You So Mad? c. Working with High School Dropouts d. Democratic Lessons in Faith, Service, and Sexuality. Part five: Academic Disciplines as Dimensions of Democracy: a. Disciplinary Knowledge, Service-Learning, and Citizenship b. Why Should I Care? c. Political Science Students and the Disengaged Polis d. Health Psychology and Political Engagement e. To Reform or to Empower? Part six: Evaluating Democratic Process and Progress: a. Assessment of Expected and Unexpected Service-Learning Outcomes b. Expecting the Political, Getting the Interview c. Addressing Policy Dilemmas with Community-Based Research and Assessing Student Outcomes d. Service-Learning for a Democratic Future
Stewart, T., & Webster, N. (2011). Exploring cultural dynamics and tensions within service-learning. Information Age Pub.
(full chapter list in pdf below; book to be checked out in 104 Library)
Example Chapter: Engaging Culture: Ethnography as a Model for Service-Learning Practice
This chapter begins by reviewing the history of ethnography, a sub discipline of anthropology that concerns itself with the first-hand study of culture. The author describes the transformation of this field from one with a “colonial/expert” approach to a much more collaborative and flexible approach. She then describes how she has employed this more modern approach in a series of case studies — some with an indigenous community in Guatemala, or with her collaborators there, and some with senior living centers. The key message of the chapter is that the most rewarding experiences for herself, her students, and the communities she worked with. This chapter provides useful insight into the design of effective and respectful community partnerships in all areas. The author is honest in assessing one of the senior center CEL projects as insufficiently attentive to the culture of the center, but also describes how she modified her approach in a second, more successful collaboration with seniors. In all cases of her successful projects, she relinquished the role of “expert” except in the cases where her expertise was in fact unique to the collaboration — in particular her technical organizational skills and her ability to thread the course objectives into more open ended projects.
Example Chapter: Moving Beyond the Dominant
This chapter describes how research on the impact of service learning on participants is lacking because it very rarely includes Critical Race Theory in the analysis. The author describes CRT and how it can be employed in primarily the design of Service Learning research, but also in the conception and implementation of service learning courses and projects. The case studies are particularly eye-opening. Given that Fisher students are predominantly white and middle-class, it is helpful to read about how students of color may be alienated by a “color blind” approach to service. Individuals teaching courses where the community partners are lower-income people of color may benefit from reading this chapter and considering how to explicitly consider race when preparing students, designing projects, and evaluating the impact. The case studies in this article are particularly eye-opening in illustrating how students from different race and class backgrounds have different experiences in service learning courses. Given that Fisher students are predominantly white and middle-class, it is helpful to read about how students of color may be alienated by a “color blind” approach to service.
(full chapter list in pdf below; book to be checked out in 104 Library)
Example Chapter: Engaging Culture: Ethnography as a Model for Service-Learning Practice
This chapter begins by reviewing the history of ethnography, a sub discipline of anthropology that concerns itself with the first-hand study of culture. The author describes the transformation of this field from one with a “colonial/expert” approach to a much more collaborative and flexible approach. She then describes how she has employed this more modern approach in a series of case studies — some with an indigenous community in Guatemala, or with her collaborators there, and some with senior living centers. The key message of the chapter is that the most rewarding experiences for herself, her students, and the communities she worked with. This chapter provides useful insight into the design of effective and respectful community partnerships in all areas. The author is honest in assessing one of the senior center CEL projects as insufficiently attentive to the culture of the center, but also describes how she modified her approach in a second, more successful collaboration with seniors. In all cases of her successful projects, she relinquished the role of “expert” except in the cases where her expertise was in fact unique to the collaboration — in particular her technical organizational skills and her ability to thread the course objectives into more open ended projects.
Example Chapter: Moving Beyond the Dominant
This chapter describes how research on the impact of service learning on participants is lacking because it very rarely includes Critical Race Theory in the analysis. The author describes CRT and how it can be employed in primarily the design of Service Learning research, but also in the conception and implementation of service learning courses and projects. The case studies are particularly eye-opening. Given that Fisher students are predominantly white and middle-class, it is helpful to read about how students of color may be alienated by a “color blind” approach to service. Individuals teaching courses where the community partners are lower-income people of color may benefit from reading this chapter and considering how to explicitly consider race when preparing students, designing projects, and evaluating the impact. The case studies in this article are particularly eye-opening in illustrating how students from different race and class backgrounds have different experiences in service learning courses. Given that Fisher students are predominantly white and middle-class, it is helpful to read about how students of color may be alienated by a “color blind” approach to service.
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Stewart T., Webster N. (2011). Exploring Cultural Dynamics. Information Age Publishing
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Here is the summary of the table of contents of Exploring Cultural Dynamics: Part one: Supportive Frameworks and Challenging Ideologies/Paradigms: a. Engaging Culture: Ethnography as a Model for Service-Learning Practice b. Moving Beyond the Dominant: Service-Learning as a Culturally relevant Pedagogy
c. Challenging Privileged Paradigms through Service-Learning: Exposing Dominant Ideology, Unlearning Deficit Thinking, and Debunking the Myth of Meritocracy d. Relational Knowledge Production and the Dynamics of Difference: Exploring Cross-Cultural Tensions in Service-Learning through Nature. Part two: Novel Approaches, Noted Impacts and Noteworthy Lessons a. Diversity and Service-Learning: Finding Common Ground through Social Justice and Mindfulness b. Cultural Dynamics and Tensions within Service-Learning in a Community Health Nursing Course c. The Effects of Service-Learning on White College Students' Racial Attitudes: Implications for Achieving Better Outcomes d. Teaching Lessons of the Holocaust through Service-Learning e. Teaching--a Job, a Lifestyle, a Story; Possibilities and Limitations of an Intergenerational Oral History Project f. A Preliminary Evaluation of Cultural-Based Service-learning: Characteristics of Cultural- and Academic-Based Service-Learners g. Revitalizing the Land Grant Mission in the South: One University's Path to Civic Engagement via Community Schools h. Service-Learning Pedagogy: A Method for Improving the Education of Latino Students in Charter Schools. Part three: Successful and Missing Opportunities in Teacher and Counselor Education: a. Pre-Service Teachers Explore Pedagogy and Service-Learning in a Place Called New Orleans East: Assumptions, Tensions and Innovation in a Post-Katrina Charter School b. "Service is the Rent We Pay"; A Tale of How Three Teacher Educators Studied Our Own Practice through Engaging Pre-Service Teachers in a Multi-Cultural Service-Learning Experience c. Exploring Cultural Dynamics of Self-Other Relations: University Faculty and Students Engage in Service-learning with Refugees d. Gay, Lesbian, and Bisexual Issues in Counselor Education: The Potential of Service-Learning in the Development of Sensitive and Competent Mental Health Professionals. Part four: Global Considerations and Local Implications: a. Intercultural Tensions within International Service-Learning: Reflections on Barbados b. Whose Project Is It Anyway? The Case of Waste for Life, Argentina
c. Challenging Privileged Paradigms through Service-Learning: Exposing Dominant Ideology, Unlearning Deficit Thinking, and Debunking the Myth of Meritocracy d. Relational Knowledge Production and the Dynamics of Difference: Exploring Cross-Cultural Tensions in Service-Learning through Nature. Part two: Novel Approaches, Noted Impacts and Noteworthy Lessons a. Diversity and Service-Learning: Finding Common Ground through Social Justice and Mindfulness b. Cultural Dynamics and Tensions within Service-Learning in a Community Health Nursing Course c. The Effects of Service-Learning on White College Students' Racial Attitudes: Implications for Achieving Better Outcomes d. Teaching Lessons of the Holocaust through Service-Learning e. Teaching--a Job, a Lifestyle, a Story; Possibilities and Limitations of an Intergenerational Oral History Project f. A Preliminary Evaluation of Cultural-Based Service-learning: Characteristics of Cultural- and Academic-Based Service-Learners g. Revitalizing the Land Grant Mission in the South: One University's Path to Civic Engagement via Community Schools h. Service-Learning Pedagogy: A Method for Improving the Education of Latino Students in Charter Schools. Part three: Successful and Missing Opportunities in Teacher and Counselor Education: a. Pre-Service Teachers Explore Pedagogy and Service-Learning in a Place Called New Orleans East: Assumptions, Tensions and Innovation in a Post-Katrina Charter School b. "Service is the Rent We Pay"; A Tale of How Three Teacher Educators Studied Our Own Practice through Engaging Pre-Service Teachers in a Multi-Cultural Service-Learning Experience c. Exploring Cultural Dynamics of Self-Other Relations: University Faculty and Students Engage in Service-learning with Refugees d. Gay, Lesbian, and Bisexual Issues in Counselor Education: The Potential of Service-Learning in the Development of Sensitive and Competent Mental Health Professionals. Part four: Global Considerations and Local Implications: a. Intercultural Tensions within International Service-Learning: Reflections on Barbados b. Whose Project Is It Anyway? The Case of Waste for Life, Argentina
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NCoC, PACE. (2018). Exploring Civic Learning as a Pathway to Equity and Opportunity.
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This is essentially a white paper that summarizes the work of the National Conference on Citizenship and Philanthropy for Active Civic Engagement as they worked together to develop strategies to expand the scope and reach of civic engagement. They identified a number of different strategies that seem promising, targeted toward the needs of young people (childhood - early adulthood). This document is more applicable to CEL leadership than to most individual faculty, as it speaks to the kinds of partnerships and opportunities for civic engagement that the authors feel would be most impactful. That said, there may be a subset of faculty members interested in the question of expansion of service learning opportunities who might find this a valuable resource.
Other books on this topic to be checked out in 104 Library:
David Cay Johnston. (2014). Divided: the perils of our growing inequality. The New Press.
Diangelo, R. J. (2018). White fragility: why it’s so hard for White people to talk about racism. Beacon Press.
Johnson, A. G. (2001). Privilege, power, and difference. Mayfield Pub.
Stewart, T., & Webster, N. (2011). Exploring cultural dynamics and tensions within service-learning. Information Age Pub.
Tochluk, S. (2010). Witnessing whiteness: the need to talk about race and how to do it. Rowman & Littlefield Education.
David Cay Johnston. (2014). Divided: the perils of our growing inequality. The New Press.
Diangelo, R. J. (2018). White fragility: why it’s so hard for White people to talk about racism. Beacon Press.
Johnson, A. G. (2001). Privilege, power, and difference. Mayfield Pub.
Stewart, T., & Webster, N. (2011). Exploring cultural dynamics and tensions within service-learning. Information Age Pub.
Tochluk, S. (2010). Witnessing whiteness: the need to talk about race and how to do it. Rowman & Littlefield Education.
Critical CEL Philosophy and Approaches
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Critical Service-Learning Conversation Tool (and Assessment)
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This document is a tool for evaluating a CEL class or experience using a "critical service-learning" lens. This framework encourages faculty to explicitly integrate social justice concepts in the classroom, share power with students and community partners, and develop strong reciprocal relationships. The tool is organized similarly to Fisher's CEL self-assessment tool, in that faculty are asked to rate their implementation of the five themes of critical service-learning, then choose two to explore further. The closing activity asks the faculty to create an action plan in light of these reflections. For faculty interested in deepening the social-justice impact of their courses, this is a very good resource for reflection. The scenarios that illustrate each of the five themes of critical service-learning are realistic and relatable, the survey prompts are detailed and thought-provoking, and within each topic area, there are further readings suggested. I would suggest skimming the the entire document first before beginning the survey in earnest; I found the organization somewhat non-intuitive, and some of the "closing activity" really should be "middle of the process" activity. But otherwise, an excellent tool for self-reflection and planning for faculty interested in deepening the social justice components of their CEL work.
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Roehlkepartain, E.C. (2008). Beyond Needs Assessment.
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"Critically Engaged Civic Learning: A Comprehensive Restructuring of Service-Learning Approaches" by Cindy S. Vincent, Sara B. Moore, Cynthia Lynch, Jacob Lefker, and Robert J. Awkward and published in the Michigan Journal of Community Service Learning, Volume 27, Issue 2, Fall 2021
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This article makes the case for a principled change of the term service learning to "critically engaged civic learning" as a means to de-center the student experience/move off the service/charity model and refocus the paradigm/approach to be more equitable for all stakeholders involved. CECL follows these six guiding principles: social justice, power dynamics, community, civic learning objectives, reflexivity, and sustainability and aspire to four outcomes: increased self-awareness, self-efficacy, and self-empowerment; increased awareness of civic agency; better understanding of community; and workforce preparation. They also provide an assessment tool to support practitioners. They push for CECL to compel students to investigate and respond to root causes of social inequities, which departs notably from efforts that do not systematically address material causes of existing social challenges. This represents a very strong resource for faculty looking into the larger picture of how CEL fits within wider contexts of our own college and higher education broadly. Provides a helpful lit review and rich definitions of key terminology and threshold concepts for the CCE pillar of the core and for faculty looking for language/ideas that speak to equitable practices and meaningful impact.
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Henry S.E., Breyfogle M.L. (2006). A New Framework of Server vs. Served. International Journal of Teaching and Learning in Higher Education
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Bahng, G. Using Community Partners to Create Critical Service-Learning: The Case of Mar Vista Gardens. Journal of Public Affairs Education
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This article discusses the growth of community-campus partnerships through service learning based activities. It discusses the difference between traditional charity service learning approaches and the critical service learning approach. It emphasizes the point through a case study example of a service learning project done in the Los Angeles area concerning a residential community housing project. The article argues that traditional charitable service learning approaches involve one-time opportunities such as food drives, painting and cleaning among other charitable activities, where critical service learning partnerships bring about redistribution of power, social, political, and economic change. Partnering vs. traditional service learning brings value by helping the students understand the deeper concerns of community partners thereby bringing critical thinking and a deeper understanding of the underlying issues.
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Stoecker, R. (2016). Liberating service learning and the rest of higher education civic engagement. Temple University Press.
(full chapter list in pdf to the right; book to be checked out in 104 Library) |
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Here is the summary of the table of contents of Liberating Service Learning: Part one: The Problem and Its Context a. Why I Worry b. A Brief Counterintuitive History of Service Learning c. Theories (Conscious and Unconscious) of Institutionalized Service Learning. Part two: Institutionalized Service Learning a. What is Institutionalized Service Learning's Theory of Learning? b. What is Institutionalized Service Learning's Theory of Service? c. What is Institutionalized Service Learning's Theory of Community? d. What is Institutionalized Service Learning's Theory of Change? Part three: Liberating Service Learning a. Toward a Liberating Theory of Change b. Toward a Liberating Theory of Community c. Toward a Liberating Theory of Service d. Toward a Liberating Theory of Learning e. Toward a Liberated World?
Discipline-Specific CEL
Bryant, A. & Schonemann, N. & Karp, D. (2011). Integrating Service-Learning into the University Classroom. Jones & Bartlett Learning
Example Chapters, book to be checked out in 104 Library:
Example Chapters, book to be checked out in 104 Library:
- Children and the Media: A Service-Learning Approach: “Children and the Media” is a non-traditional service-learning course. The author walks the reader through the logistics of offering a course on aiding children in analyzing media including course objectives, course methods, and the logistics of offering SL in a course with high enrollment. The chapter also offers possible products when partnering with the community in a course on analyzing the media.
- Learning and Teaching Statistics Through Service
- Introduction to Computers and Computing: A Service Learning Implementation in a Large Course: This chapter gives an insider’s view of service-learning in a less traditional course for SL and a high enrolling course. It also overviews how to employ group work in a 3-week project and use computers to address "real life issues".
Butin, Dan. W. (2005). Service-Learning in Higher Education. Palgrave MacMillen
Example Chapters; book to be checked out in 104 Library:
Example Chapters; book to be checked out in 104 Library:
- The Evolution of a Community of Practice: Stakeholders and Service in Management 101
- Human Rights-Human Wrongs: Making Political Science Real Through Service-Learning: This book chapter describes a senior seminar that focused on human rights and the US asylum policy. Students worked directly with asylum seekers detained at a local prison supported by a nonprofit legal organization. The author describes the course materials (ex. readings, human rights documents), the course structure (seminars by faculty member, guest speakers, reflection journal), and the end of semester deliverables (mock trial, legal brief). She discusses that to have a successful course, there needs to be real student learning and be a real service to the community. She describes the factors for success (ex. strong relationships with community partners, flexibility) when developing a course and the challenges (ex. community partners have limited time).
- "No One Has Stepped There Before": Learning About Racism in Our Town: This chapter focuses on the description and impact of a two-semester project with 25 high school students to reconstruct the history of a segregated school in a college town. The chapter describes the SL literature, the goals of the project, community partnerships, project design, the participants, and data collection and analysis. The authors describe in detail both the frustrations that the students reported with the project and a qualitative analysis of themes emerging from analysis of student reflections and field notes. The authors found that the project encouraged participants to try to make meaning of racism, understand history, and begin to think as an engaged citizen.
- Service Learning as Crucible: Reflections on Immersion, Context, Power . . .
Other books on this topic to be checked out in 104 Library:
Adler-Kassner, L., Crooks, R., Watters, A., National Council Of Teachers Of English, & American Association For Higher Education. (2006). Writing the community: concepts and models for service-learning in composition. Stylus; Urbana, Ill.
Anabel Ed Pelham, Ed, G. S., & Elizabeth Ed Sills. (2010). Promoting Health and Wellness in Underserved Communities: Multidisciplinary Perspectives Through Service Learning. Service Learning for Civic Engagement Series. Stylus Publishing.
Bringle, R. G., Donna Killian Duffy, American Association for Higher Education, & American Psychological Association. (2006). With service in mind: concepts and models for service-learning in psychology. Stylus; Washington, D.C.
Brizee, A., & Wells, J. M. (2016). Partners in literacy: a writing center model for civic engagement. Rowman & Littlefield.
David Allen Droge, Bren Adair Ortega Murphy, American Association for Higher Education, & National Communication Association (U.S. (1999). Voices of strong democracy: concepts and models for service-learning in communication studies. American Association for Higher Education.
Florida Campus Compact (2013). Engaging STEM in Higher Education: A Faculty Guide to Service-Learning
Kerrissa Heffernan, Balliet, B. J., Zlotkowski, E. A., & American Association for Higher Education. (2000). The practice of change: concepts and models for service-learning in women’s studies. American Association for Higher Education.
Mcgoldrick, K., & Ziegert, A. L. (2004). Putting the invisible hand to work: Concepts and models for service learning in economics. University Of Michigan Press.
Redlawsk, D. P., & Rice, T. W. (2009). Civic service: service-learning with state and local government partners. Jossey-Bass.
Adler-Kassner, L., Crooks, R., Watters, A., National Council Of Teachers Of English, & American Association For Higher Education. (2006). Writing the community: concepts and models for service-learning in composition. Stylus; Urbana, Ill.
Anabel Ed Pelham, Ed, G. S., & Elizabeth Ed Sills. (2010). Promoting Health and Wellness in Underserved Communities: Multidisciplinary Perspectives Through Service Learning. Service Learning for Civic Engagement Series. Stylus Publishing.
Bringle, R. G., Donna Killian Duffy, American Association for Higher Education, & American Psychological Association. (2006). With service in mind: concepts and models for service-learning in psychology. Stylus; Washington, D.C.
Brizee, A., & Wells, J. M. (2016). Partners in literacy: a writing center model for civic engagement. Rowman & Littlefield.
David Allen Droge, Bren Adair Ortega Murphy, American Association for Higher Education, & National Communication Association (U.S. (1999). Voices of strong democracy: concepts and models for service-learning in communication studies. American Association for Higher Education.
Florida Campus Compact (2013). Engaging STEM in Higher Education: A Faculty Guide to Service-Learning
Kerrissa Heffernan, Balliet, B. J., Zlotkowski, E. A., & American Association for Higher Education. (2000). The practice of change: concepts and models for service-learning in women’s studies. American Association for Higher Education.
Mcgoldrick, K., & Ziegert, A. L. (2004). Putting the invisible hand to work: Concepts and models for service learning in economics. University Of Michigan Press.
Redlawsk, D. P., & Rice, T. W. (2009). Civic service: service-learning with state and local government partners. Jossey-Bass.
Faculty Engaged Scholarship and Research
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Changfoot N., et al. Engaged Scholarship in Tenure and Promotion. Vol. 26. Issue 1. Michigan Journal of Community Service Learning.
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This article identifies the lack of full support for community-campus engagement generally in tenure and promotion processes at many colleges and universities in the United States and Canada. Through an auto-ethnographic account by multiple authors, the article explores community impact, research and scholarship, tenure and promotion challenges, and other obstacles within higher education for those teaching community-engagement courses. One topic explored, for example, is the practice of being a principal investigator, co-publishing, and the resulting effect of one’s scholarship on the community; this is examined in the process of tenure and promotion. Despite the challenges, all the auto-ethnographies reveal some institutional support, no matter how minimal. In the end, it is clear the traditional tenure and promotion requirements and the activities faculty take on by engaging in community-engaged learning place a heavy burden on faculty—if such work is not considered relevant and significant in the tenure and promotion process. More change is needed in higher education, but that change will need to be context specific and led by faculty. This article is relevant for faculty at Fisher for two reasons. First, for faculty who have not gone through the tenure and promotion process, it provides an important context for them. The article explains the reality of the liminal role of community-engaged courses and practices within higher education. This will allow them to think more strategically about their work and to think more strategically about how to frame their narrative when applying for tenure and promotion. Second, this article can educate other faculty who have gone through the tenure and promotion process; not only will it allow them to understand the place of community-engaged learning in higher education, but it can educate them more on the topic, so they can be better advocates for policy changes at the grassroots level. This article is less about teaching and more about the political nature of higher education and community-engaged learning within that political structure.
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Campano G., Ghiso M.P., Welch B.J. (2015). Ethics of Community-Based Research. Vol. 85. Issue 1. Harvard Educational Review.
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This article focuses on norms and fostering trust in community-based relationships, but this is done with an eye on contexts with “cultural diversity, systemic inequity, and power asymmetry.” The reason for this research and the need for developing a norm are the existence of a disparity of power between universities and community partners, especially community partners who work with members who have been devalued. Through work in a Catholic parish in Philadelphia serving immigrant and refugee communities, the authors developed the following framework: 1. Equality is the starting point, not the end point. 2. Community members’ knowledge and perspectives must be taken seriously. 3. Specific research foci and questions are co-designed with community members. 4. Research on/with/for the community should benefit the community. 5. Research is made public in transparent, collaborative, and creative ways. This framework is not only about research, but the larger goal of lasting relationships based on trust. The upshot of this article is that it urges the reader to begin to reflect on the broader implications of transparency of knowledge production, information dissemination, and democracy in a pluralistic society. This article is significant and relevant for St. John Fisher University faculty. As the Fisher core focuses on ethical reasoning, this article orients faculty to think about ethics in an important way: It orients them to think beyond the university and to think about how ethics applies to the relationships between students, faculty, the institution, and community members. Second, it grounds the pedagogical environment in equality, equity, transparency, and trust with an eye toward lasting relationships; so faculty are directed to think about teaching as relationship building. Third, the article foregrounds the power differential between higher education and many of the people the students may be serving; while many faculty members may know this, some may need a reminder or may not be aware of this imbalance of power. This seems like a foundational text and is highly recommended.
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Steinberg, K. S., Bringle, R. G., & Williams, M. J. (2010). Service-Learning Research Primer. Scotts Valley, CA: National Service-Learning Clearinghouse
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This book is exactly what the title says it is; a primer for service learning. It is full of information for the novice researcher. While the information provided is helpful for all researchers, it is particularly helpful to someone interested in publishing in the Service Learning (SL) field. First, the book is chock full of definitions which will be particularly useful for someone who is new to the field of research for SL. Further, the book has many useful references and websites referred to throughout the book. The chapters take you through the entire research process in order to publish in the area of SL. Chapter one gives a general overview of what is scientific research not specific to SL. In chapter two, the authors begin to reference scientific research to SL through examining “how to” research expressly for SL including different possible research designs. One thing to note in chapter two is the section on common problems in gathering research for SL (p.19).
Chapter three details ways to collect and measure the data and further, highlight surveys and questionnaires as a method for collection. Moreover, in this chapter, there are many useful references to online survey tools (p.40). This chapter also offers ways to assess student reflections including useful rubrics. Chapter four is an exciting dive into ethics (of course, I love ethics). It is a basic overview of the possible ethical principles involved in SL research; however, not directly focusing on any one discipline. And the final chapter involves data analysis and interpretation presenting the best methods for SL projects. The last chapter ties the primer together by discussing optimal places to publish the research results including journals written for the express area of SL. Don’t forget to look through the references for other useful information and even more so the appendices. The appendices refer to online sites to aid in your research needs for SL scholarship.
Chapter three details ways to collect and measure the data and further, highlight surveys and questionnaires as a method for collection. Moreover, in this chapter, there are many useful references to online survey tools (p.40). This chapter also offers ways to assess student reflections including useful rubrics. Chapter four is an exciting dive into ethics (of course, I love ethics). It is a basic overview of the possible ethical principles involved in SL research; however, not directly focusing on any one discipline. And the final chapter involves data analysis and interpretation presenting the best methods for SL projects. The last chapter ties the primer together by discussing optimal places to publish the research results including journals written for the express area of SL. Don’t forget to look through the references for other useful information and even more so the appendices. The appendices refer to online sites to aid in your research needs for SL scholarship.
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Clayton, P. H., Bringle, R. G., & Hatcher, J. A. (2013). Research on service learning: conceptual frameworks and assessment: communities, institutions, and partnerships. Stylus Pub.
(full chapters in pdf to the right; book to be checked out in 104 Library) |
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Volume 2A: Students and Faculty: Part One: Orientation to Research on Service Learning: a. Research on Service Learning b. Attributes of High-Quality Research on Service-Learning. Part two: Research on Students and Service-Learning: a. Research and Theoretical Perspectives on Cognitive Outcomes of Service-Learning b. Conceptualizing, Assessing, and Investigating Academic Learning in Service-Learning c. Civic Learning through Service-Learning d. Investigating Personal Development Outcomes in Service-Learning e. Framing and Assessing Students' Intercultural Competence in Service-Learning. Part three: Research on Faculty and Service-Learning: a. Investigating Faculty Development for Service-Learning b. Research on Faculty Motivations for Service-Learning and Community Engagement c. Theoretical Perspectives and Research on Faculty Learning in Service-Learning
Volume 2B: Communities, Institutions, and Partnerships: Part one: Orientation to Research on Service-Learning: a. Research on Service-Learning b. Attributes of High-Quality Research on Service-Learning. Part four: Research on Communities and Service-Learning: a. Community Outcomes of Service-Learning b. Examining Service-Learning from the Perspective of Community Organization Capacity. Part five: Research on Institutions of Higher Education and Service-Learning: a. Improving research on Service-Learning Institutionalization through Attention to Theories of Organizational Change b. The Engaged Department c. Research on Institutional Leadership for Service-Learning. Part six: Research on partnerships and Service-Learning: a. Conceptual Frameworks for Partnerships in Service-Learning b. Organizational Partnerships in Service-Learning c. Student partnerships in Service-Learning
Volume 2B: Communities, Institutions, and Partnerships: Part one: Orientation to Research on Service-Learning: a. Research on Service-Learning b. Attributes of High-Quality Research on Service-Learning. Part four: Research on Communities and Service-Learning: a. Community Outcomes of Service-Learning b. Examining Service-Learning from the Perspective of Community Organization Capacity. Part five: Research on Institutions of Higher Education and Service-Learning: a. Improving research on Service-Learning Institutionalization through Attention to Theories of Organizational Change b. The Engaged Department c. Research on Institutional Leadership for Service-Learning. Part six: Research on partnerships and Service-Learning: a. Conceptual Frameworks for Partnerships in Service-Learning b. Organizational Partnerships in Service-Learning c. Student partnerships in Service-Learning
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Beckman, M., & Long, J. F. (2016). Community-based research: Teaching for community impact. Stylus Publishing, Llc.
(full Chapters in pdf to the right; book to be checked out in 104 Library) |
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Here is the summary of the table of contents of Community-based research: Part one: Definitions, Orienting Frameworks, and Partners: a. The Language and Methods of Community Research b. The Role of Community-Based Research in Achieving Community Impact c. Community-Based Research from the Perspective of the Community Partners d. Why Teach Community-Based Research? Part two: Guiding Community-Based Research toward Community Outcomes and Student Learning: a. The Power Model b. Applying the Power Model in a Second-Language Class c. Multicampus Partnerships Studying the Feasibility of Buying Local d. Meeting The Objectives Of Faculty Engagement In Undergraduate Community-Based Research Projects e. Mathematical Modeling + A Community Partner = the Fulfillment of Student Learning Objectives f. Strategic Training Goals: Preparing Graduate Students to Conduct School-Based Action Research g. Working Through the Challenges of Globally Engaged Research h. Deepening Levels of Engagement: What Works, What Doesn’t, and the Important Role of a Community-Based Research Center i. Engagement With the Common Good: Curriculum and Evaluation of a Long-Term Commitment j. Reflections on a Graduate Student’s Dissertation Experience Using Community Data for Research and Mentoring. Part three: Community-based Research in Community-Wide Long-term Efforts: a. The Poverty Initiative in Rockbridge County, Virginia b. Learning to Co-Construct Solutions to Urban School Challenges in Los Angeles c. Community-Based Research and Development in Haiti: Leveraging Multiple Resources for Maximum Impact d. Progressive Projects on Parent Involvement
Journals sponsored by the Community Engagement Consortium
https://engagementscholarship.org/publications/journals
https://engagementscholarship.org/publications/journals
Complete Community Engaged Learning Resource List
Books can be checked out at the Institute for Civic and Community Engagement, 104 Library, through Lynn Donahue or Jean Skuse
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