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Research on Service Learning: Volume 2A: Students and Faculty

Overview

IUPUI Series on Service Learning Research

The purpose of this work is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and ...

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Research on Service Learning: Vol. 2B: Communities, Institutions and Partnerships

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Overview

IUPUI Series on Service Learning Research

The purpose of this work is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice.

Both volumes open with common chapters focused on defining the criteria for quality research.

Volume 2A then moves on to research related to students, comprising chapters that focus on cognitive processes, academic learning, civic learning, personal development, and intercultural competence. The concluding faculty section presents chapters on faculty development, faculty motivation, and faculty learning.

Volume 2B addresses community development, and the role of nonprofit organizations in service learning. It focuses on institutions , examining the institutionalization of service learning, engaged departments, and institutional leadership. The final section on partnershipsin service learning includes chapters on conceptualizing and measuring the quality of partnerships, inter-organizational partnerships, and student partnerships.

Together these two volumes constitute a rich resource that suggests new approaches to conceptualizing, understanding, implementing, assessing, and studying service learning. Each chapter offers recommendations for future research.

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Product Details

Meet the Author

Robert G. Bringle is Professor Emeritus of Psychology, Indiana University-Purdue University Indianapolis, and Kulynych/Cline Visiting Distinguished Professor, Appalachian State University. He was formerly Director of the IUPUI Center for Service and Learning, and Chancellor’s Professor of Psychology and Philanthropic Studies at Indiana University-Purdue University Indianapolis. For his numerous publications, accomplishments, and scholarship on service learning, Dr. Bringle was awarded the Ehrlich Faculty Award for Service Learning and he was recognized at the International Service-Learning Research Conference for his outstanding contributions.

Julie A. Hatcher is Associate Director of the Center for Service and Learning at IUPUI. She has received the first International Association for Research on Service Learning and Community Engagement Dissertation Award, and the Indiana Campus Compact Brian Hiltunen Faculty Award. She has consulted with numerous campuses on integrating service into academic study, and with international partners from South Africa, Macedonia, Mexico, and Kenya.

Patti H. Clayton is an Independent Consultant (PHC Ventures) and serves as a Senior Scholar with the Center for Service and Learning at Indiana University–Purdue University Indianapolis, a Visiting Fellow with the New England Resource Center for Higher Education, and a Visiting Scholar at the University of North Carolina at Greensboro. Patti co-developed with students and faculty a leading critical reflection and assessment model (the DEAL Model), models for student leadership in service learning, and a variety of faculty development and curriculum development processes. Patti is a Board member of the International Association for Research on Service-Learning and Community Engagement and serves as a Co-Editor of the Association's annual conference Proceedings; she is also an Associate Editor of the Michigan Journal of Community Service Learning, and she serves on the Editorial Board of the Journal of Applied Learning in Higher Education.

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Table of Contents

Preface—Robert G. Bringle

Part One. Orientation to Research on Service Learning
1.1) Research on Service Learning: An Introduction—Robert G. Bringle, Patti H. Clayton, Julie A. Hatcher

1.2) Attributes of High Quality Research on Service Learning—Kathryn S. Steinberg, Robert G. Bringle, Lisa E. McGuire

Part Two. Research on Students and Service Learning
2.1) Research and Theoretical Perspectives on Cognitive Outcomes of Service Learning—Peggy Fitch, Pamela Steinke, Tara D. Hudson

2.2) Conceptualizing, Assessing, and Investigating Academic Learning in Service Learning—Jessica Katz Jameson, Patti H. Clayton, Sarah L. Ash

2.3) Civic Learning Through Service Learning: Conceptual Frameworks and Research—Richard M. Battistoni

2.4) Investigating Personal Development Outcomes in Service Learning: Theory and Research—Jay W. Brandenberger

2.5) Framing and Assessing Students’ Intercultural Competence in Service Learning—Darla K. Deardorff, Kathleen E. Edwards

Part Three: Research on Faculty and Service Learning
3.1) Investigating Faculty Development for Service Learning—Nancy Van Note Chism, Megan M. Palmer, Mary F. Price

3.2) Research on Faculty Motivations for Service Learning and Community Engagement—KerryAnn O’Meara

3.3) Theoretical Perspectives and Research on Faculty Learning in Service Learning—Patti H. Clayton, George R. Hess, Audrey J. Jaeger, Jessica Katz Jameson, Lisa E. McGuire

About the Contributors

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