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Service-Learning Essentials: Questions, Answers, and Lessons Learned / Edition 1

Service-Learning Essentials: Questions, Answers, and Lessons Learned / Edition 1

by Barbara Jacoby, Jeffrey Howard


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Product Details

ISBN-13: 9781118627945
Publisher: Wiley
Publication date: 11/17/2014
Edition description: New Edition
Pages: 352
Sales rank: 558,222
Product dimensions: 6.90(w) x 9.20(h) x 1.10(d)

About the Author

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

Table of Contents

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 notwork 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 ofservice-learning? 21

1.8 How does service-learning vary by institutional type? 23

Conclusion 25

Chapter 2: Understanding and Facilitating Critical Reflection26

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 criticalreflection? 31

2.4 How can critical reflection empower students to move beyonddirect 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


Chapter 3: Developing and Sustaining Campus-CommunityPartnerships for Service-Learning 51

3.1 What are the definition and basic principles ofcampus-community partnerships for service-learning? 52

3.2 What are the different types of service-learningpartnerships? 56

3.3 What are the steps to developing a service-learningpartnership? 58

3.4 What are the logistical issues involved in service-learningpartnerships? 63

3.5 What are the best practices for developing and sustainingpartnerships? 65

3.6 What infrastructure should an institution have in place fordeveloping and sustaining campus-community partnerships? 69

3.7 Should campus-community partnerships include corporatepartners? How? 71

3.8 What are the key issues for international partnerships forservice-learning? 73

3.9 How can small-scale partnerships for service-learning leadto broader and deeper institutional engagement? 75

Conclusion 79

Chapter 4: Integrating Service-Learning into the Curriculum80

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 integratingservice-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 syllabus06

4.8 What are the logistical issues involved in teaching aservice-learning course? 109

4.9 How does service-learning work in an online or blendedcourse? 111

4.10 Should service-learning courses be formally designated13

4.11 What does it take to motivate and support faculty topractice 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 deepengagement of an entire academic department? 119

Conclusion 121

Chapter 5: Designing and Implementing CocurricularService-Learning 122

5.1 What is cocurricular service-learning? 122

5.2 What is the relationship between service-learning andstudent development? 125

5.3 What are the different forms of cocurricularservice-learning? 129

5.4 How can service-learning be incorporated into the variousareas of student life? 139

5.5 What is the relationship between service-learning andleadership education? 142

5.6 What are the steps in developing cocurricularservice-learning experiences? 143

5.7 How can assessment of student learning be done incocurricular service-learning? 148

5.8 How can service-learning educators support student-initiatedand -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 assessingservice-learning? 158

6.3 What issues should we consider in choosing assessmentmethods? 162

6.4 What should assessment of service-learning studentparticipants comprise? 164

6.5 How should service-learning be assessed from the communityperspective? 166

6.6 How should service-learning partnerships be assessed70

6.7 What should faculty assessment consist of in regard toservice-learning? 171

6.8 What assessment should be done at the institutional level74

6.9 What are the challenges of service-learning assessment? Howcan 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-learning91

7.3 What staffing is required for a service-learning center92

7.4 Where should service-learning be organizationally located93

7.5 Besides a service-learning center, what other elements ofinstitutional infrastructure are necessary to supportservice-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-learningrequires? 207

7.9 What liability and risk-management issues do we need toaddress? 212

7.10 What administrative issues are involved in internationalservice-learning? 216

7.11 How should we recognize outstanding work inservice-learning? 220

Conclusion 223

Chapter 8: Facing the Complexities and Dilemmas ofService-Learning 225

8.1 How can service-learning be accessible and appropriate forall 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 enhancestudents’ understanding and appreciation of differences inrace, 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 reciprocalrelationships 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 HigherEducation 253

9.1 What assessment and research are needed to validateservice-learning as a pedagogy and practice? 253

9.2 How can institutionalizing service-learning secure itsfuture? 260

9.3 What can we do to more fully recognize service-learning,community-based research, and engaged scholarship in the facultyreward system? 262

9.4 What can we learn from international models ofservice-learning? 265

9.5 What are the service-learning partnerships of the future-267

9.6 How can we help students develop a global perspectivethrough local service-learning? 272

9.7 What is the role of service-learning in responding todomestic and international humanitarian crises? 274

9.8 What is the future of service-learning in the onlineenvironment? 277

9.9 How can service-learning strengthen higher education’sengagement in K–12 schools? 278

9.10 What is the relationship of the future of service-learningto social entrepreneurship? 281

Conclusion 284

References 288

Index 305

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