Service Learning
E. H. Butler Library Leadership Series

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Service Organizations

http://www.nassp.org/dsa/servorg.htm

Adams, J. Q. & Welsch, J. R. (eds.) (1997). Multicultural prism: Voices from the field. ED414585 Mic

Focusing on multicultural issues, this collection presents essays and syllabi for courses in the fields of teacher education, composition, psychology, music, public health, and counselor education/college student personnel designed to prompt educators to make those courses more inclusive in both content and methodology. The essays and syllabi explore service learning, teaching and learning styles, case study methodology, transcultural immersion, and representative assignments, texts, and references. Three of the essays address effective attraction and retention programs aimed at traditionally underrepresented populations.

The Comparing Models of Service-Learning project surveyed the impact of service-learning programs on students' citizenship values, skills, attitudes, and understanding nationwide. Data were obtained from 1,136 pre- and post-surveys of students who participated in service learning and 408 of their classmates who did not select service-learning options at 30 colleges and universities, as well as interviews with 65 students from 6 colleges at the start and end of the spring term. Findings indicated students who chose to participate in service-learning experiences and those who did not differed significantly on the pretest measure of virtually every outcome. Students who chose these activities were already much higher on each measure and the differences were sometimes substantial.

A research project used data from a national comparative study to examine whether service learning improved students' problem solving or contributed to a more complex understanding of social issues. In a pilot study, students with no, limited, and intensive service-learning experience were interviewed about a social problem and how they would solve it.

This report describes efforts by Portland State University (Oregon) (PSU) to undertake administrative restructuring, reinvent the curriculum with an interdisciplinary focus, and initiate experiential learning programs that benefit both students and the community. By reducing support staff and middle management, PSU freed up funds to create a cohesive, three-tiered University Studies program that features year-long Freshman and Sophomore Inquiry courses built around interdisciplinary themes; upper-division Cluster Courses in the junior and senior years; and a Senior Capstone Experience, an integrated service-learning experience that involves every student in an academically based community project.

This paper reviews service learning definitions and principles to illustrate common threads connecting service learning philosophy across contexts. Although there is general agreement that service learning occurs in school-based and community-based categories, it cannot be universally defined. Definitions from K-12, higher education, and adult programs generally agree that participants learn and develop through meaningful community service experiences. Ten principles for effective school- or community-based programs, as articulated by the Wingspread organization in 1989, are listed.

Hatcher, J. A. & Bringle, R. G. (1997, Fall). Reflection: Bridging the gap between service and learning. College Teaching, 45, (4), 153-58. EA, PR, WS

Describes the rationale for using reflection to link service experience to learning in college instruction, and offers guidelines for developing effective reflection activities: linking student experiences to learning objectives; giving guidance for the reflection activities; scheduling the activities regularly; allowing feedback and assessment; and incorporating clarification of values. An anticipated added benefit for faculty is increased teaching satisfaction.

Compares and contrasts three approaches to community service: charity, service learning, and citizen leader. Advocates using the citizen leader framework because it educates students for leadership and emphasizes reciprocal learning for all involved. Claims that this framework complements the goals of institutions of higher education.

Describes a service learning program with a focus on literacy called the Student Literacy Corps. Describes how urban elementary school children, college students, professors, administrators, and community members worked, shared, and learned together. Includes a sample lesson.

To promote empowerment, student teachers participated in service learning projects. They had received training for service learning and thus knew more about it than did their cooperating teachers. So they were empowered as leaders in the student teacher setting. Factors contributing to successful empowerment included student teacher initiative and leadership and support by cooperating teachers.

Cantor, J. A. (1997). Experiential learning in higher education: Linking classroom and community. Washington, DC: Graduate School of Education and Human Development, The George Washington University.

LB2324 .C36 1997

LC220.5 .S45 1996

LB2342.8 .P37 1996

LC221 .A23 1998

B. Barone
Buffalo State College (SUNY)