Index

  • Academic departments: debate over making service-learning a graduation requirements; forms and documents related to service-learning required of; institutionalizing service-learning role of the; logistics of getting approvals from service-learning course from; service-learning engagement and sustainment by; service learning major, minor, or certificate from. See also Institutions
  • Academic disciplines: how to apply critical reflection to specific; humanities; institutionalizing service-learning as; limited number of K–12 students entering STEM; providing help for service-learning faculty development in specific; same reflection questions for specific; service-learning in STEM; “social entrepreneurship” label as more attractive to STEM students; social sciences. See also Courses
  • Academically based community service
  • Accountability
  • Achievement testing
  • ACPA–College Student Educators International
  • Activities: as form of reflection; selecting appropriate cocurricular service-learning
  • Administration. See Service-learning administration
  • Adolph, A.
  • African Americans: historically black colleges and universities service-learning and; involuntary servitude connotation of service to; service-learning to explore diversity and racial identity of
  • AIDS/HIV-related service-learning
  • Albert, G.
  • Alumni service-learning participation
  • America Counts
  • America Counts Challenge
  • America Reads
  • America Reads Challenge
  • American Association for Higher Education (AAHE)
  • American Association for State Colleges and Universities
  • American Association of Colleges and Universities
  • American Association of Community Colleges
  • American University
  • AmeriCorps State and National
  • AmeriCorps VISTA programs
  • Amizade Global Service-Learning
  • Anchor Institutions Task Force
  • Animal Cognition and Consciousness course syllabus
  • Arcadia University (Pennsylvania)
  • Ash, S. L.
  • Assessment. See Service-learning assessment
  • Association of American Colleges and Universities (AAC&U): College Learning for the New Global Century by; Liberal Education and America's Promise (LEAP) Essential Learning Outcomes of; service-learning identified as high-impact educational practice by; service-learning resources available from; VALUE rubrics developed by
  • Association of Public and Land-Grant Universities
  • Auburn University
  • Augsburg College (Minneapolis)
  • Authenticy
  • Bailis, L. N.
  • Balbach, E. D.
  • Battistoni, R. M.
  • Baxter Magolda, M. B.
  • Beaumont, E.
  • Beck, A.
  • Beere, C.
  • Belmont University
  • Benchmarking service-learning assessment
  • Benchmarks for Campus/Community Partnerships (Campus Compact)
  • Benson, L.
  • Bentley University (Massachusetts)
  • Berry, H.
  • Bickford, D. M.
  • Blended service-learning courses
  • Boland, J. A.
  • Boundary spanning practice
  • Bowden, S. D.
  • Bowdon, M.
  • Bowley, E. M.
  • Boyer, E.
  • Boyle-Baise, M.
  • Brabent, M.
  • Brackmann, S. M.
  • Bradley, J.
  • Break Away
  • Briggs, S.
  • Bringle, R. G.
  • Brown, N. C.
  • Bucco, D. A.
  • Buglione, S. M.
  • Building Partnerships for Service-Learning (Jacoby)
  • Bundick, M.
  • Busch, J. A.
  • Bushouse, B. K.
  • Butin, D. W.
  • Calvert, V.
  • Campus: impact on service-learning center by the; introductory, one-time, and short-term service projects held at; ministries on; student organizations of community service on
  • Campus-community-corporate partnerships: examining the benefits and liabilities of; importance of communication in; “new value partnerships,”
  • Campus Community Partnerships for Health Board of Directors
  • Campus-community service-learning partnerships: best practices for developing and sustaining; Campus Compact benchmarks for; CCPH Principles of Partnerships for; “coin of the realm” terminology of; corporate partners as part of; different types of; examining the types and development of; how to approach assessment of; institutional infrastructure for developing and sustaining; key issues for international service-learning; logistical issues involved in; “partnership synergy” of; reciprocity within; service-learning course development step of seeking; steps for developing; transactional versus transformative; unique characteristics of strong. See also Community partners; Institutions; Service-learning partnerships
  • Campus Compact: on academic affairs–student affairs split; Benchmarks for Campus/Community Partnerships by; campus-community service-learning partnership benchmarks by; on developing a service-learning center; dramatic growth and institutional members of; on due diligence and care; on estimated value of student service hours by; on Federal Work-Study requirements for institutions; on insurance and legal protections from service-learning liability; Member Survey of; Newman Civic Fellows Award offered by; Research University Civic Engagement Network (TRUCEN) convened by; service-learning funding provided by state affiliates of; service-learning resources available through; service-learning stakeholders as defined by; Thomas Ehrlich Civically Engaged Faculty Award offered by
  • Campus ministries
  • Campus Outreach Opportunity League (COOL)
  • Canadian Alliance for Community Service-Learning
  • Capstone courses: community-based research use of service-learning in; service-learning
  • Career development professionals
  • Carnegie Foundation for the Advancement of Teaching: classification system for higher education institutions by; Elective Classification on Community Engagement; influential books sponsored by; on service-learning assessment
  • Cartwright, R.
  • Case studies
  • Celebrating success: of campus-community partnership; cocurricular service-learning recognition and; providing recognition through; recognizing outstanding work in service-learning by; at service-learning center; of student-led service-learning achievements. See also Recognition
  • Celio, C. I.
  • Center for Community-Engaged Learning, Service and Action
  • Center for Engaged Democracy in the College of Education (Merrimack College)
  • Center for Global Education (Augsburg College)
  • Center for Information and Research on Civil Learning and Engagement
  • Center for Public Service
  • Center for Research and Information on Civil Learning and Engagement
  • Center for Service and Civic Engagement
  • Center for Social Entrepreneurship and Service-Learning (Belmont University)
  • Center for the Advancement of Collaborative Strategies in Health
  • Center for the Advancement of Service-Learning Excellence
  • Center for Values and Service
  • Certificate (service-learning)
  • Challenging reflection
  • Chambers, D. J.
  • Chaplains
  • Checkoway, B.
  • Chesler, M.
  • Chrisholm, L.
  • Citizenship: corporate; as driving democracy; higher education goal of preparing citizens for; relationship between service-learning, politics, and; service-learning for developing
  • City of Seat Pleasant–University of Maryland College Park Health Partnership (University of Maryland)
  • Civic engagement: definition of; how critical reflection empowers students for; prominence in the work of higher education institutions. See also Student engagement
  • Civic renewal
  • Clayton, P. C.
  • Clayton, P. H.
  • Clearinghouse and National Review Board for the Scholarship of Engagement
  • Co-located boundary spanning
  • Coalition of Urban Serving Universities
  • Cocurricular service-learning: assessment of student learning in; cocurricular requirement as part of the curriculum form of; description and overview of; educator support of student-initiated and -led; experiences involving alumni form of; federally funded programs form of; humanitarian-related; intensive and immersion experiences form of; introductory, one-time, and short-term experiences form of; ongoing cocurricular experiences form of; residence hall-based programs form of; steps in developing experiences of
  • Cocurricular service-learning development: step 1: select achievable learning outcomes; step 2: consider what service experiences to achieve learning; step 3: approach potential community partners; step 4: plan the experience in detail; step 5: determine how to prepare students for the experience; step 6: select appropriate and meaningful activities; step 7: integrate critical reflection throughout experience; step 8: address logistical issues; step 9: plan for measuring achievement of student and community outcomes; step 10: seek closure by recognizing and celebrating success
  • Coffey, H.
  • Cognitive-structural development
  • Colby, A.
  • Collaborations: campus-community service-learning partnerships as; compatibility as essential to
  • College Learning for the New Global Century (AAC&U)
  • College of Global Studies (Arcadia University)
  • College of William and Mary
  • College Writing II course syllabus
  • Commission on the Humanities
  • COMMON (communication, opportunity, mutuality, multiple levels, open-endedness, and new value)
  • Communication: campus-community-corporate partnership; international campus-community service-learning partnerships; as key to campus-community service-learning partnerships
  • Communities: close relationships between community colleges and local; community needs as defined by the; differential power and privilege between served students and; how to avoid “overpartnering” with; logistics of identifying service-learning site in; planning for service-learning course outcomes for; service-learning center consideration of context and capacity of; service-learning focus on global versus local; student development of global perspective through service-learning in local
  • Community-based learning
  • Community-based research: increasing faculty reward system recognition of; service-learning and; as type of service-learning
  • Community-Campus Partnerships for Health (CCPH): Position Statement on Authentic Partnerships by the; Principles of Partnership by; providing support for faculty service-learning recognition; service-learning as core component of; service-learning resources available through
  • Community colleges: close relationships between local community and; service-learning offered by
  • Community-engaged learning
  • Community engagement: Carnegie Foundation classification system on; service-learning partnerships as catalyst for; three models of. See also Student engagement
  • Community foundations
  • Community needs identification
  • Community Outreach Partnerships Centers (COPC) program
  • Community partners: assessing cost-benefit ratio of service-learning to; campus-community-corporate partnership with; cocurricular service-learning approach to potential; institutional recognition of; role in assessing service-learning outcomes by; service-learning course plan for seeking potential. See also Campus-community service-learning partnerships; Service-learning partnerships
  • Community service: academically based; cocurricular service-learning plan to measure outcomes of; judicially mandated; “provider-recipient split” in; service program model on; student organizations involved in. See also Service-learning
  • Community service-learning
  • Compatibility for collaboration
  • Concentrated model of community engagement
  • Confidentiality issue
  • Conflict resolution
  • Connolly, B.
  • Content analysis of student work
  • Contextualized reflection
  • Corngold, J.
  • Corporate citizenship
  • Corporate foundations
  • Corporate partners
  • Corporation for National and Community Service (CNCS)
  • Corporation for National Service (now Corporation for National and Community Service)
  • Cost-benefits: logistics of managing service-learning; of service-learning to community partner. See also Funding service-learning
  • Council for Independent Colleges
  • Council for the Advancement of Standards in Higher Education (CAS)
  • Counting (service-learning assessment)
  • Course syllabus: Animal Cognition and Consciousness course; College Writing II; components of service-learning course; definition and rationale for service-learning included in; document review for assessing service-learning; The Good Society
  • Courses: capstone; ensuring academically rigorous service-learning included in; German literature service-learning project; how to integrate service-learning into existing; “readings” (service experiences) assignments in; service-learning in interdisciplinary; service-learning used in sequence of; syllabus of different types of. See also Academic disciplines; Curriculum; Service-learning courses
  • Crabtree, R. D.
  • Crain, L. K.
  • Cress, C. M.
  • Crews, T.
  • Cristens, B. D.
  • Critical Race Theory
  • Critical reflection: assisting students to lead meaningful; built into service-learning center; cocurricular service-learning incorporation of; critical service-learning incorporation of; designing and implementing; different forms of; enabling students to understand root causes of need for service; enhancing multicultural education in service-learning; Freire's action-reflection dialectic of praxis; German literature fairy-tale service-learning project and; how it empowers students to civic engagement; how to apply to a specific discipline; incorporated into a service-learning course; increasing diversity of student participants through; integrated into service-learning course; for one-time or short-term cocurricular service-learning; on power and privilege; providing opportunities for recognition; service-learning role of; subjective nature of; syllabus on role of; tips for facilitating
  • Critical reflection practices: activities form of; engaging students through media and artistic creation; role plays used for; speaking or oral reflection; writing form of
  • Critical reflection steps: 1: state your learning outcomes; 2: introduce the concept and practice of critical reflection; 3: design a reflection strategy to achieve the learning outcomes; 4: engage the students; 5: assess learning through critical reflection
  • Critical service-learning: critical social theory foundation for; three strategies to develop citizenship
  • Critical social theory
  • Cross-Cultural Solutions
  • A Crucible Moment: College Learning and Democracy's Future (U.S. Department of Education)
  • Cruz, N. I.
  • Curriculum: cocurricular service-learning requirement as part of the; how to integrate service-learning into existing; logistics of developing service-learning course; models for integrating service-learning into the; service-learning inclusion in; service-learning incorporated into first-year experience. See also Courses; Pedagogy
  • David, V.
  • Delve, C. I.
  • Democracy: citizenship as driving; civic renewal to revitalize our; higher education goal of preparing citizens for; institutional embrace of civic learning promoting; service-learning element of citizenship and
  • Democracy and Education (Dewey)
  • Democratic Dilemmas of Teaching Service-Learning: Curricular Strategies for Success (Cress & Donohue)
  • Department of Behavioral and Community Health (University of Maryland)
  • Dewar, T.
  • Dewey, J.
  • Direct assessment
  • Direct service-learning experiences
  • Disaster relief service-learning practice
  • Disciplines. See Academic disciplines
  • Diversity: increasing service-learning participation; multicultural programs to increase awareness of; service-learning participation to enhance student understanding of
  • Documents: preparing risk-management checklists and forms; related to service-learning; for reviewing and assessing service-learning
  • Doerr, E.
  • Dolgon, C. W.
  • Donohue, D. M.
  • Dostilio, L. D.
  • Driscoll, A.
  • Due diligence and care
  • Durlack, J.
  • Dymnicki, A.
  • E-service-learning
  • E-service-learning courses
  • Economic inequalities: local service-learning to address; of students and communities being served
  • Educating Citizens: preparing America's Undergraduates for Lives of Moral and Civic Responsibility (Colby, Ehrlich, Beaumont, & Stephens)
  • Educating for Democracy: Preparing Undergraduates for Political Engagement (Colby, Beaumont, Ehrlich, & Corngold)
  • Edwards, B.
  • Edwards, K. E.
  • Ehrlich, T.
  • Einstein, A.
  • Elective Classification on Community Engagement (Carnegie Foundation)
  • Elon University
  • Empathy (“seduction of”)
  • Engaged learning economies
  • Engaged Scholarship Toolkit for Research Universities (TRUCEN)
  • English for Speakers of Other Language tests
  • Enos, S.
  • Ernest A. Linton Award (New England Resource Center for Higher Education)
  • Evaluation: service-learning assessment component of; by students of teaching. See also Service-learning assessment
  • Experience: incorporating service-learning into first-year; Kolb's Experiential Learning Model on; planning the cocurricular service-learning; preparing students for service-learning; “readings” (service experiences) assignments; reflection in cocurricular service-learning short-term or one-time; reflection used to connect to; service-learning used for immersion; steps in developing cocurricular service-learning. See also Service-learning
  • Experience and Education (Dewey)
  • Experiential Learning Model (Kolb): implications for service-learning by; personality and learning style typologies implications for; reflection used to connect to experience in; as service-learning theoretical foundations
  • “Extreme e-service learning,”
  • Eyler, J. S.
  • Faculty: assigning “readings” (service experiences) in courses; logistics of teaching a service-learning course; obstacles to service-learning practice by; providing help for service-learning development by; recognition of service-learning practice and research by; service-learning context of assessment of; student evaluation of teaching by; support of student-initiated and -led service-learning by
  • Faculty development: for practice of service-learning; service-learning assessment of
  • Faculty reward system
  • Faculty tenure and promotion: policies related to service-learning and; service-learning role in
  • Faith and Justice Institute
  • Faith-based institutions: introductory, one-time, and short-term service projects at; service-learning approach at
  • Faith-based organizations
  • Farner, K.
  • Federal Work-Study
  • Federally funded service-learning programs
  • Feinstein Institute for Public Service (Providence College)
  • Feminist theory
  • Field work service-learning
  • Financial aid: Federal Work-Study form of; service-learning scholarships form of
  • Finley, A.
  • First-year experience
  • Fish, S.
  • Fisher, L.
  • Flanagan, C. A.
  • Flash, L. J.
  • “Flattened” world perspective
  • Focus groups
  • Formally designated service-learning courses
  • Forms. See Documents
  • Foundations
  • 4 Cs
  • Fragmented model of community engagement
  • Fraternities and sororities
  • Freire, P.
  • Friedman, T.
  • Funding service-learning: examining the amount required and sources for; fundraising in order to provide; institutionalizing service-learning by adequately. See also Cost-benefits
  • Funding service-learning sources: associations, societies, and organizations; auxiliary programs; Campus Compact state affiliates; corporate, private, and community foundations; general operating budget; government; individual donors; student fees
  • Furco, A.
  • Gallagher Higher Education Practice Group
  • Gasiorski, A. L.
  • Gelmon, S. B.
  • German literature service-learning project
  • Gilbride-Brown, J.
  • Giles, D. E., Jr.
  • Global perspective: developed through local service-learning; “flattened” world perspective; learned from international service-learning; of service-learning responses to humanitarian crises. See also International service-learning
  • Godshalk, V. M.
  • Goethe, J. W. von
  • The Good Society course syllabus
  • Government funding sources. See also Politics
  • Grading service-learning: examples of; overview of; service-learning assessment vs.; syllabus explanation of
  • Graduate Certification in Community Engagement (Michigan State University)
  • Graduation requirement debate
  • Gray, C. J.
  • Green, P. M.
  • Greenleaf, R.
  • Gugerty, C. R.
  • Guinan, J.
  • Gulf of Mexico flooding (2005)
  • Haas Center for Public Service
  • Haiti Compact: Higher Ed with Haiti
  • Haiti earthquake (2010)
  • Harkavy, I.
  • Harrison, B.
  • Hart, S.
  • Hartley, M.
  • Harvard College (1636)
  • Harvard University
  • Harward, D. W.
  • Hatcher, J. A.
  • Health and wellness education
  • Higher education: preparing citizens for democratic participation goal of; service-learning role in multicultural; service-learning used to strengthen K–12 school engagement by. See also Institutions
  • Higher Education Consortium for Urban Affairs (HECUA)
  • Higher Education Research Institute
  • Hill-Jackson, V.
  • Hill, K. E.
  • Hillman, T.
  • Historically black colleges and universities, service-learning approach taken by
  • HIV/AIDS-related service-learning
  • Holland, B. A.
  • Hollander, E.
  • Homelessness-related service-learning
  • Homophobia
  • Honesty
  • Horowitz, D.
  • How We Think (Dewey)
  • Howard, J.
  • Howe, C. W.
  • Hudson, M.
  • Humanitarian crises: increasing awareness of domestic and international; role of service-learning in responding to
  • Humanities service-learning: description and benefits of; German literature fairy-tale example of
  • Hurricane Katrina
  • Hurricane Rita
  • Hurricane Sandy
  • Illich, I.
  • Imagining America
  • Immersion experience service-learning
  • Immersion service-learning experience
  • Independent Sector
  • Independent study service-learning
  • Indiana University
  • Indirect assessment
  • Indirect service-learning experiences
  • Indonesian tsunami
  • Inequality: critical reflection on social; of differentials between students and communities being served; service-learning address of. See also Power and privilege; Social justice
  • Institute for Global Citizenship (Maealester College)
  • Institute of International Education
  • Institutional policies: institutionalizing service-learning; intended to improve and transform; promoting service-learning; related to appointment, promotion, and tenure
  • Institutionalizing service-learning: debate over issue of; process of; securing future of service-learning by
  • Institutions: aligning service-learning center to goals and priorities of; assessing benefits of service-learning to the; Carnegie Foundation classification system of; different approaches to service-learning by type of; faith-based; Federal Work-Study requirements for; history of service-learning in; institutionalizing service-learning by; nongovernmental organizations (NGOs) service-learning partnerships with; prominence of civic engagement in the work of; public research university; recognition of community partners by; self-learning commitment tied to mission of; service-learning benefits for; service-learning center consideration of context of; three models of community engagement by; tribal colleges and universities; what kinds of service-learning should be offered by. See also Academic departments; Campus-community service-learning partnerships; Higher education
  • Integrated model of community engagement
  • Intensive service-learning experience
  • International Association for Research on Service-Learning and Community Engagement (IARSLCE)
  • International Journal of Research on Service-Learning and Community Engagement (IARSLCE)
  • International Partnership for Service-Learning
  • International Partnership for Service-Learning and Leadership (IPSL)
  • International service-learning: administration of; campus-community partnerships in; communication in; service-learning focus on local versus; third-party providers of; what we can learn from. See also Global perspective
  • International Service-Learning Alliance
  • International Service-Learning (organization)
  • Internship service-learning: description of; intensive and immersion experiences of; liability related to; preparing students for settings of; transportation issues related to
  • Interviews
  • Introductory cocurricular service-learning
  • Jacoby, B.
  • Jaeger, A. J.
  • Jameson, J. K.
  • Japanese earthquake and tsunami
  • Jayanandhan, S. R.
  • John Harvard's Journal
  • Johnson Foundation's wingspread conference center
  • Jones, A. L.
  • Jones, S.
  • Jones, S. R.
  • Jordan, J.
  • Journal of College and Character
  • Journal of Community Engagement and Scholarship
  • Journal of Higher Education Outreach and Engagement,
  • Judicially mandated community service
  • K–12 schools: grant funding for service-learning at; security procedures that may be required at; service-learning partnerships with educators in; service-learning used to strengthen higher education's engagement in; “teach to the test” restriction to teaching at
  • Karagon J.
  • Kecskes, K.
  • Kegan, R.
  • Kendall, J. C.
  • Kerrigan, S.
  • Kiesa, A.
  • King, P.
  • Kiser, P. M.
  • Kiwanis
  • Kleiwer, B. W.
  • Kochanasz, A.
  • Kolb, D.
  • Kolb's Experiential Learning Model: implications for service-learning by; personality and learning style typologies implications for; reflection used to connect to experience in; as theoretical foundation of service-learning
  • Koliba, C.
  • Kretzmann, J. P.
  • Kuh, G. D.
  • Labhrainn, I. M.
  • Land-grant institutions, service-learning offered by
  • Langseth, M. N.
  • Lavery, S.
  • Leadership: relationship between service-learning and education related to; Social Change Model of Leadership Development definition of
  • Leadership development programs: description of; relationship between service-learning and
  • Learn and Service America (CNCS)
  • Learning. See Student learning outcomes
  • Learning over service (sL)
  • Learning styles
  • Levine, A.
  • Levine, P.
  • Lewin, K.
  • Lewis, C. W.
  • Liability: forms and documents related to service-learning; international service-learning and related; logistics of managing service-learning course; service-learning center management of; Volunteer Protection Act (19997) on protections from
  • Liberal arts institution service-learning
  • Liberal Education and America's Promise (LEAP) Essential Learning Outcomes [AAC&U]
  • Likins, P.
  • Lima, M.
  • Lions
  • Littenberg-Tobias, J.
  • Litvak, L.
  • Living Democracy (Auburn University)
  • Local communities. See Communities
  • Logistics: campus-community service-learning partnership; development consideration of cocurricular service-learning; service-learning assessment; of service-learning centers; of service-learning courses; of teaching a service-learning course
  • Longo, N. V.
  • Low, K. G.
  • Loyola Marymount University
  • Macalester College
  • MacJannet Prize for Global Citizenship (Talloires Network)
  • Major in service-learning
  • Marga Inc.
  • Marullo, S.
  • Massachusetts Institute of Technology (MIT)
  • Mattessich, P. W.
  • McBride, A. M.
  • McEwen, M. K.
  • McGill, A.
  • McGorry, S. Y.
  • McGovern, E.
  • McIlrath, L.
  • McKinley, S.
  • McKnight, J. L.
  • McNeill, T.
  • The Measure of Service Learning: Research Scales to Assess Student Experiences (Bringle, Phillips, & Hudson)
  • Media: learning about potential service-learning partners through; reflection through artistic creation and
  • Merrimack College
  • Mertens, D. M.
  • Meyer, M.
  • Michigan Journal of Community Service Learning
  • Michigan State University
  • Migliori, S.
  • Minor in service-learning
  • Mintz, S. D.
  • Mission: creating a service-learning center; Holland's rubric on service-learning commitment linked to; service-learning commitment and relevance to. See also Vision
  • Mitchell, T. D.
  • Mlyn, E.
  • Monsey, B. R.
  • Moral conflicts with service-learning
  • Morton, K.
  • Mull, C.
  • Multi-Institutional Study of Leadership
  • Multicultural education
  • NASPA–Student Affairs Administrators in Higher Education
  • National and Community Service Trust Act (1993)
  • National Center for Service-Learning
  • National Collaboration for the Study of University Engagement
  • National Leadership Council for Liberal Education and America's Promise
  • National Science Foundation
  • National Society for Experiential Education (NSEE)
  • National Society for Internships and Experiential Education
  • National Survey of Student Engagement
  • National Task Force on Civil Learning and Democratic Engagement
  • National Youth Leadership Council
  • Native American students
  • Netter Center for Community Partnerships (University of Pennsylvania)
  • New England Resource Center for Higher Education
  • “New value partnerships,”
  • Newman Civic Fellows Award (Campus Compact)
  • Niehaus, E.
  • Nondirect service-learning experiences
  • Nongovernmental organizations (NGOs)
  • Nyden, P.
  • O'Brien, K. M.
  • Observation: description and recording of; examples of service-learning assessment
  • Office of Community Service-Learning
  • O'Grady, C. R.
  • Older students
  • O'Meara, K.
  • One-time cocurricular service-learning: assessing student development from; building reflection into the; description of
  • Ongoing cocurricular service-learning
  • Online environment: how future developments may impact service-learning; online information management systems; online service-learning courses; online service-learning resources
  • Oral reflection
  • Orientation programs: engaging students for service-learning through; training students for service-learning using
  • Osler, J.
  • O'Steen, B.
  • Outcomes assessment
  • Owen, J. E.
  • Partnerships. See Campus-community service-learning partnerships; Service-learning partnerships
  • Partnerships, A Journal of Service-Learning and Community Engagement
  • “Passive resisters,”
  • Paul, E. L.
  • Peace Corps
  • Pedagogy: assessment and research needed to validate service-learning as; selected for service-learning course; service-learning; when service-learning is right for course. See also Curriculum
  • Pedagogy of the Oppressed (Freire)
  • Phillips, M. A.
  • Philosophy of service-learning
  • Piaget, J.
  • Pigza, J. M.
  • Points of Light Foundation
  • Policies. See Institutional policies
  • Politics: avoiding student conflicts with service-learning related to; service–learning relationship to. See also Government funding sources; Social justice
  • Pompa, L.
  • Porter-Honnet, E.
  • Position Statement on Authentic Partnerships (CCPH)
  • Post, M. A.
  • Poulsen, S. J.
  • Power and privilege: campus–community partnership and balance of; critical reflection on; deconstructing and redistributing through service-learning; differentials between students and communities being served; how a service-learning course can address; reciprocity and; service-learning versus traditional leadership exercise of; of white privilege. See also Inequality
  • President's Community Service Honor Roll
  • President's Declaration on the Civic Responsibility of Higher Education (Ehrlich & Hollander)
  • President's Higher Education Community Service Honor Roll
  • President's Volunteer Service Award Program
  • Principles of Good Practice for Combining Service and Learning
  • Principles of Good Practice in Combining Service and Learning (Porter-Honnet & Poulsen)
  • Private foundations
  • Problematizing Service-Learning: Critical Reflections for Development and Action (Stewart & Webster)
  • Professional development. See Faculty development
  • Project work: focusing on defining problems and solutions; thick version of; thin version of
  • Providence College
  • Psychosocial development
  • Public research university service-learning
  • Public Service Center
  • Pyati, A.
  • Qualitative data
  • Quantitative data
  • Questions: campus-community service-learning partnership developed by asking the right; challenging reflection; sample reflection
  • Racism
  • Ramaley, J. A.
  • Ramsey, W.
  • Reciprocity: campus-community-corporate partnership; definition of; as key element of service-learning; service-learning philosophy of
  • Recognition: cocurricular service-learning; of community partners by institutions; of faculty service-learning practice and research; of outstanding work in service-learning; provided by celebrating success; reflection activities that provide opportunities for. See also Celebrating success
  • Reflection. See Critical reflection
  • Religious conflicts with service-learning
  • Repair the World
  • Research: agenda (1990s) for combining learning and service; community-based, ; recognition of faculty service-learning practice and; on service-learning in capstone courses; validating service-learning pedagogy through
  • Research Agenda for Combining Service and Learning in the 1990s (Giles, Porter-Honnet, & Migliore)
  • Research Agenda (NSEE)
  • Research on Service Learning: Conceptual Frameworks and Assessment (Clayton, Bringle, & Hatcher)
  • The Research University Civic Engagement Network (TRUCEN)
  • Residence hall-based service-learning programs
  • Resistant students
  • Resources. See Service-learning resources
  • Reynolds, K.
  • Reynolds, N.
  • Rhodes, T. L.
  • Risk: concerns over special and site-specific; due diligence and care to reduce; identifying and evaluating the level of
  • Risk management: addressing service-learning center; campus-community service-learning partnership issue of; due diligence and care elements of; forms and documents related to service-learning liability and; logistics of service-learning course; preparing checklists and forms related to; transportation related
  • Rizzo, D.
  • Robert K. Greenleaf Center for Servant Leadership
  • Robinson, W.
  • Rojas, F.
  • Rotary organizations
  • Rubrics: Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education; VALUE
  • Rue, P.
  • Saltmarsh, J.
  • Sandmann, L. R.
  • Sanford, N.
  • Scheibel, J.
  • Schmiede, A. E.
  • Scholarship of engagement, definition of
  • Scholarship Reconsidered (Boyer)
  • Science Education for New Civic Engagements and Responsibilities (SENCER)
  • Scott, J. B.
  • Security procedures: logistics of managing service-learning; service-learning center's role in
  • “Seduction of empathy,”
  • Segar, T. C.
  • Seidel, R.
  • Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education
  • Self-authorship framework
  • Self-report surveys
  • Selmo, E.
  • Senior Research in Public Service course (Stanford University)
  • Service: critical reflection to understand root causes of need for; estimated value of student hours of; involuntary servitude connotation of; learning over service (sL); research agenda (1990s) for combining learning and; service over learning (SI); syllabus on how grading with be conducted on the. See also Volunteerism
  • Service and Learning Typology
  • Service-learning: avoiding student political, religious, or moral conflicts with; the benefits of; citizenship developed through; civic renewal compared to; cocurricular; critical; debate over making it a graduation requirement; demonstrating the value of; description of what it is; “evidence above passion” for sustaining support for; examining the widespread use of; frequency, duration, and commitment to; funding of; history that informs the current and future state of; humanitarian crises response by; increasing faculty reward system recognition of; institutionalizing; international; local versus global focus of; multicultural education role of; other terminology used for; overcoming student resistance to; preparing students for experience of; relationship between politics and; social entrepreneurship as the “new,”; stakeholders and relationships involved in; theoretical foundations of; validating pedagogy and practice of. See also Community service; Experience
  • Service-learning administration: demonstrating the value of service-learning; of international service-learning; liability and risk-management issues addressed by; logistical considerations of; recognizing outstanding work in service-learning; service-learning center component of
  • Service-learning assessment: of benefits to the institution; confidentiality issue of; of cost-benefit ratio to community partner; critical reflection for student learning outcome; direct vs. indirect; elements of a comprehensive plan for; faculty assessment context of; how to approach service-learning partnerships; logistical considerations of; methods used for; planning service-learning course; selecting a method for; of service-learning center; service-learning grades for; of service-learning impact on students; of student learning from cocurricular service-learning; validating service-learning pedagogy and practice through. See also Evaluation
  • Service-learning assessment methods: achievement testing; case studies; content analysis of student work; document review; focus groups; interviews; issues to consider when selecting; for measuring institutional commitment; observation; Self-Assessment Rubric for Institutionalization of Service-Learning; self-report surveys; surveys
  • Service-learning capstone courses
  • Service-learning centers: aligning with institutional strategic plan, goals, and priorities; building reflection into practices of; celebrating success of; community context and capacity of; components of; creating a mission and vision of success in; creative garnering of resources for; demonstrating the value of; development of a; focus on quality over quantity; funding; institutional context of; institutional infrastructure required to support; investing time in assessment of; logistical considerations for; organizational location of; promotion of; recognize and celebrate success; relationships as center of successful; selecting the right name and location for; staffing a
  • Service-learning certificate
  • Service-Learning Club (Whatcom Community College)
  • Service-learning course development: step 1: state your desired learning outcomes; step 2: select the learning outcomes addressed through service-learning; step 3: envision the service experience serving as a primary course “text,”; step 4: select other course content and pedagogies; step 5: seek potential community partner(s); step 6: integrate critical reflection through into course; step 7: develop a plan to assess student and community outcomes; step 8: address logistical issues
  • Service-learning courses: assessing and grading; formal designation of; logistics involved in teaching a; online or blended; steps for developing; unique elements of a syllabus for. See also Courses
  • Service-Learning in Higher Education: Concepts and Practices (Jacoby)
  • Service-learning movement history
  • Service-learning partnerships: boundary spanning practice of; campus and nongovernmental organizations (NGOs); campus-community-corporate; future potentials of; with K–12 educators; SOFAR Model on. See also Campus-community service-learning partnerships; Community partners
  • Service-learning programs: description of; major, minor, and certificate; principles of good practice in combining; provided by service-learning centers
  • Service-learning resources: for assessment of service-learning; campus-community partnerships for increasing; cocurricular service-learning plan for; corporate partners' contributions to; examining approach to using institutional; faculty support by the sharing of; gathering for service-learning center; for incorporating service-learning into curriculum; institutional commitment impacting decisions related to; logistics of using; online; prioritizing service-learning experiences by available; service-learning growth due to increased
  • Service-learning types: community-based research; direct service; indirect experience; nondirect experiences
  • “Service loitering,”
  • Service program models: comparing service-learning to other; concentrated model of community engagement; fragmented model of community engagement; illustrated diagram of; integrated model of community engagement; Kolb's Experiential Learning Model; SOFAR Model on service-learning partnerships
  • Sexism
  • Short-term cocurricular service-learning: assessing student development from; building reflection into the; description of
  • Sigmon, R. L.
  • Simanis, E.
  • Simonet, D.
  • Smith Street Annex (Providence College boundary spanning)
  • Social change: critical reflection to recognize need and potential for; critical service-learning to promote social justice and; as paradigm of service-learning; Social Change Model of Leadership Development on
  • Social Change Model of Leadership Development
  • Social entrepreneurship: description and evolution of; future of service-learning relationship to
  • Social Entrepreneurship Scholars Program (Elon University)
  • Social identity development theories
  • Social justice: faith-based institution service learning tied to; institutional association of service-learning to; service-learning continuum to goal of. See also Inequality; Politics
  • Social responsibility–corporate citizenship link
  • Social sciences service-learning
  • SOFAR (Students, staff of Organizations in the community, Faculty, Administrators on the campus, and Residents in the community) Model
  • Sororities and fraternities
  • Southern Regional Education Board (SREB)
  • Spring, A.
  • St. Clair, L.
  • Staff (service-learning center)
  • Stanford Public Service Scholars Program
  • Stanford University
  • Stanton, T. K.
  • Steinberg, K. S.
  • STEM disciplines: funding for service-learning in the; how service-learning and reflection applies to the; increased support for courses in the; increasing diversity of service-learning participants from the; integrating service-learning into; limited number of K–12 students entering; providing help for service-learning faculty development in; “social entrepreneurship” label as more attractive to students in
  • Stenson, C. M.
  • Stephens, J.
  • Stewart, G. M.
  • Stewart, T.
  • Stoecker, R.
  • Streamer-Veneruso, S.
  • Strong, E. C.
  • Student affairs associations
  • Student affairs professionals: service-learning benefits for; service-learning centers and programs role by; service-learning facilitation by
  • Student athletes
  • Student development: assessing one-time cocurricular service-learning impact on; career development component of; cognitive-structural; of global perspective through local service-learning; psychosocial; relationship between service-learning and leadership education for; service-learning relationship to general aspects of; service-learning role in citizenship component of
  • Student development theories: self-authorship framework for; social identity development
  • Student engagement: orientation programs used for service-learning; reflection through media and artistic creation. See also Civic engagement; Community engagement
  • Student learning outcomes: assessment of cocurricular service-learning and; citizenship as goal of; cocurricular service-learning plan to measure; cocurricular service-learning selection of achievable; critical reflection used to assess; design a reflection strategy to achieve; personal and social responsibility as essential; planning for service-learning course; research agenda (1990s) for combining service and
  • Student organizations: focused on community service; incorporating service-learning into; service provided by sororities and fraternities
  • Student work content analysis
  • Students: assessing service-learning impact on; avoiding service-learning political, religious, or moral conflicts by; cautioned to avoid “seduction of empathy,”; conflict resolution related service-learning by; critical reflection to understand root causes of need for service; debate over making service-learning a requirement for; developing global perspective through local service-learning; differential power and privilege between served communities and; educator support of cocurricular service-learning initiated and led by; evaluation of teaching by; handling resistance to service-learning by; how critical reflection empowers; how service-learning can be incorporated into life of; Illich's speech on “mission-vacations” to Mexico by; increasing diversity of service-learning; matching community organizations and service projects to; orientation programs to prepare for service-learning; preparing them for international settings of service-learning; preparing them for service-learning experience; service-learning benefit to; service-learning role in multicultural education of; “service loitering” or “passive resisters” among; supporting student-led service-learning and empowerment of
  • Success. See Celebrating success
  • Surveys: Campus Compact Member Survey; description and types of; Multi-Institutional Study of Leadership; National Survey of Student Engagement; self-report surveys for service-learning assessment; Your First College Year Survey
  • Swezey, E. D.
  • Syllabus. See Course syllabus
  • Talloires Network
  • Technology: “extreme e-service learning,”; how future developments may impact service-learning; logistics of managing service-learning; online information management systems; online service-learning courses; online service-learning resources
  • Telephone interviews
  • Tenure and promotion. See Faculty tenure and promotion
  • Terps for Change (University of Maryland)
  • Third-party providers of international service-learning
  • Thomas Ehrlich Civically Engaged Faculty Award (Campus Compact)
  • Tichy, N.
  • Tikkun olam (healing the world)
  • “To Hell with Good Intentions” (Illich speech)
  • Torres, J.
  • Transactional campus-community partnerships
  • Transformative campus-community partnerships
  • Transportation: international service-learning issues of; logistics of managing service-learning; provided to students to community sites; risk management related to; service-learning center's role in arranging logistics of
  • Tribal colleges and universities
  • TRIO campus-based programs
  • Troppe, M. L.
  • TRUCEN (The Research University Civic Engagement Network)
  • Trust
  • Tryon, E. A.
  • Tsunamis
  • Tufts University
  • Tulane University
  • Typhoon Haiyan (Philippines)
  • United Way
  • University of California–Santa Cruz
  • University of Georgia Graduate Portfolio in Community Engagement
  • University of Maryland
  • University of Missouri–St. Louis
  • University of Oregon
  • University of Pennsylvania
  • U.S. Department of Education: A Crucible Moment: College Learning and Democracy's Future by; on Federal Work-Study requirements for institutions; promoting education for civic learning
  • U.S. Department of Housing and Urban Development
  • U.S. News & world Report's college rankings
  • Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics,
  • Vasques Scalera, C.
  • Vision. See also Mission
  • VISTA programs
  • Volunteer Protection Act (19997)
  • Volunteerism: “provider-recipient split” in; service program model of; Volunteer Protection Act (19997) providing protection to. See also Service
  • Volunteers in Service to America (VISTA)
  • Wade, K.
  • Wagner College (New York)
  • Wagner Plan (Wagner College)
  • Wagner, W.
  • Waldner, L. S.
  • Waller, S.
  • Ward, E.
  • Ward, K.
  • Warner, B.
  • Warren, J. L.
  • Webster, N.
  • Weiner, K.
  • Welch, M.
  • Wellness and health education
  • Wergin, J.
  • Wesleyan University
  • Wessel, S.
  • West Virginia University
  • Whatcom Community College (Washington)
  • White privilege
  • Widener, M. C.
  • Williams, M. J.
  • Wilson-Oyelaran, E.
  • Wilson, S. H.
  • Wingspread principles
  • Wittman, A.
  • Wood, P.
  • Woodard, L.
  • Woolf, M.
  • Workers' Compensation
  • Written reflection
  • Yi, B.
  • Your First College Year Survey
  • Zemach-Bersin, T.
  • Zlotkowski, E.
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