Title page
by Jeffrey Howard, Barbara Jaco
Service-Learning Essentials: Questions, Answers, and Lessons Learned
- Cover
- Series page
- Title page
- Figures and Exhibits
- Dedication
- Foreword
- Preface
- Acknowledgments
- About the Author
- About Campus Compact
- Chapter 1: Introduction to Service-Learning
- 1.1 What is service-learning?
- Sources of additional information
- 1.2 What are the theoretical foundations of service-learning?
- Sources of additional information
- 1.3 What else can we call service-learning if that term does not work for us?
- 1.4 What are the benefits of service-learning?
- Sources of additional information
- 1.5 What is the history of service-learning?
- Sources of additional information
- 1.6 How widespread is service-learning?
- Sources of additional information
- 1.7 What should an institution offer in the way of service-learning?
- Sources of additional information
- 1.8 How does service-learning vary by institutional type?
- Conclusion
- Chapter 2: Understanding and Facilitating Critical Reflection
- 2.1 What is critical reflection?
- Sources of additional information
- 2.2 What are the forms of reflection?
- Sources of additional information
- 2.3 What are the steps in designing and implementing critical reflection?
- 2.4 How can critical reflection empower students to move beyond direct service to other forms of civic and political engagement?
- Sources of additional information
- 2.5 How can I make reflection work in my discipline?
- 2.6 How does reflection work in cocurricular service-learning, especially one-time or short-term experiences?
- Conclusion
- Chapter 3: Developing and Sustaining Campus-Community Partnerships for Service-Learning
- 3.1 What are the definition and basic principles of campus-community partnerships for service-learning?
- Sources of additional information
- 3.2 What are the different types of service-learning partnerships?
- 3.3 What are the steps to developing a service-learning partnership?
- Sources of additional information
- 3.4 What are the logistical issues involved in service-learning partnerships?
- 3.5 What are the best practices for developing and sustaining partnerships?
- Sources of additional information
- 3.6 What infrastructure should an institution have in place for developing and sustaining campus-community partnerships?
- Source of additional information
- 3.7 Should campus-community partnerships include corporate partners? How?
- Sources of additional information
- 3.8 What are the key issues for international partnerships for service-learning?
- Sources of additional information
- 3.9 How can small-scale partnerships for service-learning lead to broader and deeper institutional engagement?
- Sources of additional information
- Conclusion
- Chapter 4: Integrating Service-Learning into the Curriculum
- 4.1 When is service-learning the right pedagogy for a course?
- Source of additional information
- 4.2 How does service-learning work in my discipline?
- Sources of additional information
- 4.3 Is service-learning academically rigorous?
- 4.4 What are the different models for integrating service-learning into the curriculum?
- Sources of additional information
- 4.5 How do I start developing a service-learning course?
- Sources of additional information
- 4.6 How should I assess and grade service-learning?
- Sources of additional information
- 4.7 What are the unique elements of a service-learning syllabus?
- Source of additional information
- 4.8 What are the logistical issues involved in teaching a service-learning course?
- 4.9 How does service-learning work in an online or blended course?
- Sources of additional information
- 4.10 Should service-learning courses be formally designated?
- 4.11 What does it take to motivate and support faculty to practice service-learning?
- 4.12 How can service-learning be valued in the faculty review, promotion, and tenure process?
- Sources of additional information
- 4.13 How can service-learning lead to the broad and deep engagement of an entire academic department?
- Sources of additional information
- Conclusion
- Chapter 5: Designing and Implementing Cocurricular Service-Learning
- 5.1 What is cocurricular service-learning?
- 5.2 What is the relationship between service-learning and student development?
- Sources of additional information
- 5.3 What are the different forms of cocurricular service-learning?
- Sources of additional information
- 5.4 How can service-learning be incorporated into the various areas of student life?
- 5.5 What is the relationship between service-learning and leadership education?
- Sources of additional information
- 5.6 What are the steps in developing cocurricular service-learning experiences?
- Source of additional information
- 5.7 How can assessment of student learning be done in cocurricular service-learning?
- 5.8 How can service-learning educators support student-initiated and -led service-learning?
- Sources of additional information
- Conclusion
- Chapter 6: Assessment of Service-Learning
- 6.1 What does service-learning assessment entail?
- Source of additional information
- 6.2 What are the possible methods for assessing service-learning?
- Sources of additional information
- 6.3 What issues should we consider in choosing assessment methods?
- 6.4 What should assessment of service-learning student participants comprise?
- Sources of additional information
- 6.5 How should service-learning be assessed from the community perspective?
- Sources of additional information
- 6.6 How should service-learning partnerships be assessed?
- Sources of additional information
- 6.7 What should faculty assessment consist of in regard to service-learning?
- Source of additional information
- 6.8 What assessment should be done at the institutional level?
- Sources of additional information
- 6.9 What are the challenges of service-learning assessment? How can we address them?
- Sources of additional information
- Conclusion
- Chapter 7: Administration of Service-Learning
- 7.1 How do we start with service-learning?
- Sources of additional information
- 7.2 What are the components of a center for service-learning?
- 7.3 What staffing is required for a service-learning center?
- 7.4 Where should service-learning be organizationally located?
- 7.5 Besides a service-learning center, what other elements of institutional infrastructure are necessary to support service-learning?
- 7.6 How should the service-learning center be funded?
- Sources of additional information
- 7.7 How can we demonstrate the value of service-learning?
- Sources of additional information
- 7.8 What are the logistical considerations that service-learning requires?
- Source of additional information
- 7.9 What liability and risk-management issues do we need to address?
- Sources of additional information
- 7.10 What administrative issues are involved in international service-learning?
- Sources of additional information
- 7.11 How should we recognize outstanding work in service-learning?
- Conclusion
- Chapter 8: Facing the Complexities and Dilemmas of Service-Learning
- 8.1 How can service-learning be accessible and appropriate for all students?
- Source of additional information
- 8.2 Should service-learning be required for graduation?
- 8.3 How should we deal with resistant students?
- Source of additional information
- 8.4 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 oppr
- Sources of additional information
- 8.5 What is critical service-learning? Why does it matter?
- Sources of additional information
- 8.6 What is the relationship of service-learning to politics?
- Sources of additional information
- 8.7 Should service-learning be institutionalized?
- Sources of additional information
- 8.8 Can campus-community partnerships really be reciprocal relationships among equals?
- Sources of additional information
- 8.9 Should the focus of service-learning be local or global?
- Sources of additional information
- Conclusion
- Chapter 9: Securing the Future of Service-Learning in Higher Education
- 9.1 What assessment and research are needed to validate service-learning as a pedagogy and practice?
- Sources of additional information
- 9.2 How can institutionalizing service-learning secure its future?
- 9.3 What can we do to more fully recognize service-learning, community-based research, and engaged scholarship in the faculty reward system?
- Sources of additional information
- 9.4 What can we learn from international models of service-learning?
- Sources of additional information
- 9.5 What are the service-learning partnerships of the future?
- Sources of additional information
- 9.6 How can we help students develop a global perspective through local service-learning?
- Source of additional information
- 9.7 What is the role of service-learning in responding to domestic and international humanitarian crises?
- Sources of additional information
- 9.8 What is the future of service-learning in the online environment?
- Sources of additional information
- 9.9 How can service-learning strengthen higher education's engagement in K–12 schools?
- Sources of additional information
- 9.10 What is the relationship of the future of service-learning to social entrepreneurship?
- Sources of additional information
- Conclusion
- References
- Index
- End User License Agreement
SERVICE-LEARNING ESSENTIALS
Questions, Answers, and Lessons Learned
BARBARA JACOBY
FOREWORD BY JEFFREY HOWARD
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