Project Title

Audience for the Book

Purpose of the Book

Length

Table of Contents

Chapter 1:  Why Service-Learning?

Bruce W. Speck, University of North Carolina at Pembroke

Why should a professor or institution embrace service learning?  The obvious answer to that query is that service learning enables students to learn better, but that obvious answer is based on a view of learning that requires amplification. A thorough answer to the question requires a clear justification for service learning, including addressing qualms that have been raised about the efficacy of service learning.

Chapter 2:  Resources for Effective Teaching in Service-Learning Courses

Elaine Ikeda, San Francisco University

Reviews useful sources for instructors using service learning in their courses.

Chapter 3:  A Smart Start to Service-Learning

Maureen Rubin, California State University, Northridge

Creating a service-learning class need not be a daunting or excessively time consuming task.  This chapter, for faculty new to service learning, will explain eight simple steps to service-learning success.  It will help faculty (1) define what they want their students to learn, (2) integrate scholarly activities, so necessary to retention, tenure and promotion, (3) design a course, (4) learn how to plan and implement a successful collaboration with a community partner, (5) figure out critical logistics and necessary forms, (6) create exciting reflection and critical thinking projects and (7) conduct meaningful assessment of the experiences of students, faculty, and community partners.

Chapter 4:  Service-Learning Is for Everybody

Robert Shumer, University of Minnesota

Service-learning is alive and well in higher education, especially for individuals with disabilities.  While there are many examples of programs that provide service to special needs students, there are also some that include service provided by individuals with disabilities to others.  Because success in college can be challenging for people with personal challenges, service-learning is seen as an effective pedagogy and approach to help ensure success for all students, including those who have not been successful before.

Chapter 5: Creating Your Reflection Map

Janet Eyler, Vanderbilt University

Reflection is the critical element that turns community service into service-learning.  This chapter provides a simple approach to planning reflective activities before, during and after service.

Chapter 6: The Internet in Service-Learning

Mark Canada, University of North Carolina at Pembroke

Explains how computer technology has dramatically expanded opportunities for service learning, focusing on how the Internet facilitates communication between students and the community.

Chapter 7: A Comprehensive Model for Assessing Service-Learning and Community-University Partnerships

Barbara Holland, Northern Kentucky University

Provides a comprehensive method for assessing the outcomes of service learning courses by gathering data from academic institutions, professors, students, and community organizations involved in service learning courses.

Chapter 8:  Building Community Through Service-Learning

Donna Sizemore-Hale, National Society for Experiential Education, and Larry Bailis, National Community Development Program

This chapter will focus on the role of service-learning in helping to create and nurture a strong sense of community between institutions of higher education, K-12 schools, and community organizations.  We will explore the partnership process that is necessary for service-learning to realize its potential as a powerful learning tool for students.

Chapter 9:  Advancing Service-Learning at Research Universities

Andrew Furco, University of California at Berkeley

A recent study of institutionalizing service-learning in higher education found that faculty buy-in and faculty support for service-learning are the strongest predictors for institutionalizing service-learning on college campuses (Bell et al., 2000).  The study found that in order for service-learning to be advanced on higher education campuses, faculty members must see a connection between service-learning and their primary work on the campus.

Much of the literature on service-learning has focused on service-learning as a pedagogy; a teaching strategy that engages students in community service activities that are aligned, connected to, or integrated with students academic work.  For faculty members whose primary work is focused on teaching, the notion of service-learning as a pedagogy can be helpful in getting teaching faculty to implement service-learning activities into their courses.  For faculty members whose primary work is research, service-learning may not be viewed as something that is related to their work.

This paper explores the role of service-learning at institutions where faculty members' rewards and recognition are based primarily on their research productivity.  The paper details several ways service-learning can be tied to faculty's research work and discusses how service-learning can be used as a means to connect faculty's research work with their teaching and service activities.

Chapter 10: How Professors Can Promote Service-Learning in a Teaching Institution

Kathy O’Byrne, California State University-Fullerton

Faculty members using service-learning in comprehensive, public systems of higher education face a distinct set of challenges. The institutionalization of service-learning must be linked to other university goals such as retention or the increased use of technology, and accomodate faculty concerns regarding workload and rewards.  This chapter reviews challenges and opportunities when working with faculty at one teaching institution, while highlighting some systemic issues that encourage participation among key stakeholders on campus and in the community. Partnerships with Student Affairs and the Faculty Development Center will be described; the chapter also reviews strategies for defining community needs with credible spokespersons. Key considerations from a faculty member's point of view will also be offered, including the need to build a base of support within one's discipline and department.

Chapter 11: Humanistic Learning and Service-Learning at the Liberal Arts College

Edward A. Zlotkowski, Bentley College

1. Purpose: Concentrate on providing concrete, practical advice to instructors who wish to use service learning effectively.
2. Audience: Because the intended audience includes professors from various disciplines; your advice should be applicable to service learning in various fields.
3. Citations: Unless you are writing the first or second chapter, you do not need to cite many sources.  If you do cite a source, please use APA style.
4. Length: The chapter should be between 10 and 15 pages long in 12-point Courier typeface.
5. Index terms: Please include a list of about 10 index terms at the bottom of the chapter.
6. Biographical sketch: Below the list of index terms, include three or four sentences about yourself.
7. Submission: Save the manuscript as a Microsoft Word document and send it to Mark Canada as an e-mail attachment.