Service Learning Bibliography

References

Bryant, J.A., Schoenemann, N., & Karpa, D.  (2011). Integrating service-learning into the university classroom.  Sudbury, MA: Jones and Bartlett Publishers.

Casey, K.M., Davidson, G., Billig, S.H., & Springer, N.C. (2006).  Advancing knowledge in service-learning: Research to transform the field.  Greenwich, CT: Information Age Publishing, Inc.

Cipolle, S.B. (2010).  Service-learning and social justice: Engaging students in social change.

Hatcher, J.A., & Bringle, R.G.  (2012). Understanding service-learning and community engagement: Crossing boundaries through research.  Charlotte, NC: Information Age Publishing, Inc.

Jason, L.A., & Glenwick, D.S. (2012).  Methodological approaches to community-based research.  Washington, DC: American Psychological Association.

Johnson, R.G. III  (2009).  A twenty-first century approach to teaching social justice: Education for both advocacy and action.  New York, NY: Peter Lang Publishing.

Kaye, C. B. (2004). The complete guide to service learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, & social action. Minneapolis, MN: Free Spirit.

Meens, D.E. (2014).  Democratic and social justice goals in service-learning evaluation: Contemporary challenges and conceptual resources.  Michigan Journal of Community Service Learning, 21(1), 41-54.

Moely, B.E., Billig, S.H., & Holland, B.A. (2009).  Creating our identities in service-learning and community engagement.  Charlotte, NC: Information Age Publishing, Inc.

Pliner, S.M. & Banks, C.A.  (2012).  Teaching, Learning, and Intersecting Identities in Higher Education.  New York, NY: Peter Lang Publishing.

Stewart, T., & Webster, N. (2011).  Problematizing service-learning: Critical reflections for development and action.  Charlotte, NC: Information Age Publishing, Inc.

Strand, K., Marullo, S., Cutforth, N., Stoecker, R., & Donohue, P.  (2003).  Community-based research and higher education.  San Francisco, CA: Jossey-Bass.

Ash, S.L., & Clayton, P.H. (2004). The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 29(2).

Ash, S. L., & Clayton, P.H. (2009).  Generating, deepening, and documenting learning: The power of critical reflection in applied learning.  Journal of Applied Learning in Higher Education, 1, 25–48.

Ash, S.L., Clayton, P.H., & Atkinson, M.P. (2005) Integrating reflection and assessment to capture and improve student learning. Michigan Journal of Community Service Learning, 11(2), 49-60.

Ash, S.L., Clayton, P.H., & Moses, M.G. (2007). Schematic overview of the DEAL model for critical reflection. Teaching and Learning Through Critical Reflection: An Instructors' Guide. Sterling, VA: Stylus Publishing.

Bleicher, R.E., & Correia, M.G. (2011). Using a “small moments” writing strategy to help students reflect on their service-learning experiences.  Journal of Higher Education Outreach and Engagement, 15(4), 17-30.

Falk, D. (1995). Preflection: A strategy for enhancing reflection. NSEE Quarterly, 13.

Gelmon, S. B., Holland, B. A., Driscoll, A., Spring, A., & Kerrigan, S. (2001). Assessing service-learning and civic engagement: Principals and techniques. Providence, RI: Campus Compact, Brown University.

Guthrie, K., & McCracken, H. (2014).  Reflection: the importance of making meaning in e-service-learning courses.  Journal of Computing in Higher Education, 26(3), 238-252.

Hatcher, J.A., & Studer, M.L. (2015).  Service-learning and philanthropy: Implications for course design.  Theory Into Practice, 54(1), 11-19.

Hatcher, J.A., Bringle, R.G., & Muthiah, R. (2004). Designing effective reflection: What matters to service-learning? Michigan Journal of Community Service Learning, 11(1), 38-46.

Maddrell, J. (2014).  Service-learning instructional design considerations.  Journal of Computing in Higher Education, 26(3), 213-226.

Patti, C. & Ash, S. (2005).Reflection as a key component in faculty development. On the Horizon, 13(3).

Reed, J. & Koliba, C. Facilitating reflection: A manual for leaders and educators.

Smagorinsky, P., Clayton, C.M., & Johnson, L.L. (2015). Distributed scaffolding in a service-learning course.  Theory Into Practice, 54(1), 71-78.

Sturgill, A., & Motley, P. (2014).  Methods of reflection about service learning: Guided vs. free, dialogic vs. expressive, and public vs. private.  Teaching and learning inquiry, 1(81).

Welch, M. (1999). ABCs of reflection: A template for students and instructors to implement written reflection in service learning. NSEE Quarterly, 25(2), 23-25.
Wolcott, S.K., & Lynch, C.L. (2000). The reflective judgment model: Implications for service-learning and reflection.

Eyler, J., & Giles, D.E. (1996). A practitioner's guide to reflection in service-learning. Nashville: Vanderbilt University, 1996.

References

Stoecker, R. & Tryon, E. (2009). The Unheard Voices: Community Organizations and Service Learning. Philadelphia, PA: Temple University Press.

Prentice, M., & Robinson, G. (2010, June 11). Improving student learning outcomes with service learning | campus compact. Compact.org. https://compact.org/resources/improving-student-learning-outcomes-with-service-learning.

• The AACC study explored the impact of service-learning courses in urban education at predominantly White institutions (PWIs) using both quantitative and qualitative methods. Surveys were administered to students and faculty over three years, focusing on six learning outcomes: critical thinking, communication, teamwork, civic responsibility, global understanding, and academic success. Results showed that service-learning students scored significantly higher in five out of six learning areas compared to non-service learners. Students reported increased retention of academic content, improved reasoning, leadership skills, and confidence. Faculty also observed the positive impact of service learning on student motivation and career aspirations. Service learning was seen as instrumental in providing students with real-world experiences that enhanced their learning and prepared them for future academic and professional endeavors. Overall, the study highlighted the importance of service learning in promoting student engagement, fostering personal and professional growth, and contributing to their overall educational development.

Shiller, J. (2022). Critically engaged in a predominantly white institution: The power of a critical service-learning course to cultivate a social justice stance | campus compact. Compact.org, 26(1). https://compact.org/resources/critically-engaged-in-a-predominantly-white-institution-the-power-of-a-critical-service-learning-course-to-cultivate-a-social-justice-stance.

• This study investigates the impact of a critical service-learning course in urban education within predominantly White institutions (PWIs). Employing qualitative research methods, the investigation examines students’ reflections, assignments, and course evaluations to evaluate the course’s effectiveness. Throughout the study, students participated in service projects aimed at addressing genuine needs in urban schools, collaborating closely with their community partners. These initiatives encompassed various activities, such as establishing food pantries, organizing afterschool programs, and curating culturally responsive libraries. Analysis of the data revealed that the course facilitated critical reflection through service learning, while also challenging students’ beliefs by nurturing a strong commitment to social justice. Additionally, participants developed improved self-awareness and recognized asset-based perspectives prevalent in marginalized communities. This was achieved through maintaining established mutually respectful relationships with community partners to teach students these skills. The study demonstrated that this transformative educational experience equipped students with the necessary tools to advocate for equity and enact tangible change. It underscores the significance of critical service-learning in advancing diversity, equity, and inclusion imperatives within PWIs.

Soyer, M., McCrackin, G., Ziyanak, S., Givens, J., Jump, V., & Schad, J. (2022). Leaving the Lectures Behind: Using Community-Engaged Learning in Research Methods Classes to Teach about Sustainability. Teaching Sociology, 51(2), 0092055X2211146. https://doi.org/10.1177/0092055x221114688.

• This article investigates the integration of community-engaged learning (CEL) into an undergraduate social research course, emphasizing sustainability issues. Through structured CEL methodologies, including guest lectures and collaboration with community partners, students gained practical research skills and deepened their understanding of sustainability challenges. Findings highlight the benefits of CEL in enhancing traditional classroom learning by fostering teamwork, critical thinking, and interdisciplinary collaboration. Additionally, students demonstrated increased confidence and civic engagement, contributing to meaningful societal outcomes while acquiring academic knowledge. Overall, the study underscores the transformative potential of CEL in promoting active learning, preparing students for real-world challenges, and cultivating a sense of social responsibility, particularly in the context of sustainability education.

Terry, A. M., & Qi, Z. (2024). Unveiling the transformative power of service-learning: Student-Led mental ...: EBSCOhost. Journal of Service-Learning in Higher Education. EBSCO.

• This study, conducted at a Midwestern teaching institution, investigated the impact of a semester-long civic engagement initiative on student learning and community involvement, particularly in the realm of mental health awareness. The research employed roundtable discussions as a service-learning tool within criminal justice courses, fostering dialogue on mental health issues. Methodologically, the study utilized self-constructed questions and the Civic Engagement Short Scale Plus (CES2+) to gauge participants’ endorsement and internalization of community engagement. The findings revealed a significant increase in participants’ willingness to engage in community discourse and advocate for social justice following their involvement in the initiative. These results highlight the efficacy of service learning in enriching educational experiences for students and faculty. They also underscore its role in nurturing a sense of civic responsibility and a commitment to social justice among students.

   

Fitzgerald, H.E., Burack, C, & Seifer, S.D. (2010). Handbook of engaged scholarship (Vol. 1). East Lansing: Michigan State University Press.

Jason, L.E. & Glenwick, D.S. (2012). Methodological approaches to community-based research (1^st ed.). Washington, D.C.: American Psychological Association.

Strand, K., Cutforth, N., Stoecker, R., Marullo, S., Donohue, P. (2003). Community-based research and higher education. San Francisco: Jossey-Bass.

Stoecker, R. (2013). Research methods for community change: a project-based approach (2^nd e.). Thousand Oaks: Sage Publications.