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e-Journals
Journal of Service-Learning in Higher EducationThe Journal of Service-Learning in Higher Education is an online, international, peer-reviewed journal for the dissemination of original research regarding effective institutional-community partnerships. Our primary emphasis is to provide an outlet for sharing the methodologies and pedagogical approaches that lead to effective community-identified outcomes.
Michigan Journal of Community Service LearningPublishes articles on research, theory, pedagogy, and other issues related to academic (curriculum-based) service-learning in higher education.
Journal of Higher Education Outreach and EngagementThe mission of the Journal of Higher Education Outreach and Engagement (JHEOE) is to serve as the premier peer-reviewed, interdisciplinary journal to advance theory and practice related to all forms of outreach and engagement between higher education institutions and communities. This includes highlighting innovative endeavors; critically examining emerging issues, trends, challenges, and opportunities; and reporting on studies of impact in the areas of public service, outreach, engagement, extension, engaged research, community-based research, community-based participatory research, action research, public scholarship, service-learning, and community service.
Journal of Community Engagement and ScholarshipA peer-reviewed international journal through which faculty, staff, students, and community partners disseminate scholarly works. JCES integrates teaching, research, and community engagement in all disciplines, addressing critical problems identified through a community-participatory process.
Journal of Public Scholarship in Higher EducationAims to advance the status and prospects for publicly engaged teaching and research in the academy by showcasing the new disciplinary and/or pedagogical knowledge generated by engagement with the community. JPSHE provides a venue for higher education faculty and administrative leadership to reflect on the ways that community engagement affects work in higher education – and its outcomes for broad issues such as classroom teaching, the advancement of research and knowledge creation across the disciplines, faculty development, tenure and promotion processes, the preparation of graduate students, etc.
Public: A Journal of Imagining AmericaA peer-reviewed, multimedia e-journal focused on humanities, arts, and design in public life. It aspires to connect what we can imagine with what we can do. Public encourages community-engaged learning, research, and practice across boundaries through vivid description and analysis, documentation, evaluation, inquiry, and critique. It is part of the national consortium Imagining America: Artists and Scholars in Public Life, committed to the relationship between culture and participatory democracy.
Articles
Service Learning at Community Colleges: Synthesis, Critique, and Recommendations for Future Research by Amanda Taggart and Gloria CrispJournal of College Reading & Learning; Fall 2011, Vol. 42 Issue 1, pp. 24-44. The purpose of this paper is to review and critique empirical work done, to date, specific to service learning experiences at the community college level. A review of the literature was conducted in order to examine the empirical work that has been developed regarding service learning, a form of experiential learning, at community colleges. The narrative defines service learning, describes types of service learning taking place on community college campuses, and synthesizes and critiques the service learning empirical work done to date. The review closes with specific recommendations for both researchers and practitioners regarding future research.
The Community Colleges’ Role in Developing Students’ Civic Outcomes by Carrie B. Kisker, Dayna S. Weintraub, Newell, Mallory AngeliCommunity College Review 44.4 (2016): 315. Objective: Ideally, community colleges both democratize opportunity and develop in students the civic skills necessary to meaningfully participate in a democratic society. This national pilot study examines the individual and institutional factors associated with greater civic agency, capacity, behavior, and knowledge among students after at least 1 year of community college attendance.
Making Learning Matter: Integrating Curriculum and Service Learning Projects by Emily Morgan.Voices from the Middle; May 2016, Vol. 23 Issue 4, p. 84-86. The article focuses on the importance of service learning projects and teaching career. Topics discussed include struggle of student motivation in classrooms that are full of diverse students; views of authors in the book "The Activist Learner"; and notions of Cathryn Berger Kaye on teaching and student-identified need.
The "Real" Truth about Service Learning: College Sophomores' Perspectives by Deborah Williams.Delta Kappa Gamma Bulletin 82.4 (Summer 2016): 64-71. With two of her students, the author explores the methodology of service learning and provides an overview of a 10-hour service-learning project conducted in a Grade 3 classroom at a low-performing school. The goal of the project was to connect classroom content to community needs.
Embracing Diversity through Service Learning by Patricia A. Gross and Virginia Anne Maloney.Clearing House. Aug. 2012, Vol. 85 Issue 5, p. 192-196. This study connected secondary-education teacher candidates with diverse populations through community-based service learning activities in the first year of college. Through this experience these students learned more about themselves and most importantly about others. They expressed increased cultural competence that reinforced their desire to effectively teach all students
Service Learning Impacts Latino Student Engagement and Success by Marilyn Gilroy.Hispanic Outlook in Higher Education. 11/26/2012, Vol. 23 Issue 5, p. 8-10. The article assesses the impact of service-learning programs in the U.S. It found that the programs improved the attitude of students toward attainment of college degrees. Particular focus is offered for the Embajadores program at Purdue University in Indiana to highlight it benefits on Latino students.
Service Learning; The Time is Now by James KielsmeierPrevention Researcher, Feb. 2011; 18(1): 3-7. Dr. James Kielsmeier, founder of the National Youth Leadership Council, uses the history of service-learning as the foundation for the introductory article of this issue. In his article, Dr. Kielsmeier defines service-learning, explores current challenges schools have integrating service-learning within the school day, discusses the need and rationale for creating the eight service-learning standards, and looks to the future with hope as it becomes increasingly apparent that service-learning matters.
Relevancy of Service-Learning in the United States by Thomas A. KessingerAmerican Educational History Journal; 2015, Vol. 42 Issue 1/2, p. 203-217. The article explores the relevance of service-learning in the U.S. from 1990 to 2015, highlighting the survey of service-related terms and definitions and connection between citizenship and service. It offers information on service-learning which developed from community service and volunteerism. Academics' and individuals' application of the term service-learning are examined as well as the growth of pre-collegiate and collegiate student-centered community services..
Quantifying the Value of Service-Learning: A Comparison of Grade Achievement Between Service-Learning and Non-Service-Learning Students by Shauna BrailInternational Journal of Teaching & Learning in Higher Education; 2016, Vol. 28 Issue 2, p. 148-157. This study evaluates whether students who participate voluntarily in a service-learning activity
achieve higher learning outcomes, measured by grades, than students who voluntarily choose not to
participate in service learning. Analysis is based on a study of an introductory urban studies course
at a large North American research university over a four-year period. Findings indicate that, overall,
students achieve higher grades as a result of participation in service learning, and additionally that
females, international students, and students who are enrolled in either the Urban Studies minor
program or who are non-Urban Studies students benefit most from optional participation in service
learning in terms of grade achievement.
Engaging Service Learning by Drawing on Student Experiences by Wendy G. Ford.International Journal of Adult, Community & Professional Learning; June 2015, Vol. 22 Issue 2, p. 1-8. First year community college students in an introductory business office applications
course collaborated with community partners to explore a wide array of issues related to food security. The students
planned and organized a food drive for a local food bank, analyzed the donations received and created interesting ways
to share their results with the community. Authenticity seeks to highlight the relevance of the learning to each student’s
circumstance.
Supporting Student Learning Outcomes Through Service Learning by Michelle Bettencourt.Foreign Language Annals; Sep. 2015, Vol. 48 Issue 3, p. 473-490. In the three-way service-learning partnership made up of the student, the faculty member, and the community partner, student learning is sometimes vaguely defined, often simply assumed to occur, and usually only indirectly assessed. In addition, the extent to which course-specific learning outcomes are supported during service learning is also unclear. Using action research and the DEAL model for critical reflection, this study measureduniversity-level, Intermediate Spanish learners’ attainment of course-specific and noncourse-specific learning outcomes.
Reflecting on Reflection as a Critical Component in Service Learning by Catherine BloomquistJournal of Education for Library & Information Science; Spring 2015, Vol. 56 Issue 2, p. 169-172. Despite the popularity of service learning, it is sometimes criticized for its lack of academic
rigor. This piece provides a counterpoint to that argument by describing a LIS
service-learning course from the student’s perspective.
Pragmatism, Pedagogy, and Community Service Learning by Scot D. YoderMichigan Journal of Community Service Learning. 22.2 (Spring 2016): p. 5. In "Knowledge, Foundations, and Discourse: Philosophical Support for Service-Learning," Goodwin Liu (1995) proposes that we ground the pedagogy of service-learning in the epistemology of pragmatism. ... In the first section I review Liu's epistemological framework of pragmatism and its implications for the pedagogy of community service learning, paying particular attention to his proposal that we adopt community, engagement, and diversity as pedagogical virtues. In the second section I describe a study abroad program that incorporates community service learning, using it to illustrate how these virtues might manifest themselves in practice. In the final two sections I critique Liu's framework in light of both philosophical reflection and my experience with the international community service learning program.
Students' Motivation in Academic Service-Learning Over the Course of the Semester by Alexa Darby Buffie Longmire-Avital Jenna Chenault Margot HaglundCollege Student Journal. Mar 2013, Vol. 47 Issue 1, p185-191. Academic service-learning (AS-L) pedagogy helps students translate theory into practice, understand issues facing their communities, and enhance personal development (Eyler & Giles, 1999; Hardy & Schaen, 2000; Simons & Clearly, 2006). Students' motivation in AS-L increases when students gain insight into their values and goals (Brody & Wright, 2004; Duffy & Raque-Bogdan, 2010). This study identifies factors that increase and decrease student motivation in AS-L and explores ways to support students throughout the semester. At the beginning, middle, and end of the semester, participants completed questionnaires that elicited their reasons for their changes in motivation. Quantitative analyses revealed a decrease in motivation over the course of the semester and interaction between gender and student motivation. Males' motivation peaked at mid-semester, while females' motivation started at high levels and declined over the course of the semester. Qualitative analysis found that motivation increased when students enjoyed the AS-L experience, were interested in helping people, formed relationships with clients and community partners, and felt responsible to community partners. Motivation decreased due to lack of communication with community partners, lack of integration between the course and the AS-L experience, transportation issues, and difficulty with the time demands on student schedules.
Promoting Academic Socialization Through Service Learning Experiences by Linda S. BeharHorenstein et al.International Journal of Teaching & Learning in Higher Education; 2016, Vol. 28 Issue 2, p. 158-167. This study explores the narratives of eight students who served as journal reviewers on a non-courserelated
service activity. The aim of this study was to develop an understanding of their experiences.
The review board was multi-disciplinary in composition; the majority of its student and faculty
members were from communities historically excluded from, and marginalized within, structures of
U.S. higher education. Student engagement in learning how to manage an online journal fostered
academic socialization through collaboration and collective learning. Students' perceptions of the
benefits of working on the journal were categorized across five themes: Academic Career
Enhancement, Practicing Faculty Work, Illuminating Faculty Roles, Demystifying Writing for
Publication, and Grappling with Prioritization. The benefits and challenges of promoting academic
socialization through service learning and mentorship, as well as showing how service engagement
can be integrated in academic and personal identities, are discussed.
Restrictive Citizenship: Civic-Oriented Service-Learning Opportunities for All Students by Jay A. Mann, Stacy K. Dymond, Michelle L. Bonati and Lance S. Neeper.Journal of Experiential Education; Mar. 2015, Vol. 38 Issue 1, p. 56-72. Citizenship education that uses service-learning continues to be implemented in a manner that may restrict many students from full, meaningful participation. The authors contend that much of the literature on civic-oriented service-learning unnecessarily positions successful projects at the extremes: (a) political socialization versus civic altruism and (b) monism versus cultural pluralism. Each extreme, while seemingly supportive of advancing important objectives of citizenship, limits the experience of service-learning participants through narrowly conceived visions of civic action. These differing visions significantly affect the participation of students with disabilities, limiting access for some students and weakening the overall potential to foster sustained, age- and ability-appropriate engagement in civic life.
Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection by Nola A. Schmidt and Janet M. BrownJournal of Professional Nursing
Volume 32, Issue 2, March–April 2016, Pages 100–106. Reflection is a critical component of service learning. Reflection challenges students to think critically about their experiences. Use “the what” and “the how” to guide the selection of questions posed to students. Use strategies involving reading, writing, doing, and telling. Grading rubrics assist faculty to evaluate reflection by students.
Service-Learning in Higher Education: Focus on Eating Disorder Prevention by Gayle Seymour,Journal of Family & Consumer Sciences; 2015, Vol. 107 Issue 2, p. 41-48. Interdisciplinary service-learning projects are mutually beneficial for communities and students. This service-learning
project focused on eating disorder prevention and involved students majoring in nutrition, art, and psychology at a public
Southern university.
“Let Us Pick the Organization”: Understanding Adult Student Perceptions of Service-Learning Practice by Susan C. Reed, Howard Rosing, Helen Rosenberg, and Anne Statham.Journal of Community Engagement & Scholarship; Fall2015, Vol. 8 Issue 2, p. 74-85. Service learning offers a pedagogy by which adult students are guided toward understanding their potential for leadership in civic life and community development, strengthening the impact that universities
have in communities. In this study, qualitative data is analyzed to determine how adult students perceive their service-learning experiences and what the university could do to involve them more in the future. Respondents provide some evidence that they value opportunities to give back to communities
where they have a connection; appreciate hands-on learning that is integrated with classroom learning; benefit from placement experiences that build upon prior knowledge and skills; and prefer greater choice in the selection of their service-learning placement. As the number of adult students entering higher education continues to rise and their retention remains a challenge, understanding how these students are engaged by service learning becomes an important area of exploration for post-secondary institutions.
Infusing Student Activism into the Curriculum: a Report of a Service-Learning Project to Bring Awareness to Sexual ViolenceCollege Student Journal. Dec. 2012, Vol. 46 Issue 4, p. 788-794. Service learning involves infusing activities into the curriculum that enhance student learning, promote community engagement and effect change on the community level. Significant advantage can be applied to vulnerable communities by leveraging student action, interest, and energy, which can bring time, effort and attention to important community issues. This paper describes a project that was developed by undergraduate students in a social work practice course. The students designed, and implemented a program to bring awareness to the issue of sexual violence. Students reported feeling that their ability to apply clinical skills to practice situations their leadership skills, their understanding of an important social issue and their ability to contribute to solving social issues were enhanced as a result of participating in the project.
