Creating Our Identities in Service-learning and Community Engagement
Barbara E. Moely, Shelley Billig, Barbara A. Holland
IAP, 2009 - Education - 288 pages
A volume in Advances in Service-Learning Research Series Editor Shelley H. Billig, RMC Research Corporation, Denver In this volume in the IAP series on Advances in Service-Learning Research, top researchers present recent work studying aspects of program development, student and community outcomes, and future research directions in the field of service-learning and community engagement. These chapters, selected through a rigorous peer review process, are based on presentations made at the annual meeting of the International Research Conference on Service-Learning and Community Engagement, held in October, 2008, in New Orleans. This volume features efforts in research and practice to support and expand service-learning and engaged scholarship in both K-12 and higher education. Models of effective partnerships between institutions of higher education and their community partners are developed in chapters looking at relationships between campus and community in terms of partnership identity or in terms of shared understanding by campus and community partners. Outcomes for K-12 and college students engaged in service learning are the focus of several studies. The impact of high-quality service-learning on K-12 student achievement and school-related behaviors is described. Racial identity theory provides a useful frame for understanding developing student conceptualizations, while another chapter emphasizes aspects of self-exploration and relationship building as bases for gains in student attitudes and skills. In a final section, chapters deal with service-learning and community engagement as a coherent research field with a distinct identity, reviewing current work and proposing directions for future research.
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academic activities ASLR assessment associated attitudes Billig Bringle Campus Compact Carnegie Foundation Center challenges citation analysis civic engagement collaboration community engagement community partners Community Service Learning context coordinators critical thinking cultural competence cultural-based service-learning culture DEAL Model dents diversity E-mail engaged research engaged scholarship evaluation Exhibit Eyler faculty development faculty learning community faculty members faculty partner field Gelmon Giles higher education identified impact implementation improve included indicators Information Age institutional interdisciplinary involved IUPUI Jetson John Saltmarsh Journal of Community leadership meaningful ment mentors Michigan Journal MJCSL munity nerships nity organizational organizations outcomes outreach participants Partnership Identity pedagogy policies Portland State University practice promotion and tenure reflection relationships role sample scholars scores service-learning and community service-learning experiences service-learning partnerships service-learning research skills social stage standards student learning teachers teaching tion understanding University Widener University youth youth voice