International Service Learning: Conceptual Frameworks and Research

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Robert G. Bringle, Julie A. Hatcher, Steven G. Jones
Stylus Publishing, LLC., Feb 27, 2012 - Education - 416 pages
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International Service Learning (ISL) borrows from the domains of service learning, study abroad, and international education to create a new pedagogy that adds new and unique value from this combination. It is a high-impact pedagogy with the potential to improve students’ academic attainment, contribute to their personal growth, and develop global civic outcomes.

The international service experience provides opportunities for additional learning goals, activities, and relationships that are not available in a domestic service learning course or in a traditional study abroad course. The service experience develops reflection while shedding light on and providing an added dimension to the curricular component of the study abroad course. The international education component further broadens students’ perspectives by providing opportunities to compare and contrast North American and international perspectives on course content.

This book focuses on conducting research on ISL, which includes developing and evaluating hypotheses about ISL outcomes and measuring its impact on students, faculty, and communities. The book argues that rigorous research is essential to improving the quality of ISL’s implementation and delivery, and providing the evidence that will lead to wider support and adoption by the academy, funders, and partners. It is intended for both practitioners and scholars, providing guidance and commentary on good practice. The volume provides a pioneering analysis of and understanding of why and under what conditions ISL is an effective pedagogy.

Individual chapters discuss conceptual frameworks, research design issues, and measurement strategies related to student learning outcomes; the importance of ISL course and program design; the need for faculty development activities to familiarize faculty with the component pedagogical strategies; the need for resources and collaboration across campus units to develop institutional capacity for ISL; and the role that community constituencies should assume as co-creators of the curriculum, co-educators in the delivery of the curriculum, and co-investigators in the evaluation of and study of ISL. The contributors demonstrate sensitivity to ethical implications of ISL, to issues of power and privilege, to the integrity of partnerships, to reflection, reciprocity, and community benefits
 

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Contents

1 INTERNATIONAL SERVICE LEARNING
3
2 THE CONTEXT FOR INTERNATIONAL SERVICE LEARNING An Invisible Revolution Is Underway
29
3 A 3 60DEGREE VIEW OF INTERNATIONAL SERVICE LEARNING
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4 NEW LINES OF INQUIRY IN REFRAMING INTERNATIONAL SERVICE LEARNING INTO GLOBAL SERVICE LEARNING
69
PART TWO HOW COURSE DESIGN CAN INFORM RESEARCH ON INTERNATIONAL SERVICE LEARNING
87
5 AN ANALYSIS OF INTERNATIONAL SERVICE LEARNING PROGRAMS
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6 OVERCOMING THE CHALLENGES OF INTERNATIONAL SERVICE LEARNING A Visual Approach to Sharing Authority Community Develo...
113
7 SERVICE LEARNING AS LOCAL LEARNING The Importance of Context
125
10 WHAT INTERNATIONAL SERVICE LEARNING RESEARCH CAN LEARN FROM RESEARCH ON SERVICE LEARNING
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11 WHAT INTERNATIONAL SERVICE LEARNING RESEARCH CAN LEARN FROM RESEARCH ON INTERNATIONAL LEARNING
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12 QUANTITATIVE APPROACHES TO RESEARCH ON INTERNATIONAL SERVICE LEARNING Design Measurement and Theory
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13 QUALITATIVE RESEARCH METHODOLOGY AND INTERNATIONAL SERVICE LEARNING Concepts Characteristics Methods Approaches ...
291
14 ETHICAL ISSUES IN RESEARCH ON INTERNATIONAL SERVICE LEARNING
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PART FOUR AN INTERNATIONAL PERSPECTIVE
345
15 A SOUTH AFRICAN PERSPECTIVE ON NORTH AMERICAN INTERNATIONAL SERVICE LEARNING
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ABOUT THE AUTHORS
373

8 RESEARCH ON AND THROUGH REFLECTION IN INTERNATIONAL SERVICE LEARNING
145
PART THREE CONDUCTING RESEARCH ON INTERNATIONAL SERVICE LEARNING
189
9 A RESEARCH AGENDA FOR INTERNATIONAL SERVICE LEARNING
191

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About the author (2012)

Robert G. Bringle is Professor Emeritus of Psychology, Indiana University-Purdue University Indianapolis, and Kulynych/Cline Visiting Distinguished Professor, Appalachian State University. He was formerly Director of the IUPUI Center for Service and Learning, and Chancellor’s Professor of Psychology and Philanthropic Studies at Indiana University-Purdue University Indianapolis. For his numerous publications, accomplishments, and scholarship on service learning, Dr. Bringle was awarded the Ehrlich Faculty Award for Service Learning and he was recognized at the International Service-Learning Research Conference for his outstanding contributions.

Julie A. Hatcher is Associate Director of the Center for Service and Learning at IUPUI. She has received the first International Association for Research on Service Learning and Community Engagement Dissertation Award, and the Indiana Campus Compact Brian Hiltunen Faculty Award. She has consulted with numerous campuses on integrating service into academic study, and with international partners from South Africa, Macedonia, Mexico, and Kenya.

Steven G. Jones is Associate Provost for Civic Engagement and Academic Mission at the University of Scranton. He previously served as coordinator in the Office of Service Learning, IUPUI Center for Service and Learning. Prior to that he was project associate for the Integrating Service and Academic Studies project at Campus Compact.

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