New NSLC Library Items

General/Cross-Sector

Young, Karen S., and Jenny Sazama. Youth on Board: 15 Points: Successfully Involving Youth in Decision-Making. Somerville, MA: Youth on Board, 2006.
Abstract: Young people should be involved in the decisions that affect their lives. They benefit. Organizations benefits. And so does the community. If you are under 21 and want to learn how to become involved in positions of power, or you are already working with young people and want to do so more effectively, this manual is for you. This comprehensive guide includes guidelines, worksheets, tips, a resource directory, and stories from the street--all designed to help young people and adults build effective relationships in order to work together in improve their communities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7340

CBO

Academy for Educational Development. Youth Mapping Health Literacy. Washington, DC: AED, 2007.
Abstract: This toolkit is designed to mobilize youth to map community health literacy. By asking the following questions and mapping the answers, youth help local organizations understand and address the problems of health literacy in their community: * How many people in the community have problems with health literacy; * Where the average person can go to get help understanding their health paperwork; * If physicians and hospitals have support in creating health literate materials; * If pharmacies have programs to help people understand their medications; * If written materials are tested in the community; and * If adult literacy programs include health literacy examples?
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7478

Higher Ed

Borden, Amanda Welch. "Impact of Service-Learning on Ethnocentrism in an Intercultural Communication Course." Journal of Experiential Education, v.30(2), 2007, 171-183.
Abstract: This study analyzes a project involving students enrolled in an intercultural communication class that employs service-learning. Participants were given the Generalized Ethnocentrism (GENE) scale developed by Neuliep and McCroskey at the beginning and conclusion of a semester of service-learning with a cultural group different than their own. Results indicate a significant decrease in ethnocentrism from the beginning to the end of the semester. Analysis of students' written reflections about their service experiences reinforces the conclusion that service-learning played a part in reducing ethnocentrism. Although further research is needed to provide a control for the manipulation, there is a preliminary indication that service-learning with diverse cultures may provide a type of consistent, deep, and meaningful contact that leads to lower levels of ethnocentrism.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7483

Brevard Community College Center for Service-Learning. Faculty Packet. Cocoa, FL: Brevard Community College, n.d.
Abstract: This toolkit is designed to help faculty incorporate service-learning into their courses or improve an existent service-learning component. This packet includes an overview of service-learning, guidelines for course development, reflection resources, sample forms, and example service-learning syllabi.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7498

Frazer, Lee, Michelle Raasch, Diane Pertzborn, and Fred Bradley. "The Impact of Community Clients on Student Learning: The Case of a University Service-Learning Course." Journal of Experiential Education, v.29(3), 2007, 407-412.
Abstract:The purpose of this study is to add to the service-learning literature by illuminating the impact of community clients on student learning, particularly in project-based service-learning courses at the post-secondary level.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7494

Gonzalez, Kenneth P., and Raymond V. Padilla. Doing the Public Good: Latina/o Scholars Engage Civic Participation. Sterling, VA: Stylus, 2008.
Abstract: Through the lenses of personal reflection and auto-ethnography - and drawing on such rich philosophical foundations as the Spanish tradition of higher learning, the holistic Aztec concept of education, the Hispanic notion of bien educado, and the activist principles of the Chicano movement - these writers explore the intersections of private and public good, and how the tension between them has played out in their own lives and the commitments they have made to their intellectual community, and to their cultural and family communities. Through often lyrical memoirs, reflections, and poetry, these authors recount their personal journeys and struggles - often informed by a spiritual connectedness and always driven by a concern for social justice - and show how they have found individual paths to promoting the public good in their classrooms, and in the world beyond. Contents 1) Latina/o Faculty Perspectives on Higher Education for the Public Good: An Intergenerational Approach - Kenneth P. González and Raymond V. Padilla; 2) Res Publica: Chicano Evolving Poetics of the Public Good - Raymond V. Padilla; 3) Voces in Dialogue: What Is Our Work in the Academy - Jennifer Ayala; 4) Tres Hermanas (Three Sisters): A Model of Relational Achievement - Aída Hurtado, María A. Hurtado and Arcelia L. Hurtado; 5) Two Brothers in Higher Education: Weaving a Social Fabric for Service in Academia - Miguel Guajardo and Francisco Guajardo; 6) Agency and the Game of Change: Contradictions, Consciencia, and Self-Reflection - Luis Urrieta Jr.; 7) Toward Public Education as a Public Good: Reflections from the Field - Caroline Sotello Viernes Turner; 8) For the Public Good: A Personal Reflection - Flora V. Rodriguez-Brown; 9) In Search of Praxis: Legacy Making in the Agregate - Kenneth P. González; 10) La Trenza de Identidades: Weaving Together My Personal, Professional, and Communal Identities - Dolores Delgado Bernal; 11) Latina/o Cuentos Shape a New Model of Higher Education for the Public Good - Kenneth P. González and Raymond V. Padilla.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7474

Maguire, Katheryn C., and Eric Fretz. "Public Dialog Series as Service-Learning." Academic Exchange Quarterly, v.11(1), Spring 2007, 103-107.
Abstract: This article explores the incorporation of a public dialogue series (PDS) as a service-learning component in a small group communication class. During a PDS, community members join small dialogue groups to discuss issues, learn about one another, and work towards a common goal; in this case, to strengthen community relationships in the wake of 9/11. Participation in the PDS proved to be beneficial for the students as they studied and practiced small group communication in an applied, democratic setting.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7497

Newman, Peter, Brett L. Bruyere, and Adam Beh. "Service-Learning and Natural Resource Leadership." Journal of Experiential Education, v.30(1), 2007, 54-69.
Abstract: This article reports on a study conducted in a service-learning protected-areas management class at Colorado State University, Warner College of Natural Resources. The research questions addressed for this paper were "What are the leadership skills needed in today's culture of protected-area management?" and "Can service-learning nurture such leadership characteristics for protected areas management undergraduate students?" The researchers investigated and identified the characteristics of effective leadership in the context of natural resources management through a literature review and a brief student survey, and secondly, determined how a service-learning component of a protected-area management course could prepare university students for their future leadership responsibilities. The study identifies indicators of good leadership and suggests that service and reflection serve as a way to learn essential qualities of leadership.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7491

Pisano, Rebecca Heideman, and Val D. Rust. "Outcomes for Cross-Cultural Service-Learning." Academic Exchange Quarterly, v.11(1), Spring 2007, 61-65.
Abstract: This study examines student outcomes in an undergraduate cross-cultural service-learning course utilizing Spanish-speaking community agencies in education, community activism, and health. Participant responses are categorized according to the effect on academic learning and career influence, personal growth, cultural perspective, and civic responsibility. Consistent with existing research, the findings reveal that applying academic content to a real-word situation allows students to embrace their learning in ways not achieved by traditional instruction alone.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7495

Shaw, Sherry, and Carolyn S. Jolley. "Assessment of Service-Learning in the Deaf-Blind Community." Journal of Experiential Education, v.30(2), 2007, 134-152.
Abstract: This article provides of an overview of a project which assessed a service-learning initiative in a post-secondary Interpreter Education Program (IEP) in which students learn via civic engagement with the Deaf-Blind community to employ concepts and skills acquired from coursework. In 2005, several years after implementing service-learning in the Interpreting for Individuals Who Are Deaf-Blind course, the program assessed project efficacy through reflective journal analysis and stakeholder interviews. Results indicated dominant themes around Deaf-Blind consumer empowerment, personal attitudes, coping strategies, and application of experiences to specific topics addressed in class. Outcomes of this assessment are being used to revise the course so as to align objectives more closely with needs of students and community entities that serve persons who are Deaf-Blind.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7480

Sterling, Mary. "Service-Learning and Interior Design: A Case Study." Journal of Experiential Education, v.29(3), 2007, 331-343.
Abstract: This article looks at two interior design courses that were integrated through a university service-learning project. The restoration/adaptive reuse of a 95-year-old library building was to serve as a prototype for future off-campus discipline based service-learning activities. In two experiential learning courses, interior design students provided their consulting services throughout the last seven weeks of the semester and reflected upon their experiences using course content as the basis of analysis. Experiential learning can take students out of their academic shelter to help them begin to develop a sense of place.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7492

K-12

Volunteer Center Orange County. Spirit of Giving: Teacher Resource Guide. Santa Ana, CA: Volunteer Center of Orange County, 2008.
Abstract: This guide is for the Spirit of Giving project, a non-denominational, multi-faced service-learning experience that provides 1st and 2nd grade students the opportunity to learn about cultural traditions of giving and examine ways they can give back to their school or community through service. This guide includes stories, lesson plans, activity examples, resources, and supplementary handouts.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7487