New NSLC Library Items

General/Cross-Sector

Corporation for National and Community Service. Still Serving: Measuring the Eight-Year Impact of AmeriCorps on Alumni. Washington, DC: CNCS, 2008.
Abstract: This report shows results from a rigorous evaluation of AmeriCorps show that AmeriCorps has long-term impacts on members’ years after they serve. Over the last eight years, since 1999, we have been following more than 2,000 individuals in AmeriCorps State and National and NCCC to look at the effect of service on their future civic engagement and volunteering, employment and careers, and educational attainment. Findings reveal that AmeriCorps is a pipeline to careers in public service and creates civic leaders who continue to serve in their communities long after their services has been completed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7648

Kochanasz, Amy. A Guide to Service Learning for Disaster Preparation. Tallahassee, FL: State Farm Florida Service-Learning & Home Safety Initiative, 2008.
Abstract: This guide is designed as a resource and reference for anyone who is interested in engaging youth/students in service-learning focused on disaster preparation, response, mitigations, and/or recovery. The first section provides useful background information on service-learning, emergency management, and how to focus youth service-learning in this critical area. The second portion of the guide is a set of detailed descriptions and photographs of 20 of the funded projects in Florida. These descriptions provide contact information, background and details about activities, data on project impacts. Finally, the appendix is the Request for Proposals and attachments that were sent to potential applicants in the first year of the program.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7633

Learn and Serve America. Learn and Serve America Performance Report for Program Year 2006-2007. Washington, DC: Learn and Serve America, 2008.
Abstract: This report, Learn and Serve America Performance Report for Program Year 2006-2007, provides program data for organizations that received funds from Learn and Serve America for the 2006-2007 program year (spanning July 1, 2006, through June 30, 2007). The report illustrates where Learn and Serve America funds are distributed, how many participants are being engaged in Learn and Serve America-funded activities, and the extent of institutionalization for organizations that receive support through Learn and Serve America. The data presented in the report are taken from the annual data collection system, Learn and Serve Systems Information Exchange (LASSIE). The report begins with an introduction to the Corporation for National and Community Service, the nation’s largest grantmaker supporting service and volunteering. The mission and goals of Learn and Serve America are then summarized, followed by a description of the program’s funding mechanisms. The introductory section concludes with terms and definitions that characterize Learn and Serve America. Following this introductory material is the body of the report, which consists of a comprehensive section depicting Learn and Serve America’s K-12 Formula grant program in the form of state profiles, and sections that depict Learn and Serve America’s K-12 Competitive, Higher Education, and Community-Based Organization grant programs. Appendixes containing more detailed data conclude the report.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7632

National Youth Advocacy Coalition. Bending the Mold: An Action Kit for Transgender Youth. Washington, DC: National Youth Advocacy Coalition, 2008.
Abstract: This kit is designed to help transgender, gender nonconforming, just coming out, questioning or allies to navigate the world and make your school a safer place. We’ve included action tools and information to help you advocate for change. There’s also an extensive list of resources to give you more information about the transgender community and to offer help in protecting your rights. (publisher). The movement for transgender equality is still young, so any action you take to help yourself will benefit others, too. Working with other transgender youth and allies will help you build stronger communities and schools and increase legal protections. This toolkit can be used to inspire, design, and support service-learning projects relating to transgender and queer rights and education.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7654


Higher Ed

Bernacki, Matthew L., and Elizabeth Jaeger. "Exploring the Impact of Service-Learning on Moral Development and Moral Orientation." Michigan Journal of Community Service Learning, v.14(2), Spring, 2008, 5-15.
Abstract: Research on Service-learning's (SL) impact on students' moral development has been "mixed." In this study, 46 students in SL and non-SL sections of comparable courses offered at a northeastern Catholic university completed the Defining Issues Test, the Moral Justification Scale, and the SL Outcome Scale at the beginning and end of a semester. Although scores on moral development and orientation did not change significantly, SL students reported becoming more compassionate and more sensitive, having a greater understanding of and ability to solve social problems, and possessing a greater efficacy to make the world better. While a single-semester exposure to SL may be too limited to affect moral development, participants' self-reported changes may be precursors to such developmental changes. Unfortunately, existing measures of moral orientation may preclude a thorough examination of change associated with SL. Future research would benefit from using tools that measure moral thinking and action, and understanding of hypothetical moral principles.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7659

Correia, Manuel G., and Robert E. Bleicher. "Making Connections to Teach Reflection." Michigan Journal of Community Service Learning, v.14(2), Spring, 2008, 41-49.
Abstracts: This article looks at the idea of reflection as a tool that can be taught. Approaching reflection from the perspective of a teachable skill set implies that research may inform how to help students reflect. Employing a framework of making connections often used in reading comprehension, this study aimed to characterize how making connections between the service-learning experience (SLE) and prior experiences in similar settings, personal life experiences, and knowledge gained in the world, helped students make better sense of their SLE. We also discovered that particular words and phrases reflection markers are useful in teaching students how to write reflections. The study concludes with practical suggestions for service-learning instructors to facilitate quality student reflections.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7662

Kiesa, Abby, et al. Millennials Talk Politics: A Study of College Student Political Engagement. College Park, MD: CIRCLE, 2008.
Abstract: The report follows up on a 1993 study published by the Kettering Foundation that found students considered politics “irrelevant” to their lives and they saw little purpose in actively participating in politics. Current students do not share those views—they are eager to go into their communities and put their education to work. Nearly 400 students convened in 47 focus groups on 12 four-year college campuses across the country to discuss their civic and political attitudes and experiences. Researchers also collected written surveys from the students and drew on a national telephone survey to compile "Millennials Talk Politics."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7635

Mitchell, Tania D. "Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models." Michigan Journal of Community Service Learning, v.14(2), Spring, 2008, 50-56.
Abstract: There is an emerging body of literature advocating a "critical" approach to community service learning with an explicit social justice aim. A social change orientation, working to redistribute power, and developing authentic relationships are most often cited in the literature as points of departure from traditional service-learning. This literature review unpacks these distinguishing elements.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7663

Parker, Frances Shani. Becoming Dead Right: A Hospice Volunteer in Urban Nursing Homes. Charlotte, NC: Baker & Taylor, 2007.
Abstract:This book is the account of Frances Shani Parker's hospice volunteer experiences in Detroit nursing homes. Stories, general information, and poems about patients and health care familiarize readers with the nursing home world, dementia, pain management, disparities, death, rituals, bereavement, and "how to" information on caregiving. Improvements needed in hospice and nursing homes are also examined.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7634

Porter, Judith, et al. "Service-Learning with a Food Stamp Enrollment Campaign: Community and Student Benefits." Michigan Journal of Community Service Learning, v.14(2), Spring, 2008, 66-75.
Abstract: The authors analyze a multi-campus collaboration in a Food Stamp Enrollment Campaign to demonstrate that a well-managed public benefits campaign, associated with broader advocacy-based community partnerships, can result in positive outcomes for the community that include measurable benefits for clients, data needed to make policy and administrative changes, and new institutional relationships that enhance existing capacities. Public benefits campaigns also provide effective service-learning experiences that enhance student learning and engagement in issues related to the study of poverty, policy, and social justice. Recommendations are offered for effective implementation of such service-learning opportunities with public benefits campaigns.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7665

Shrader, Elizabeth, et al. "Institutionalizing Community-Based Learning and Research: The Case for External Networks." Michigan Journal of Community Service Learning, v.14(2), Spring, 2008, 27-40.
Abstract: This article discusses the conversations that continue as to whether and how community-based learning and research (CBLR) can be most effectively integrated into the mission and practice of institutions of higher education (IHEs). In 2005, eight District of Columbia- (DC-) area universities affiliated with the Community Research and Learning (CoRAL) Network engaged in a planning and evaluation exercise, applying a "rapid assessment" method to gauge baseline levels of CBLR institutionalization on each campus, envisioning progress in key areas, and proposing ways in which the CoRAL Network could achieve institutionalization goals. Aggregate analysis of the assessment data suggests several areas of similarity across extremely diverse university settings. Principle among the areas of similarity is the clearly articulated need for a network structure, external to any given university, to play a strategic role in enabling CBLR institutionalization goals.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7661

Tryon, Elizabeth, et al. "The Challenge of Short-Term Service-Learning." Michigan Journal of Community Service Learning, v.14(2), Spring, 2008, 16-26.
Abstract: This paper presents the results of interviews with staff from 64 community organizations regarding their experiences with service-learners. One of the themes that emerged from the interviews focused on con- cerns related to short-term service-learning commitments that last a semester or less. We explore the challenges presented to community groups by short-term service:investment of staff time; staff capacity to train and supervise; incompatibility with direct client service; timing and project management; and academic calendar issues. Despite these obstacles, many community organization staff reported their desire to continue working with service-learners for altruistic and other reasons. The paper concludes with thoughts on how to deal with the challenges presented by short-term service-learning.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7660


K-12

Communitites in Schools. Addressing America's Dropout Crisis: 2005-2006 Results From the CIS Network. Alexandria, VA: Communities in Schools, 2007.
Abstract: This report outlines the successes of the Communities in Schools model of community-based, integrated student services and their programs. It documents the positive academic and behavioral outcomes that the CIS network has seen among students who are most at risk of dropping out. For nearly 30 years, Communities In Schools has been working on solutions to America’s dropout problem – through community-based, integrated student services. These services are interventions aimed at improving student achievement by connecting community resources with both the academic and social-service needs of students.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7642

Hammond, Cathy, et al. Dropout Risk Factors and Exemplary Programs: A Technical Report. Alexandria, VA: Communities in Schools, 2007.
Abstract: This research report documents a comprehensive study of the dropout crisis in the United States. Specifically, the intent of the study was to: 1) Identify the risk factors or conditions that significantly increase the likelihood of students dropping out of school; and 2) Identify exemplary, evidence-based programs that address the identified risk factors and conditions. A literature review was done to examine major trends in dropout research were further analyzed to identify significant risk factors. Another key goal of this study was to identify quality evidence-based programs already proven to address particular risk factors.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7643

Steinberg, Adria, and Cheryl A. Almeida. Raising Graduation Rates in an Era of High Standards: Five Commitments for State Action. Washington, DC: Achieve Inc., 2008.
Abstract: This paper calls upon state policymakers to commit to five key outcomes and suggests strategies and action steps that they can take to focus their high school reform efforts on ensuring that these commitments are met. The recommended strategies build on the recent actions of states to support the twin goals of college readiness and graduation for all, as well as on a growing body of research and innovative practice and programming that has yielded important new information about the kinds of supports that are required to help low-income and struggling students persevere and succeed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7638