New NSLC Library Items - September 2, 2008

General/Cross-Sector

Butin, Dan. Justice-Learning: Service-Learning as Justice-Oriented Education. Equity and Excellence in Education, 40, 2007, 177-183.
Abstract: "Justice-learning" lies at the intersection of service-learning and social justice education. Specifically, the author argues for a distinctive form of community-based learning ("antifoundational service-learning") that fosters a justice-oriented framework ("anti-anti-social justice") that makes possible the questioning and disruption of unexamined and all too often oppressive binaries of how we view the struggle toward equity in education. The linkage of service-learning and social justice education in this manner offers a "weak overcoming" that strengthens experiential learning toward justice while avoiding the dilution and radicalization faced by both movements. He thus traces the linkages between service-learning and social justice education; explicates the potential of antifoundational service-learning as a form of anti-anti-social justice; and draws out the potential and implication of this linkage for both service-learning and social justice education. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7920

Cryer, Shelley. The Nonprofit Career Guide: How to Land a Job That Makes a Difference. 2008.
Abstract: This book provides valuable advice, resources, and career-building strategies to help readers find work at a nonprofit organization. It offers concrete data on the size and scope of the nonprofit sector and the types of organizations that comprise it. It provides a sense of what it feels like to work at a nonprofit organization. It details recommendations on how to gain and communicate the skills and experiences that make job-seekers attractive candidates to prospective employers. And then it offers specific strategies for how to find suitable openings, get an application noticed, and land a job. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7924

WGBH Educational Foundation. The Greens: Activity Guide. Boston, MA: WGBH, 2008.
Abstract: THE GREENS is a website from WGBH. It's for kids who want to help protect our planet. It features two characters, Izz and Dex, who are upbeat and optimistic about making their world a greener place. Through Izz and Dex's animated adventures, their blog, games, quizzes (and this activity guide) THE GREENS encourages kids to explore green living and sustainability and to take action wherever they can, making informed choices and meaningful changes.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7930

HE

Borges, Nicole J., and Paul J Hartung. Service Learning in Medical Education: Project Description and Evaluation. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: Although medical education has long recognized the importance of community service, most medical schools have not formally nor fully incorporated service learning into their curricula. To address this problem, we describe the initial design, development, implementation, and evaluation of a service-learning project within a first-year medical school course. Medical students (eight women, eight men) screened clients of a community agency for high blood pressure and educated them about the effects of hypertension on health. Results of the project indicated significant increases in students' attitudes, knowledge, and skills related to community health, resources, and service. Infusing medical education with service-learning activities can both meet community needs and enhance student education about the health of the public. The present findings support continued development and evaluation of service-learning projects within medical school training programs. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7972

Bowen, Glenn A. Service-Learning in Higher Education: Giving Life and Depth to Teaching and Learning. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: This article talks about creative approaches to teaching and learning that combine classroom instruction with community service. The author has tried to explain that there is a vast difference in the lifestyles of students 20 years back and now, which means a lot more balancing in terms of syllabus, learning styles, and much more engagement on the part of students. It talks about learner-centered teachers and learner-centered activities where the teachers facilitate learning in individual and collective contexts. This article also talks about the best approach for organizing a service-learning program, building a collaborative relationship among various stakeholders-- campus partners, including administrators, staff, faculty, and students and community representatives, including agency directors and social service practitioners. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7962

Cuban, Sondra, and Jeffrey B. Anderson. Where's the Justice in Service-Learning? Institutionalizing Service-Learning from a Social Justice Perspective at a Jesuit University. Equity and Excellence in Education, 40, 2007, 144-155.
Abstract: The authors attempt to answer where the social justice is in service-learning by probing what it is, how it looks in the process of being institutionalized at a Jesuit university, and why it is important. They develop themes about institutionalizing service-learning from a social justice perspective. Their themes were developed through an analysis of service-learning research focused on institutionalization and social justice, and a case study of a Jesuit university attempting to institutionalize it, including five faculty action research service-learning projects. From these themes, they share lessons that they learned from this experience. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7922

D'Agostino, Maria J. Social Capital: Lessons from a Service-Learning Program. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: Citizen participation is fundamental to democratic governance. The problem has been addressed in the citizen participation literature in a myriad of ways, including the use of technology to involve citizens in the decision-making process. The article is promoting the idea that universities can contribute a lot in producing and enriching social capital. Service learning fosters the development of the citizenship attributes and skills. People are sovereign in a democracy, and so public administration should be responsive and accountable to the people. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7967

Harkavy, Ira. Civic Engagement in Higher Education. Wingspread Journal, Education, 2007, 26-29.
Abstract: Since 1985, Professor Emeritus of History Lee Benson, as well as the author, along with numerous colleagues, have worked to develop university-assisted community schools in West Philadelphia, where the University of Pennsylvania is located. Committed to undergraduate teaching and convinced by their personal experiences, they designed an Honors Seminar to stimulate undergraduates to think critically about what Penn should do to remedy the rapid deterioration of West Philadelphia-- a development that had devastating consequences for the university. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7956

Harris, Leslie M., and Jody Usher. From Disenchantment to Dialogue and Action: The "Transforming Community" Project at Emory University. Change: The Magazine of Higher Education, 40(2), March/April 2008, 18-23.
Abstract: The Transforming Community Project is oriented to both process and product. The process of meeting and deliberating creates new ways for individuals and groups to practice the experience of living in diverse communities and negotiating ways to approach the challenges and opportunities that result. The products include a larger group of people with the comfort and capacity to address questions of racial difference in their daily lives, community-based knowledge of the history and current experience of race at Emory, and ultimately a number of creative projects (plays, films, books, articles, art exhibits) that will be available for classroom and community use. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7934

Harward, Donald W. Engaged Learning and the Core Purposes of Liberal Education: Bringing Theory to Practice. Liberal Education, 93(1), Winter 2007, 6-15.
Abstract: Founded on the premise of a connection between the neglect of the core purposes of undergraduate liberal education, on the one hand, and certain patterns of disengagement exhibited by students, on the other, the Bringing Theory to Practice project provides support for campus programs as well as for research on the connection of certain forms of engaged learning to student health, well-being, and civic development. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7946

Hollander, Elizabeth. Sustaining a Movement. Wingspread Journal, Education, 2007, 15-18.
Abstract: Over the last 20 years, the movement to reassert the civic mission of higher education has witnessed several important changes. In the early 1980s, a deep concern about the "me" generation sparked major efforts to promote college student volunteer community service. By the late 1980s and early 1990s, co-curricular community service was no longer seen as sufficient to support college student civic education, so major emphasis was put on driving service into the curriculum (service-learning) and involving faculty. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7953

Hurd, Clayton A. Is Service Learning Effective: A Look at the Current Research. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: The growth of service-learning in higher education is related to the way that it helps students achieve both personal and academic goals and serves broader institutional goals of civic engagement for students and outreach to communities (Campus Compact 2000). This article looks closely at current research, assessing the impact of academic service-learning in such areas as enhanced academic learning, instructional effectiveness, civic responsibility, appreciation of diversity, and undergraduate student retention. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7964

Jeter, Angela, and Patsy Camp. Civic Engagement at Johnson C. Smith University. Wingspread Journal, Education, 2007, 19-21.
Abstract: In the fall of 1994, Johnson C. Smith University launched its service-learning program, with funding from the Ford Foundation/United Negro College Fund Community Service Partnership grant. Beginning with just 60 freshmen, the program now includes service-learning courses in Social Work, Health Education, Physical Education, Teacher Education, Social Sciences, English, and Psychology. The University implemented a community service graduation requirement in 1995 and integrated service learning into the freshman orientation classes this year. To date, 15,000 students have complete 660,000 service hours. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7954

Levine, Daniella. Building Community Prosperity and Civic Renewal. Wingspread Journal, Education, 2007, 11-13.
Abstract: Miami Dade College (MDC), the largest college in the nation, with approximately 160,000 students, and the Human Services Coalition (HSC), an 11-year-old community development and human service advocacy organization, have built a broad and deep partnership to promote common strategic goals. The partnership grew over a decade of linked community service. Two innovative programs invented by HSC-- the Prosperity campaign and Imagine Miami-- achieve greater impact and credibility through the relationship. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7952

Machemer, Patricia L., and Pat Crawford. Student Perceptions of Active Learning in a Large Cross-Disciplinary Classroom. Active Learning in Higher Education, 8(1), March 2007, 9-30.
Abstract: This investigation reports ion a study that assess how students value active, cooperative, and traditional learning activities within a single large cross-disciplinary class. The study surveyed students' perceived value of a range of teaching techniques (from traditional to cooperative) utilized within a general education class. Students rated the various techniques on an ordinal scale and the values were statistically compared using a mean difference (paired sample) test. The study was replicated four times over four semesters, where class size ranged from 125 to 180. The study found that students valued lectures and being active. From student's perspective, however, working with others (cooperative learning) diminishes the value significantly. Any activity, be it active, cooperative, or traditional, that directly relates to improving exam performance was the most valued of all. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7944

Mehaffy, George. Civic Engagement: New Directions and Challenges. Wingspread Journal, Education, 2007, 34-35.
Abstract: The inspiring story of the growth of civic engagement in the latter part of the twentieth century and the beginning of the twenty-first in American higher education demonstrates the success of a small group of committed and passionate change agents, and confirms Margaret Mead's famous aphorism. There is much to be proud of in that legacy. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7959

Meisel, Wayne. Connecting Cocurricular Service with Academic Inquiry: A Movement toward Civic Engagement. Liberal Education, 93(2), Spring 2007, 52-57.
Abstract: At the colleges and universities working with the Bonner Foundation to build and sustain civic engagement initiatives, students are committed to significant, ongoing involvement in community issues and to engaging other students to join with them in such endeavors. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7976

Menonm, Venugopal. Introduction to Service-Learning. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai university Press, 2008.
Abstract: This article defines service-learning as a component that integrates practical aspects of community needs with theoretical knowledge being imparted in the classroom. It further explains that there is a very fine blend of not only practice and theory but also the incorporation of lost of emotional component. This concept can be applied to general streams of education light arts and humanities and also in engineering, medicines and information technology. This article covers the different benefits of service-learning, its impact on students, teachers, other stakeholders and the community. It throws light on actual implementation that can be done by the teachers, management, and community, some impediments in the entire process and how one can overcome these. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7961

Mohanadasan, Sheena. Service-Learning in Business Education. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: Building the right kind of competencies in business students will enable the students to succeed in the work environment and ensure their constant growth. Many business schools have failed in developing the right kind of competencies and service learning as a tool can be successfully used for the same. Business school faculties can integrate the outcomes of academic course and address community needs if they can identify projects for the students that would finally result in the development of competencies. This article includes examples of MBA institutes using the concept of service-learning. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7974

Morgan, Rosa Ramos. The Community Neighborhood Renaissance Partnership, Inc. Wingspread Journal, Education, 2007, 30-31.
Abstract: One City Commissioner's vision convinced city and county government to work together to revitalize neighborhoods on Tallahassee's south side. This is that success story. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7957

Pearce, Joshua M. Service-Learning in Engineering and Science for Sustainable Development. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: This article speaks about the International Journal for Service-Learning in Engineering and its role in encouraging the use of service-learning in this field to ensure sustainable development. IJSLE is providing various outlets for university students for undertaking service-learning projects in engineering and for publication of the students' work. They are indirectly providing a platform for professors of different universities to encourage the students to learn engineering and science more effectively. It speaks about different activities that IJSLE would be conducting in the future to involve more students from the engineering discipline in service-learning and different partnerships and collaborations that they would be entering into for this purpose. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7973

Percy, Stephen L. The Milwaukee Idea: Institutionalizing Engagement. Wingspread Journal, Education, 2007, 32-33.
Abstract: In 1998, with its 50th anniversary in sight and a new Chancellor recruited to campus, the University of Wisconsin-Milwaukee (UWM) embarked upon the "Milwaukee Idea," a renewed commitment to university-community engagement. Several factors made the timing right for this: (1) a new Chancellor seeking to strengthen the State of Wisconsin's "urban university," (2) Wisconsin was celebrating its 150th anniversary as well as the Wisconsin Idea-- a progressive agenda that included the proposition that the "boundaries of the university are the boundaries of the state," and (3) the greater Milwaukee community, facing both urban problems and opportunities, was seeking UWM, Milwaukee's largest higher education institution, to be more engaged in studying problems and identifying strategies for their resolution. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7958

Preiser-Houy, Lara, and Carlos J Navarrete. Exploring the Learning in Service-Learning: A Case of a Community-Based Research Project in Web-Based Systems Development. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University, 2008.
Abstract: Service-learning integrates course-based academic learning with community service. This for of experiential learning is becoming more prevalent in higher education as academic institutions strive to enhance student learning while providing meaningful service to the community . This study investigates the impacts of service-learning in a junior-level IS web development course on student learning outcomes. The study also explores the use of community-based research in web-based systems development. The study's context is a project to develop a web-based system for an elementary school classroom. The authors' findings propose an integrated, multidimensional concept of student learning that links the academic with personal and interpersonal learning outcomes. The academic dimension of student learning includes domain-specific and general academic knowledge and skills. The interpersonal dimension of student learning encompasses communication, collaboration and leadership skills, and the personal dimension consists of self-knowledge and personal efficacy. The service-learning strategy of community-based research promotes student learning and transforms the student into an engaged and active learner. Furthermore, the community-based research is an effective approach to supplement the software development methods of prototyping and joint application development in a web-based systems development project. The study's findings provide a framework for structuring effective service-learning experiences in the systems development domain of an Informations Systems curriculum. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7970

Ramaley, Judith A. Reflections on the Public Purposes of Higher Education. Wingspread Journal, Education, 2007, 5-10.
Abstract: Higher education in this country has always been expected to serve the public good. Sometimes, the emphasis is on preparing educated citizens or practitioners in especially critical fields. At other times, the discussion is about how public service can deepen and enrich learning and prepare students to lead purposeful, responsible and creative lives. Sometimes, the focus is on institutions themselves as major intellectual and cultural assets and how those resources can be tapped to build healthy communities. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7950

S, Shalini. Service Learning in Arts and Social Sciences. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: A number of projects can be prepared for Arts and Social Science students for active involvement in community service and academic learning. In subjects such as Behavioral Sciences, Communication, Sociology, Social Work, English, History, Political Science, etc., learning should be imparted in such a way to provide them with a broad perspective and to enable them to identify and respond to local or global community need. This article includes examples of a number of service-learning projects undertaken by different universities and how their courses in different arts and behavioral science subjects provide a solid background for career development of the students. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7975

S, Shalini. Overview of Service-Learning Across the World. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai university Press, 2008.
Abstract: Service-learning as a concept has come up only in the recent decades. It offers many benefits to those involved in the implementation, especially the students. This article presents examples of service-learning experiences all over the globe. The article describes the application of service-learning by universities and educational institutes of America, United Kingdom, Europe, and India. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7968

S, Shalini. Service Learning: Perspectives and Applications. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai university Press, 2008.
Abstract: The world of education has thrown open a plethora of opportunities for youngsters to get skilled, gain employment, and move ahead in life. At the same time, to a certain extent, it has failed to address issues concerning society and mankind in general. There is very little human touch and humane approach in the way in which professionals go about doing their work. This kind of mechanical interaction would do very little to solve the problems of mankind, to say the least. This book talks about incorporating certain elements of human approach in the education process itself. The term service learning talks of imparting education with a human touch added to it. It discusses community interface with a purpose. Skills learnt in an institution do not necessarily inculcate human values in a student. A more human touch needs to be adopted, if institutional education has to be made meaningful and also beneficial to thousands in society. This book points out the difference between a particular pedagogy and the most conventional method adopted in the higher echelons of learning-internship. The beauty of this concept lies in its utility to disciplines as varied as engineering to medicine to humanities. It is expected to benefit academicians and visionaries who would like to bring in a human element while imparting education. It shows the power of sensitivity in interacting with people in day-to-day life. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7960

Sandman, Lorilee R., Barbara A. Holland, and Karen Bruns. Creating a Federation to Encourage Community Engagement. Wingspread Journal, Education, 2007, 22-25.
Abstract: America's colleges and universities have a long tradition of connecting their mission of research and teaching to the issues of broader society. University research is well regarded as a constant source of improvements in health, environment, science, culture, education and policy arenas. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7955

Sharma, Rachna, and Samta Jain. Hearts in Space, Minds at a Fast Pace: Service-Learning Strategies for Management Education. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: This article looks into the psychological and experiential learning aspects and analyzes how this process of service-learning is inducing learning and, at the same time, is having an effect on human behavior and psyche as well. It studies the concepts of social cognition, the way in which people process social information and apply it to social situations, and social exchange, whereby a subjective cost/benefit analysis takes place when two parties interact. The article tries to establish a link between service-learning and its implications in corporate social responsibility and corporate governance. It analyzes the real-life situations that students go through as a part of course curriculum and understand various methods that would shape their professional and personal behaviors. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7963

Steinke, Pamela, and Peggy Fitch. Assessing Service-Learning. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: In an effort to increase the quality and quantity of service-learning assessment, this article provides a brief rationale for engaging in service-learning assessment and reviews a selection of available tools for doing so. The article includes a matrix that lists cognitive outcomes, including critical thinking and problem solving, and the instruments that measure them. The conclusion emphasized the role of service-learning assessment in transforming current assessment debates. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7965

Swaner, Lynne. Linking Engaged Learning, Student Mental Health and Well-Being, and Civic Development: A Review of the Literature. Liberal Education, 93(1), Winter 2007, 16-25.
Abstract: Conducted by the Bringing Theory to Practice Project, this literature review examines the theoretical and research bases for linking engaged learning, student mental health and well-being, and civic development. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7947

Tannenbaum, Sally Cahill. Research, Advocacy, and Political Engagement: Multidisciplinary Perspectives Through Service Learning. Sterling, Virginia: Stylus Publishing, 2008.
Abstract: This book presents inventive approaches to using service-learning to introduce students to political engagement. The work of faculty representing a wide variety of disciplines, this compilation of innovative and varied courses offers models to adapt and ideas to stimulate the creativity of instructors. The chapters in this book describe how teachers in Politics, Education, Urban and Regional Planning, Business, Communications, Sociology, Mathematics, Economics, and Women's Studies have created effective activities that advance disciplinary knowledge, develop collaboration with communities, and engage students in the political process. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7981

Umpleby, Stuart, and Gabriela Rakicevik. The Adoption of Service-Learning in Universities Around the World. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: In the United States, service-learning has proven to be an effective means both for education and for community development. It seems logical to assume that service-learning would be similarly effective in other countries. However, universities in other countries operate quite differently from universities in the US. Discussions with professors from the former Soviet Union and Southeast Europe produced a list of obstacles to transferring service-learning to other countries. This article suggests some ways to reduce the obstacles. As service-learning is implemented in universities around the world, universities will probably change their methods of operation to permit the use of effective teaching methods. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7966

Wei, Kagning, Jane Siow, and Diana L Burley. Implementing Service-Learning to the Information Systems and Technology Management Program: A Study of an Undergraduate Capstone Course. In Service Learning: Perspectives and Applications, Ed. Shalini S. Hyderabad, India: Icfai University Press, 2008.
Abstract: Service-learning has been identified as an extremely valuable educational tool and applied to different disciplines and areas, but literature review on service-learning has indicated that service-learning is little used in Information Systems education. This paper presents the design and development of a service-learning capstone course for graduating college seniors enrolled in an Information Systems and Technology Management program. A conceptual model is proposed to guide the implementation of service-learning into such a course. Following this model, the authors discuss their experiences and reflections on designing the course and particularly, how to assess students' performance. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7971

K-12

Duckenfield, Marty, Sam Drew, and Rebecca Flood. Bouncing Back: Strengthening Resilience Through Service-Learning. Clemson, SC: National Dropout Prevention Center/Network, 2008.
Abstract: This book has three major goals: 1. to introduce readers to the concept of resilience 2. to enable readers to understand how resilience can be both enhanced and acquired through the development of protective factors through service-learning 3. to demonstrate how service-learning can be implemented to purposefully strengthen resilience in youth. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7982

KIDS Consortium. Service-Learning Elections Projects in Response to Identified Problems and Needs. Auburn, ME: KIDS Consortium, 2008.
Abstract: This two-page document provides examples of service-learning projects for elementary, middle, and high school aged students that address identified voting-related needs. It also provides a short list of potential community partners for these types of service-learning projects.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7907

Liptrot, Joan, and Mike Schwarzbauer. Keeping Youth in School - How Service-Learning Can Help! [PowerPoint]. Clemson, SC: National Dropout Prevention Center, 2008.
Abstarct: This PowerPoint slide presentation discusses the basics of service-learning and what makes it an effective dropout intervention.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7909

Schultz, Brian. "Not satisfied with stupid band-aids": A Portrait of a Justice-Oriented, Democratic Curriculum Serving a Disadvantaged Neighborhood. Equity and Excellence in Education, 40, 2007, 166-176.
Abstract: This study discusses the author's attempt to improve educational experiences of fifth-grade students living in public housing. The context of a social justice-oriented classroom is revealed through reconstruction of his thought processes while teaching and learning with students. The narrative portrayal that emerges demonstrates the impact our theorizing together had on our growth, outlook, and learning in an effort to make substantive changes in the community. Although this curriculum was not explicitly grounded in service-learning framework, the processes, activities, and results of the classroom typify the potential and possibilities of a justice- and service-oriented elementary classroom. Reflection of classroom occurrences and struggles the author engaged in privately and with students are conveyed through vignettes of the change-focused, integrated curriculum based on students' priority concerns-- particularly the attempt to replace their dilapidated school. The role of theorizing with students and curriculum realizing democratic principles in a poor neighborhood is depicted. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7919

Swaminathan, Raji. Educating for the "Real World": The Hidden Curriculum of Community Service-Learning. Equity and Excellence in Education, 40, 2007, 134-143.
Abstract: This study draws on interviews with community supervisors partnered with high school students and presents their perspectives on service-learning and youth. The results show that there was a hidden curriculum being played out at community sites that was in part facilitated by community agency supervisors who actively engaged in mediating, mentoring, and structuring the service-learning experiences of students. Agency supervisors' decisions about the curricular experiences of students had a significant impact on the social justice aims and intentions of the projects designed by the teachers. Consequently, it is crucial for schools and teachers to take into consideration the community supervisors' perspectives and interpretations of social justice and invite them into a collaborative partnership throughout the process of structuring service-learning experiences. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7923

Wade, Rahima. Service-Learning for Social Justice in the Elementary Classroom: Can We Get There from Here? Equity and Excellence in Education, 40, 2007, 156-165.
Abstract: This article focuses of 40 elementary school teachers' efforts to involve their students in social justice-oriented service-learning experiences and the struggles and support they encounter in doing so. The service-learning activities described here begin with student interest and initiative and focus on advocacy and concerted efforts to right unjust situations. With teacher support and guidance, students consider multiple perspectives and challenge the status quo. At times they accomplish their aims; in other cases, success is found in students learning valuable life lessons about the skills and long-term effort needed to effect change. Struggles with state mandates, required curriculum, colleagues, and parents are discussed, as well as the creative and subversive measures teachers use to address these challenges. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7921

Tribal

Guffey, John. Embracing an Indigenous Understanding of Service-Learning. Scotts Valley, CA: National Service-Learning Clearinghouse, 2008.
Abstract: NWIC Second Summit on Indigenous Service-Learning Keynote Address by John Guffey. Service-learning, a timeless indigenous approach to teaching and learning, takes its lead from two primary values: interdependence and self-awareness. In recent years service-learning has found its way into mainstream education in America, where it has come face-to-face with enduring principles of the west: individualism and competition. Service-learning is a way of linking human experience with understanding, compassion, harmony and relationship-building. If used for other purposes, this approach loses its meaning and effectiveness. The indigenous roots of service-learning must be recognized and nurtured, and the gap between "school" and "community" must be bridged if we are to fully utilize and preserve this form of education for our own and future generations.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=7938