New NSLC Library Items - December 1, 2008

General/Cross-Sector

Beres, Jill, Jennifer Batton, ed., Ed Krauss, ed., and Scott B. Peterson. Report to the Nation, 1993 to 2008: The Global Youth Justice Movement: 15 Year Update on Youth Courts and Teen Courts. Highland Hills, OH: Global Issues Resource Center, 2008.
Abstract: This national report documents significant highlights and events over a fifteen (15) year period of unprecedented and historic growth of this groundbreaking American juvenile justice prevention and intervention program that utilizes volunteer youth to help sentence their peers. The report begins in 1993, when fewer than seventy-five (75) local youth and teen courts existed in just about a dozen states. The report concludes fifteen (15) years later in 2008, when more than a record 1,000 local communities in 48 states and the District of Columbia now operate these local juvenile justice programs. Historic numbers of youth and adults are now involved, as more than 111,868 juvenile cases were referred to local youth and teen courts and more than 133,832 volunteers - to include both youth and adults who volunteered to help with the disposition and sentencing of these juvenile cases. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8141

Blomstrom, Sally, Hak Tam. "Assessing the Learning in a Service-Learning Project Using Outcomes Measures Recommended by the Commission on Public Relations Education." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 139-160.
Abstract: In order for service-learning to be sustainable, research is needed that facilitates understanding and acceptance by stakeholders. One way to undertake research of this type is to use a framework suggested by practitioners and educators in a specific discipline. Results derived from an established framework are likely to be particularly compelling. Service-Learning has become a common pedagogical approach in communication; however the absence of standard methods of assessment has made it more difficult to compare service-learning with other pedagogical strategies. This chapter seeks to address that gap by suggesting a methodological approach for assessing service-learning using a framework developed from the 2006 Report of the Commission on Public Relations Education (2006). (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8251

BTW Consultants, Inc. Jewish Service-Learning: What Is and What Could Be, a Summary of an Analysis of the Jewish Service-Learning Landscape. Berkeley, CA: BTW Consultants Inc., 2008.
Abstract: In the fall of 2007, the Charles and Lynn Schusterman Family Foundation, the Jim Joseph Foundation and the Nathan Cummings Foundation commissioned BTW informing change (BTW) to assess the landscape of Jewish Service Learning. Joined by a shared interest to better understand the practice and potential of Jewish Service Learning, these foundations asked BTW to examine Jewish Service Learning, the current capacity among practitioners, the support required to further that capacity and the relevance of secular national service and other faith-based service traditions in defining the potential and evolution of Jewish Service Learning. The funding partners each approached this effort with a perspective informed by the mission, values and culture of their particular foundation. The Charles and Lynn Schusterman Family Foundation came to this work with an interest in scaling quality opportunities to engage Jewish young adults in meaningful service experiences; the Jim Joseph Foundation came to this work with an interest in understanding how Jewish Service Learning functions as a learning strategy for advancing Jewish knowledge and identity of young Jews; and the Nathan Cummings Foundation came to this work focused on building capacity in the field to ensure quality alongside growth. BTW conducted a scan of the Jewish Service Learning landscape in the United States, collecting and analyzing both primary and secondary data. The BTW team conducted 86 key informant interviews with donors, institutional funders, Jewish Service Learning practitioners, community professionals and Jewish thought leaders, as well as representatives of faith-based and secular service organizations. BTW also reviewed demographic, program and impact data from over 50 unique sources. In addition to a scan of the entire landscape, BTW conducted a deeper program assessment of immersive term-of-service programs that engage young adults in the United States. This assessment identified and focused on 25 Jewish Service Learning programs operated by 15 organizations (see Exhibit 1). BTW administered an online survey to these Jewish Service Learning practitioners to complement key informant interviews and a review of organizational and program documents. All data presented in this report are from this group of practitioners unless otherwise noted. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8199

Constitutional Rights Foundation Chicago. Service-Learning Manual for Youth Courts. Chicago, IL: Constitutional Rights Foundation Chicago, 2008.
Abstract: The number of Youth Courts - also known as teen or student courts - continues to grow across the country. Designed as both evidentary and sentencing hearings, the courts are an alternative to playing young people directly into the juvenile justice system. Community service is one of the most used sentencing alternatives for these courts, and it usually entails the offender doing service at school, hospital, governmental agency, or non-profit and documenting the hours served to complete the sentence. This type of service benefits the institution served and provides the offender the opportunity to give back to the community in acknowledgment of the wrong committed. Quality community service learning resources are important to help address the goals of the balanced and restorative justice movement and the educational needs of the youthful offender. Service learning offers an opportunity to develop the skills and attitudes of the offender, including academic skills, critical thinking skills, problem solving skills, and a sense of actual accomplishment. Each of these benefits has been identified in delinquency prevention research as an important factor in helping young people develop positive attitudes and behaviors and in decreasing anti-social behaviors among youth. To meet this need, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) of the U.S. Department of Justice has funded CRFC to develop, field-test, and train on a community service learning manual providing 25 examples for use on Saturdays. The examples will be adaptable to meet a variety of sentencing and learning needs. The manual was disseminated at the National Youth Court Conference, April 17-19 in Washington, D.C. and is now available online at http://www.crfc.org/youthcourts.html.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8199

Curley, Maureen F., Paul Loeb, Sherry Moreale. "Engaging Students as Volunteers and Voters." [Online] 9 October 2008. http://www.insidehighered.com/views/2008/10/09/loeb
Abstract: This article pulls out the ways service-learning and other campus civic engagement initiatives can play a valuable role in elections. The authors discuss the specific steps that institutions need to take to help students - and society - benefit from the interest in the 2008 presidential election.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8145

Fletcher, Adam. "Youth Voice Toolbox." Freechild Project, (The), 2008. <http://www.freechild.org/YouthVoice/index.htm>
Abstract: The Freechild Project defines Youth Voice as the active, distinct, and concentrated ways young people represent themselves throughout society. The Youth Voice Toolbox, which is comprised of a series of one- and two-sheet publications, contains tools that identify a number of innovative practices, practical considerations and critical concepts that are focused on engaging Youth Voice, particularly among historically disengaged young people. The following tools are available: * Intro - Introduction to Youth Voice * Definitions - Youth Voice Glossary * Assumptions - Assumptions Behind Youth Voice * Principles - Principles of Authentic Youth Engagement * Measure - Measure of Social Change Led By and With Young People * Ladder - Ladder of Youth Participation * Keys - Keys to Youth Voice * Cycle - Cycle of Youth Voice * Guidelines - Guidelines for Youth Voice * Honoring - 5 Ways to Honor Youth Voice * Relationships - Youth/Adult Relationships Spectrum * Environments - Creating a Safe and Supportive Environment for Youth Voice * Diversity - The Diversity of Youth Voice * Roles - New Roles for Youth Voice * Movement - The Youth Voice Movement * Discrimination - Discrimination Against Youth Voice * Myths - Myths About Youth Voice * Assessments - Assessing Youth Voice * End - The End of Youth Voice * Summary - Youth Voice Tip Sheet * Organizations - Youth Voice Organizations * Publications - Youth Voice Publications * Links - Youth Voice Links The Freechild Project has been promoting Youth Voice in nonprofit organizations, schools, foundations and government agencies since it was founded in 2001. Working with a variety of partners across the country, Freechild has learned about Youth Voice from the thousands of young people and adult allies in their workshops and critical conversations. This Youth Voice Toolkit is a summary of different tools they have developed, as well as a few adaptations of work others have done. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8236

Heartland Foundation. Jump Starters Summit: Planning a Service-Learning Conference for Youth. St. Joseph, MO: Heartland Foundation, 2008.
Abstract: In this guide you will find information to help plan a Jump Starters Summit. A Jump Starters Summit is a forum for students to showcase their service-learning projects. The information in this guide is organized into the following sections: Introduction, Logistics, Planning, Format, Marketing, The Event, Evaluation and Follow-up, and Resources. If you would like to receive a hard copy of the Jump Starters Summit Planning Curriculum, contact Chris Turpin, Service-Learning Manager of Heartland Foundation at (816)-271-7684 or via email christopher.turpin@heartland-health.com. There are a limited number of copies available, which will be distributed on a first come, first served basis. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8158

Kahne, Joseph, Amanda Lenhart, Alexandra Rankin Macgill and Ellen Middaugh, et al. Teens, Video Games, and Civics: Teens' Gaming Experiences Are Diverse and Include Significant Social Interaction and Civic Engagement. Washington, D.C.: Pew Internet and American Life Project, 2008.
Abstract: Video games provide a diverse set of experiences and related activities and are part of the lives of almost all teens in America. To date, most video game research has focused on how games impact academic and social outcomes (particularly aggression). There has also been some exploration of the relationship between games and civic outcomes, but as of yet there has been no large-scale quantitative research. This survey provides the first nationally representative study of teen video game play and of teen video gaming and civic engagement. The survey looks at which teens are playing games, the games and equipment they are using, the social context of their play, and the role of parents and parental monitoring. Though arguments have been made about the civic potential of video gaming, this is the first large-scale study to examine the relationship between specific gaming experiences and teens' civic activities and commitments. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8185

Learn and Serve Ohio. Learn and Serve Ohio 2006-2007 Annual Report. Columbus, OH: Learn and Serve America Ohio, 2007.
Abstract: This report provides a glimpse at the efforts of Learn and Serve Ohio during the 2006-2007 period, including a message from the evaluator, a description of what Ohio service-learning looks like, and a look at Learn and Serve Ohio's newly-updated website. Also included are a glimpse at the data regarding participants, programs, and school/community partnerships, snapshots of Ohio's efforts through practitioners and students' eyes, information about state and national service-learning organizations, and a look forward to the future of service-learning in Ohio.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8167

Lennon , Tiffani, Terry Pickeral and Jennifer Piscatelli. Service-Learning Policies and Practices: A Research Based Advocacy Paper. Denver, CO: Education Commission of the States, 2008.
Abstract: This paper translates service-learnings research-based evidence for education leaders by identifying practices and policies in alignment with the data that shows what works. This paper also provides a research-based service-learning framework encompassing the simultaneous renewal of five critical components shown to institutionalize and maximize service-learning effectiveness: vision and leadership, curriculum and assessment, community-school partnerships, professional development and continuous improvement. (publisher)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8166

National Conference on Citizenship. "2008 Civic Health Index: Beyond the Vote." Washington, D.C.: National Conference on Citizenship, 2008.
Abstract: The National Conference on Citizenship (NCoC) is the nation's leading advocate for civic participation and the only organization chartered by Congress to play that role. The NCoC created America's Civic Health Index to assess how the American people were performing on a wide array of indicators of civic health. Just as the U.S. collects data on our economy to inform policies that maintain its strength, the NCoC wanted the nation to have reliable data on the attitudes, behaviors, and actions of Americans related to their civic life. This information is designed to inform and motivate individuals, leaders and policymakers at all levels to strengthen the civic engagement of our people. Since America's Civic Health Index was first published in 2006, and featured in TIME Magazine, the NCoC has published annual reports to inform Americans about their civic attitudes and behaviors, the state of our civil society and democracy, and existing and emerging trends that can inform new policies and initiatives to strengthen civic life. These reports are motivated by a belief that our democratic system and our communities are healthier, stronger, and more just when many citizens participate actively - helping to discuss, define, and address our nation's problems and shape our values and culture. This is their definition of "civic engagement," and they measure it with the evolving list of survey questions shown in the Appendix. The creation of America's Civic Health Index and report was a cooperative effort of the NCoC, The Center for Information & Research on Civic Learning and Engagement (CIRCLE) at the Jonathan M. Tisch College of Citizenship & Public Service at Tufts University, and the Harvard University's Saguaro Seminar: Civic Engagement in America. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8195

Shumer, Robert. "Book Review: Felicia L. Wilczenski and Susan Coomey (2007). A Practical Guide to Service Learning: Strategies for Positive Development in Schools." New York, NY: Springer Science + Business Media, LLC. Information for Action, Winter 2008.
Abstract: Several years ago service-learning consultant Cathy Berger Kaye introduced The Complete Guide to Service-Learning. It has become one of the most popular books in the field. It was directed primarily at teachers and practitioners to help them conceptualize and develop service-learning programs that had rich curriculum and interesting projects. Today, we find a new book with a similar title: A Practical Guide to Service-Learning, by Felicia Wilczenski and Susan Coomey, This book has a very different focus. While the Kaye book was directed at practitioners, the Wilczenski/Coomey book is one of the first to focus directly on psychologists, counselors, and school support personnel. The goal of this publication is to prepare counselors and other social service and health care providers with a basic understanding of service-learning and the ways they can become involved in meeting the social, emotional, and character development needs of youth. Given the challenging environment of No Child Left Behind, the authors present service-learning as an "emotional, career, and academic education in action." They are successful in reaching their goal. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8184

Stevens, Cheryl A. Service Learning for Health, Physical Education, and Recreation: A Step-by-Step Guide. Champaign, IL: Human Kinetics, Inc., 2008.
Abstract: This workbook provides university and high school students step-by-step guidance through the process of planning, implementing, and evaluating service-learning projects for health, physical education, and recreation. This books takes students through an easy-to-follow five-step process for completing service-learning projects, and includes the following features: group projects, activities, and worksheets to guide students through the planning process; reflection activities, journal assignments, and student checklists; instructions for designing a needs assessment and evaluation survey; icebreakers and group activities, as well as tools and tips. (publisher)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8140

Youth Service America, National Collaboration for Youth, National Youth Leadership Council. Service-Learning Supplement: A Guide for Planning and Implementing Effective Service Projects as Part of F.I.L.M. Washington, DC: Youth Service America, 2008.
Abstract: The Service-Learning Supplement, a resource of YSA and F.I.L.M., is devoted to highlighting the educational aspects of planning and managing service projects with and by youth. As a project management tool, the goal of this guide is to provide project planners with a structured framework to support the design, preparation, and implementation of their service project. Each lesson plan addresses a specific step in the planning process, and focuses on particular skills to acquire in the development of each stage. The lesson plans are written so that they can be used by either youth or adult facilitators. Each lesson lists measurable outcomes, materials needed, notes for the facilitator, as well as suggestions to adapt the lessons for younger youth. The Appendices offer additional tools such as service-learning project ideas according to the different themes of the F.I.L.M. programs. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8146

CBO

Bardwell , Lisa, Ph.D, and Stephen Kaplan, Ph.D. "Creating a Generation of Problem Solvers: A Cognitive Perspective on Service-Learning." Information for Action, Winter 2008.
Abstract: This paper takes a foray into the psychological literature and applies a cognitive framework, the Reasonable Person Model (RPM), to a well-respected service-learning program, Earth Force's Community Action and Problem (CAPS) framework. Seeing CAPS through an RPM lens provides insights into the aspects of service-learning experience that may be most pivotal in ensuring positive outcomes. Likewise, while the RPM makes intuitive sense, this analysis offers an empirical demonstration of its effectiveness. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8176

Billig, Shelley H., Melody A. Bowden, Barbara A. Holland. Scholarship for Sustaining Service-Learning and Civic Engagement. Greenwich, CT: Information Age Publishing, Inc., 2008.
Abstract: This eighth volume in the Advances in Service-Learning Research series includes eight essays selected from manuscripts submitted by participants in the seventh annual conference of the International Association of Research in Service-Learning and Community Engagement, held in Tampa, Florida, in October, 2007. The volume builds upon the theme of that conference: "Sustainability and Scholarship: Research and the K-20 Continuum," bringing together the work of scholars from K-12 and higher education to argue for the connection between rigorous and purposeful research and sustainable service-learning and civic engagement. Articles range from models for program-level assessment to examples of significant field-based research projects to approaches to advance discipline-based sustainable impacts to connections between civic education and sustainable communities. Voices of community partners, students, faculty members, administrators, and discipline-based organizations are part of the conversation, and each of the essays raises important challenges for future research that can help to shape, document, and sustain the important impacts of work in this field.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8144

Brudney ,Ph.d, Jeffrey L., and Colleen Kassouf Mackey, M.P.A. "Service-Learning Impacting Citizenship: A 'SLIC' Way to Raise the Civic Aptitude and Behavior of High School Students?" Information for Action, Winter 2008.
Abstract: This study examines the participant outcomes from Service-Learning Impacting Citizenship (SLIC), a community- and curriculum-based service-learning program aimed primarily at high school students. Analysis of data collected immediately pre- and post-program, and in a follow-up survey one year later, suggests desirable intermediate- and long-term participant outcomes, which effectively address program goals to increase the civic knowledge, skills, and behavior of participating students. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8178

Checkoway, ed., Barry. My Dreams Are Not a Secret: Teenagers in Metropolitan Detroit Speak Out. Ann Arbor, MI: University of Michigan School of Social Work, 2007.
Abstract: This book is written by thirteen young people of diverse backgrounds who live in and around Detroit, the nation's most segregated metropolitan area. These writers are young people of African, Asian, European, Middle Eastern, and Latin American descent. In these pages, they write about their own cultures, racism, sexism, freedom, learning, the past and the future. They explore growing up in segregated social worlds and living on the borders of change. In particular, they examine how their lives and visions of social justice form a bridge. The mission of this anthology is to reach across the racial and ethnic boundaries and build bridges with other youth. Each of the writers also participates in Youth Dialogues on Race and Ethnicity in Metropolitan Detroit. In this program, they discuss their own identities, their similarities and differences, and policy issues about which they are passionate. They take a metropolitan tour, live and work together in a residential retreat, and plan action projects to create change. The program enables them to break their silence, use their voices in a new community, and discuss ideas they usually keep to themselves. In so doing, they grow into leaders. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8193

Davis, Gabriel, Ryan Neloms, Katie Richards-Schuster and Jennifer Young Yim, et al. Youth Dialogues on Race and Ethnicity in Metropolitan Detroit: 2007 Evaluation Report. Ann Arbor, MI: University of Michigan School of Social Work, 2008.
Abstract: Youth Dialogues on Race and Ethnicity in Metropolitan Detroit enables young people of African, Asian, European, Middle Eastern, and Latin American descent to challenge segregation, increase dialogue, and create change. Young people meet in dialogues with other groups with whom they have historical differences. They take a metropolitan bus tour of neighborhoods and suburbs; conduct community service initiatives; plan action projects to challenge segregation; discuss public policy issues related to race and ethnicity; and reunite for a summit to share outcomes with community leaders. In 2007 the program involved 88 young people from 16 community-based agencies and schools representing ten neighborhoods and six suburbs in the metropolitan area. Approximately 53 percent of the participants came from agencies in areas identified in the Good Neighborhood Initiative and 47 percent came from the suburbs. The self-identified racial and ethnic composition of the participants was the following: African American (32%), European American (21%), Arab American and Chaldean (12%), Latino and Latina (11%), Asian American and Hmong (13%), and multi-racial (11%). The dialogues had powerful effects on the young people. Findings from the pre- and post-test surveys and the youth-led evaluation survey revealed the following three outcomes from participation in the 2007 program: 1. Young people increased their knowledge of their own racial and ethnic identity and that of others. 2. Young people increased their awareness and understanding of racism and racial privilege. 3. Young people developed leadership skills and took specific actions to address issues of racism in their own lives, their families, and the communities of which they are part. The program also increased their intergroup communication and collaboration across racial and ethnic boundaries, and enabled them to challenge discrimination, build relationships, and create community changes through action projects. It involved them public policy at the municipal and metropolitan levels, and prepared them for new roles as agents of positive change in society. Overall, the evaluation team found that the program had significant effects on the youth who participated. Young people developed knowledge about their own racial and ethnic identity and that of others. They increased their awareness about issues of race and racism while developing a consciousness of racial privilege. Finally, they developed leadership and took action to address issues of racism in their families and communities. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8192

Hopkins-Parham, Davida, Jeannie Kim-Han, Marcina Riley and Melissa Runcie, et al. Martin Luther King, Jr. Day of Service, Service Learning Curriculum: A Guidebook for Schools, Organizations, & Parents. Fullerton, CA: California State University, Fullerton, n.d.
Abstract: This guide is a tool that can be used by service leaders, educators, agency staff and parents to educate individuals serving the community on the Martin Luther King, Jr. Day of Service. The goal of this curriculum is to provide a snapshot of the life and work of Dr. King as a vehicle for enhancing the service experience for people of all ages. This guide is provided in the following sections: Section I: HISTORICAL SKETCHES: DR. MARTIN LUTHER KING, JR.'S LIFE, WORK AND LEGACY Section II: MLK LEARNING TOOLKIT: ACTIVITIES FOR ALL AGES Section III: MLK REFLECTION TOOLKIT: ACTIVITIES FOR ALL AGES Section IV: RESOURCES: BIBLIOGRPAHY FOR FURTHER INFORMATION (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8266

Jie Ling, Ng Jun, Chun Ang Norris, Udomkichdecha Sarun and Neo Yue Zheng. "Reaching Out to Extension Scouts." Information for Action, Winter 2008.
Abstract: "To help other people, and to keep the Scout Law." The authors, from the Raffles Scout Group, brainstormed for a service-learning project. They did not have to look far as research conducted with the Association for Persons with Special Needs (APSN) revealed that there were physically and mentally handicapped Extension Scouts waiting for help from mainstream schools. This article describes how they developed a service-learning project to reach out to APSN youth and maintain a strong scouting presence. The resulting project benefited both the Extension Scouts and volunteers from the Scout Group. They describe and document how the help occurred and what was gained by all who participated. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8183

Learn and Serve America, Corporation for National and Community Service, (The). "Be a Solution." [Online video clip] http://www.youtube.com/watch?v=OCQEevHQxIo. October 6-12, 2008.
Abstract: This video prompts viewers to take the National Learn and Serve Challenge, from October 6-12, 2008. Participants will join their peers from around the country for a concentrated week of special events and community outreach activities designed to raise awareness and build support for service-learning.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8263

Martin, Nicky, Erich Stiefvater, Julie Wang. "Youth Impact." Youth Impact, 3, 2008, 1-13.
Abstract: This issue of Youth Impact will help readers add high-quality service-learning to their youth programs. It will explore the distinctions between volunteering and service-learning, and outline the key steps to designing and running a successful service-learning project using real-life examples from the field. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8132

Mayegun, ed., Olesgun, and R. Nanre Mayegun, ed. Junior Youth Handbook for Civic Education and Community Service Learning. Lagos, Nigeria: Linking the Youth of Nigeria Through Exchange, 2007.
Abstract: This curriculum seeks to give a brief introduction to critical issues facing young people today both as individuals and as members of a society. It is made up of two primary sections. The first section is a section on society. It takes the student through a process of understanding history as a background and key element to understanding other concepts. It is within the context of people as the center of history that the curriculum analyzes the nature and conditions of political systems. The Basics in Political Systems gives an introduction to civic education. This class introduces political systems and outlines the history of political systems in Nigeria. It then goes on to examine the constitution and its relevance to governance and closes with the roles and responsibilities of citizens, civil society and the state. The section ends with an introduction to the concept of Development. Understanding development defines development in human terms and challenges the student to re-evaluate common misconceptions of underdevelopment. The second part of the curriculum is about the youth as an individual agent of change in society, advocating both for his or herself and for their communities and their country. The class "Body and Self" examines critical issues facing young people, providing them with pertinent information so that they can make informed decisions about their lives. The Introduction to Self-Expression outlines the fundamental outward manifestation of the human personality and the use of self-expression as a tool for social change. The class Community Project Development and Implementation provides the student with the basic tools they need to create and implement their own community service project, a major part of the program they are starting at the camp. The class examines the idea of community and encourages youth to take a systematic approach to building and developing their communities. A specific session on the contributions of students and youth to the historical development of Nigeria has been added to the history section. Also, an additional section on youth and the challenges of social change has been incorporated. The curriculum is holistic in nature and places equal importance on individual and collective development with the realization that these two concepts are inseparable. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8237

McAllister, Leslie A. "Lessons Learned While Developing a Community-Based Learning Initiative." Journal for Civic Commitment, 11, Fall 2008.
Abstract: With the increasing emphasis on civic engagement through community involvement, educators are faced with the task of developing effective strategies to integrate service-learning and other community-based initiatives into their courses. Much research has been published on the different types of service opportunities, the benefits of experiential learning, and the application of experiential learning. Little research, however, documents how to begin the process of incorporating a form of experiential learning other than service-learning into the curriculum. The purpose of this paper is to describe five lessons learned while developing a course designed to introduce students to the applied aspects of sociology. These lessons are not restricted to sociology faculty; individuals from a variety of disciplines can utilize the lessons to assist with the implementation of community-based learning into their courses. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8163

Mulligan, Martin, Christopher Scanlon, Nicky Welch. "Renegotiating Community Life: Arts, Agency, Inclusion, and Wellbeing." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 48-72.
Abstract: As part of a broader emphasis on addressing the 'social determinants' of health and wellbeing, health promotion agencies in Australia and elsewhere have increasingly turned to arts participation as a strategy for reducing social isolation. However, research on the relationships between arts participation and its outcomes in terms of individual and community wellbeing has been undermined by conceptual and methodological weaknesses in the studies conducted hitherto. This paper presents some of the findings emerging from a broadly conceived, four-year, multi-method study conducted across four diverse local communities in Victoria, Australia. In particular it focuses on insights gained from the use of photonarrative techniques to explore the lived experiences of people whose involvement in local communities is seen as being problematic. This is complemented by some surprising outcomes of a survey of people who participated in a range of community celebrations and events. The paper shifts the focus from specific outcomes of arts-based interventions in community life to an understanding of how arts participation can help people negotiate new forms of engagement in complex and changing local communities. It argues for a more nuanced understanding of contemporary community life in the context of globalization and a deeper understanding of the relationships between inclusion and exclusion. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8202

National League of Cities, Institute for Youth, Education, and Families. Action Kit for Municipal Leaders: Creating a Youth Master Plan. Washington, D.C.: National League of Cities, 2008.
Abstract: As the 10th action kit in the YEF Institute's signature series, this publication will help municipal leaders work with school district officials, youth and other key community stakeholders to develop a shared framework and long-term strategies for improving outcomes for children and youth. Preparation and distribution of this action kit were made possible by grants from MetLife Foundation (www.metlife.org),which has supported the institute's efforts to assist municipal leaders in developing city-school youth master plans and promoting youth participation in local government. Many city leaders are familiar with the concept of a master plan, which is often used to guide land use decisions and infrastructure investments. By using a master planning process to more effectively coordinate services for children and youth, communities can reduce duplication and waste, identify unmet needs, eliminate barriers to services, make better choices in allocating resources among competing priorities and increase the return on investment for local programs. More than 20 cities throughout the country, such as Claremont, Calif., Hampton, Va., Minneapolis, and Savannah, Ga., have developed youth master plans to improve coordination of programs, services and opportunities for young people. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8196

ServiceNation. Strategies for Becoming a Nation of Service. 2008.
Abstract: Strategies for Becoming a Nation of Service represents a vision, endorsed by more than 110 ServiceNation coalition members, to unleash the energy of citizens on our most pressing social challenges by strengthening and increasing community and national service opportunities. This policy agenda proposes meaningful opportunities for service at every key life stage, and for every socioeconomic group, from kindergarten through the post-retirement years. These proposals will help instill a culture of service at an early age and provide opportunities for Americans to continue serving throughout their lifetimes. The policy proposals aim to make service a defining ethic of what it means to be an American. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8271

United States. U.S. Senate. Serve America Act (S3487). Pittsburgh, PA: U.S. Government Printing Office, 2008. 11 November 2008.
Abstract: Bill introduced to amend the National and Community Service Act of 1990 to expand and improve opportunities for service, to create two new service-learning programs: (1) a Youth Engagement Zones to Strengthen Communities program, providing competitive grants to partnerships between local educational agencies that serve high-need, low-income communities and certain community-based or state entities to engage students and out-of-school youth in service-learning addressing specific challenges faced by their communities; and (2) a Campus of Service program, which annually grants up to 30 institutions of higher education (IHEs) with exemplary service-learning programs the funds to assist their students' pursuit of public service careers, and the right to nominate additional individuals for ServeAmerica Fellowships; directs the Corporation for National and Community Service (Corporation) to contract for a 10-year, longitudinal service-learning impact study; and for other purposes. This is the current version of the bill for Nov. 11, 2008 before being put to a vote.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8270

HE

Ascah, Matthew. "Community Service Learning: Get Involved." Career Options Magazine, Fall/Winter 2008, 23.
Abstract: This article, directed at Canadian college and university students, discusses various facets of community service-learning, as well as its importance. Information is given on learning more about community service-learning in general and on a student's particular campus.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8262

Balcazar, Fabricio E., Edurne Garcia Iriarte, Yolanda Suarez-Balcazar and Tina Taylor-Ritzler. "Capacity Building and Empowerment: A Panacea and Challenge for Agency-University Engagement." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 179-196.
Abstract: Capacity building is an effective strategy for promoting organizational change and/or improving the quality of social services. In this article the author presents an empowerment approach to capacity building. In doing so, she proposes a number of principles that can promote capacity building and collaboration between social service agencies and universities from an empowerment perspective: keeping the control of the capacity building process in the agency; developing competencies that matter to the people in the agency; engaging in supportive roles; maintaining a strengths-based approach to capacity building; focusing on sustainability, institutionalization and utilization of acquired skills; and paying attention to cultural and contextual issues. Further, the challenges and benefits of the empowerment approach to university-agency collaboration are discussed in this article. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8208

Bond, Brenda, Patricia Coffey, Robert Forrant and Linda Silka, et al. "Community-University Partnerships: Achieving Continuity in the Face of Change." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 128-149.
Abstract: A challenge that community-university partnerships everywhere will face is how to maintain continuity in the face of change. The problems besetting communities continually shift and the goals of the university partners often fluctuate. This article describes a decade-long strategy one university has successfully used to address this problem. Over the past ten years, a community-university partnership at the University of Massachusetts Lowell has used summer content funding to respond creativity to shifting priorities. Each summer a research-action project is developed that targets a different content issue that has emerged with unexpected urgency. Teams of graduate students and high school students are charged with investigating this issue under the auspices of the partnership. These highly varied topics have included immigrant businesses, youth asset mapping, women owned businesses, the housing crisis, social program cutbacks, sustainability, and economic development and the arts. Despite their obvious differences, these topics share underlying features that further partnership commitment and continuity. Each has an urgency: the information is needed quickly, often because some immediate policy change is under consideration. Each topic has the advantage of drawing on multiple domains: the topics are inherently interdisciplinary and because they do not "belong" to any single field, they lend themselves to disciplines pooling their efforts to achieve greater understanding. Each also has high visibility: their salience has meant that people were often willing to devote scarce resources to the issues and also that media attention could easily be gained to highlight the advantages of students, partners, and the university working together. And the topics themselves are generative: they have the potential to contribute in many different ways to teaching, research, and outreach. This paper ends with a broader consideration of how partnerships can implement this model for establishing continuity in the face of rapidly shifting priorities and needs. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8206

Burton, Elizabeth Carmichael and Susan Waters. "Building Ethical Citizen Scholars: Student Success in Service-Learning." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 163-183.
Abstract: The research investigates the extent to which service-learning impacts the moral development of college students, and in particular their personal interests, concern for humanity, and beliefs about justice. Using a quasi-experimental design, survey responses of 56 students who participated in a service-learning course were compare to 35 students who did not participate in a service-learning course to determine if there were differences in moral reasoning and ethical standards applied to a set of prompts representing ethical dilemmas. In addition, the study compared students' responses to the survey with responses provided by community members and business partners to compare moral development levels of the 3 groups. Results indicated that service-learning had a positive impact on students' sense of ethics, community partners were highly developed in post-conventional moral reasoning, and business leaders were highly developed in conventional reasoning. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8252

Christie, Michael. "Yolngu Studies: A Case Study of Aboriginal Community Engagement." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 31-47.
Abstract: The Yolngu studies program at Charles Darwin University has been active in the teaching of Yolngu (East Arnhemland Aboriginal) languages and culture, in collaborative transdisciplinary research, and in community engagement for well over ten years. The original undergraduate teaching program was set up under the guidance of Yolngu elders. They instituted key principles for the tertiary level teaching of Yolngu languages and culture, which reflected protocols for knowledge production and representation derived from traditional culture. These principles ensured the continuation of an ongoing community engagement practice that enabled the flourishing of a collaborative research culture in which projects were negotiated; these projects remain faithful to both western academic standards, and ancestral Aboriginal practices. The paper gives details of the program, the underlying Aboriginal philosophy, and some of the research projects. The success of the whole program can be seen to derive from the co-constitutivity of community engagement, research and teaching. In 2005 the program won the Prime Minister's award for Australia's best tertiary teaching program. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8201

Community College Survey of Student Engagement. High Expectations and High Support: Essential Elements of Engagement. Austin, TX: Community College Survey of Student Engagement, 2008.
Abstract: This year's report of the Community College Survey of Student Engagement (CCSSE) focuses on two critical, interrelated elements of engagement - high expectations and high support, making the case that students do best when expectations are high and they receive support that helps them achieve at high levels. Colleges that demonstrate both high expectations and high support give their students essential tools to succeed. To illustrate these points, the report describes key findings from the survey, offers many examples of how colleges are using their results to target improvements, including institutions with a commitment to service-learning. This report also provides results of the 2008 set of special focus questions on students' experiences with financial aid, and provides selected findings from the Community College Faculty Survey of Student Engagement (CCFSSE).
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8275

Cress, Dr. Christine. Community College National Center for Community Engagement Accent on Student Success: Engaged Together for Service (ASSETS) Initiative Report. Mesa, AZ: Community College National Center for Community Engagement, 2007.
Abstract: This report is the first year of data findings (of a three year grant project) involving nine of the ten community colleges (one college did not submit data) who received funding from the Community College National Center for Community Engagement through a Learn and Serve America Higher Education grant as part of the Corporation for National and Community Service in an effort to expand the field of service-learning and civic engagement in diverse communities nationwide. The grant is intended to address two dimensions of this effort: 1) training and technical assistance; and 2) facilitation of sub-grantee projects in meeting community needs. This report focuses on data gathered as part of the second dimension in 4 pre-identified categories of college-community projects: a) Baby Boomers; b) Disadvantaged Youth; c) Homeland Security/Domestic Preparedness; and d) Start-up Service-Learning. Specifically, the ASSETS grant is intended to: develop an intergenerational approach of service through projects that incorporate baby boomers, K-12, and community college; promote academic and civic engagement opportunities for disadvantaged youth by engaging middle and high school students in service-learning projects in their communities; support previous LSAHE grantee work on service-learning homeland security projects; and facilitate professional development to all sub-grantee colleges, but especially those initiating service-learning courses and programs. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8131

Disco-Shearer , Elizabeth, Megan Parker and Deborah J. White. "Service-Learning Through Philanthropy in a Psychology of Death and Dying Course." Journal for Civic Commitment, 11, Fall 2008.
Abstract: This article describes the process and results of a pilot program which allowed for student creativity and leadership in applying academic theories and concepts from a Psychology of Death and Dying course to a student philanthropy through service-learning project. As there appears to be a lack of student and community voice in the literature on service-learning, this description is derived from all three perspectives. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8161

Fair, Megan , Barbara Dewey, Shelley Henderson and Paul Sather. "Service-Learning Research as a Feedback Loop for Faculty Development." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 113-137.
Abstract: The University of Nebraska at Omaha service-learning research on students has had a serendipitous impact on both the classroom implementation of service-learning and interaction with community partners. The institutional response included reinforcing the benefits of applied learning and community engagement throughout the campus, furthering faculty development, creating service-learning objectives that apply across disciplines, and increasing dialogue with community partners. The analysis provided here indicates that an institution's response to service-learning research findings can create a campus culture that encourages and supports service-learning faculty in their quest to improve student experiences. Implications on staff development for the university's P-16 initiative are also discussed. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8250

Garlick, Steve and Victoria J. Palmer. "Toward an Ideal Relational Ethic: Re-thinking University-Community Engagement." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 73-89.
Abstract: This paper explores how an ideal relational ethic based on Zygmunt Bauman's (1995) notion of forms of togetherness is needed to underpin university-community engagement processes and practices. We focus on the notion of being-for, and suggest that it can be used as an 'engagement bridge' between higher education institutions, the creation of human capital and communities, and can be a means to achieve ethical outcomes to local concerns. Much of Bauman's (1995; 2001; 2007) theoretical development has focussed on the liquidity of modernity, to give the impression that community - in the spatially, physically located and fixed sense of the term - no longer exists. This paper proposes that spatial dimensions, particularly in the context of developing relational ethics, are important. This is particularly so for paying adequate attention to context-specific values, principles and issues in communities, for developing enterprising human capital via engagement, and for addressing matters of socio-political importance such as the environment. Contemporary neo-liberal times require ethical and moral leadership from universities. This paper suggests that such leadership can be developed from focusing attention on the forms of togetherness fostered by university-community engagement. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8203

Hoyt, Brian R. "A Research Study Investigating the Impact of Service-Learning on Ethical Decision Making for Ethics Education." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 185-205.
Abstract: This study evaluated the potential impact of service-learning on ethics education by comparing student scores in Ethical Decision-Making Abilities (ED-MA) before and after a service-learning experience, An important next question for the field is whether a project-based ethics-education model can be developed and used to predict resulting impacts on ethical decision making. The findings of this study suggest that service-learning has a positive impact on ED-MA. However, statistically significant higher mean differences in ED-MA were reported only when students participated in particularly intense and engaged service experiences. The study included a pre- and posttest of more than 800 students involved in service-learning experiences at 21 universities. The study has implications for the understanding of an application of best-practice models in ethics education and service-learning when using James Rest's construct explaining ED-MA. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8253

Lederman, Doug. "Putting What Works to Better Use." [Online] 6 October 2008. http://www.insidehighered.com/news/2008/10/06/aacu
Abstract: This news item from insidehighered.com describes a report to be published by the Association of American Colleges and Universities, which puts the lie to the charge that institutions have paid too little attention to the academic success of students and failed to develop creative techniques to engage and challenge students, documenting at least 10 practices (learning communities, undergraduate research and the like) that colleges commonly and successfully use to improve the academic outcomes of their students. With this paper, the AACU and the report's author, George D. Kuh, a leading education researcher, keep up their pressure on colleges to bolster their performance in educating students. Yes, colleges and faculty members have, over the past 10 to 15 years, developed numerous successful practices to improve student performance, Kuh and AACU argue in the report, "High-Impact Educational Practices: What Are They, Who Has Access To Them, and Why They Matter." (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8143

Levesque, Peter. "Government Support and Infrastructure: Realizing the Value of Collaborative Work." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 150-164.
Abstract: Community-campus research has undergone significant growth over the last two decades. While there has been some support in the form of government programs, significant gaps remain. The identification of collaborative research - what Gibbons et al. (1994) called Mode Two, complementing more traditional Mode One research - necessitates a better understanding of the incentives and infrastructure needed to produce greater value from both modes of research production. This article presents an argument that research is fundamentally three questions: what, so what and now what. It further argues that while the system is good at producing data and information as well as interpretation and analysis, it is not quite so competent when it comes to decisions that produce value beyond products, programs and sometimes, policies. This article introduces concepts related to knowledge mobilization and the need for dedicated incentives and infrastructure to realize the value of collaborative work. It introduces a taxonomy of legal government powers to protect and promote public health that may be adapted to the creation of support for community-campus research. This article suggests that government support for collaborative research must be built from arguments that demonstrate the added value that comes from engaging in these processes. It further argues that this is essentially a political process that must include explicit and open conversations across sectors and stakeholders. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8207

Low, David. "University-Community Engagement: A Grid-Group Analysis." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 107-127.
Abstract: University-community engagement involves complex issues, entangling multiple and interacting points of view, all of which operate in a wider dynamic evolving social environment. For this reason, there is often disagreement about why engagement is necessary or desirable, and whether there is one optimal method to practice it. To address this issue, I argue that university-community engagement can be examined as a form of inquiry. In this view, engagement is viewed as a system that arises through the recognition of the dissent it embodies. As such, inquiry functions to process disagreements into diverse methods of communication. Most of the disagreements utilized by universities are derived from external sources, thus university-based inquiry must necessarily involve a dialogue with a broader community or environment. In this sense, university-community engagement can be viewed most generally as a method that processes disagreements into shared understandings through inquiry. To demonstrate how university-community engagement functions from an inquiry point of view, the author uses Mary Douglas' grid-group diagramming method to develop a critical typology for classifying university-community engagement. His modified grid-group diagram provides a structured typological space within which four distinct methods of university-community engagement can be identified and discussed - both in relation to their internal communicational characteristics, and in relation to each other. The university-engagement grid-group diagram is constructed by locating each of Douglas’ four quadrants within Charles Peirce's four methods of inquiry. Peirce's work is introduced because each of his four methods of inquiry deals specifically with how disagreements are processed and resolved. When Peirce's methods for fixing belief are located in Douglas' grid-group diagram, they create a sense-making framework for university-community engagement. It is argued that the model offers a heuristic structure through which to view the diversity of university-community engagement and create shared understandings of the appropriateness of a wide range of possible engagement methods. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8205

Muirhead, Bruce and Geoff Woolcock. "Doing What We Know We Should: Engaged Scholarship and Community Development." Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 8-30.
Abstract: In Australia, engaged scholarship oriented towards community development objectives has yet to be recognized in funding regimes as being inherently beneficial in terms of scholarly excellence and university rankings. While the civic role of universities is acknowledged by individual universities, higher education management and at the Federal policy level, they are most often framed as funding problems related to 'community service' rather than as research opportunities which can raise the university's profile by providing the basis for excellent research outputs and community enrichment. Community engagement has become a familiar term in the Australian higher education lexicon in recent years but there is still little institutional infrastructure that directly embodies the principles and sentiment of community engagement evident in current Australian universities. In this paper, the inaugural Director and Research Manager of the University of Queensland's Community Service and Research Centre reflect on their five years leading a Centre that was/has been privileged to enjoy significant institutional support and the lessons learnt in forging into unknown territories. The reflections focus on the Centre's seminal project, the Goodna Service Integration Project. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8200

Onyx, Jenny. "University-Community Engagement: What Does It Mean?" Gateways: International Journal of Community Research and Engagement, 1, Fall 2008: 90-106.
Abstract: This article reflects on the nature of Community-University engagement from a research focus. This entails several steps. In this, the author starts with 'engagement' and what that might mean in the context of a University-based research center. She then reflects on the nature of 'community' and the significance of the third sector globally and in Australia. The Centre for Australian Community Organizations and Management (CACOM) was the first research centre in Australia, and one of the first in the world designed explicitly to study the Community Sector and its impact. The article outlines one significant research program that emerged from the work of CACOM, namely the story of social capital research. This research was initiated by a request from community partners, and was carried out in collaboration with them. The research program led to several significant research projects which have had a major impact on theory and public policy. It challenges the nature of the University as 'expert' and illustrates the co-production of knowledge. The article concludes by discussing the various roles that the University can play within the co-production of research knowledge with the community, as collaborator in the research process itself, as mediator in the development of linking social capital between community and more powerful players, and as the potential site for independent and critical analysis. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8204

Porter, Ph.D, Kimberly K. "Taking the University to the People: Experiential Education Via Oral History." Information for Action, Winter 2008.
Abstract: This essay posits that oral history, in combination with service learning, can serve to benefit both students and the community. It theorizes that oral history provides the opportunity for history students not only to practice their craft, but also to engage with their communities in a way that service work unrelated to their career paths cannot offer. Specifically, the essay examines a collaborative experience between University of North Dakota history students and the members of B'nai Israel synagogue to help preserve its heritage. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8179

Stewart, Trae. "Community Service Self-Efficacy and First-Year Undergraduate Honors Service-Learning." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 29-53.
Abstract: This chapter uses psychosocial student development theory to frame first-year undergraduate honors students' completion of service-learning hours in underserved elementary schools.Information on the use of service-learning in the first-year experience is offered. Analyses of pre-/postresponses administered to 119 participating honors undergraduates showed that student community service self-efficacy was significantly increased. Gender, number of previously completed non-required service hours, and religious activity were significantly correlated to the measures. A discussion on the major findings in relation to previous research and their implications is provided. Limitations and opportunities for further research conclude the chapter. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8246

K-12

Belisle, Kristine and Elizabeth Sullivan. Service-Learning Lesson Plans and Projects: Human Rights Resources for Educators. Concord, MA: Human Rights Education Associates, 2007.
Abstract: This manual is designed for use by beginners and experts alike. The guide can be used with a broad range of learners, particularly if portions of the lessons are adapted. However, the main target groups in mind for the activities are upper middle school and secondary school students, as well as university students (ages 14-20). The manual is divided into three main parts: Human Rights, Service-Learning, and Lesson Plans, which are complemented by resources and hand-outs in the appendices. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8269

Billig, Shelley H., R. Marc Brodersen, Michelle Grimley, and Dan Jesse. "Promoting Secondary Students’ Character Development in Schools Through Service-Learning." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 57-83.
Abstract: This chapter provides an examination of the ways in which service-learning can be used to promote students' character development in schools. After a brief discussion of why service-learning has promise in this area, authors provide the results of a 3-year quasi-experimental study of middle and high school students in the School District of Philadelphia. Case studies of schools with the highest student gains in civic engagement and citizenship, pro-social attitudes and behaviors, and resilience and academic efficacy are presented. Discussion of the cases illustrates the components of service-learning most highly associated with outcomes and the factors that appear to be associated with sustainability. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8248

Bringle, Robert G., Patti H. Clayton and Jessica Katz Jameson. "Investigating Student Learning Within and Across Linked Service-Learning Courses." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 3-27.
Abstract: This chapter summarizes the design, preliminary results, and primary challenges of a multi-year investigation of student learning within and across a sequence of service-learning enhanced courses. The investigators are assessing written student reflection products that are guided by specific prompts designed to facilitate higher order reasoning in the context of specific learning objectives, which are shared by multiple courses in a nonprofit studies minor. The chapter examines the challenges that underlie the limitations of the study and suggests practical implications for continued scholarship of teaching and learnings work and for the institutionalization of other interdisciplinary programs. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8245

Burt, Chris, Larry Fletch, Lynda Kamerrer and Susie Richards. Sober Minded: A High Impact Project Manual Focusing on Underage Drinking Prevention (Student Handbook). Vancouver, WA: Service-Learning Northwest, 2008.
Abstract: The purpose of this manual is three-fold. First, to provide readers with the awareness of the issues involved with youth alcohol use. The manual aims to provide sufficient background and supporting materials in order for readers to understand the issues and make informed choices. Second, to help students develop a healthy and positive attitude toward alcohol use as an adult by helping them develop informed and intelligent choices regarding alcohol. Third, this manual is also provided as a resource for students, especially if they choose to take action in their schools and their home communities. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8129

Burt, Chris, Larry Fletch, Lynda Kamerrer and Susie Richards. Tobacco Prevention: Culminating Project Tools for Students. Vancouver, WA: Service-Learning Northwest, 2008.
Abstract: This High Impact Project Manual focuses on tobacco prevention, and is divided into four sections. The first section explores the overall background and history of the general topic area including brief biographies of key historical figures. In addition students will find references throughout the section for additional related research. The second section provides an extensive list of both web based and print resources that support a variety of issues within the general topic area. These resources also provide a research base for the project. The next section provides examples of service activities that can be implemented in conjunction with a culminating research project based on the particular theme. The final section includes a number of planning tools that will aid in the development of high quality, high impact culminating projects. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8128

Changzhong, Zhuang, Christopher Fang, Anish Kumar Hazra, and Marvin Loh, et al. "Reinventing Approaches to Reading: The Buddy Reading Programme. A Service-Learning Initiative." Information for Action, Winter 2008.
Abstract: This article describes the involvement of five high school students in a tutoring project at a local primary school. The program engaged Primary 3 level students (middle school) as tutors to younger children in the Rosyth Primary school. In this tiered program, the high school students became the teachers of the middle school students, who in turn, tutored the elementary school children. In a program labeled S-L2, we learn how one service-learning initiative supported a second program, working to ensure high quality tutoring and mentoring at all levels. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8182

Corporation for National and Community Service. Community Service and Service-Learning in America's Schools, 2008. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This report provides an in-depth look at the prevalence of community service and service-learning in public schools and provides insight into recent trends. It is the result of a survey of a national sample of more than 2,000 K-12 public school principals across America conducted by the Corporation in partnership with the independent research firm Westat. The report found that the prevalence of community service has risen in K-12 schools, up from 64 percent from a similar study conducted in 1999. High schools are especially supportive of community service, with 86 percent of high schools recognizing student service, up from 83 percent in 1999. While school-based community-service has remained robust, the percentage of schools with service-learning declined from 32 percent in 1999 to 24 percent in 2008. (publisher)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8274

Griffin, Alan. Service-Learning and the Constitution: Suggestions for the Study of Civics and United States Government and Citizenship. Salt Lake City, UT: Utah State Office of Education, 2008.
Abstract: This document outlines the various essential ideas that teachers might use in instruction of civics, U.S. government, and citizenship. These ideas include popular sovereignty, limited government, functions of the three branches of government, checks and balances, guaranteed rights, the function of the courts, federal/state/local relationships, compromise, obligations of citizenship, economics and the free market, and influence on the world.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8130

Idaho State Department of Education, Learn and Serve Idaho. Service-Learning Strategies: Idaho's Practical Guide to Service-Learning. Boise, ID: Idaho State Department of Education, 2008.
Abstract: This is a guide for school district administrators and teachers as they create or improve their service-learning program, regardless of their previous experience in service-learning. Students make a tremendous difference in their schools and communities when they are given the opportunity to use their enthusiasm, energy and ideas to solve problems and contribute to the common good. The Idaho State Department of Education affirms research studies that link service-learning with better academic outcomes, student retention, career exploration, and the development of skills related to social and civic responsibility. Learn & Serve Idaho recognizes service-learning has positive effects that contribute to healthy and productive schools and communities. It is the hope of the authors that this manual will be used to strengthen district-level infrastructure in order to support quality service-learning experiences for our learners. One of their goals is to develop appropriate models of service-learning for schools that are aligned with state-mandated educational standards and benchmarks. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8224

Krebs, Marjori Maddox. "Sustainability of Service-Learning: What do K-12 Teachers Say?" Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Melody A. Bowden, Shelley H. Billig, and Barbara A. Holland. Greenwich, CT: Information Age Publishing, Inc., 2008. 85-109.
Abstract: This chapter compares the model of sustainability of service-learning created by Billig (2001) to Krebs' findings (2006) which, in part, investigated K-12 teacher beliefs regarding sustainability. This comparison illustrates clear connections between the teacher beliefs regarding sustainability (Krebs, 2006) and the sustainability of model presented by Billig. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8249

Lederer, Tony. "Service-Learning at Calvine High School." [Online video clip] 13 June 2008. <http://www.sdcoe.net/edoptions/service_learning.asp>
Abstract: This video, produced by Calvine High School in Elk Grove, California, presents information on a service-learning project in which "students travel to, and compare, two local watersheds, survey the areas using GPS devices, catalog flora and fauna, test water quality, and clean up litter...Upon completion of field activities, students participate in a variety of reflective assignments in the curricular areas of English, Science, American Government, Math, and Economics. Then, students reflect through multimedia, video, or blogs where they share their findings."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8159

Liptrot, Joan, Kathia Monard-Weissman and Julia Wagner. "Youth Organized for Disaster Action." Information for Action, Winter 2008.
Abstract: Allowing students to assume leadership roles underscores the importance of service-learning projects. Youth voice is highlighted as a framework for examining the impact of service-learning projects on students' academic and civic engagement. Presented here is a case study of the Youth Organized for Disaster Action (Y.O.D.A.) program. Data were derived from surveys, interviews and observations of schools in New Jersey and Pennsylvania that implemented safety-related projects during the school years of 2004 -2005 and 2005-2006. Analysis of the data suggests that students who made choices and were more actively involved in relevant and engaging activities while selecting, designing and organizing service-learning projects appeared more academically and civically engaged. This paper presents specific strategies that can be put into practice to foster youth voice in our service-learning programs. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8180

McCarthy, Mary. "Does Participation in Quality Academic Service-Learning, Signature Service-Learning Positively Impact Students' State Achievement Test Scores?" Information for Action, Winter 2008.
Abstract: Service-Learning is a teaching and learning methodology that utilizes experiential learning and combines academic study, community service, reflection, student voice, civic participation, community partners' involvement, and assessment. This study involves three years of data for three elementary schools in Hudson, Massachusetts. One of the three schools engaged fourth graders in high quality academic service-learning, known as Signature Service-Learning. The study found that Signature Service-Learning students had significantly higher scores on state mandated assessments than students who took service-learning courses that had less adherence to quality standards. Implications of this study are that quality of service-learning matters and can significantly affect program outcomes. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8177

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Report: Centennial Learning Center. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." This report reviews progress made in Centennial Learning Center's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8151

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Evaluation: Clover Park High School. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." This report will review progress made in Clover Park's service-learning program since last year, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8154

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Evaluation: Commodore Options. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the day to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." This report reviews progress made in Commodore Options' service-learning program since 2007, describes the rating assigned for each of the targeted essential elements, and summarizes results from online student, teacher, and partner surveys. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8153

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Report: Friday Harbor High School. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." This report reviews progress made in Friday Harbor's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8152

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Evaluation: Heritage High School. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." This report will review progress made in Heritage's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8149

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Evaluation: Nathan Hale High School. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." Because this is Nathan Hale's first year participating in this grant, this report will first briefly summarize the school's service learning program, then describe the rating assigned for each of the targeted essential elements and summarize results from online student, teacher, and partner surveys. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8148

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Evaluation: Riverdale High School. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." This report reviews progress made in Riverdale's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8147

McCausland, Suzy and Brittany Sale. Year 2 Site Visit Evaluation: Windward High School. Oakland, CA: Coalition of Essential Schools, 2008.
Abstract: Site visits in this second year of the Coalition of Essential Schools Northwest grant focused on four Essential Elements of service-learning: outcomes, assessment, meeting a genuine need, and reflection. During site visits, Merit Research met with at least two teachers, one community partner, two groups of students, and the service-learning coordinator in order to assess progress in the essential elements. Merit met with coordinators at the conclusion of the site visit to discuss what Merit had learned and to collaboratively assign a rating from 1 to 4 on a half-point scale for each element. A rating of 1 indicated minimal incorporation of element expectations, such as "The identified need may be of minor consequence or, even if significant, not understood to be so by all participants" for the element "project addresses a genuine need." A rating of 4 signified ideal service-learning practices, such as "The identified need is of deep and urgent importance to the community." This report reviews progress made in Windward's service-learning program since 2007, describe the rating assigned for each of the targeted essential elements, and summarize results from online student, teacher, and partner surveys.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8150

Teaching Tolerance. Pre-Service Reflection: "When I Feel..." Montgomery, AL: Teaching Tolerance, n.d.
Abstract: This worksheet helps students conceptualize the difference between charity (responsible for others) and service (responsible to others). Use in conjunction with class discussions and activities examining the difference between charity and empowerment. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8256

Teaching Tolerance. Valuing Differences: Discovering Your FRAME. Montgomery, AL: Teaching Tolerance, n.d.
Abstract: All the things that make up who we are and how we view situations can be referred to as our FRAME. Our FRAME is made up of values we hold, our culture and background, and our life experiences. Life experiences include things that we choose to do, as well as things we do not have any choice about or control over. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8257

Yap, Cheryl, Chew Yoke Tong. "Embracing Our Singapore Community: The Rafflesian Way." Information for Action, Winter 2008.
Abstract: This article describes Raffles Institution's whole school approach to service-learning. Service-learning is a curricular initiative undertaken through the school's Research Education (RE) Programme. The Research Education Service-Learning (RESL) framework promotes both cognitive and affective learning through active participation in service experiences and civic engagement. The RE component aims to develop the pupils' cognitive capacity through developing them into independent and resourceful life-long learners equipped with the necessary research skills, skills and inter-personal skills. The S-L component provides opportunities to develop character, leadership and social emotional competencies. It emphasizes the empowerment of students to think beyond themselves and develop the commitment to serve others in the community. In groups of 4 to 5, the students embark on their 8-months long RESL journey by working closely with the coordinators of the various community agencies and under the supervision of a teacher-mentor. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8181

Youth Health Service Corps. Martin Luther King Jr. Service Learning Project: Increasing Youth Awareness of Homelessness. Youth Health Service Corps, 2007.
Abstract: This presentation, created by the Youth Health Service Corps, contains information on Martin Luther King and his legacy of service. During the Martin Luther King, Jr. Day of Service 2007, the CT Youth Health Service Corps in conjunction with Learn and Serve America conducted an education and awareness outreach to children of all ages on critical issues facing the homeless population. Teaching tips are provided for teachers of students from K-12.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8268