New NSLC Library Items - January 16, 2009

General/Cross Sector

Anuszkiewicz, Brittany, Nina Salomon, William Schmid, Roxana Torrico. Finding Resources to Support Mentoring Programs and Services for Youth. Washington, DC: The Finance Project, 2008.
Abstract: This brief outlines three strategies to finance and sustain mentoring programs and services for youth and illustrates these options through state and community examples. Strategy 1: Building Partnerships with Businesses and Foundations. This strategy outlines how youth mentoring programs can use partnerships with businesses and foundations to implement, expand, and sustain their organization. Strategy 2: Conducting Community Fundraising to Generate Revenue. This strategy describes how community fundraising can be used to raise revenue to support and sustain youth mentoring programs. Strategy 3: Maximizing Public Revenue. This strategy describes how tapping federal, state, and local revenue can contribute to a diversified portfolio for mentoring programs. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8299

Youth Service America. Global Youth Service Day 2009: Semester of Service Strategy Guide. Washington, DC: Youth Service America, 2008.
Abstract: A high-impact, strategic service-learning curriculum designed to link Martin Luther King Day of Service with Global Youth Service Day. The Semester of Service Strategy Guide functions as a supplement to the Global Youth Service Day Service-Learning Curriculum Guide. In this text, you will find information to help you take a community service lesson plan or volunteer effort and create a semester-long service-learning curriculum. Implementing a semester-long service-learning curriculum is a strategic way to reach authentic, sustainable and long-term service goals with your students. Instead of episodic acts, semester-long projects that include planning, research, action, relationship-building, leadership and reflection will allow young people and educators to collaborate on and commit to solving some of the most important and challenging issues facing our global world. Together, Youth Service America (YSA) and the Corporation for National and Community Service (CNCS) encourage you to launch your Semester of Service project on Martin Luther King Day of Service (MLK) (January 19, 2009) and culminate it on Global Youth Service Day (GYSD) (April 24-26, 2009). The goal is that by linking these two important dates with a service-learning project, youth, teachers and community members will be able to engage in both high-impact service work and meaningful learning. While the Semester of Service Strategy Guide is directed at teachers, it can easily be translated for community groups. Many of the strategies listed below are equally pertinent to non-school service-learning work. Yet, in order for a Semester of Service project and curriculum to be successful within a school, it is necessary for topics such as Academic Standards and Time Requirements to be addressed. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8303

Youth Service America. Semester of Service Strategy Guide 2009. Washington, DC: Youth Service America, 2008.
Abstract: This resource is a guide to creating a high-impact, strategic service-learning curriculum designed to link Martin Luther King Day of Service with Global Youth Service Day (GYSD). The Semester of Service Strategy Guide functions as a supplement to the Global Youth Service Day Service-Learning Curriculum Guide. In this text, you will find information to help you take a community service lesson plan or volunteer effort and create a semester-long service-learning curriculum. This curriculum guide includes information about the K-12 Service-Learning Standards for Quality Practice, connecting to academic standards, and sections on planning, action, reflection and evaluation, and celebration and demonstration.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8318

CBO

Alcina, M.E., Shirley Laska, Kristina J. Peterson , Jonathan J. West. "Principles of Participatory Action Research (PAR), Issues of Entree, and Internal Review Board (IRB) Challenges in Community/Agency/University Collaborations." Manifestation: Journal of Community Engaged Research and Learning Partnerships, 1, November 2008: 46-59.
Abstract: A participatory action model of collaborative research is often described as a process of action and reflection. The authors, the Center for Hazards Assessment Response and Technology, believe the participatory action model to be the most appropriate with which to approach a community resilience enhancement and research project, funded by the National Oceanic and Atmospheric Administration. However, this paper contends that the reflexive component of this model, especially in its relation to issues of community entree and the challenges of the internal review board (IRB) process, is insufficiently represented in the current participatory/collaborative research literature. They propose that the absence of discussions of reflexivity within the literature potentially leads to their absence in practice. Therefore, it is crucial for collaborative researchers to write about their experiences with reflexive processes. This paper is such a document. By critically reflecting upon the entree and IRB processes, we have found that university and agency collaborators in community-based research may come to a fuller understanding of the implications of their institutional power. Communities may also benefit from a more complete appreciation for entree and IRB processes by deciding to enact a review process of their own. In an effort to promote such reflexivity, we suggest a decolonizational flip of the standard participatory model, wherein reflection would truly precede action. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8335

Arevalo, Elsy, Amy Cannata, Michael Garringer, Christian Rummell, et al. Training New Mentors. Portland, OR: Northwest Regional Educational Laboratory, 2008.
Abstract: The "Effective Strategies for Providing Quality Youth Mentoring in Schools and Communities" series, sponsored by the Hamilton Fish Institute on School and Community Violence, is designed to give practitioners a set of tools and ideas that they can use to build quality mentoring programs. Each title in the series is based on research (primarily from the esteemed Public/Private Ventures) and observed best practices from the field of mentoring, resulting in a collection of proven strategies, techniques, and program structures. Revised and updated by the National Mentoring Center at the Northwest Regional Educational Laboratory, each book in this series provides insight into a critical area of mentor program development. All mentors need thorough training if they are to possess the skills, attitudes, and activity ideas needed to effectively mentor a young person. This guide provides ready-to-use training modules for your program. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8350

Ballasy, Linda, Mark Fullop, Michael Garringer. Generic Mentoring Program Policy and Procedure Manual. Portland, OR: Northwest Regional Educational Laboratory, 2008.
Abstract: The Effective Strategies for Providing Quality Youth Mentoring in Schools and Communities series, sponsored by the Hamilton Fish Institute on School and Community Violence, is designed to give practitioners a set of tools and ideas that they can use to build quality mentoring programs. Each title in the series is based on research (primarily from the esteemed Public/Private Ventures) and observed best practices from the field of mentoring, resulting in a collection of proven strategies, techniques, and program structures. Revised and updated by the National Mentoring Center at the Northwest Regional Educational Laboratory, each book in this series provides insight into a critical area of mentor program development. Much of the success of a mentoring program is dependent on the structure and consistency of service delivery, and this guide provides advice and a customizable template for creating an operations manual for a local mentoring program. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8347

Buhrer, Colleen. Service as a Strategy: Addressing Critical National Needs. Washington, DC: Innovations in Civic Participation, 2008.
Abstract: Part of the ICP published Service As Strategy series that highlights the positive role that service can play as a strategy for addressing a variety of social issues. ICP believes that every country should utilize innovative, efficient and resourceful strategies to respond to critical national needs such as emergency and disaster relief and recovery, critical teacher shortages, and HIV/ AIDS prevention and treatment. Young people represent a diverse and resourceful cohort waiting to be mobilized to address those needs. Young people can be a resource for providing integral services to their communities through innovative and effective means, instead of being thought of as only the beneficiaries of service. This paper will provide examples of innovative ways to mobilize young people to address critical national needs while calling on communities, governments and nongovernmental organizations to invest in young people as resources for getting things done in their communities. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8322

Camino, Linda, Julie Petrokubi , Shepherd Zeldin. Youth-Adult Partnerships in Public Action: Principles, Organizational Culture, and Outcomes. Washington, DC: Forum for Youth Investment, 2008.
Abstract: The findings and the case studies described in this report underscore the critical role that community-based organizations can play both in developing young people's leadership abilities and driving positive community change. Specifically, the authors push beyond principles, identifying effective organizational and management practices that can help any organization committed to meaningful youth engagement advance their efforts in concrete ways. Additionally, the outcomes they identify present a useful impact framework for much-needed future program evaluation and research efforts. Documenting the outcomes that organizations like those featured in this report can achieve - with the young people who participate and the adults, institutions and communities they work with - is critical to ensuring further investment and innovation. Young people are disproportionately involved in and affected by the problems that beset communities and states. Far too many young people are not doing well because communities are not doing well by them. This is cause for concern - and for engagement. Young people are not only at the center of many problems, they are the source of many solutions. Without direct youth and family input into community and state efforts to improve youth services and policies, efforts can miss the mark. This is why youth and family engagement is a core strategy in the Forum’s Ready by 21 approach, now being used in communities and states across the country to drive long-term change. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8332

Chomitz, Virginia, Elisa Friedman, Karen Hacker, Justeen Hyde, et al. "The Institute for Community Health: A Collaborative Organization Focused on Community Health Improvement." Manifestation: Journal of Community Engaged Research and Learning Partnerships, 1, November 2008: 10-23.
Abstract: The Institute for Community Health (ICH) is a collaboration of three Massachusetts health care systems; the Cambridge Health Alliance, the Mount Auburn Hospital of CareGroup, and the Massachusetts General Hospital of Partners HealthCare. It was developed to improve the health of Cambridge, Somerville, and surrounding cities and towns. The vision for ICH was to be a nationally recognized organization dedicated to health status improvement through facilitation and collaborative sponsorship of community-based participatory research (CBPR), assessment, dissemination, and educational activities. In the early years, board members developed bylaws and hired an executive director. They also conducted several studies to understand the potential and provide direction for the organization. Most importantly, ICH cultivated existing relationships with community partners and developed new relationships with coalitions, ommunity-based organizations, governmental institutions (like the school and health departments) and citizens depending on the issue at hand. Through its work, ICH has catalyzed action, supported and built capacity of community partners, and impacted health indicators. Over the last 7 years, the organization has grown substantially and has dealt with organizational development issues. There were numerous challenges including maintaining partnerships, growth, disseminating results and dealing with the ongoing funding needs. Today, ICH represents one innovative strategy for developing a local public health research institute that has successfully balanced the demands of academics and funders with community partnership. The lessons learned throughout the process and the insight gained can hopefully be helpful to others wishing to accomplish similar goals and sustain like-minded organizations. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8338

Coe, Mary Kathryn, Jill Guernsey de Zapien, Martha Monroy, Cecilia B. Rosales, et al. "Innovative Solutions; Engaging Non-Traditional Partners to Reduce Health Disparities." Manifestation: Journal of Community Engaged Research and Learning Partnerships, 1, November 2008: 24-33.
Abstract: In this paper the authors describe the role that diverse coalition membership played in the development of a series of innovative projects implemented by a community based coalition to reduce the health disparities experienced by two underserved, predominantly Hispanic, urban neighborhoods located in the Arizona-Sonora border region. This coalition is a model for the organization and functioning of strategic community mobilization to reduce health disparities. The projects developed and implemented by the coalition were made possible by the engagement and recruitment of diverse partners (both traditional and non traditional health coalition partners). Although the focus of this coalition is on diabetes and substance abuse, the interconnection of local economic, health, and social issues led to the involvement of a diverse membership that included agencies and organizations not traditionally associated with health programs. Not only were the usual health organizations involved, but libraries, grocery stores, transportation systems, neighborhood associations, and city urban planning and design departments all played important roles. Further, the coalition includes community members as well as the organizational members. The broad base of the membership has made accessible a wide range of talents and innovative viewpoints that have led to the development of creative and effective approaches to reduce health disparities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8337

Coffin, Juli. "Embedding Cultural Security in Bullying Prevention Research." Manifestation: Journal of Community Engaged Research and Learning Partnerships, 1, November 2008: 66-81.
Abstract: This story needs to be told; anyone with an Aboriginal child in his or her care or profession needs to listen. This research is unique. The aim is to contextualise concepts not explored in one cultural context and relate its implications and outcomes in an educational context. With better understanding of the phenomenon explored in a culturally secure (1) way we can attain some degree of appropriateness and guidance for developing programs and having a more positive impact on the outcomes for Aboriginal children, youth and communities. With better educational outcomes and the opportunities that follow, have an impact on our children, young adults and communities that cannot be underestimated. This work encompasses the past, present and future through the inclusion and guidance from Yamaji Aboriginal children, parents/caregivers, elders, teachers, Aboriginal education workers (AIEO/ATA) and the broader community. Never before has such a detailed recount been explored - all sectors have an opportunity to detail their version of the phenomenon of bullying in an Aboriginal context. This paper presents a discussion of how and why the research must occur in this culturally secure way to provide accountable and much needed guidance toward understanding, dealing with and alleviating such relationship issues with our staff, schools and communities. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8333

Faigley, Ian, Elizabeth Gaines, Karen Pittman. State Children's Cabinets and Councils: Elements of Success Issue 1: Structural Options. Washington, DC: Forum for Youth Investment, 2008.
Abstract: As with any organization or entity, a cabinet's ability to do its work effectively is deeply influenced by its structural characteristics. These characteristics tend to fall along a continuum of options. This issue brief delves into the benefits and challenges of certain structural options. Though the political context in some states necessitates beginning at different points on a continuum, there are lessons to be learned from the experiences of existing children's cabinets that indicate a preferred structure. Despite the different approaches to coordination, many states identified the same six components of structure that they associate with positive systemic change: Scope of the Vision and Mission, Authority, Organizational Home, Scale of Composition and Formality, Resources, and Local Connections. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8328

Folliard, June, Elizabeth Gaines, Nalini Ravindranath. State Children's Cabinets and Councils: 2008 Directory. Washington, DC: Forum for Youth Investment, 2008.
Abstract: This directory contains general information and contact information for State Children's Cabinets and Councils, as well as High Level State Councils, Commissions, Collaboratives, and Committees as of June 2008.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8330

Garringer, Michael, Linda Jucovy. ABCs of School-Based Mentoring (The). Portland, OR: Northwest Regional Educational Laboratory, 2008.
Abstract: This revised edition of the ABCs of School-Based Mentoring provides practical information for youth-serving organizations that want to implement a new school-based mentoring program or strengthen an existing one. Drawing on recent research and promising practices developed by organizations around the country, this guide leads readers through the process of planning and implementing a quality school-based mentoring program. It also includes worksheets to help guide planning, sample forms that programs can adapt and use, and a list of additional resources. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8343

Garringer, Michael , Linda Jucovy. Building Relationships: A Guide for New Mentors. Portland, OR: Northwest Regional Educational Laboratory, 2008.
Abstract: The Effective Strategies for Providing Quality Youth Mentoring in Schools and Communities series, sponsored by the Hamilton Fish Institute on School and Community Violence, is designed to give practitioners a set of tools and ideas that they can use to build quality mentoring programs. Each title in the series is based on research (primarily from the esteemed Public/Private Ventures) and observed best practices from the field of mentoring, resulting in a collection of proven strategies, techniques, and program structures. This resource is written directly for mentors, providing them with 10 simple rules for being a successful mentor and quotes from actual volunteers and youth on what they have learned from the mentoring experience. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8349

Garringer, Michael, Patti MacRae. Foundations of Successful Youth Mentoring: A Guidebook for Program Development. Portland, OR: Northwest Regional Educational Laboratory, 2008.
Abstract: The Effective Strategies for Providing Quality Youth Mentoring in Schools and Communities series, sponsored by the Hamilton Fish Institute on School and Community Violence, is designed to give practitioners a set of tools and ideas that they can use to build quality mentoring programs. Each title in the series is based on research (primarily from the esteemed Public/Private Ventures) and observed best practices from the field of mentoring, resulting in a collection of proven strategies, techniques, and program structures. This title offers a comprehensive overview of the characteristics of successful youth mentoring programs. Originally designed for a community-based model, its advice and planning tools can be adapted for use in other settings. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8348

Littlejohns, Lori Baugh, Neale Smith. "What is Success in a Healthy Communities Initiative? Insights into Community Capacity." Manifestation: Journal of Community Engaged Research and Learning Partnerships, 1, November 2008: 34-45.
Abstract: Healthy communities approaches have been advocated in the literature as promising practice in community health development. Many endorse the theory of healthy communities initiatives (HCI); however, definitive measures of success remain elusive. Community capacity (CC) building approaches also inspire interest among health promotion professionals and researchers. In one HCI in Alberta, Canada CC was seen as a valuable concept and outcome of the HCI. This paper reports on how community members descriptions of success align well with a seven domain template for CC: participation; critical learning; shared vision; sense of community; leadership; knowledge, skill and resources; and communication. This paper adds to the growing literature on CC building as an important outcome of community health development initiatives and is particularly important because community members reported that these outcomes were indicators of success in their efforts. Future research to continue developing CC, as a unifying forum for evaluating community development initiatives, is needed. This would aid in closing the gap between theory and practice and would enrich the experiences of community members in building capacity to take action on health. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8336

Nash, Elson, Sally Prouty. Service and Service-Learning: Strategies for Reengaging Disconnected Youth. Texas Workforce Commission, 2008.
Abstract: This presentation centers on the idea of community service-learning as a method of preparing and training the "workforce of the future." Information is presented by Elson Nash, the acting director of Learn and Serve America, on the ways in which service develops and transmits the skills necessary for success in the 21st-century workforce. Additionally, Sally Prouty, president and CEO of The Corps Network, shares successful design and planning strategies for service programs.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8342

Peace Corps Office of Overseas Programming and Training Support. Volunteerism Action Guide: Multiplying the Power of Service. Washington, DC: Peace Corps, 2008.
Abstract: This guide assists readers and partners to facilitate service-learning activities in their communities. It should be adapted to the setting, language, and culture in which readers are working. It may be used for a short-term volunteer activity or to launch a longer term service initiative. This first section is an introduction and overview. Readers may want to return to this section for definitions, standards, or service learning activity ideas. Part 2 is step-by-step instructions on how to develop service learning projects. Each step provides tools or complimentary resources and an example of the step from a real service learning project. Part 3 is a template readers and their service partners can use to create their own volunteer action guide for their group or organization. This template can be translated into the local language and used as a basic "how to" guide for community service and action. This guide can be used in tandem with many other existing Peace Corps resources available in the in-country resource center. These resources can add depth to the analysis and planning stages of a service project, and are cross referenced in the V2 Action Guide. However, the guide is designed so readers can work with a group to design and implement a service project without additional resources. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8340

Nimmon, Laura. "Project of Participation: Creating a Sustainable Community Partnership That Builds ESL-Speaking Immigrant Women's Health Literacy Status, (A)" Manifestation: Journal of Community Engaged Research and Learning Partnerships, 1, November 2008: 60-65.
Abstract: Community-based research is defined as a research process that involves collaborative relationships between researchers and community members (Harris, 2006). Although there has reportedly been an increased interest in the concept of community-based research, there has not been a lot of research conducted and disseminated on how this type of research occurs in practice in peer-reviewed journals (Buysse, Sparkman, Wesley, 2003). This project review describes a successful community based research project conducted at an immigrant society in Victoria, BC that ultimately facilitated in ESL-speaking immigrant women to learn about health, while simultaneously raising their consciousness. Guided by the principles of respect, flexibility and empowerment, this community-based participatory research project received national recognition through wining a Population and Public Health Masters Research Award (2006).
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8334

United Nations. Implementation of the World Programme of Action for Youth: Progress and Constraints With Respect to the Well-Being of Youth and Their Role in Civil Society. United Nations, 2008.
Abstract: The report addresses the progress achieved and the constraints that young people face in relation to their role in, and contribution to, civil society as well as the progress and challenges faced in ensuring their well-being. The report also proposes goals and targets for monitoring the progress of youth in the above-mentioned areas. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8339

HE

Bauder, W. Averell H. "HWS Responds: A Case Study of How the Civic Engagement Office and Co-curricular Service-Learning Can Enhance the Liberal Arts." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: The heart of a liberal arts education is the ability to learn, think, and communicate in an interdisciplinary environment. Also central to the mission of most such institutions is to produce graduates who will be active and engaged citizen leaders in their communities. A liberal arts education is the perfect one for this civic mission. The issues facing our communities, from local to global, are complex. They require an approach that emphasizes asking questions, searching for answers from a variety of perspectives, and then being able to communicate possible solutions. Service-learning can be an important component in developing these skills and giving students the hands-on experiences to become individuals who can make a difference in their communities. While academic service-learning, a service experience tied to a credit-bearing class, is a nexus for this, co-curricular service-learning experiences, those that are not tied to a class but still make connections between the service and increased knowledge and citizenship skills, are important as well. Having a strong, co-curricular civic engagement office that has service-learning as a central component can further the aims of a liberal arts education as well as support and influence the development of academic service-learning. An examination of how Hobart and William Smith Colleges responded to Hurricane Katrina illustrates these points. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8297

Beyond the Books. Guide to Service-Learning Colleges and Universities. 2008.
Abstract: The Guide to Service-Learning Colleges and Universities is a resource for college-bound students interested in making a difference in their communities and gaining valuable hands-on experience while earning college credit. All institutions chosen for the Guide excel at providing students genuine service-learning experiences and programs. The Guide contains a complete explanation of service-learning using licensed information from the National Service-Learning Clearinghouse, colorful articles from colleges and universities around the country, and exciting examples of how students from New York to Los Angeles and everywhere in between are becoming involved. Also included is a directory of all selected schools, admissions and service-learning contact information, easy-to-read college profiles, college fast facts, and course spotlights highlighting specific academic courses. Everything students need to know about what service-learning is, how they can get involved, and which colleges excel at service-learning is found in this comprehensive student-friendly guidebook. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8305

Collins, Patrick M. "Understanding Service at the Service of Understanding: An Exploration of Service-Learning in the Arts." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: Much service-learning is aimed at civic education, but there are also many instances in which civic aims are secondary to more traditional academic, or what the author calls epistemic, aims of a course. This chapter explores the issue of the possibility of the civic requirement of service may undermine other epistemic aims of experiential learning by examining a course taught by the author, called Drama in a Developmental Context, at Hobart and William Smith Colleges.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8290

Craig, David W. "Learning about Student Alcohol Abuse and Helping Prevent It Through Service-Learning Initiatives: The HWS Alcohol Education Project." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: The contention of this article is that students can and should be engaged as allies in the process of promoting the truth about the real norms of peers to maximize the potential of a social norms approach. The Hobart and William Smith Colleges (HWS) Alcohol Education Project is a broad collection of education and research initiatives developed and implemented during the last decade to better inform students, faculty, and staff in high education and secondary school settings nationwide and on local campuses about alcohol and other drugs and address other problems of abuse, especially by addressing misperceptions of norms in innovative ways. Furthermore, several initiatives introduced or directly supported by the HWS Alcohol Education Project over this time period have engaged students in service to the local campus in programs designed to reduce alcohol misuse and harm. Indeed, designing service-learning initiatives that provide various opportunities for student engagement in alcohol abuse prevention efforts on campus has been an important mission of the project. The remainder of the chapter describes a variety of service-learning initiatives of the project that have been developed and implemented over the course of the past decade in efforts to produce and effective alcohol education and prevention plan. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8296

DeMeis, Debra, Cynthia Sutton. "Evolution of a Service-Learning Course." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: In this chapter the authors chronicle the evolution of a course as a liberal arts, service-learning course. As they become better informed on the multiple ways service-learning can contribute to a liberal arts curriculum, they were better able to structure their course to enhance students' learning and understanding of contemporary societal problems. First, they describe their conceptualization of the primary goals of liberal education and the dynamic relationship among a liberal education, an engaged citizenry, and service-learning. They then follow the development of the course itself, both in content and pedagogy. And finally, they conclude with a summary highlighting their role as college faculty in promoting a comprehensive and crucial liberal education for their students as they become active, responsible, involved citizens. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8295

Dewey, Barbara, Megan Fair, Shelley Henderson, Paul Sather. "Service-Learning Research as a Feedback Loop." Scholarship for Sustaining Service-Learning and Civic Engagement. Eds. Shelley H. Billig, Melody A. Bowdon, Barbara A. Holland. Greenwich: Information Age Publishing, 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=8298

Dobkowski, Michael. "Teaching the Unteachable: Service-Learning and Engagement in the Teaching of Genocide and the Holocaust." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: Based on the ultimate challenges and goals of teaching a class on the Holocaust and genocide, the author has attempted to incorporate introspective writing and service-learning components into the curriculum, asking the students to do extensive introspective writing that aims to help them find their own voices and to recognize how they might use their voices as a force for change and progress. This chapter details these challenges and goals, as well as successful means of incorporating elements of reflective writing and service-learning into a course.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8291

Flowers, Kathleen, Charles Temple. "America Reads as Service-Learning: A Stereophonic Report." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: The authors of this chapter take turns talking about an America Reads project on a liberal arts campus-- from the point of view of the day-to-day manager of the project, working out of the Center for Community Engagement and Service-Learning at the Colleges, and from the perspective as a professor who helped set up the project and has advised it over the years.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8293

Hale, Charles R., ed. Engaging Contradictions: Theory, Politics, and Methods of Activist Scholarship. Ewing: University of California Press, 2008.
Abstract: Activist scholarship is a matter of critique, not just advocacy. It is part of a project of producing new knowledge, of integrating more abstract and universal sorts of knowledge with more concrete and particular sorts of knowledge, and of keeping action and its possibilities at the center of attention. One reason for activist scholarship is obvious but worth restating: the world is in considerable need of improvement, and improvement comes in large part by means of social movements, struggles, and campaigns to change public agendas, not merely by the provision of technical expertise to those already in power. Activist scholarship can help movements have more success improving the world. A second reason for activist scholarship is less immediately obvious but no less important: it is easy for social science to become too complacent, too affirmative of the existing order, and turned in on itself as though it were entirely self-justifying. Activist scholarship puts new issues on the research agenda as well as the public agenda. It encourages creativity and forces confrontation between different perspectives, explanations, and statements of fact. Such creativity and confrontation advance social science. The primary purpose of activist scholarship thus may be to address public issues or help specific constituencies. Activist scholarship is one way to make social science useful. But activist scholarship can also make social science better, providing occasions for new knowledge creation, challenges to received wisdom, and new ways of thinking. (Craig Calhoun)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8286

Harris, Jack D. "Service-Learning: Process and Participation." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: This chapter details the steps needed to create and execute a successful service-learning program or project. Service-learning course planning should consider several issues: student placement method; student orientation to service-learning; engaging a "service-learning colleague"; including service-learning community partners; tactics for classroom-based service-learning; institutional integration. Service-learning can be placed in the syllabus as something that is supplemental and periodic, or it can be used as the experiential base of the course with a full array of activities and exercises to support it and to amplify course material. At its most ambitious, it is a "full-court press." (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8289

Howland, Eric, Katherine Loving , Randy Stoecker. Creating an Information Technology Science Shop for Greater Madison: Stage I: An Assessment of Nonprofits' Information Technology Issues. Madison, WI: University of Wisconsin, Madison, 2008.
Abstract: The University of Wisconsin-Madison TechShop engages students in providing information technology assistance to local nonprofit organizations as part of a community-based research program and service-learning course. The University of Wisconsin-Madison TechShop began with a community-based research project investigating the technology assistance needs of local nonprofit organizations. Based on the results, a service-learning program was developed that pairs student service-learners with nonprofit organizations to work together on a technology project identified as a need by the nonprofit "client." Because a program priority is ensuring the sustainability of the gains made during the semester, the student and nonprofit partners work together to learn and develop products and solutions that the organization will be able to manage after involvement with the TechShop program. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8319

Lee, Steven P. "Service-Learning in an Ethics Course." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: Incorporating community service into a course is a recognition that practice has a rile to play in education. Service-learning is using the practice of community service to deepen the students' understanding of the theory presented in the classroom and its texts. The classroom is about the real world, but it is separate from the real world. Service-learning is pedagogically valuable, in part, because it has the ability to bring the real world into the learning process. The theoretical discussions of the classroom are joined with the practical experiences of the service activity. The use of service-learning is in furtherance of the liberal arts ideal that the role of education is to create individuals who have not merely mastered a body of theory, but who have become capable of taking their place as democratic citizens. Service provides the practice; service-learning informs the practice in a way that allows students to appreciate its meaning and to better understand the theory. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8288

Mertens, Jo Beth. "Incorporating Service-Learning in Quantitative Methods Economics Courses." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: Incorporating service-learning into economics courses is one way of adding the responsible learner aspect to teaching, and thereby creating intentional learners. Service-learning has at least two distinct components: (1) application of techniques and concepts learned in the classroom or from texts; and (2)direct service or production of a good or service for use by others. Non-core economics courses, such as Women and Gender Economics and Economics of Caring, appear to lend themselves more easily into incorporating service and experiential learning than the core theoretical and quantitative courses. The author believes that quantitative courses like statistics and econometrics can also be adapted to successfully incorporate service-learning. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8294

Portland State University. A Guide to Reciprocal Community-Campus Partnerships. Portland State University Center for Academic Excellence, 2008.
Abstract: This guide represents the insights, understandings and practices which emerged from the contrasting stories and experiences of community partners and higher education partners--perspectives that merged and blended to produce common insights about how reciprocal partnerships can be described, developed and sustained. In addition to the thinking of the Partnership Forum participants, this guide represents an initial synthesis of existing literature on community-campus partnerships. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8302

Rimmerman, Craig A., ed. Service-Learning and the Liberal Arts. Lanham: Lexington Books, 2009.
Abstract: This collection of thoughtful essays written by colleagues at Hobart and William Smith Colleges comes at an opportune time to update scholarship and consider the best practices in service learning that will foster greater civic engagement. Readers have the opportunity to consider articles across disciplines from experienced faculty who have considered a broad array of topics. (author) Chapters include: Service-Learning in an Ethics Course; Service-Learning: Process and Participation; Understanding Service at the Service of Understanding: An Exploration of Service-Learning in the Arts; Teaching the Unteachable: Service-Learning and Engagement in the Teaching of Genocide and the Holocaust; Service-Learning and Public Policy; America Reads as Service-Learning: A Stereophonic Report; Incorporating Service-Learning in Quantitative Methods Economics Course; The Evolution of a Service-Learning Course; Learing about Student Alcohol Abuse and Helping to Prevent It through Service-Learning Initiatives: The HWS Alcohol Education Project; HWS Responds: A Case Study of How the Civic Engagement Office and Co-curricular Service-Learning Can Enhance the Liberal Arts; Service-Learning Lessons.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8287

Rimmerman, Craig A. "Service-Learning and Public Policy." Service-Learning and the Liberal Arts. Ed. Craig A. Rimmerman. Lanham: Lexington Books, 2009.
Abstract: What does it mean to be a citizen in a country that calls itself a "democracy?" How does one take a charity model of helping, of service, that students have been socialized into and know so well and inspire students to instead contemplate a more centrally focused political and policy model, one rooted in the language of social movements and participatory theories of democracy? In what ways does a service-learning course in a liberal arts institution provide a unique space for encouraging students to reflect on the real meaning of service for their lives as well as the lives of the members of the community with whom they interact? This chapter broaches these questions and within the tensions represented within the context of a 300-level public policy course-- Social Policy and Community Activism. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8292

K-12

Balfanz, Robert, John M. Bridgeland, Joanna Hornig Fox, Mary McNaught. Grad Nation: A Guidebook to Help Communities Tackle the Dropout Crisis. Alexandria, VA: America's Promise, 2008.
Abstract: Grad Nation contains research-based guidance for addressing the dropout crisis, along with ready-to-print tools and links to additional online resources. The authors recognize that one size does not fit all, so you will not find step-by-step instructions for a standardized program. Instead, Grad Nation provides information and tools for developing and implementing a customized program that's right for your community. Within these tools and information, service-learning and experiential education are mentioned as successful dropout prevention strategies. The guidebook is divided into four parts: Rallying Your Community to End the Dropout Crisis, Understanding Your Community's Dropout Crisis, Solutions for Comprehensively Addressing Your Community's Dropout Crisis, and Moving Forward to Create Lasting Change. At the end of the guidebook, a list of organizations to which readers can turn for assistance is provided. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8300

Billig, Shelley H. Diversity. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: This annotated bibliography discusses resources related to the K-12 service standard of diversity. By "actively seek[ing] to understand and value the backgrounds and perspectives of those offering and receiving service, and to recognize and overcome stereotypes," service-learning projects and programs are enriched. Also included are applications to service-learning and educational research supporting the concept of diversity in service-learning.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8313

Billig, Shelley H. Progress Monitoring. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: This annotated bibliography explores the K-12 service learning standard of progress monitoring, which is described as the "process for gathering information to determine whether there has been movement toward goal attainment." The application to service-learning, as well as educational research to support the concept of progress monitoring in service-learning is included.

http://www.servicelearning.org/library/lib_cat/index.php?library_id=8315

Billig, Shelley H., Stephany Brown, Jennifer Turnbull. Youth Voice. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: This annotated bibliography lists resources that have to do with the K-12 service-learning standard of youth voice. Youth voice, or "the inclusion of young people as a meaningful part of the creation and implementation of service opportunities" is discussed in terms of application to service-learning and educational research supporting the concept.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8312

Billig, Shelley H., Linda Fredericks. Meaningful Service. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: This annotated bibliography provides information on the K-12 service-learning standard of meaningful service, which is described by the authors as "one that fills a recognized need in the community, is appropriate to the age of the students involved, results in a tangible or visible outcome or product, and demonstrates learning outcomes." Applications to service-learning and educational research to support the concept of meaningful service are also provided.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8311

Billig, Shelley H., Linda Fredericks. Partnerships. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: This annotated bibliography describes the K-12 service-learning standard of partnerships, and the value of forming reciprocal partnerships with community organizations and members. It begins with an definition of reciprocal community partnerships, the provides examples of application to service-learning, followed by educational resource to support this concept.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8310

Billig, Shelley H., Linda Fredericks. Reflection. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: This annotated bibliography explores the value of challenging reflection activities in K-12 service-learning. Also provided are service-learning applications and educational research to support the concept of reflection in service-learning.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8314

Billig, Shelley H., Judith Northrup. Duration and Intensity. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: The authors provide an annotated bibliography for the K-12 service-learning standard of duration and intensity, including a definition of the term, applications to service-learning, and educational research supporting the concept.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8308

Billig, Shelley H., Judith Northrup. Link to Curriculum. St. Paul, MN: National Youth Leadership Council, 2008.
Abstract: This annotated bibliography provides information on the value of linking service-learning activities to curriculum. Linking to curriculum means that service-learning experiences are specifically designed to meet particular learning and curricular goals and/or content standards. Service-learning applications of curricular links are provided as well as educational research supporting this concept.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8309

Blust, Rebecca, Jayne Brahler , Margaret Pinnell , Margy Stevens. Can Service-Learning in K-12 Math and Science Classes Affect a Student's Perception of Engineering and Their Career Interests. Frontiers in Education, 2008.
Abstract: The objective of a National Science Foundation(NSF) sponsored grant entitled, "Making Connections: Resources for K-12 Service-learning and Experiential Learning in STEM Disciplines" was to encourage K-12 educators to incorporate service-learning into the science and math curriculum by providing an easy-to-use resource. It was hoped that the use of service-learning in the science and math curriculum would help promote the entry of women and minorities into the Science, Technology, Engineering and Mathematics (STEM)fields, increase the potential pool of engineers and scientists in the United States, contribute to the development of STEM educators and enhance cultural sensitivity, ethics and social responsibility in future STEM workers. As part of this grant, 60 local K-12 teachers were asked to use the website, facilitate an activity identified on the website and assess the usefulness of the website as well as the perceived affect the activity had on the students. All participants were asked to fill out a survey to assess the usefulness of the website as well as the perceived impact of service-learning in enhanced student interest in STEM. A subset of this group facilitated well developed career interest inventory tools prior to and after facilitating the activity in an effort to determine if the activity had an affect on the students perception of engineering or the resultant career choices. This paper focuses on the survey, assessment tools and will present the results obtained from the survey. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8317

Bowman, Craig, Miki Hodge, Renee Hoover, Patti MacRae, et al. Sustainability Planning and Resource Development for Youth Mentoring Programs. Portland, OR: Northwest Regional Educational Laboratory, 2008.
Abstract: The Effective Strategies for Providing Quality Youth Mentoring in Schools and Communities series, sponsored by the Hamilton Fish Institute on School and Community Violence, is designed to give practitioners a set of tools and ideas that they can use to build quality mentoring programs. Each title in the series is based on research (primarily from the esteemed Public/Private Ventures) and observed best practices from the field of mentoring, resulting in a collection of proven strategies, techniques, and program structures. Revised and updated by the National Mentoring Center at the Northwest Regional Educational Laboratory, each book in this series provides insight into a critical area of mentor program development. Mentoring programs must plan effectively for their sustainability if they are to provide services for the long run in their community. This guide explores key planning and fundraising strategies specifically for youth mentoring programs. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8351

Chlepas, Patti. Let's Get Wet: Learning About our Streams and the Source of the Water we Drink (Independent Project Book). Monroe County FLOW, 2008.
Abstract: The objective of this FLOW Project is to bring awareness of life within a watershed to students. Students will learn to identify life within the watershed through this book of discovery. The project is designed to cultivate students' learning skills in collecting materials, organizing thoughts, and processing information within many areas of academic study. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8323

Griffin, Alan. Service-Learning Sub-Grantee Resource Guide. Utah State Office of Education, 2008.
Abstract: This guide provides information for K-12 teachers and administrators who have received service-learning grants. Sections include: Service-Learning, Corporation for National and Community Service, Martin Luther King Jr. Day of Service, My Grant, Reporting Guidelines, and Financial Management. Resources and important dates to remember are also provided.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8301

Hoke-Webb, Dixie Lee. Wild, Wonderful, Wonders of the Watersheds in Monroe County, West Virginia. Monroe County FLOW, 2008.
Abstract: The objective of this FLOW Project is to bring awareness of life within a watershed to boys and girls. Students will learn to identify life within the watershed through this book of discovery. The project is designed to expand learnings in each unit or area of study. This information is to be presented to students in a 2" loose leaf notebook, in order that each participant can continue to add information. Students are learning skills in collecting materials, organizing thoughts, and processing information within many areas of academic study. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8321

Laird, Molly, Ph.D. Evaluation Report of Student Attitude and Behavior Changes to the Tennessee Department of Education and Volunteer Tennessee on the Learn and Serve America School-Based Program: Student Data Sets from 2007-2008, Year 2 of the Learn and Serve Project. Nashville, TN: Volunteer Tennessee, 2008.
Abstract: The 2007-08 School-based Learn and Serve grant was implemented by the Tennessee Department of Education in collaboration with Volunteer Tennessee. Twenty-one sub-grantees from public schools across the state were selected to provide high quality service-learning projects, incorporating student voice and student planning, requiring no less than 30 hours per semester, and integrating service-learning within the academic curriculum. The sub-grantees achieved the following goals: (1) during the 2007-2008 grant year 3,482 students engaged in service-learning programs, and 2) through service-learning participation, students were reconnected to their schools and communities and gave 102,045 of hours of service to their Tennessee communities while developing academic skills and knowledge. In the grant proposal for this project, the primary intermediate outcomes were projected for attitudinal changes related to student resiliency and problem-solving. Improvements in student attitudes were expected to build over the three-year grant, as teachers trained in the Lions-Quest Skills for Action program developed mastery of how to use the program and learned ways to incorporate service-learning projects and tasks to academic subject areas. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8324

Tribal

Schwartz, Stephanie M., ed., David Swallow. "A Call to Young Warriors, to all Young People: Lakota Spiritual Leader and Head Man, David Swallow, Speaks to Lakota Youth." [Online] 27 December 2008.
http://silvrdrach.homestead.com/schwartz_2008_dec_27.html
Abstract: This article by David Swallow, a Lakota spiritual leader, is an exhortation to Lakota youth to overcome the institutionalized and historical problems that face them by returning to traditional ways, values, and spirituality.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8341