New NSLC Library Items - March 6, 2009

General/Cross-Sector

Berger Kaye, Cathryn , M.A. A Kids' Guide to Protecting and Caring for Animals. Minneapolis, MN: Free Spirit Publishing, Inc., 2008.
Abstract: With this hands-on workbook, readers can: learn about the welfare of animals around the world, discover how kids everywhere are helping, find out what animals in their own communities need, plan and do meaningful service projects, reflect on what they've learned and accomplished, and show and share their learning with others. Teachers, parents, and group leaders can use this workbook in a classroom or youth-serving organization, an after-school program, or as a family. It can be used on its own or as a companion to "The Complete Guide to Service-Learning." (publisher)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8493

Bullock, Will, Ronald G. Forsythe, Jr., Daniel S. Kuennen. “Small University Helps Small Farms, Addresses Big Problems (A).” Journal of Higher Education Outreach and Engagement, 12(3), 2008, 151-163.
Abstract: Farmers Access to Regional Markets (FARMS) is an agricultural supply chain model developed by the Rural Development Center (RDC) at the University of Maryland Eastern Shore (UMES). It addresses universal problems facing small farmers around the world, particularly those associated with business risk, and it leverages market forces to not only address these problems but also create a sustainable economic engine that encourages investment and drives growth. The model is termed a "network." It is predicated on four components: appropriate greenhouse technology, an agribusiness with expertise in growing, a strong market, and market demand. By developing partnerships with the public and private sectors to identify and connect these components, the RDC has demonstrated the model's capacity to provide small produce farmers with access to regional markets, reduce their risk, and increase their profitability. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8391

California State University, Fresno, McLane High School. “Youth 2 College Newsletter.” Youth 2 College, 1(2), Spring/Summer 2008.
Abstract: This issue of Youth 2 College includes the following points of interest: • Learn Tips to Help Your Child Prepare for College • Summer Learning Activities • Volunteering Helps to Relieve Summertime Boredom • McLane and Fresno State Student Service Projects (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8468

Campaign Consultation, Inc. Learn and Serve America's Communicators Institute Complete Binder. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This special hands-on learning program was sponsored by the Corporation for National & Community Service (CNCS) and was held in conjunction with the Learn and Serve America Grantee Meeting, Arlington, VA. The Institute was designed for those who are working to build public awareness and visibility in order to advance national and community service program goals. Working with issue experts and peers, participants had the opportunity to explore such topics as: Telling Your Story: the Art and Science of Powerful Presentations; Building Partner Relations; Cutting-Edge Media: Social Networking & Web 2.0; Material Makeover: Publication & Website Critique Clinic; Branding: Image, Idea & Ideal; and Communications Action Planning. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8465

Corporation for National and Community Service, West Virginia Commission for National and Community Service. Learn and Serve Project Flow: Grantee Training Institute 2008. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: These materials from the Learn and Serve Project Flow Grantee Training Institute, held August 13-15, 2008, at the Stonewall Jackson Resort, include: a list of expectations for grantees, information on program oversight and reporting, finance forms, information on service-learning, risk-management, evaluation, and valuable resources. A CD-ROM that holds copies of the resources and forms is also included.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8496

Crabtree, Robbin D. “Theoretical Foundations for International Service-Learning.” Michigan Journal of Community Service Learning, 15(1), Fall 2008, 18-36.
Abstract: International service-learning (ISL) combines academic instruction and community-based service in an international context. Objectives of linking international travel, education, and community service include increasing participants' global awareness, building intercultural understanding, and enhancing civic mindedness and skills. Research on cross-cltural adjustment, approcahes to community development, models ofdemocratic research, and a variety of pedagogical theories are disucssed as foundations upon which we can better understand the intellectual and political context for ISL and the student learning it makes possible. These literatures also provide frameworks for creating ethical ISL experiences that positively impact the communities and developing countries where we work and can inform project assessment and critique, as well as future research.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8440

Crispo, Alexander W., Beth A. Forbes, Rodney C. Vandeveer, Mara H. Wasburn. “Teaching Service Learning: What's in it for Faculty at Research Libraries?” Journal of Higher Education Outreach and Engagement, 12(4), 2008, 29-46.
Abstract: The current service-learning movement in higher education is one response to calls for engaged campuses, particularly at land-grant institutions. Many research universities now provide various incentives for faculty to incorporate service learning into their curricula. This case study focuses on faculty motivation to teach service learning at a Research I campus. At issue is whether or not incentives offered by the university are effective motivators for faculty participation in service learning initiatives. On the basis of responses to a faculty survey, recommendations are offered for increasing faculty involvement in service-learning initiatives at research universities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8454

Edmonson, Stacey, Alice Fisher, Steven D. Meeker. “The Voices of High School Dropouts: Implications for Research and Practice.” International Journal on School Disaffection, 6(1), 2008, 40-51.
Abstract: In an attempt to discover what prevents students from completing high school, the authors studied students currently and recently enrolled in GED programs in Texas. Using data gleaned from surveys containing open-ended questions, focus groups and semi-structured interviews, the authors describe in detail the variety of reasons students do not finish high school.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8456

Flanagan, Constance, Peter Levine, Richard Settersten. Civic Engagement and the Changing Transition to Adulthood. Medford, MA: Center for Information and Research on Civic Learning and Engagement (CIRCLE), 2009.
Abstract: In this report, the authors "link trends in civic participation to the changing nature of adult transitions, raise concerns about the social class divide in participation, and make suggestions about the contexts and ways in which civic opportunities might be addressed or nurtured."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8444

Florida Campus Compact, Florida Department of Education, Florida State University Center for Leadership and Civic Education, Learn and Serve Florida. Standards for Service-Learning in Florida: A Guide for Creating and Sustaining Quality Practice. Tallahassee, FL: Florida Learn and Serve, 2009.
Abstract: This user-friendly guide is designed to help readers better understand what service-learning is and how to integrate it into teaching and learning. The nationally adopted Standards for Service-Learning are derived from research on effective practice, and Florida examples illustrate each standard. Additional information is included regarding K-20 service-learning resources and support in Florida. Educators and students want to make a difference, and service-learning allows them to do so while also strengthening learning and contributing to the sustainability of our participatory democracy. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8522

Florida Department of Education, Florida Learn and Serve, Florida State University. Introduction to Service-Learning. Tallahassee, FL: Florida Learn and Serve, 2009.
Abstract: This presentation highlights various service-learning organizations at the national and state level, from the perspective of the state of Florida. Components of and standards for service-learning are presented and discussed, as well as types of service-learning and the evidence base for service-learning.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8523

Foster-Bey, J. Do Race, Ethnicity, Citizenship and Socio-economic Status Determine Civic-Engagement? Medford, MA: Center for Information and Research on Civic Learning and Engagement (CIRCLE), 2008.
Abstract: The Corporation recognizes that racial and ethnic minorities, immigrants, low-income youth, non-college educated individuals and the disabled may be underrepresented in service and volunteering programs as well as in other civic engagement activities. In response, the Corporation has decided to make increasing access to service and volunteering for individuals from disadvantaged circumstances one of its strategic focus areas. In order to pursue this focus the corporation is exploring ways to expand its outreach to underrepresented communities and to build partnerships aimed at addressing the challenges involved in recruiting and retaining underrepresented groups in service and volunteering programs and activities. This paper is aimed at providing background information that will hopefully prove helpful in forming these partnerships. In addition, the paper will assess variations in volunteering and civic engagement by race and ethnicity, and citizenship status while controlling for differences in family income and education.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8488

Furco, Andrew, Barbara E. Moely, Julia Reed. “Charity and Social Change: The Impact of Individual Preferences on Service-Learning Outcomes.” Michigan Journal of Community Service Learning, 15(1), Fall 2008, 37-48.
Abstract: Students from seven institutions of higher education reported their preferences for different paradigms of service at the beginning of their service-learning course. At the end of the courses, they described the associated service activities in terms of the same paradigms and also completed scales describing their learning outcomes and attitudes toward civic issues. Students who expressed positive preferences for Charity or Social activities or both kinds of activity showed more positive learning outcomes and attitude change when there was a match between preferenc and service than when they experienced a mismatch. For a group of students with a limited enthusiasm for either Charity or Social Change activities, the most facilitative service involved both Charity and Social Change experiences. The implications of these finding for service-learning practice and for future research are discussed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8441

Great Cities Great Service. Great Cities Great Service Campus-Community Partnerships. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This chart displays the partnerships between schools, universities, and community-based organizations that are part of the Great Cities Great Service program in Ohio. The Learn and Serve America, Great Cities Great Service grant led by Otterbein College, Ohio Campus Compact, and University of Cincinnati is a state-wide consortium to mobilize college students and urban youth volunteers in civic service through their model initiative, youthLEAD (Learn, Engage, Act & Decide). Twelve campuses are currently incorporating youthLEAD into one or more service-learning courses on their campuses. Participants serve side-by-side with urban youth as capacity builders, solving community problems, serving those living in poverty, and strengthening urban wellness.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8482

Hyman, James B., Peter Levine. Civic Engagement and the Disadvantaged: Challenges, Opportunities and Recommendations. Medford, MA: Center for Information and Research on Civic Learning and Engagement (CIRCLE), 2008.
Abstract: Well-designed volunteer and service opportunities, such as those that The Corporation for National and Community Service supports, offer at least two sets of benefits. One set accrues to the individuals and communities served by these programs through the provision of valued and needed services and supports at no- or reduced- cost. The second set accrues to the individuals who volunteer and provide the service. That experience can play an important role in their personal development. Proponents of service programs suggest that these benefits to individuals may include such things as increases in social capital, social networks, civic literacy and civic competence, self esteem and personal efficacy. A new study released by the Corporation for National and Community Service offers specific insights. The study examined the long-term impacts that a single year of service in AmeriCorps has on the people (members) who participated in either the AmeriCorps State and National or the AmeriCorps NCCC program between 1999 and 2000. It tracked whether levels of volunteering, educational attainment, voting and other behaviors and attitudes, of these members changed over time. The members were surveyed at four distinct periods in time: 1) before they served in AmeriCorps; 2) one year post service; 3) three-four years post service; and 4) eight years post service. The evaluation compared these AmeriCorps members with a comparison group that was also tracked.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8489

Hyman, James B. Engaging the Poor and People of Color in Organized Service: Challenges and Opportunities. Medford, MA: Center for Information and Research on Civic Learning and Engagement (CIRCLE), 2008.
Abstract: This report summarizes the discussion in one such session entitled Engaging the Poor and People of Color in Organized Service: Challenges and Opportunities. In the following pages, we will: (1) describe the preparation and the format of the session; (2) highlight the major themes that emerged from the exchange between our presenters and our conferees; and (3) outline a set of recommendations that evolved from the discussion.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8490

Jim, Rebecca , ed. Disasters: Flood and Ice. Vinita, OK: LEAD Agency, Inc., 2008.
Abstract: This collection of the memories and insights from the year 2007 by teenagers of Miami, Oklahoma, recalls stories of the "big flood and ice storms of 2007" through photographs, poems, drawings, and personal anecdotes.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8495

Jones, Susan R., Anna L. Gasiorski, Thomas C. Segar. "'A Double-Edged Sword:' College Student Perceptions of Required High School Service-Learning." Michigan Journal of Community Service Learning, 15(1), Fall 2008, 5-17.
Abstract: This article presents the findings from a narrative inquiry exploring the perceived outcomes associated with a high school service-learning graduation requirement from a diverse group of college students. In particular, we were interested in participants' stories related to their experiences meeting the requirement, the meaning they made of the requirement, and the relationship between their high school experiences and college involvement. Results suggest a tenuous connection between the two because students focused primarily on completing their hours for the requirement and engaged in service primarily at their schools. Students perceived the requirement as a burden while in high school, but retrospectively understood the value of the requirement once they were in college, describing it as a "double-edged sword."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8439

Lupton, Julia Reinhard. "Philadelphia Dreaming: Discovering Citizenship Between the University and the Schools ". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this book chapter, the author describes how she founded the Humanities Out There (HOT) program, an educational partnership between the School of Humanities at the University of California, Irvine, and a local, largely Latino school district in nearby Santa Ana. The program has "survived sea changes in state funding and outreach nomenclature in order to become a model for university-community engagement at UCI and across the nation."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8400

MacGowan, Paul . Speak Out For Understanding. 2008.
Abstract: A student produced documentary about disability awareness. Promoting communication, understanding, and equity for people with disabilities. Loaded with extras, the DVD also contains a Facilitator's Guide and pamphlet "Choosing Words with Dignity" to foster dialogue and positive action. Through a dynamic service-learning project titled Speak Out for Understanding, a group of high school students with varying abilities is learning to speak out for themselves and others. After exploring some of the challenges facing students with disabilities, they discovered that a lack of understanding is a big part of the problem. To address this lack of understanding, a group of high school students decided to create a documentary film to raise awareness by telling their own stories to selected audiences for the purpose of bringing about change. [author]
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8379

Moore, Tami L., Kelly Ward. “Documenting Engagement: Faculty Perspectives on Self-Representation for Promotion and Tenure.” Journal of Higher Education Outreach and Engagement, 12(4), 2008, 5-28.
Abstract: The documentation of engaged scholarship is critical to aligning faculty work with promotion and tenure guidelines and meeting institutional goals. At a research university where the dossier for promotion and tenure needs to show clear evidence of contribution in the area of research, presenting and documenting work in the community in a way that reflects teaching, research, and service may represent a challenge for faculty. This article presents findings from an analysis of documents and artifacts representing how faculty present their work to their institutional and disciplinary colleagues.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8453

National Youth Leadership Council (NYLC), State Farm Companies Foundation, Youth Service America (YSA). 2009 Global Youth Service Day Planning Toolkit: A Guide for Creating Effective Service Projects. Washington, DC: Youth Service America, 2009.
Abstract: This Tool Kit is a comprehensive guide to creating effective projects for Global Youth Service Day or any service event. Use it as a complete package, or refer to specific chapters that apply to your needs. The Tool Kit’s charts, exercises, checklists, and questions can provide guidance and framework while you brainstorm and keep track of your group’s progress. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8381

National Youth Leadership Council (NYLC), State Farm Companies Foundation, Youth Service America (YSA). Global Youth Service Day 2009: Service-Learning Curriculum Guide. Washington, DC: Youth Service America, 2009.
Abstract: Use this guide if you are a teacher, a community leader, or a young person leading other youth in a service project on Global Youth Service Day or any day of the year. (While this guide primarily refers to events in the United States, it draws on lessons from our international colleagues.) Framed within a service-learning model, this curriculum offers tools for youth, teachers, and facilitators to teach the basics of project management as applied to community service. As young people learn and practice these skills, they will be able to transfer them to other areas such as organizing a school event, or developing a new initiative in their own organizations. You will find resources in areas such as fundraising, budgeting, communicating, and running effective meetings referenced throughout the publication and specifically concentrated in the Appendix. The goal of this curriculum guide is to provide practitioners, teachers, youth, community organizers and faith-based educators with a structured framework to support the design and preparation 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. You will find that this is not a content-specific service-learning curriculum as one might expect. However, it is an inclusive curriculum, focused on specific sets of goals and projected steps that will enable all users, rather than solely classroom educators, to develop detailed and successful service projects. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8382

National Youth Leadership Council (NYLC), State Farm Companies Foundation, Youth Service America (YSA). Global Youth Service Day 2009: Semester of Service Strategy Guide. Washington, DC: Youth Service America, 2009.
Abstract: 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. 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. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8383

Pangsapa, Piya, Mark J. Smith. Environment and Citizenship: Integrating Justice, Responsibility, and Civic Engagement. London, UK: Zed Books Ltd, 2008.
Abstract: This book demonstrates how awareness of environmental hazards, injustices and new forms of risk is only effective when it generates strategies for political change. It examines how environmental movements have become increasingly involved in governance processes at the national, regional and intergovernmental levels, in contexts such as the EU, UN and LA21 initiatives. The authors argue that while 'rights-discourse' has highlighted the status of specific identities, taking account of obligation prompts a consideration of social, cultural, political, economic and environmental injustices. Tackling these injustices demands a concern with both entitlements and obligations of all relevant parties and constituencies.Using new evidence and case studies, this book explores: the new vocabulary of citizenship; how successful environmental policy-making depends on the responsible actions of civil society actors as much as on governments and international treaties; how stakeholding processes and participatory research in environmental decision-making transform deliberation processes and civic engagement; and the increased importance of transnational networks creating public-private and civil strategic partnerships between organizations, NGO activists, ministers, academics, and environmental philosophers all now refer to 'citizenship' as a key concept for understanding environmental justice and responsibility. Using contexts as diverse as Southern Spain, the borderlands of Thailand and South Africa, this book demonstrates how ecological citizenship provides the key link between them through processes of civic engagement. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8415

Pine, Gerald J. “Collaborative Action Research.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: This chapter begins with a historical review of collaborative action research, discusses its characteristics, and then offers concrete examples of a variety of collaborative action research programs located across the country. The author argues throughout this chapter that collaborative action research liberates teachers to assume leadership roles as constructors of knowledge and agents of change in helping schools to become centers of inquiry.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8423

Pine, Gerald J. “Conditions for Building a Knowledge Democracy.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: In this chapter, the author discusses in some detail the critical elements of collaborative action research that are essential to building a knowledge democracy. These elements include developing a "work with" posture, establishing systemic and relational trust, finding enough time to build relationships and conduct research, confronting issues inherent in building collaboration between university faculty and classroom teachers, including students and parents as research partners in collaborative action research studies, and learning how to collaborate and dealing with the challenges of collaboration. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8424

Pine, Gerald J. “Creating Knowledge Democracies: Professional Development Schools.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: In this chapter, the author introduces the concept of Professional Development Schools (PDS) as a comfortable and inviting home for creating a knowledge democracy. He discusses how the formation of a PDS brings essential resources and precious time for collaborative democratic research. The distinctive features of the PDS as a knowledge-creating school are delineated, the development of a school research culture is examined, and the challenges of building a professional development school as a knowledge democracy are explored. The common elements of critical collegiality and the essential concrete requirements for establishing an embedded research culture are developed. The chapter concludes with a discussion of 11 conditions for facilitating collaborative inquiry and a presentation of the outcomes that emerge from a PDS-based knowledge democracy. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8425

Pine, Gerald J. “Paradigm of Teacher Action Research, (A).” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: This chapter makes the argument that action research is more than a method-- it is a paradigm. Four major research paradigms are described: the empirical-positivistic-quantitative paradigm; the constructivist-interpretive-qualitative paradigm; the critical theory-postmodern-praxis paradigm; and the eclectic-mixed methods-pragmatic paradigm. Evolving from these paradigms, the action research paradigm is distinguished by 12 defining features: reflexive critique and intersubjectivity, axiology, context, ongoing tentativeness, recursion, dialectical critique, collaboration, risk, plurality, connotation, moral/political ethos and purpose, and embrace of emotion. The integration of these characteristics in the teacher action research paradigm and the implications of these features for practice are discussed. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8420

Pine, Gerald J. “Teacher Action Research: Collaborative, Participatory, and Democratic Inquiry.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: In this chapter, the author tried to convey how action research is the intellectual heart and soul of a knowledge democracy by discussing in considerable detail what action research is, its history and origins, the intellectual and philosophical ideas that have influenced its development, and major approaches to conducting educational action research. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8418

Pine, Gerald J. “Validity of Action Research, (The).” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: Given the widespread practice of different forms of action research in a variety of venues throughout the world, it is inevitable that the question on validity of action research would emerge. How real, how authentic, how truthful is action research? What level of confidence can be placed in the research? What criteria ought to determine the validity-- the truthfulness and accuracy, the appropriateness, the logic and the technical adequacy of the action research process or any action research study? In this chapter, the author addresses these questions and proposes a reconceptualization of the term; he also describes different approaches to determining the validity of action research studies. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8421

Schneider, Dr. Jeffery. Youth Courts: An Empirical Update and Analysis of Future Organizational and Research Needs. Rockville, MD : Office of Juvenile Justice and Delinquency Prevention, 2008.
Abstract: This paper is the third in a series of reports on the status of youth courts in the United States. It, like the two preceding reports, was funded by the Office of Juvenile Justice and Delinquency Prevention (OJJDP) of the United States Department of Justice. Youth court is also called teen court, peer jury, student court, etc. It is intended to be an alternative to the traditional juvenile justice system and school disciplinary proceedings. It is designed to empower youth and communities to take an active role in addressing the early stages of youth delinquency. There are currently more than 1250 youth courts functioning within the United States. They are located in 49 states and in the District of Columbia. This report is an attempt to add to our knowledge of youth courts by looking at questions concerning their operation; the extent of volunteer activity; how they function as they mature; and the amount and types of resources they employ. This report is based on a national survey of youth courts that includes ten (10) questions focused on program outcomes and six (6) operational and administrative questions. From these questions, the OJJDP can provide policy makers and court practitioners with guidance on how to build and sustain an organizational structure that allows youth courts to successfully fulfill their mission of preventing young offenders from repeating antisocial behaviors, while relying on volunteers and even ex-offenders, to be part of the process. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8503

Texas Center for Service Learning. "Leaders" Model of Service-Learning, (The). Austin, TX: Texas Center for Service-Learning, 2008.
Abstract: This diagram shows the various steps undertaken in the planning and execution of a service-learning project: look and listen, examine issues, agree on a project idea, develop a plan, execute the plan, review outcomes, and showcase.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8505

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Stoecker, Randy. “2008 Wisconsin Service-Learning Survey, (The).” Madison, WI: University of Wisconsin, Madison, 2008. http://comm-org.wisc.edu/drafts/slwisurvey.htm
Abstract: This survey contains response data from 108 nonprofit organizations in Wisconsin. Information is provided regarding: location; annual operating budget; primary area of focus; types of student volunteers hosted by the organization; the most common way organizations gain access to higher education service learners; aspects of a service learning placement that are complete before student begins placement; placement length; amount of supervision and training provided by organization; satisfaction of organization staff with the quality of communication between the organization and the faculty in charge of the higher education service learner(s); and satisfaction of organization staff with the quality of the student service learner's performance. Comments from organization staff in areas such as communication with organizations before service learning commences, making it easier to access students, better preparing students to do service learning, better communication with faculty, evaluating students, better structuring placement hours, and reducing administrative burden on organization are also provided.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8437

Schmidt, Charity, Randy Stoecker. “Geographic Disparities in Access to Service-Learning.” Madison, WI: University of Wisconsin, Madison, 2008. http://comm-org.wisc.edu/drafts/wisl.htm
Abstract: This project is part of a broader project to understand how service learning impacts community. The research project identified a number of concerns about service learning. Community organization staff expressed a need to improve communication between organizations hosting service learners and higher education faculty. Developing positive relationships was a second important theme for the agencies, who offered numerous suggestions for involved faculty. A third focus was on providing an institutional infrastructure for service learning. A fourth set of concerns addressed the problem of short-term service learning. And a fifth topic focused on managing service learners, identifying the responsibilities of students, faculty and non-profit staff. The final theme highlighted challenges presented by varying economic, racial/ethnic and cultural backgrounds between students and service populations. Many of the challenges described by nonprofit staff are rooted in the unequal standing between higher education and community organizations and the prioritization of the student experience over community impact (Stoecker and Tryon, forthcoming). (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8438

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Barnett, Jyl. Understanding Service-Learning: Student Leader Workshop. San Francisco, CA: Campus Compact California, 2008.
Abstract: This presentation developed to train student service-learning leaders, contains sections on "What Motivates You to Serve?," the Service Continuum, definitions of service-learning, the Humboldt State University Model for Service Learning, 8 Elements of High Quality Service Learning, and Evaluation.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8469

Barrios Marcelo, Karlo, Abby Kiesa. CIRCLE Fact Sheet: Youth Demographics - Youth with No College Experience. Medford, MA: Center for Information and Research on Civic Learning and Engagement (CIRCLE), 2009.
Abstract: This fact sheet focuses on demographic trends of young people in the United States who have no college experience, for the years between 1968 and 2007. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8450

Beckett, Katherine. "Drugs, Data, Race, and Reaction: A Field Report." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: The author discusses her work with Seattle's Racial Disparity Project, specifically "conducting research and advocacy on issues that disproportionately affect Seattle's communities of color." This work has "allowed [her] to more deeply appreciate the limitations of the ivory tower ideal." When scholars are engaged and working with and within the public, they are exposed to much more than they would be if still confined to their campus offices.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8407

Bello, Walden. "Why Am I Engaged?" Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: The author discusses his development as a socially engaged student and researcher, starting with the civil disobedience of the American university during the Vietnam War, and continuing through to the present, in which he is a professor of sociology at the University of the Philippines. He describes his engagement as "something we owe our fellow human beings, especially those who are marginalized and oppressed."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8406

Bezruchka, Stephen. "Becoming a Public Scholar to Improve the Health of the US Population." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: The author discusses his work as a public scholar striving to improve health education in the United States. Also provides a list of suggestions for those wishing to enter the domain of the public scholar.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8409

Bow, Laurine, Grace Damino, Jeannette DeJesus, Rafael Perez-Escamilla, et al. “Connecticut Center of Excellence for Eliminating Health Disparities among Latinos.” Journal of Higher Education Outreach and Engagement, 12(3), 2008, 167-178
Abstract: N/A
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8404

Burawoy, Michael. "Open Letter to C. Wright Mills". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this "open letter" to the author of books such as "The Power Elite," "White Collar," and "New Men of Power," Burawoy reflects upon the meeting of the American Sociological Association in 2004, which focused on public sociology. Burawoy believes that Mills would have appreciated events such as a panel on W.E.B. DuBois, an address by Mary Robinson, and a talk by Arundhati Roy. He goes on to discuss the movement of the field of sociology toward public sociology, concerned with public engagement, and often coupled with anthropology and geography.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8396

Campus Compact. How Can Engaged Campuses Improve Student Success in College? Providence, RI: Campus Compact, 2008.
Abstract: “How Can Engaged Campuses Improve Student Success in College?” is the first in a series of research briefs summarizing the available research and resources on important issues for the field. These research briefs are compiled by Campus Compact staff and engaged scholars. This research brief gives an overview of the measures of student success, as well as the positive impacts that educational experiences and environment have on college students. Information on institutional commitment, student engagement, and implications for action is provided.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8520

Chatterton, Paul. "Demand the Possible: Journeys in Changing our World as a Public Activist-Scholar ". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: The author discusses his role as someone who "blends activism and the academy...who sees the value in radical education and the public debate of ideas which challenge the norm."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8403

Clayton, Patti H., Matt Hartley, John Saltmarsh. Democratic Engagement White Paper. Boston, MA: New England Resource Center for Higher Education, 2009.
Abstract: On February 26-27, 2008, a colloquium of 33 academic leaders came together at the Kettering Foundation in Dayton, Ohio, for the purpose of critically examining the state of civic engagement in higher education. The primary goal of the meeting was to provide a forum in which a group of leaders in civic engagement and higher education could identify problems and issues associated with reforming higher education for community engagement and democratic citizenship. Dovetailing with this objective, another goal was to determine how best to strategically promote democratic citizenship as a key institutional priority for American colleges and universities. Organized by the Kettering Foundation and the New England Resource Center for Higher Education (NERCHE), the meeting was orientated specifically around the democratic purposes of higher education, consistent with the belief that, as Frank Newman wrote in 1985, “the most critical demand is to restore to higher education its original purpose of preparing graduates for a life of involved and committed citizenship.” Dialogue at the colloquium was guided in part through discussion of the 2007 book by Lee Benson, Ira Harkavy, and John Puckett, Dewey’s Dream: Universities and Democracies in an Age of Education Reform, as well as publications by the Kettering Foundation, including Agent of Democracy: Higher Education and the HEX Journey and Deliberation and the Work of Higher Education (2008). Dewey’s Dream acted as an inspirational catalyst for the meeting, with university-assisted community schools serving as a model for democratic civic engagement. What Dewey and university-assisted community schools emphasize is the meaning of democracy within an educational setting – not that it is merely the university’s aspirational role to prepare students for civic responsibility after they graduate, but that through their educational experience students experiment with and practice democracy through their community-based educational experiences. The common thread running through the resources shared at the meeting is the importance of answering the question, “Higher education for what?” The premise of these books is that higher education in America has a fundamental democratic purpose – both educating for democracy and creating educational institutions that foster the revitalization of democratic society. This understanding of and commitment to the core democratic purpose of higher education framed the meeting dialogue. A central framing question guided the Kettering colloquium: Why has the civic engagement movement in higher education stalled and what are the strategies needed to further advance institutional transformation aimed at generating democratic, community-based knowledge and action? The resulting conversation yielded an array of perspectives on the nature of the movement, the impetus for advancing a civic agenda in higher education, and how and in what domains (and even to what extent) change is required. Although there were many important insights shared at the meeting, here the authors focus on a few themes which appeared to attract broad consensus. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8512

Cope, Meghan. "Becoming a Scholar-Advocate: Participatory Research With Children." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: The author of this essay describes her experience as a public scholar in the field of urban geography, starting with the assertion that "finding one's niche based on one's true interests is important for sustaining the energy and commitment that are needed for long-term projects...[which] forms the foundations of good public scholarship because issues we care deeply about are the ones for which we make extra efforts to reach out, disseminate, and advocate." She goes on to discuss The Children's Urban Geographies Project, which provides insight into the points of progress and challenges toward public scholarship and advocacy, as well as consideration of the meanings of "scholar-advocate" that are most meaningful.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8405

Domke, David. "The Something We Can Do". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this book chapter, the author discusses his transformation into a public scholar, noting that it is as if he "[has] two jobs, one as a professor and one as a citizen...The teaching and research that occur in university settings matter tremendously, but these institutions are the educational equivalent of gated communities." Because of his role as a public scholar, he is "now committed to working with people on both sides of the gates."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8399

Eagleton, Terry. "Comrades and Colons". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this chapter, the author discusses the differences between academics and intellectuals: mainly that academics tend to remain within a specific discipline, while intellectuals "tend to shift promiscuously from one subject area to another." He goes on to compare both of these definitions to that of public intellectuals, described as intellectuals that are park of public discourse. These three categories, while not mutually exclusive, are used by the author in order to describe the impact that public intellectuals can have in shaping matters of public importance.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8394

Ehrlich, Paul E. "Population, Environment, War, and Racism: Adventures of a Public Scholar". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this book chapter, the author discusses the benefits and burdens of being a public scholar in the field of environmental science.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8398

Ellison, Julie. "Humanities and the Public Soul, (The)." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: This essay examines what public scholarship means in the humanities and the arts, where it is a relatively recent practice. Various public cultural initiatives are discussed, including Imagining America: Artists and Scholars in Public Life.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8410

Erasmus, Mabel A., Julie A. Hatcher. “Service Learning in the United States and South Africa: A Comparitive Analysis Informed by John Dewey and Julius Nyerere.” Michigan Journal of Community Service Learning, 15(1), Fall 2008, 49-61.
Abstract: As the prevalence of service-learning within higher education institutions grows across the globe there is value to explore, discuss, and describe the similarities and differences between the various expressions that are emerging. Such comparative analysis can deepen understanding of service-learning pedagogy, improve practice, and create a framework for future research. This paper compares service-learning in the United States and South Africa to understand Western-oriented and Africanized expressions of this promising teaching strategy. The analysis identifies three dimensions derived from the educational theories of John Dewey and Julius Nyerere and finds there is mutual agreement as to the value of developing civic-minded graduates. However, in the U.S., service-learning is supported primarily by nonprofit associations and stakeholders within higher education, whereas in South Africa, service-learning is a part of state mandated transformations for higher education.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8442

Fish, Stanley. Save the World on Your Own Time. Cary, NC: Oxford University Press, 2008.
Abstract: What should be the role of our institutions of higher education? To promote good moral character? To bring an end to racism, sexism, economic oppression, and other social ills? To foster diversity and democracy and produce responsible citizens? In this book, Stanley Fish argues that, however laudable these goals might be, there is but one proper role for the academe in society: to advance bodies of knowledge and to equip students for doing the same. When teachers offer themselves as moralists, political activists, or agents of social change rather than as credentialed experts in a particular subject and the methods used to analyze it, they abdicate their true purpose. And yet professors now routinely bring their political views into the classroom and seek to influence the political views of their students. Those who do this will often invoke academic freedom, but Fish argues that academic freedom, correctly understood, is the freedom to do the academic job, not the freedom to do any job that comes into the professor's mind. He insists that a professor's only obligation is "to present the material in the syllabus and introduce students to state-of-the-art methods of analysis. Not to practice politics, but to study it; not to proselytize for or against religious doctrines, but to describe them; not to affirm or condemn Intelligent Design, but to explain what it is and analyze its appeal."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8392

Great Cities Great Service. YouthLEAD Fact Sheet. Granville, OH: Ohio Campus Compact, 2008.
Abstract: The Learn and Serve America, Great Cities Great Service grant led by Otterbein College, Ohio Campus Compact, and University of Cincinnati is a state-wide consortium to mobilize college students and urban youth volunteers in civic service through our model initiative, youthLEAD (Learn, Engage, Act & Decide). Twelve campuses are currently incorporating youthLEAD into one or more service-learning courses on their campuses. Participants serve side-by-side with urban youth as capacity builders, solving community problems, serving those living in poverty, and strengthening urban wellness. youthLEAD is an urban youth mentoring program for school-based service-learning. The goal is for urban youth to work alongside community partners, teachers, and college students in designing and implementing service-learning projects. LEAD stands for Learn, Engage, Act, and Decide. K-12 urban youth and college students come together as equal partners in mentoring relationships. Urban youth benefit from a sense of connectedness through an increase in positive activity in and out of school while also decreasing the incidents of destructive personal behaviors. College students benefit from service-learning opportunities through increased citizenship development, perspective transformation, and a reduction in stereotyping/increased tolerance. (author) The Learn and Serve America, Great Cities Great Service grant led by Otterbein College, Ohio Campus Compact, and University of Cincinnati is a state-wide consortium to mobilize college students and urban youth volunteers in civic service through their model initiative, youthLEAD (Learn, Engage, Act & Decide). Twelve campuses are currently incorporating youthLEAD into one or more service-learning courses on their campuses. Participants serve side-by-side with urban youth as capacity builders, solving community problems, serving those living in poverty, and strengthening urban wellness.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8471

Jacoby, Barbara, & Associates. Civic Engagement in Higher Education: Concepts and Practices. Indianapolis, IN: Jossey-Bass Publishers, 2009.
Abstract: This book contains contributions from noted educators, researchers, and leaders who present a wide array of ideas, case examples, methods, and proven strategies for educating today's students to become tomorrow's responsible citizens. These experts cover topics including: civic engagement in the first college year, engaging general education, interdisciplinary learning for civic engagement, capstone experiences and undergraduate research, enhancing intercultural competence and leadership through civic engagement, and global civic engagement. (publisher)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8449

Kiser, Pamela, Angela Lewellyn, Jeff Stein. “Making the Transition to Collaborative Service-Learning.” Society for College and University Planning, (The), 36(4), 17–22.
Abstract: Elon University is presented as an exemplar of how administrative, student services, and faculty support are needed for the appropriate planning and implementation of collaborative service-learning. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8433

Limerick, Patricia. "Tales of Western Adventure". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: The rigid standards of hiring and tenure are all that stand in the way of humanities professors as thriving public scholars. (publisher)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8395

Lone Star College – Kingwood. “Learning and Serving in the Philippines.” [Online video clip] http://kingwood.lonestar.edu/151476/. 2008.
Abstract: Over spring break 2008, LSC-Kingwood faculty, students, and staff traveled to the Philippines to help build sustainable communities for Filipinos affected by natural disasters and other issues. This video documents their journey. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8380

Massey, Doreen. "When Theory Meets Politics." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: There are many different ways of being a "public scholar." The author has been drawn into just a few, but each has demanded to be thought through in its own specific terms. Venturing beyond the confines of academe involves linking up with another assemblage of concerns, interests, and aims, in which one's position has to be negotiated. What will be your role? What will be your voice? And what will be the degree and nature of the responsibility to which you commit yourself? These questions are in part pragmatic and practical' but they are also a matter, in themselves, of politics and political responsibility. They also complicate, and often challenge, the official discourse of "dissemination," "application," "relevance," and "impact."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8414

McLaren, Peter. "This Fist Called My Heart: Public Pedagogy in the Belly of the Beast." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: This essay discusses the issue of critical pedagogy and the importance of maintaining it in the face of opposition. The author defines the job that he does not as part of an academic career but as engagement in a political project, "co-creating protagonistic and participatory democracy with [his] students, pedagogical spaces where students can learn, and learn from their learning."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8411

Mitchell, Don. "Confessions of a Desk-Bound Radical." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: The author of this essay discusses his role as a "desk-bound radical," as opposed to an "on-the-ground activist." These "desk-bound radicals," he argues, are necessary to any struggle for change because of the time they take to find words to describe the worlds that activists are working to change. This role, though confined to the space of the academy, is valuable because it provides necessary bureaucratic and intellectual support.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8408

Mitchell, Katharyne, ed. Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: A cross-disciplinary collection of 20 essays describing the journey to public scholarship, exploring the pleasures and perils associated with breaching the town-gown divide. * Includes contributions from departments of geography, comparative literature, sociology, communications, history, English, public health, and biology * Discusses their efforts to reach beyond the academy and to make their ideas and research broadly accessible to a wider audience * Opens the way for a new kind of democratic politics—one based on grounded concepts and meaningful social participation * Includes deeply personal accounts about the journey to becoming a public scholar and to intervening politically in the world, while remaining within a university system * Provides a broad prescription for social change, both within and outside the university (publisher)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8393

O'Donnell, Katherine. "Weaving Solidarity from Oneonta to Oxchuc". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this book chapter, the author discusses her experiences as a public scholar, noting the challenges that exist in community-based work, for students, faculty, and institutions. The most difficult task, she says, is "developing enduring student and institutional commitment."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8402

Pickerill, Jenny. "Surprising Sense of Hope, (The)." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: This essay explores the author's experience as an academic and an activist, especially as activists exist between the disparate worlds of the activist arena and "the rest" (family, workplace, academia, etc). The author discusses her "negotiation of this apparent disjuncture between activism and academia" and explores a journey that "reflects the ongoing calls within geography and the wider academy for academics to be more 'active'."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8412

Raphael, Dennis. "Beyond Positivism: Public Scholarship in Support of Health". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this book chapter, the author provides insight into his development as a public scholar in the area of public health. "There are means of integrating political knowledge and passion with academic inquiry. Second, this may not be easy to do. Third, there are ways of simplifying the journey," he writes, going on to provide a list of tips for being a public scholar in any field.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8401

Schmidt, Charity, Randy Stoecker. For Community's Sake: Maximizing the Community Impact of Service-Learning. Madison, WI: University of Wisconsin, Madison, 2008.
Abstract: Approximately 40 people, three-quarters of them representing higher education institutions (from Wisconsin and Iowa), and the rest representing nonprofit organizations, gathered for a day of focus on how to maximize the community impact of service learning. Using facilitated group processes, eight breakout groups discussed the following questions: 1. How do we design projects with community impacts in mind? 2. How do we build relationships with community groups and organizations? 3. How do we balance and negotiate campus and community needs? 4. How do we design service learning programs for maximum community impact? 5. How do we support community organizations to fully partner in service learning? 6. How do we document community impact? 7. How do we build community capacity through service learning? 8. How do we restructure higher education to support service learning that maximizes community impact? The following themes were also addressed: Theme 1: Developing a Mission and Principles for Service Learning Programs Theme 2: Practical Strategies for Pursuing the Principles Theme 3: Faculty Roles in Service Learning Theme 4: The Role of Cultural Diversity in Service Learning Theme 5: Communication and Relationship Building Principles Theme 6: Community Voice in Project Development Theme 7: Evaluating and Document Service Learning (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8436

Sohmer Tai, Emily. “The Classroom as Public Space: Civic Mission and the Community College.” Journal of Higher Education Outreach and Engagement, 12(4), 2008, 47-58.
Abstract: The role of the two-year, or "community," college as a dimension of the academy is often overlooked by senior scholars in four-year colleges and universities. The potential contribution of the community college to current efforts, promoted by such organizations as the Imagining America consortium, to engage in a "public scholarship"--academic efforts that reach beyond student enrollment to engage with the broader population--has been similarly little considered. This article nonetheless argues that certain national trends are situating community colleges in a uniquely felicitous position to reclaim the university's "civic mission" in twenty-first-century America, and offers the author's personal experience as an instance of how training in disciplinary research can be applied to achieve this objective through teaching community college students.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8455

University of San Diego. Youth to College Handbook. San Francisco, CA: Campus Compact California, 2008.
Abstract: The “Youth to College” program is designed to address the important issue of students from underrepresented groups who do not know that higher education can be a viable option for them. The University of San Diego and three university partners—Mesa College, San Diego City College (SDCC), and University of California San Diego (UCSD)—partner with schools and after-school partners. This is part of national efforts to address the important issue of educational inequity. Research on college attendance emphasizes the important of: academic skills, peer influence, knowledge of the value of a college education and the practical steps to obtain it. This program seeks to build the chances that under-represented students will know that college is a viable choice for them. This program is sponsored by California Campus Compact with funding from the Corporation for National Service “Learn and Serve” program, and is a statewide project involving 12 campuses and 12,000 college students and youth each year for three years (2006-2009). The grant is $40,000 annually with a $60,000 match each year for three years. As noted above, the purpose is to help interest and prepare students from underserved populations to attend college. While tutoring/mentoring is one strategy, the other is to do joint service-learning projects. The intention is also that university administrators will gain more understanding of what students see as barriers to college attendance. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8470

Wright, Melissa W. "Craven Emotional Warriors". Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this essay, the author explores the nature of the field of women's studies. Public scholarship is practiced by all in the field, as she points out, because "an essential part of feminist work also includes putting feminist arguments into the public media." This requires that those in the women's studies field write "as experts in action with women who dare to go public."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8397

Zinn, Howard. "Making of a Public Intellectual, (The)." Practising Public Scholarship: Experiences and Possibilities Beyond the Academy. Ed. Katharyne Mitchell. Indianapolis, IN: John Wiley & Sons, Inc., 2008.
Abstract: In this essay, the author discusses his development first as an "intellectual," in areas as varied as warehouses, military bases, and classrooms, and then as a "public intellectual." His role as a public intellectual began in the academic world, and extended into the civil rights and anti-war movements.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8413

K-12

Arfstrom, Kari. “Service-Learning and Obama's Agenda.” Generator, 26(4), Winter 2009, 1.
Abstract: With reauthorizations of the National and Community Service Act and the No Child Left Behind Act due during the congressional session beginning this month, NYLC suggests changes to strengthen the role of service-learning in the nation’s schools and communities. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8428

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, 2009.
Abstract: Grad Nation is a road map to playing a key role in this critical effort. It arms readers and their communities with the latest research, best practices, and key tools for meeting their community’s dropout challenge. The guide will help them to develop community-specific plans for keeping students on track to graduate from high school and to prepare for college, the workforce, and active citizenship. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8518

Central Asia Institute, Pearson Foundation, Pennies for Peace. Pennies for Peace Getting Started and Implementation Guide. Bozeman, MT: Pennies for Peace, 2009.
Abstract: Pennies for Peace is a service-learning program of Central Asia Institute. The program, inspired by Greg Mortenson’s quest to build schools for children in the remote regions of Afghanistan and Pakistan, is recounted in the book Three Cups of Tea. Central Asia Institute strives to educate students about the world outside their own experiences, and shows them that they can make a positive impact on a global scale – one penny at a time. The heart of the Pennies for Peace program is the penny raising campaign. The campaigns raise money to build schools in Afghanistan and Pakistan, but they also serve a more important purpose. A Pennies for Peace campaign teaches young people at all levels the importance of taking action and engaging their communities. It shows them that no matter how big or small you are, you can make a difference for others – often a profound one – by choosing to commit yourself to service and to a cause that matters to you. If you’re a classroom teacher, the Pennies for Peace toolkit encourages you to think differently about your program. The Pennies for Peace toolkit offers deep classroom activities at all grade levels; but to create effective campaigns you’ll need to do more outside of the classroom to get your community involved. For this reason, the Pennies for Peace toolkit is designed with classroom resources as well as campaign tools. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8484

Central Asia Institute, Pearson Foundation, Pennies for Peace. Pennies for Peace Curriculum Resource Guide K-4. Bozeman, MT: Pennies for Peace, 2009.
Abstract: This Guide follows two unified themes – Myself & Others (K-2) and Similarities & Differences (3-4) and uses "Listen to the Wind: The Story of Dr. Greg & Three Cups of Tea" as a core text. The Guide includes: •Specific student outcomes and common assessments linked to national social studies, literacy, and mathematics standards. •Lessons, activities, and a study guide for "Listen to the Wind: The Story of Dr. Greg & Three Cups of Tea." •Lessons and activities on the subject of Pakistan and Afghanistan, and the importance of global understanding, global citizenship, and civic responsibility. •Lessons and activities involving your Pennies for Peace campaign (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8485

Central Asia Institute, Pearson Foundation, Pennies for Peace. Pennies for Peace Curriculum Resource Guide 4-8. Bozeman, MT: Pennies for Peace, 2009.
Abstract: This Guide follows a unified theme – Cause & Effect, and uses "Three Cups of Tea" (Young Readers Edition), as a core text. The Guide includes: •Specific student outcomes and common assessments linked to national social studies, literacy, and mathematics standards. •Lessons, activities and a study guide for "Three Cups of Tea" (Young Readers Edition). •Lessons and activities on the subject of Pakistan and Afghanistan, and the importance of global understanding, global citizenship, and civic responsibility. •Lessons and activities involving your Pennies for Peace campaign (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8486

Central Asia Institute, Pearson Foundation, Pennies for Peace. Pennies for Peace Curriculum Resource Guide 9-12. Bozeman, MT: Pennies for Peace, 2009.
Abstract: This Guide follows a unified theme – Choices & Consequences, and uses "Three Cups of Tea" as a core text. The Guide includes: •Specific student outcomes and common assessments linked to national social studies, literacy, and mathematics standards. •Lessons, activities and a study guide for "Three Cups of Tea. •Lessons and activities on the subject of Pakistan and Afghanistan, and the importance of global understanding, global citizenship, and civic responsibility. •Lessons and activities involving your Pennies for Peace campaign.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8487

Corporation for National and Community Service, USA Freedom Corps. Issue Brief: Community Service and Service-Learning in America’s Schools. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: Research shows that when young people participate in service, they are more likely to continue on a pathway of lifelong civic engagement. Research also shows that service-learning, an approach to education that ties community service to classroom instruction and reflection, contributes to students' success and has a positive impact on their social behavior, habits, and attitudes. In an effort to better understand the trends in community service and service-learning, the Corporation surveyed a national sample of over 2,000 K-12 public school principals regarding service in their schools and compared findings to a 1999 study, analyzing changes over time. The research report "Community Service and Service-Learning in America's Schools" (2008) provides insight into the prevalence of community service and service-learning in public schools as well as the supports and policies in place to sustain and build service-learning programs. The full report, and other research by the Corporation for National and Community Service, can be found at www.nationalservice.gov/research. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8491

Irvington High School. QUEST Semester 1 Handbook (2008-2009). Fremont, CA: Irvington High School, 2008.
Abstract: QUEST is a five-component project designed and completed by all Irvington seniors. The student starts with a Question that will lead to an exploration of an area of personal choice. Through Understand, an answer to the Question starts to develop through research, reading, writing, and hands-on activities. The student and his/her consultant then create an Experience plan related to the Question. Action-oriented Experiences could include job shadowing, volunteering, interviewing, training, designing and creating, etc. Through Service, the student designs and implements an activity which will allow him/her to share their new knowledge with the greater community. Finally, at the Testimony, the student will present his/her entire QUEST to a panel of staff, parents and community members. This handbook was created for students completing the first semester of the QUEST project.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8514

Irvington High School. QUEST Semester 2 Handbook (2008-2009). Fremont, CA: Irvington High School, 2008.
Abstract: QUEST is a five-component project designed and completed by all Irvington seniors. The student starts with a Question that will lead to an exploration of an area of personal choice. Through Understand, an answer to the Question starts to develop through research, reading, writing, and hands-on activities. The student and his/her consultant then create an Experience plan related to the Question. Action-oriented Experiences could include job shadowing, volunteering, interviewing, training, designing and creating, etc. Through Service, the student designs and implements an activity which will allow him/her to share their new knowledge with the greater community. Finally, at the Testimony, the student will present his/her entire QUEST to a panel of staff, parents and community members. This handbook is designed for high school seniors completing the second semester of the QUEST program.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8515

Irvington High School. Change Project Handbook 2008-2009. Fremont, CA: Irvington High School, 2008.
Abstract: The Change Project is an opportunity for freshmen to become introduced to the Irvington culture by working in teams of four students to make a positive change regarding an environmental problem that they identify in our community. This handbook provides resources for students working toward completion of the Change Project.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8516

Irvington High School. UN Project Handbook: 2007-2008. Fremont, CA: Irvington High School, 2008.
Abstract: The sophomore benchmark is a Mock United Nations project in which each group must research a country of the world, write two full-process essays, and deliver a persuasive presentation from the point of view of that nation.At the end of the 10th grade, Irvington High expects all students to be familiar with the following: * Modern Language Association (MLA) standards for research and writing formats * Correct spelling and grammar * Library research * Use of the Internet for research * Word processing/Typing * A five paragraph descriptive essay * A well-reasoned persuasive essay * Oral presentation skills * Students must also demonstrate their progress in meeting the School Wide Outcomes throughout the benchmark process. This handbook is designed for high school sophomores who are working toward completion of the UN project.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8517

Lyngstad, Bjorn. “Creating Meaning, Addressing Needs.” Generator, 26(4), Winter 2009, 2.
Abstract: Research suggests that meaningful service perhaps is the most important of the K-12 Service-Learning Standards for Quality Prcatice. It might be obvious that any valuable service-learning experience should be meaningful — yet it is far from self-evident what the term “meaningful” implies. But the substantial positive impact meaningful service can have on students’ academic, civic, and developmental outcomes (Neal, Leeper, and Root 2009) calls for an examination of the ingredients required to reach true meaning. Though meaningful service implies service that is perceived as beneficial to its recipients and to the larger community, this article focuses on the importance of meaningfulness as defined by the service providers. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8429

Olnes, Lisa. “Special Projects for Special People: Students with Disabilities Serve Others through Service-Learning Projects.” Teaching Exceptional Children Plus, 5(2), November 2008.
Abstract: This study focuses on the effect of service-learning on 5 students with disabilities in an inclusive 6th grade class. As students participated in service activities which met a community need and were linked to the curriculum, they achieved learning goals and were provided the real life applications of their learning. Students experienced the excitement of helping others, which increased motivation, willingness to help, and concern for others. Service-learning projects bolstered my students’ self-confidence, helped them realize that they each have something to give, and that they can make a difference. Service-learning projects seem to be a powerful tool to improve students’ motivation, academic success, social skills, and self-confidence. Service-learning may be particularly effective in the inclusive classroom. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8483

Pine, Gerald J. “Case Study and Teacher Action Research.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: In this chapter, the author discusses the nature and role of the case study in teacher action research. The advantages of using the case study as a research methodology are described, along with different types of case study approaches. The nature and character of different kinds of individual and program case studies are featured. Assumptions underlying the case study are explored. The chapter concludes with a detailed discussion of three major case study approaches: appreciative inquiry, the cultural inquiry process, and the descriptive review. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8431

Pine, Gerald J. “Disconnection Between Educational Research and Practice, (The): The Case for Teacher Action Research.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: This chapter explores the disconnect between educational research and practice, beginning with the historical context in which the two are situated and continuing to examine why such a gap between research and practice exists. The author acknowledges the limitation of experimental and quasi-experimental design, and ultimately presents a case for "transcending the R&D model of knowledge transfer."
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8417

Pine, Gerald J. “Fundamental Practices for Teacher Action Research.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: This chapter focuses on fundamental practices for conducting teacher action research, including reflection, documentation, observation, writing, journaling, and dialogue. In this chapter, the author emphasizes that although these can be treated as discrete practices, they ought to be considered as intersecting processes of study-- mental dispositions and behaviors that interactively nurture lifelong inquiry. The interaction of these practices if explored, and concrete steps for their implementation are described. At the end of the chapter, the author poses a series of questions to facilitate reflections about teaching and learning experiences and to offer focal points for observation, journal writing, and reflection. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8427

Pine, Gerald J. Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: This book focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. The author examines the historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8416

Pine, Gerald J. “Teacher Action Research as Professional Development.” Teacher Action Research: Building Knowledge Democracies. Thousand Oaks, CA: Sage Publications, Inc., 2009.
Abstract: This chapter explores the role that teacher action research can play in professional development. When teachers engage in their own classroom-based inquiry, they use their own expertise, experience, initiative, and leadership. This offers teachers active participation in the development of meaning and knowledge. What does it take for teachers to value and honor their own experience and skill as a source of expertise, to initiate and direct their own inquiry, to analyze their experiences with students, to engage in the construction of knowledge, and to make their inquiry public? (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8422

Wegner, Maddy. “Beyond Canned Food Drives.” Generator, 26(4), Winter 2009, 3.
Abstract: Science writer Michael Pollan has called for a Farmer in Chief position in the Obama administration. Food pioneer Alice Waters considers lunch a mandatory part of “edible education” in her school garden programs. And teachers like Steven Tanguay and Jon Thurston of Troy Howard Middle School in Belfast, Maine, are helping students do more than collect canned food for families in need during the holidays. Their Garden Project students are growing their own nutrient-rich produce for local food shelves — the result of a year-round gardening curriculum that began in 2001. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8430