New NSLC Library Items - June 29th, 2009

General/Cross-Sector

Arnot, Madeleine. Educating the Gendered Citizen: Sociological Engagements with National and Global Agendas. New York, NY: Routledge, 2009.
Abstract: Globalization and global human rights are the two major forces in the twenty-first century which are likely to shape the sort of learner citizen created by the educational system. Schools will be expected to prepare young men and women for global as well as national citizenship. Male and female citizens will need to adapt to new social conditions, only some of which will encourage gender equality. This book offers a unique introduction to the contribution that sociological research on the education of the citizen can make to these national and global debates. It brings together, for the first time, a selection of influential new and previously published papers by Madeliene Arnot and her colleagues on the theme of gender, education, and citizenship. It describes feminist challenges to liberal democracy, the gendered construction of 'the good citizen' and citizenship education; it explores the implications of social change for the learner citizen and offers alternative gender-sensitive models of global citizenship education. Reaching right to the heart of current debates, the chapters focus on: feminist democratic values in education; teachers' constructions of the gendered citizen in Europe; the inclusion of women's rights into English citizenship textbooks; gender struggles for equality in school pedagogy and curriculum; the implications of personalized learning for the individualized learner-citizen; and globalization and gender controversies in global citizenship education.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8591



Banerji, Ashok, Barbara Orr. Innovation in e-Learning through Sponsored Project Based Learning. Centennial, CO: Jones International University, 2008.
Abstract: Enriching learning and its effectiveness by providing enhanced learning experience for students have remained a common concern for any e-Learning initiative. With the web 2.0 Internet technologies interesting possibilities are emerging. However, implementing the latest technologies alone may not guarantee success. In this regard a sound learning model is evolving in a logical progression. Library and information support, collaboration and faculty support, interactive design, creating communities of practices and computer supported distributed collaboration are the logical evolution of the model. Extending the collaboration to provide field experience and on-the-job application through ‘sponsored project based learning’ (SPBL) is another innovative approach that can be adopted for the purpose of adding the component of authentic learning experience for the students. In this paper the authors will first briefly discuss the e-Learning approaches and its advantages. Thereafter they will explore the learning opportunities that could be offered, for example, in the JIU’s learning model design. They will present the innovative SPBL model to service learning from the practitioners’ perspective in a fully online learning environment. This approach allowed the students pursuing education through fully online mode to connect with people in their communities and linked theory to practice enriching learning greatly.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8647



Bennett, W. Lance, Chris Wells, Allison Rank. Young Citizens and Service-Learning: Two Paradigms of Citizenship in the Digital Age. Seattle, WA: Center for Communication and Civic Engagement, 2008.
Abstract: How can civic education keep pace with changing political identifications and practices of new generations of citizens? We examine research on school-based civic education in different post-industrial democracies with the aim of deriving a set of core learning categories. Most school-based approaches reflect traditional paradigms of dutiful citizenship (DC) oriented to government through parties and voting, with citizens forming attentive publics who follow events in the news. While this model may appeal to some young people, research suggests that it produces mixed learning outcomes, and may not capture the full range of learning and engagement styles of recent generations of citizens. We expand upon these conventional learning categories by identifying additional civic learning opportunities that reflect more self-actualizing (AC) styles of civic participation common among recent generations of youth who have been termed digital natives. Their AC learning styles favor interactive, networked activities often communicated with participatory media production such as videos shared across online networks. The result is an expanded set of learning categories that can be used to design, document, and compare civic learning in different environments from schools to online communities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8610



Bennett, W. Lance. Civic Life Online: Learning How Digital Media Can Engage Youth. Cambridge, MA: MIT Press, 2008.
Abstract: Young people today have grown up living substantial portions of their lives online, seeking entertainment, social relationships, and a place to express themselves. It is clear that participation in online communities is important for many young people but less clear how this translated into civic or political engagement. This volume examines the relationship of online actions and real-world politics. The contributors discuss not only how online networks might inspire conventional political participation but also how creative uses of digital technologies are expanding the boundaries of politics and public issues. Do protests in gaming communities, music file sharing, or fan petitioning of music companies constitute political behavior? Do the communication skills and patterns of action developed in these online activities transfer to such offline realms as voting and public protests? Civic Life Online describes the many forms of civic life online that could predict a generation's political behavior.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8629



Bennett, W. Lance. Changing Citizenship in the Digital Age. Cambridge, MA: MIT Press, 2008.
Abstract: Even as it is clear that participation in online communities is important for most young people, it is less clear how, or how often, this translates into public voice or political participation. In addition to learning how online networks and communities may be able to rekindle conventional political participation, scholars and practitioners must also learn how creative uses of digital technologies by young people are expanding the boundaries of politics and public issues.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8630



Berger Kaye, Cathryn. Playing Our Part Through Service-Learning. Minneapolis, MN: Free Spirit Publishing, Inc., 2009.
Abstract: In this article, the author discusses service through the lens of presidential support and programs designed to promote service by American citizens-- "elders, adults, teens, tweens, children." Service-learning in particular is now seen as a solution to many problems, economic and otherwise, that are facing the American educational system. The role of young people in service-learning is highlighted, as are a number of educators and service-learning leaders from across the United States.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8539



Boyte, Harry C. “Repairing the breech.” Partnerships: A Journal of Service-Learning and Civic
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8672



Bringle, Robert G., Patti H. Clayton, Mary F. Price. “Partnerships in Service-Learning and Civic Engagement.” Partnerships: A Journal of Service-Learning and Civic Engagement, 1(1), Summer 2009.
Abstract: Developing campus-community partnerships is a core element of well-designed and effective civic engagement, including service learning and participatory action research. A structural model, SOFAR, is presented that differentiates campus into administrators, faculty, and students, and that differentiates community into organizational staff and residents (or clients, consumers, advocates). Partnerships are presented as being a subset of relationships between persons. The quality of these dyadic relationships is analyzed in terms of the degree to which the interactions possess closeness, equity, and integrity, and the degree to which the outcomes of those interactions are exploitative, transactional, or transformational. Implications are then offered for how this analysis can improve practice and research.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8673



Brock, Debbi D., Susan D. Steiner. Social Entrepreneurship Education: Is It Achieving the Desired Aims?. CITY, STATE: Social Science Research Network, 2009.
Abstract: This study's purpose was to uncover the challenges and best practices in the field of social entrepreneurship. We examined definitions of social entrepreneurship; the most widely used cases, articles and textbooks; and the most popular pedagogical approaches in 107 social entrepreneurship courses. Our findings suggest that faculty have done an excellent job of utilizing powerful pedagogical methods like service learning. In addition, the majority of courses covered opportunity recognition, innovation, acquiring limited resources, measuring social impact and building sustainable business models as core elements of social entrepreneurial activity. The greatest challenge involved teaching students about scaling social innovations.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8652



Center for Public and Nonprofit Leadership for the West Virginia Commission for National and Community Service. The WV Commission received a Learn and Serve America Community-Based Grant in August, 2009. The evaluation collects data mostly via three standard surveys developed in consultation with the programs (a youth survey, an older youth survey and a partner survey) and additional instruments customized by program. Programs administer the standard surveys and send them to the evaluator. The evaluator compiles the data and sends each program back their findings and conducts the overall FLOW assessment. Programs also conduct other assessment, as desired, often with the help of the external evaluator; and provide additional monitoring and evaluation data on a quarterly basis through an online reporting tool. http://www.servicelearning.org/library/lib_cat/index.php?library_id=8595



Campaign Consultation, Inc. Telling Your Story: The Art and Science of Powerful Presentations. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This section of the Learn and Serve America Communicators Institute 2008 binder includes: matching and effective message to a specific type of audience; examining principles of effective presentations; articulating a clear compelling message and story; preparing for and giving better interviews; and strategies for responding to tough questions. Additional resources include: Telling Your Story to the Media, Building Media Relations, and Resources for Telling Your Story.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8667



Campaign Consultation, Inc. Cutting Edge Media: Social Networking and Web 2.0. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This section of the Learn and Serve America Communicators Institute 2008 binder contains information on Web 2.0 and social networking technologies, as well as blogs, RSS, widgets, podcasts and vodcasts. These tools can help nonprofits operate more efficiently, generate more funding, and affect more lives.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8669



Campaign Consultation, Inc. Material Makeover: Publications and Website Critique Clinic. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This section of the Learn and Serve America Communicators Institute 2008 binder includes guidance on designing a printed piece that supports your communications objectives, using design concepts that help to bring main ideas to the surface, and using design principles to effectively convey your message.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8670



Campaign Consultation, Inc. Branding: Image, Idea and Ideal. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This section of the Learn and Serve America Communicators Institute 2008 binder includes guidance on ways to distinguish your program from the other similar programs, ways to get both internal and external audiences energized about your program, and strategies to remind and reinforce your brand among primary and secondary audiences.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8671



Coleman, Stephen. Doing IT for Themselves: Management versus Autonomy in Youth E-Citizenship. Cambridge, MA: MIT Press, 2008.
Abstract: This chapter explores tensions between managed and autonomous conceptions of youth e-citizenship as manifested in six UK-based projects. Managed youth e-citizenship projects are characterized as seeking to establish “connections” between young people and institutions that have power over their lives. Regarding youth as apprentice citizens who need to learn appropriate ways of engaging with encrusted structures of governance, they seek to promote habits of civility, while at the same time encouraging young people to think of themselves as empowered social actors whose (virtual) voices deserve to be heard. In contrast, autonomous e-citizenship projects tend not to be funded by government, and express strong reservations about having relationship too close to the state. These projects are less interested in engaging with powerful institutions than in forming powerful networks of young people, engaged with one another to resist the power of institutions. Regarding youth as independent political agents, autonomous e-citizens expect less from the communicative potential of having their say; for them, empowerment entails an intimate relationship between voice and action. The chapter concludes by proposing a set of policy recommendations that might lead to a productive convergence between these two models of youth e-citizenship.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8638



Earl, Jennifer, Alan Schussman. Contesting Cultural Control: Youth Culture and Online Petitioning. Cambridge, MA: MIT Press, 2008.
Abstract: We analyze one way in which younger citizens are engaging with issues that they find important and relevant to their lives, however removed these activities may seem from classic visions of civic engagement, by considering the convergence of three trends: (1) protest once confined to political arenas is diffusing to seemingly non-political contexts; (2) affordances of Internet technologies make it easier to organize and participate in forms of online activism such as online petitioning; and (3) many consumers are using technology to transform themselves from passive purchasers to “prosumers” who produce, modify, and consume content. Specifically, we examine online petitions about entertainment-related issues and products, finding that cultural contestation is a substantial online phenomenon, that it tends to focus on issues and products associated with youth culture, and it is sometimes supported by communities, including fan communities. We argue that this kind of cultural contestation has been missed in most discussions of civic engagement but may provide important early activist experiences for younger citizens.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8633



Earth Force. Community Action Problem Solving Teacher Guide 2008-9. Denver, CO: Earth Force, 2008.
Abstract: This Community History/Environmental Citizenship (CHEC) teacher guide is designed to engage students in historical inquiry as part of environmental service-learning projects. These materials are a key part of a larger Earth Force program called Community Action Problem Solving (CAPS). They are designed to help students understand how past events affect present environmental issues, how local environmental challenges have been addressed in the past, and how historical context can help them to effectively address today's environmental problems. This guidebook includes student activities and a guide to celebration and recognition.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8666



Education Equality Project, National Action Network, United States Chamber of Commerce, Bill and Melinda Gates Foundation. Economic Impact of the Achievement Gap in America's Schools, (The). CITY, STATE: McKinsey and Company, 2009.
Abstract: Recent national and international tests show significant differences in student achievement. Students in the United States perform behind their OECD peers. Within the United States, white students generally perform better on tests than black students; rich students generally perform better than poor students; and students of similar backgrounds perform dramatically differently across school systems and classrooms. The aim of this paper is to provide a common, neutral fact base on each of these achievement gaps and to illustrate their relative magnitude. In addition, the authors highlight the impact of the United States achievement gap on the overall economy and on individual life outcomes. This work is not intended to provide a detailed assessment of the causes and potential cures of the achievement gap. Instead, the authors hope to provide a common fact base from which such discussions may proceed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8627



Heartland Foundation. Data Analysis of Heartland Foundation’s 15 Global Issues Cycle ONE, Year Two: 2006—Summer, 2008. St. Joseph, Missouri: Heartland Foundation, 2008.
Abstract: This program report reflects the Heartland Foundation's progress in fifteen Global Issues, which reflect the attitudes of youth and adults toward community participation and engagement. The Global Issues are: adults value youth as citizens and problem-solvers working for the common good; adults increase their active participation in Youth Empowerment Programs; youth view themselves as citizens today (are actively engaged); youth see how their work affects communities in positive ways; youth feel a sense of ownership in their community; youth increase their academic and work force skills; youth utilize their power to make a difference; youth view themselves as positive agents of change; youth experience real world opportunities to apply their knowledge of democracy and civic engagement skills (such as communication, organization, consensus building, presentation, and technology); youth are provided with opportunities which build/enhance their developmental assets; youth respect the right of all voices to be heard in a democracy; community capacity for citizen engagement in problem solving is enhanced through networking; service learning becomes part of pedagogical practices; youth are provided with opportunities to enhance outcomes identified in the Heartland Foundation Model; and awareness of service-learning is increased as a result of adult involvement.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8597



Heartland Foundation. Data Analysis of Heartland Foundation’s 15 Global Issues Cycle ONE, Year Two: 2006—Summer, 2008 - Executive Summary. St. Joseph, Missouri: Heartland Foundation, 2008.
Abstract: This executive summary encapsulates the findings from the Heartland Foundation's Global Issues over a two-year cycle. Data for this report come from surveys completed by youth, community partners, teachers, and youth councils. The Global Issues are goal areas related to the impacts, outcomes, and effects that participation in service-learning has on individuals as well as the school and neighborhood communities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8598



Hollander, Elizabeth, Cathy Burack. How Young People Develop Long-Lasting Habits of Civic Engagement: A Conversation on Building a Research Agenda. Chicago, IL: Spencer Foundation, (The), 2009.
Abstract: This report grew out of two meetings held by the Spencer Foundation to inform its Civic Action and Civic Learning initiative. This initiative aims to strengthen work about how and why individuals and groups become committed to civic action. It begins with the assumption that civic action matters for citizenship, that there are concerns about current trends in interest and opportunities for participation in civic activities, that education for citizenship is an important charge of public schools and higher education, and that there is limited research addressing how to foster civic behavior. Through the Civic Learning and Civic Action initiative, Spencer intends to support research studies that examine the commitments, conditions, and contexts that stimulate and sustain civic action, as well as those that constrain or discourage it. Three sets of influences frame their perspectives for examining the connections between action and learning: influences of civic motivations and other psychological processes; influences of learning experiences and environments; and influences of social, political, cultural, historical, and other contextual influences on individual and group action. (Spencer Foundation)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8660



Kielsmeier, James C., Susan Root, Bjorn Lyngstad, Caryn Pernu. Growing to Greatness 2009: The State of the Service-Learning Project. St. Paul, MN: National Youth Leadership Council (NYLC), 2009.
Abstract: This volume of Growing to Greatness focuses on what research shows about high-quality service-learning practice, tries to build a comprehensive framework for that quality practice, looks at how service-learning is institutionalized and sustained, approaches new ways of measuring the scope, scale, and impact of service-learning by reporting on educational policies that support service-learning, gathers data on how it’s funded, invests its reach into the nation’s K-12 schools and community organizations. Particular attention is paid to the capacity of students to contribute to their families, schools, and communities through service-learning, as well as the responsibility of adults, teachers, and leaders to bring these assets to their fullest potential. With these thoughts in mind, this report focuses on three strands: indicators of youth contribution, community service, and service-learning; Urban Matters: Service-Learning as a Strategy for Improving City Schools; and State Service-Learning Policy Profiles.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8619



Lasica, J.D. Civic Engagement on the Move: How mobile media can save the public good. Washington, D.C.: Aspen Institute, (The), 2008.
Abstract: This report captures and contextualizes the meeting of 25 leaders from digital media, journalism, the non-profit sector, philanthropy, academia and government. Some were experts in digital media, journalism and communications technologies; others are leaders in the broader society affected by these innovations. Through a roundtable discussion format, they were asked to focus their wide range of experiences and expertise on the puzzle of how best to take advantage of the dramatic surge in the use of cellphones and other mobile media devices in order to draw people out of their cocoons and into activities that benefit community.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8615

Learn and Serve Great Cities, Otterbein College, University of Cincinnati, Ohio Campus Compact. Great Cities-Great Service Consortium: Preliminary Assessment Report: Academic Years 2007-2008 and 2008-2009. Granville, OH: Ohio Campus Compact, 2009.
Abstract: The Great Cities ~ Great Service Consortium is a multiyear program funded by the Corporation for National and Community Service and led by Otterbein College in partnership with Ohio Campus Compact and The University of Cincinnati. The consortium of fourteen Ohio campuses engages college students, urban K-12 youth, and community partners in innovative volunteer, service-learning, and community-based research projects to increase the connectedness urban youth feel toward their communities. This report summarizes the assessment measures for the academic years 2007-2008 and 2008- 2009. This report is being written while the spring 2009 classes are continuing, so additional data will be added to the 2008-2009 academic year. A third year (for academic year 2009-2010) will also be implemented, pending approval from the Corporation of National and Community Service. Once collected, the additional data will be added to this report and finalized upon completion of the grant activity. This report comprises of mostly descriptive statistics, with some inferential statistics when appropriate The purpose of this report is to assess a wide range of indicators, including college students, K-12 urban youth, and community partners.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8551



Levine, Peter. Public Voice for Youth, (A): The Audience Problem. Cambridge, MA: MIT Press, 2008.
Abstract: Students should have opportunities to create digital media in schools. This is a promising way to enhance their “civic engagement,” which comprises political activism, deliberation, problem-solving, and participation in shaping a culture. All these forms of civic engagement require the effective use of a “public voice,” which should be taught as part of digital media education. To provide digital media courses that teach civic engagement will mean overcoming several challenges, including a lack of time, funding, and training. An additional problem is especially relevant to the question of public voice. Students must find appropriate audiences for their work in a crowded media environment dominated by commercial products. The chapter concludes with strategies for building audiences, the most difficult but promising of which is to turn adolescents' offline communities—especially high schools—into more genuine communities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8635



Montgomery, Kathryn C. Youth and Digital Democracy: Intersections of Practice, Policy, and the Marketplace. Cambridge, MA: MIT Press, 2008.
Abstract: This paper explores the promises and perils of the Internet as a vehicle for renewed youth engagement in public life, with particular focus on the political and economic forces that are shaping the future of digital media. It examines some of the earliest Web sites designed to foster youth civic and political engagement, and assesses the role of newer Web 2.0 participatory platforms, using the 2004 youth vote campaigns as a case study. The paper also documents the increasing involvement of commercial marketers in the social networking and participatory spaces of the web. It discusses five key policy issues, the outcomes of which will significantly impact the participatory potential of the new media. Finally, the paper offers recommendations for policy, research, and public education efforts that could help maximize the democratic capacities of digital technologies in the lives of young people. (author)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8631



Newman, Jane L., Lawrence N. Bailis. Service-Learning as Creative Productivity. New York, NY: National Service-Learning Partnership, 2009.
Abstract: Service-learning is similar to one of the leading theories of learning in gifted education – creative productivity. Both processes provide in-depth investigative research experiences which culminate in the development of creative products and services. The purpose of this study was to determine the effect of a curriculum unit designed for gifted students on the quality and completion of service-learning projects for gifted and non-gifted students. The study showed that the utilization of the curriculum resulted in high quality service-learning projects for both groups of students. This suggests that practitioners of service-learning and gifted education have much that they can learn from each other. (authors)
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8639



Paiewonsky, Maria. Service-Learning to Promote Education and Transition Goals. Boston, MA: National Service Inclusion Project (NSIP), 2009.
Abstract: This presentation reviews the definitions and components of the Individual Education Plan (IEP) and discusses transition services requirements and purpose. It goes on to explain the federal requirement for reporting transition activities, and describe how agencies and schools might go about promoting service learning as a transition assessment activity.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8565



Pearce, Joshua M., Lonny Grafman, Thomas Colledge, Ryan Legg. Leveraging Information Technology, Social Entrepreneurship, and Global Collaboration for Just Sustainable Development. CITY, STATE: National Collegiate Inventors and Innovators Alliance, 2008.
Abstract: Currently, those working for a sustainable development in a vast array of contexts all over the world are often duplicating efforts. In an era where a rapid transition towards sustainability is needed, such wasted effort is no longer tolerable. This paper will discuss current work to overcome this challenge by creating an Open Sustainability Network (OSN) that links relevant individuals, programs, courses, projects, and organizations aimed at just sustainable development. The paper will build an understanding of, and collaboration between, relevant online tools. The paper concludes that the OSN can: 1) develop partnerships with sites with online tools to alleviate some of the technological overhead; 2) help inform entrepreneurs and expanding businesses about the challenges and opportunities presented in social entrepreneurship; and 3) benefit service learning implementation by acting as a repository for appropriate technologies, systems, and policies, while also acting as a clearinghouse for international and local collaborations.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8654



Price, Dennis W., Douglas L. Smith. “Income Tax Service Learning Opportunities: A Look at Alternative Models.” Global Perspectives on Accounting Education, v.5, 2008, 43-53.
Abstract: During two recent academic years, the authors explored various aspects of the United States Internal Revenue Service’s (IRS) Volunteer Income Tax Assistance (VITA) program. They served as volunteers in three separate VITA programs, each operating under different models. Based on their experiences, VITA programs are an under-utilized source of service learning opportunities for students. The number and diversity of programs, the flexibility in each program, and the availability of quality educational, technological, and mentoring support, make it possible to design a service learning opportunity for any student population. Recent program enhancements make the experience particularly meaningful for accounting students interested in public practice. This paper overviews the VITA program and describes: 1. three program models; 2. the pros and cons of each model as the basis for a service learning opportunity; and 3. the critical need to carefully consider objectives when designing a VITA program-based service learning opportunity. While individual income taxes may not exist in some countries or may be less complex than in the United States, the VITA models presented in this paper may be relevant example models of ways to structure opportunities for other accounting student learning activities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8628



Raynes-Goldie, Kate, Luke Walker. Our Space: Online Civic Engagement Tools for Youth. Cambridge, MA: MIT Press, 2008.
Abstract: The popularity of Facebook, MySpace, IM, and email with youth in developed countries demonstrates how second nature the online world has become for youth. People behind youth civic engagement initiatives are starting to see that the best way to engage youth is on their own terms and in the way they expect—that is, online. With this in mind, this chapter examines the emerging world of online civic engagement sites for youth and by youth. Through a close examination of TakingITGlobal, an global online civic engagement site, combined with a landscape survey of sites with a mandate to civically engage youth, we present some initial findings on how youth are civically engaged and what it is they are actually doing on these sites.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8637



Rheingold, Howard. Using Participatory Media and Public Voice to Encourage Civic Engagement. Cambridge, MA: MIT Press, 2008.
Abstract: Teaching young people how to use digital media to convey their public voices could connect youthful interest in identity exploration and social interaction with direct experiences of civic engagement. Learning to use blogs (“web logs,” web pages that are regularly updated with links and opinion), wikis (web pages that non-programmers can edit easily), podcasts (digital radio productions distributed through the Internet), and digital video as media of self-expression, with an emphasis on “public voice,” should be considered a pillar—not just a component—of twenty-first-century civic curriculum. Participatory media that enable young people to create as well as consume media are popular among high school and college students. Introducing the use of these media in the context of the public sphere is an appropriate intervention for educators because the rhetoric of democratic participation is not necessarily learnable by self-guided point-and-click experimentation. The participatory characteristics of online digital media are described, examples briefly cited, the connection between individual expression and public opinion discussed, and specific exercises for developing a public voice through blogs, wikis, and podcasts are suggested. A companion wiki provides an open-ended collection of resources for educators: https://www.socialtext.net/medialiteracy.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8634



Schineller, Kate, Christian Rummell, Susan K. Patrick. Mentoring Immigrant and Refugee Youth: A Toolkit for Program Coordinators. Alexandria, VA: MENTOR/National Mentoring Partnership, 2009.
Abstract: Mentoring Immigrant Youth: A Toolkit for Program Coordinators is a comprehensive resource that is designed to offer program staff important background information, promising program practices and strategies to build and sustain high-quality mentoring relationships for different categories of immigrant youth. Mentoring Immigrant Youth: A Toolkit for Program Coordinators acts as a supplemental guide to MENTOR’s How to Build a Successful Mentoring Program Using the Elements of Effective Practice—a step-by-step toolkit that provides tips and strategies for developing and strengthening youth mentoring programs. Included in this resource, you will find five chapters that focus on skills needed to design, plan, manage, operate and evaluate programming specifically for immigrant youth in your area. Each chapter has a series of “ready-to-use” tools, templates and training exercises that will take you through the different steps necessary to build or strengthen mentoring relationships that hold the potential to make a difference in the lives of new Americans. In addition, highlighted case studies are included throughout this resource to showcase practices that might be useful to replicate in your own program.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8589



Shumer, Robert. Mississippi Learn and Serve: Five Years of Progress. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This report covers the impact of Corporation for National and Community Service funds from 2001 through 2006. Funding was received primarily in two categories : Community, Higher Education, School Partnerships (CHESP) through the Lighthouse Partnership, and the Community Based Organization support focused on three major communities and a youth leadership program (Youth Engaged in Service). The report provides a summary of the individual yearly reports submitted between 2002 and 2006 which covered more than 260 pages of data, analyses, and recommendations.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8609



Simons, Lori, Elizabeth Williams, Nancy Hirshinger-Blank, Kimyette Willis, et al. “Cultural-Based Service-Learning as a Transformative Learning Experience for Undergraduate Students and Community Recipients.” Information for Action, 1(2), 19-45.
Abstract: A triangulation mixed-methods design was used to evaluate differences in student development and community engagement outcomes for 82 cultural-based service-learners in a college psychology class, and to detect the value of cultural-based service-learning (CBSL) for community recipients. CBSL intentionally integrates academic learning and service experience with diversity and social justice course content. The results indicate that cultural-based service-learners increase their short- and long-term commitments to community service and decrease their interest in learning about culturally diverse recipients and the diversity content of the academic course. Cultural-based service-learners also develop multicultural competencies through five-stages of cultural-ethnic development from pre-service to post-service. In addition, community recipients evaluated the cultural-based service-learning program post-service (i.e., after the program ended). The results further indicate that teachers and children were generally satisfied with tutors and mentors. Teachers thought cultural-based service-learners were effective in helping the children improve their academic performance and assisting them in the classroom. Implications for developing culturally-based service-learning courses are discussed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8640



Smith, Thomas E. Rousseau and Pestalozzi: Emile, Gertrude, and Experiential Education. Lake Geneva, WI: Raccoon Institute Publications, 2009.
Abstract: Jean-Jacques Rousseau was a Swiss/French philosopher, writer, and political theorist living in the 18th century. He is recognized as a brilliant, unconventional, controversial, and sometimes-paranoid thinker. His predominant thesis was that human beings are basically good, whereas society is basically evil. His classic novel about the education of a young man named Emile presents what is considered by many one of the great educational treatises of history. He argues that because society endorses educational programs that create good citizens-- compliant and uncritical sheep for the flock-- the public schools undermine free-thinking, creativity, and individuality. His argument was restated in the 20th century by a number of educational reformists. John Heinrich Pestalozzi was a schoolmaster and educational reformer thirty-four years younger than Rousseau. He sought to put Rousseau's ideas about education in nature into practice. He was only in his late 20s when he opened an orphanage where he tried to teach neglected children, and throughout the next twenty-five years, he experimented with various educational approaches. The purpose of this chapter is to describe the life and work of these two important historical figures and suggest that they laid significant philosophical foundations for the contemporary field of experiential education.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8594


Smith, Thomas E., Clifford E. Knapp. Beyond Dewey and Hahn: Foundations for Experiential Education, Volume I. Lake Geneva, WI: Raccoon Institute Publications, 2009.
Abstract: This book contains biographies of people who were/are foundational to the philosophy of experiential education, including: Aristotle, Plato, Socrates, Rosseau, Pestalozzi, Patrick Geddes, Alfred North Whitehead, Martin Buber, Paulo Freire, Maxine Greene, Eleanor Duckworth, Louis Agassiz, Alexander Humboldt, Anna Botsford Comstock, Charles Eastman, Luther Standing Bear, Aldo Leopold, Lloyd B. Sharp, Rachel Carson, Sigurd Olson, and Paul Shepherd.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8592



Smith, Thomas E., Clifford E. Knapp. Beyond Dewey and Hahn: Foundations for Experiential Education, Volume II. Lake Geneva, WI: Raccoon Institute Publications, 2009.
Abstract: This book contains biographies of people who were/are foundational to the philosophy of experiential education, including: Emile Durkheim, Lev Vygotsky, Fritz Perls, Kurt Lewin, Earl Kelly, Carl Rogers, Maria Montessori, Cecil Reddie, Fridtjof Nansen, Juliette Gordon Low, Paul Petzoldt, Sylvia Ashton-Warner, Campbell Loughmiller, Sidney B. Simon, Eliot Wiggington, and Tricia Yu.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8608



Spring, Amy. Wagner College: Civic Innovations Assessment Report. Staten Island, NY: Wagner College, 2009.
Abstract: Civic Innovations (CI) is a strategic collaboration between Wagner College and youth serving agencies on Staten Island. Wagner faculty members work with these agencies to develop courses and projects that engage Wagner students and address the academic, social and emotional needs of disadvantaged youth. Wagner students serve as mentors and tutors, facilitate health education programs, and collect data that informs policy development. At the same time, Wagner students enhance their skills in citizenship, leadership and communication. Civic Innovations has transformed college and community dynamics. Wagner has made institutional and curricular changes that integrate experiential learning pedagogy and civic engagement values. At the same time, college students and faculty have used their expertise to enhance programming tailored to the needs of community agencies. In addition, the model coordinates services and provides a means for community-based organizations to share resources.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8559



Stewart, Trae. “Meta-reflective service learning poster fairs: purposive pedagogy for pre-service teachers.” Journal of the Scholarship of Teaching and Learning, 8(3), October 2008, 79-102.
Abstract: Given that teachers need to present information in a concise, understandable way, to reflect on their practices to inform future actions, and to know how to create and use a teaching artifact, this article reports the findings from a study conducted to examine the impacts from a class-based poster session in teacher education. First, a review of the literature provides insight into the advantages and disadvantages to poster fair use. Then, findings from the utilization of a poster fair in an undergraduate general teaching methods course at a large public university are presented and discussed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8606



Stonehouse, Paul, Pete Allison, David Carr. Aristotle, Plato, and Socrates: Ancient Greek Perspectives on Experiential Learning. Lake Geneva, WI: Raccoon Institute Publications, 2009.
Abstract: The intention of this paper is to briefly sketch several of Socrates and Plato's contributions to experiential education, and then, in more detail, examine Aristotle as a progenitor of the experiential learning cycle and a potential catalyst for a moral renaissance within outdoor education. Special attention is given to Aristotle's notions about practical wisdom, and his arguments about transforming experience into informed judgment. The authors understand learning through experience, experiential learning, to be a theory of education that broadly encompasses many contexts. One context is outdoor education, which uses the outdoor environment as the locus for learning experientially. It is in this outdoor context that the experience of the authors lies, but the references to the philosophy of experiential learning in this paper are intended to be relevant for a more general readership.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8593



Tagor, Tee J., Sergio Cuellar. “Young Person’s Perspective on Youth-led Action Research, Planning & Evaluation (Youth REP) as a Vehicle for Service-Learning and Community Change, (A).” Information for Action, 1(2), 79-89.
Abstract: This article provides a young person’s perspective on the role of youth-led action research as a valuable way to engage youth in their communities. It discusses the impact this form of intervention has on youth and the impacts it can bring to the larger community using the case study of a project in San Francisco that utilized youth-led action research as a way to carry out service-learning.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8643



Viramontez Anguiano, Ruben P., Jose P. Salinas, Walter Garcia Kawamoto. “Nuestros Niños: Preparing Pre-service Teachers to Educate Latino Migrant Children and Youth through Service-Learning.” Information for Action, 1(2), 68-78.
Abstract: The purpose of this paper is to present important insights to teacher preparation programs concerning service-learning for pre-service teachers who work with Latino migrant families. These insights are critical when considering best practices to meet the educational and developmental needs of the children in these families through service-learning. These ecological factors include understanding the transient nature of Latino migrant families, family cultural values and beliefs, the economic reality of migrant families and the role of migration and immigration. Finally, the authors present insight into how reflection is important to the service-learning experience with Latino migrant youth.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8642



Williams, Ronda L., Abby L. Ferber. “Facilitating Smart-Girl: Feminist Pedagogy in Service Learning in Action.” Feminist Teacher, 19(1), 2008, 47-67.
Abstract: This article discusses an innovative program, Smart-Girl, developed in collaboration among feminist scholars, educators, and business women concerned with intervening in and improving the lives of adolescent girls in their community. This program is unique not only in its success, but also in the social and emotional impact it has had on the high school and college women who work as group facilitators (mentors) with this program. Smart-Girl is a flexible model for feminist service learning that can be adapted to a wide range of disciplines and courses. The program incorporates the four components of feminist research and pedagogy, as discussed in the introduction to this volume: reflexivity, action orientation, attention to affective components, and use of the situation at hand (Fonow and Cook). Here, the authors review the critical issues facing girls while introducing this research-based, service-learning program. The authors then examine the way this model of feminist pedagogy and empowerment can be replicated on other campuses.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8577



Xenos, Michael, Kirsten Foot. Not Your Father's Internet: The Generation Gap in Online Politics. Cambridge, MA: MIT Press, 2008.
Abstract: Many have hoped that recent increases in online political campaigning might potentially stimulate greater political engagement among American youth. In this chapter we explore this possibility, drawing insights from a variety of studies ranging from feature and content analyses of campaign websites to detailed focus group discussions with young citizens. On the whole, this research suggests a yawning generation gap between the ways that political candidates typically use the Internet, and the preferences and expectations young people bring to cyberspace. Focusing on competing notions of interactivity as a key fault line, we conclude with a discussion of the principal issues that must be negotiated in order for this gap to be narrowed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8632

CBO


Bajracharya, Srijana M. Community-Based Health Education Intervention: A Service-Learning Approach. Urbana, IL: Forum on Public Policy, 2008.
Abstract: A variety of best practices concerning community-based health education intervention has been developed and administered. Integrating service-learning projects into community health programs through academic credit-bearing courses can make such programs more effective and meaningful because programs incorporating service-learning projects can have a major effect not only on the target population, but also on other populations in the community. This paper will cover how health education program planners can involve college and university students—future health professionals—in service-learning projects and integrate these projects into community health programs. Such projects encourage students to apply what they have learned in the classroom in real-world settings
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8566



Campaign Consultation, Inc. Partnering: Building Partner Relations. Washington, DC: Corporation for National and Community Service, 2008.
Abstract: This section of the Learn and Serve America Communicators Institute 2008 binder includes information on the benefits and challenges of building partnerships, opportunities for developing partnership to expand project impact in the community, and strategies for forming and maintaining partnerships with for-profit organizations and other segments of the community.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8668

National Service-Learning Partnership. Inform and Influence: Advocating for Service-Learning. New York, NY: National Service-Learning Partnership, 2009.
Abstract: This video provides step-by-step directions on how to advocate for service-learning in the community. Steps include determining the who, the offer, and the ask, and preparing messages and materials.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8644

Knapp, Jenna. Community Partner: Service-Learning Toolkit. Pittsburgh, PA: SPRING Service-Learning Network, 2008.
Abstract: This toolkit was developed to assist community-based organizations partner with faculty and/or students to implement a service-learning experience at the collegiate level. Contents include: "What is Service-learning and Why Is It Worth the Effort?" "The Service-learning Partnership," "Roles and Responsibilities of the Community Partner," "Best Practices in Managing Service-Learners," "The Basics: Integrating Service-learning into Curriculum," and an appendix containing a Backward Design Template, Needs List Organizer, and Budget Worksheet.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8560

Roehlkepartain, Eugene C.. Service-Learning in Community-Based Organizations: A Practical Guide to Starting and Sustaining High-Quality Programs. Scotts Valley, CA: National Service-Learning Clearinghouse, 2009.
Abstract: This guide is a first effort to apply the 2008 quality standards for service-learning in a practical guide for community-based organizations. It provides practitioners of community-based service-learning with tips, tools, and techniques they need to start making a positive difference in many people's lives by providing high-quality opportunities for youth to serve and learn. It addresses questions such as, "What is service-learning?", "What is effective?", "How do I do it?" and "What other tools are available?" Worksheets that support all phases of service-learning are also provided.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8543
 
Higher Education


Axlund, RaeLyn, Jennifer McWiliams, Tegan Callahan. Learn and Serve America Program Civic Engagement Survey Summary (2007-2008 Data). Bellingham, WA: Washington Campus Compact, 2009.
Abstract: This report reflects information collected as part of Washington Campus Compact’s Learn and Serve America Program Civic Engagement Survey, which was completed by 377 college student volunteers/service-learners during the 2007-2008 grant cycle.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8662



Boccalandro, Beatriz. Interim Report: Project FLOW Evaluation Key Findings to Date. Charleston, WV: West Virginia Commission for National and Community Service, 2009.
Abstract: This document contains an update on the key findings to date from the Future Leaders of Watersheds (FLOW) project program-level evaluation. The evaluation is being conducted by Bea Boccalandro, president of VeraWorks, Inc., and adjunct faculty member at the Georgetown University
Carnegie Foundation for the Advancement of Teaching, (The). 2008 Community Engagement Classification. Stanford, CA: Carnegie Foundation for the Advancement of Teaching, (The), 2008.
Abstract: This list provides the names of colleges and universities that had attained the Carnegie Classification for Community Engagement in the year 2008.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8612



Campus Kitchens Project. Healthy Eating for Two Toolkit. Washington, D.C.: Campus Kitchens Project, 2008.
Abstract: Written for expectant and new mothers living at or below the poverty line, Healthy Eating for Two examines the nutritional needs of a new mother and her child. The resources set the stage to facilitate nutrition lessons specifically about proper nutrition while pregnant.
Campus Kitchens Project. Healthy Choices for Two. Washington, D.C.: Campus Kitchens Project, 2008.
Abstract: This document describes the goals of a Healthy Eating for Two course taught at a college or university, emphasizing the importance of proper nutrition for expectant mothers. Also included are ways to publicize the class to the community in which the college is situated, other logistical information, and a final survey to evaluate the effectiveness and value of such a course.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8563



Cress, Christine M. California Campus Compact Youth to College Initiative: June 2008. San Francisco, CA: Campus Compact California, 2008.
Abstract: This report is the second year of data findings (of a three year grant project) involving four California campuses who received funding from California Campus Compact through a Learn and Serve America Higher Education grant as part of the Corporation for National and Community Service in an effort to increase college readiness among youth from disadvantaged communities. Lead institutions served as regional hubs for service-learning projects while collaborating with other colleges and community partners. The institutions involved in this program are California State University, Fresno (CSUF), Humboldt State University (HSU), University of California, Los Angeles (UCLA), and University of San Diego (USD).
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8553



DeAngelo, Linda, Sylvia Hurtado, John H. Pryor, and Jose Luis Santos. HERI Research Brief: The American College Teacher: National Norms for 2007-2008. Los Angeles, CA: Higher Education Research Institute, 2009.
Abstract: The 2007-2008 faculty norms are based on the responses of 22,562 full-time college and university faculty members at 372 four-year colleges and universities nationwide. The comprehensive results of the survey are reported separately for all faculty, male faculty, female faculty, and faculty by academic rank and institutional type. A “ faculty member” is defined as any full-time employee of an accredited four-year college or university who spends at least part of his or her time teaching undergraduates. The responses are weighted to provide a normative profile of the American faculty population for use by policy analysts, campus administrators, and educational researchers. This is the seventh in a series of faculty surveys administered on a triennial basis.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8561



Driscoll, Amy. “Carnegie's Community Engagement Classification: Intentions and Insights.” Change, January/February 2008, 38-41.
Abstract: Over the last few years, the Carnegie Foundation for the Advancement of Teaching has engaged in a comprehensive re-examination of its traditional classification system. The redesign stemmed from a concern about the inadequacy of the classification for representing institutional similarities and differences and its insensitivity to the evolution of higher education. In December 2006, the foundation announced the inaugural selection of 76 U. S. colleges and universities to be newly classified as “institutions of community engagement,” the first of a set of elective classifications intended to broaden the categorization of colleges and universities. Of those 76 institutions, most reported the kind of impact described in the opening quotations. The enthusiastic response to the new classification signaled the eagerness of institutions to have their community engagement acknowledged with a national and publicly recognized classification.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8614



Grose, Lillian S. Accounting Majors Learn By Teaching. New Orleans, LA: Delgado Community College, 2008.
Abstract: This brief article describes a service-learning project in which Delgado Community College West Bank accounting students joined the LCPA and Junior Achievement (JA) to present the first annual Financial Literacy Day at Fischer Elementary Charter School in New Orleans. This event was a capstone event of a course for the accounting students in which they learned concepts such as economics, management, and marketing.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8554



Keen, Cheryl, Kelly Hall. Engaging with Difference Matters: Longitudinal College Outcomes of 25 Co-Curricular Service-Learning Programs. Columbus, OH: Ohio State University Press, (The), 2009.
Abstract: A longitudinal study of college students in four-year, co-curricular service-learning programs, found a positive impact on desired college outcomes, particularly outcomes related to the importance of dialogue across difference. Outcomes were enhanced by attendance at a more diverse campus. Implications for civic engagement and diversity programming are discussed.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8649



Lee, Cheryl L. “Service-Learning in an Adolescent Development Course: Students' Assessments and Reflections.” Partnerships: A Journal of Service-Learning and Civic Engagement, 1(1), Summer 2009.
Abstract: Service-learning is an instructional method in which students learn course content by actively participating in thoughtfully organized service experiences related to the content. Effectively linking service-learning to course content not only offers students a powerful opportunity to maximize academic learning, but also promotes their personal growth and instills a commitment to lifelong, civic engagement. Service-learning was integrated into an upper level undergraduate course, Adolescent Development. In addition to completing the traditional course work, students also completed a service-learning experience at a community agency that served adolescents. In order to evaluate the effectiveness of the service-learning component, students were surveyed at the end of the semester about their service-learning experiences. Almost all students agreed they had learned more about course concepts as a result of their service-learning experience, and the majority felt their service-learning activity provided a needed service to the agency and community.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8674



Meza, Jennifer and Victor Peña. The Gift of Knowledge . Bayside, NY: Queensborough Community College, 2008.
Abstract: In Spring 2008, two students in the LS-225 class (Spanish Composition for Spanish Native Speakers with Prof. Borrachero, Foreign Languages Department) produced this documentary film about the service learning component of their course. QCC students in this class taught adult illiterate immigrants to learn and write in Spanish and the reflections of both teachers and students are captured in the video.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8630



Patterson, John A., Colleen Loomis. Combining Service-Learning and Social Enterprise in Higher Education to Achieve Academic Learning, Business Skills development, citizenship education, and volunteerism. Exeter, UK: Learning Matters, Ltd., 2009.
Abstract: In the past, industry often carried the responsibility for training workers. This adult educational model is effective for developing trade-specific skills. One limitation of this approach, however, is an absence of attention to developing an ethic of care for others. Addressing the need to educate the masses on ethics has often been conducted through religious institutions. An obvious limitation of a religious approach to developing an ethical society is the historical evidence of the creation of in-groups who are treated with compassion and out-groups who are excluded. Alone, industry and ecclesiastical institutions only partly fulfill society’s need to foster youth’s vocational and ethical development, facilitating their contributions to political, social, and economic life. The authors suggest that this complex set of needs can be met by the higher education academy (HEA) from both faith-based and secular institutions.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8651



Roy, Loriene, Kelly Jensen, and Alex Hershey Meyers. Service-Learning: Linking Library Education and Practice. Chicago , IL: American Library Association, 2009.
Abstract: As concern grows over the relevance of a master's degree to the professional work of librarianship, more and more schools will be looking to incorporate service-learning into the student experience. Roy brings together authors from the top-tier schools to outline their programs and surrounding efforts and: provides examples of how to incorporate service-learning into library and information science education; gives an overview of the history of service-learning; and outlines student, faculty, and field supervisor roles. (publisher) Chapters are written by Eileen G. Abels, Denise E. Agosto, Sara Albert, Ann Bishop, Bertram C. Bruce, Gilok Choi, Clara M. Chu, C. Olivia Frost, Gary Geisler, Lydia Eato Harris, Sunny Jeong, Johan Koren, Molly Krichten, Beth Larkee, Kathleen de la Pena McCook, Bharat Mehra, Lorri Mon, Rae-Ann Montague, Jamie Campbell Naidoo, Lorna Peterson, Joe Sanchez, Robert J. Sandusky, A. Arro Smith, Sarah Stohr, Stefanie Warlick, Martin Wolske, and Elaine Yontz.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8547



Rubinoff, Matt, Joseph Tavares. College Access Opportunity Guide. Bethesda, MD: Center for Student Opportunity, 2008.
Abstract: This guide contains information for students and educators about the value of higher education and steps to prepare for and apply to colleges, followed by a collection of profiles of several hundred colleges and universities committed to serving and supporting today's first-generation, low-income, and traditionally underserved college-bound students.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8607



Temple University Center for Intergenerational Learning, Metlife Foundation. Community Treasures: Recognizing the Contributions of Older Immigrants and Refugees. Philadelphia, PA: Temple University Center for Intergenerational Learning, 2008.
Abstract: This report analyzes the motivations of immigrant elders engaged in civic roles and highlights the promising practices of agencies who successfully engage them. To learn about the state of civic involvement among immigrant elders, focus groups and individual interviews were conducted in Philadelphia Pennsylvania, Atlanta Georgia and Orange County California with 99 immigrant elders from seven major ethnolinguistic groups. We also spoke with key informants in the communities including Community Based Organizations to learn about the current efforts that sustain and promote the civic roles of elders who are foreign-born. In many cultures, the U.S. concept of "volunteering" is an unfamiliar one. Therefore, in this report, "civic engagement" is broadly defined to include informal and formal helping, giving, leading, influencing, and participating, which more closely reflects the variety of ways in which elders assist one another, their families, and the younger generations. When considering the civic engagement of foreign-born elders, words such as "volunteering" and "community service" may need to be replaced with more culturally appropriate language.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8655



Tennessee Independent Colleges and Universities Association. Characteristics Fall 2008: The Fact Book on Tennessee’s Private Colleges and Universities. Nashville, TN: Tennessee Independent Colleges and Universities Association, 2008.
Abstract: This eighth edition of the report highlights trends in student participation, affordability, and degree completion for member institutions of the Tennessee Independent Colleges and Universities Association and their students through the 2008 fall semester. This document has three distinct sections. Section One provides a one-year snapshot of the private educational sector in Tennessee as a whole. Section Two presents trends over time at the independent colleges and universities. Section Three offers comparisons of the private educational sector to public education in Tennessee. Two appendices extend a detailed picture of each of the member campuses. http://www.servicelearning.org/library/lib_cat/index.php?library_id=8616



The Netter Center for Community Partnerships at The University of Pennsylvania. Anchor Institutions Toolkit: A Guide for Neighborhood Revitalization. Philadelphia, PA: Barbara and Edward Netter Center for Community Partnerships, 2008.
Abstract: This is a Toolkit for Anchor Institutions to use as a guide to rebuild, revitalize, strengthen and improve their local communities. Each of the tools in this kit was developed and implemented by the University of Pennsylvania working with stakeholders of West Philadelphia, Penn's local geographic community, including neighborhood associations, city officials and city agencies, local businesses, nonprofits and higher education institutions as appropriate. The toolkit provides an overview of Penn's trajectory in recognizing and acting upon its role as an anchor institution; prior to and including the launching of a major effort in 1996 - the West Philadelphia Initiatives. This toolkit is designed to help institutions formulate the right questions and seek effective answers that will lead to collaborative actions that benefit both institutions and communities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8532



U.S. Department of Education, Office of Safe and Drug-Free Schools. Action Guide for Emergency Management at Institutions of Higher Education. Washington, DC: U.S. Department of Education, 2009.
Abstract: This Action Guide for Emergency Management at Higher Education Institutions has been developed to give higher education institutions a useful resource in the field of emergency management. It is intended for community colleges, four-year colleges and universities, graduate schools, and research institutions associated with higher education entities, both public and private. This action guide may be used in a variety of ways: as a starting point in researching the topic of emergency management for those needing an overview of the subject; as a resource for an initiative to develop and implement an emergency management plan at a higher education institution; or as a reference and resource for colleges and universities looking to evaluate their emergency management programs to identify potential areas needing enhancement.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8596
 

K-12


Berger Kaye, Cathryn. Kids' Guide to Protecting and Caring for Animals: How to Take Action!, (A). Minneapolis, MN: Free Spirit Publishing, Inc., 2008.
Abstract: A Kids’ Guide to Protecting & Caring for Animals teaches about issues related to animal welfare, such as: * cruelty prevention * emergency readiness (caring for animals in disasters) * wildlife rehabilitation * animal advocacy * habitat preservation * shelter volunteering * animals in the workforce * animal welfare throughout history Kids explore ways to address the needs of animals—both domestic and wild, read what others in the world (including young people) have done and are doing to help, find out what their community needs, and develop a service project. The workbook includes facts, quotations, real-life examples, write-on pages, resources, a note to adults—and a lot of inspiration to get out there and make a difference in the world.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8600



Berger Kaye, Cathryn. Kids' Guide to Climate Change and Global Warming, (A): How to Take Action!. Minneapolis, MN: Free Spirit Publishing, Inc., 2009.
Abstract: This book teaches about current issues related to climate change, such as: * carbon footprints * "foodprints" (how the food we consume affects climate change) * the greenhouse effect * alternative energies * deforestation * water conservation * severe weather * the history of environmentalism * effects of climate change around the world Kids explore what others in the world (including young people) have done and are doing to address the issues, find out what their community needs, and develop a service project. The workbook includes facts, quotations, real-life examples, write-on pages, resources, a note to adults—and a lot of inspiration to get out there and make a difference in the world. Includes an exclusive interview with Reid Detchon, executive director of Energy and Climate Division of the United Nations Foundation.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8664



Bers, Marina Umaschi. Civic Identities, Online Technologies: From Designing Civics Curriculum to Supporting Civic Experiences. Cambridge, MA: MIT Press, 2008.
Abstract: Youth today are often criticized for their lack of civic participation and involvement in political life. Technology has been blamed, amongst many other causes, for fostering social isolation and youth's retreat into a private world disconnected from their communities. However, current research is beginning to indicate that these might be inaccurate perceptions. The Internet has provided new opportunities to create communities that extend beyond geographic boundaries, to engage in civic and volunteering activities across local and national frontiers, to learn about political life, and to experience the challenges of democratic participation. How do we leverage youth's interest in new technologies by developing technology-based educational programs to promote civic engagement? This chapter explores this question by proposing socio-technical design elements to be considered when developing technology-rich experiences. It presents a typology to guide the design of Internet-based interventions, taking into account both the affordances of the technology and the educational approach to the use of the technology. It also presents a pilot experience in a northeastern university that offered a pre-orientation program in which incoming freshman designed a three-dimensional virtual campus of the future and developed new policies and programs to strengthen the relationship between college campus and neighbor communities.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8636



Boyle-Baise, Marilynne, Jack Zevin. Young Citizens of the World: Teaching Elementary Social Studies Through Civic Engagement. New York, NY: Routledge, 2009.
Abstract: Young Citizens of the World takes a clear stance: social studies is about citizenship education that is informed, deliberative, and activist-- citizenship not only as a noun, something one studies, but as a verb, something one DOES. The holistic, multicultural approach is based on this clear curricular and pedagogical purpose. Straightforward, engaging, and highly interactive, the text lays out a three-part process for civic preparation that helps students understand their world and their place, as citizens, in it: becoming informed, thinking it through, and taking action.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8548



Cesar E. Chavez Foundation. Cesar E. Chavez Day Middle School Toolkit: January-March 2009. Glendale, CA: Cesar E. Chavez Foundation, 2009.
Abstract: The César E. Chávez Campaign curriculum comprises a series of 10 lessons which guide students through learning about César’s life and work, and connecting his values to their own work by stepping up to take action on a social justice issue in their community. Each day’s lesson focuses on one of the core values identified as central to César’s life. Students learn about and reflect on the identified value, then work to incorporate those ideals into their own life as they take steps to create a more just society in the world around them. The Campaign begins by having students create a vision for their world, then leads them through a process of creating an artistic product which will serve as a communication tool to share their vision as they seek to inspire others to join their work. Following the sequence of 10 lessons, students will work through the Chávez Campaign Action Plan to design and implement a service-learning project which moves them toward creating their vision in a concrete way.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8556



Cesar E. Chavez Foundation. Cesar E. Chavez Day High School Toolkit: January-March 2009. Glendale, CA: Cesar E. Chavez Foundation, 2009.
Abstract: The César E. Chávez Campaign curriculum comprises a series of 10 lessons which guide students through learning about César’s life and work, and connecting his values to their own work by stepping up to take action on a social justice issue in their community. Each day’s lesson focuses on one of the core values identified as central to César’s life. Students learn about and reflect on the identified value, then work to incorporate those ideals into their own life as they take steps to create a more just society in the world around them. The Campaign begins by having students create a vision for their world, then leads them through a process of creating an artistic product which will serve as a communication tool to share their vision as they seek to inspire others to join their work. Following the sequence of 10 lessons, students will work through the Chávez Campaign Action Plan to design and implement a service-learning project which moves them toward creating their vision in a concrete way.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8557



Lincoln Elementary School Bright Futures Songwriting Clubs (2008-2009), Community Records Foundation. Animals Need Respect. Ypsilanti, MI: Community Records Foundation, 2009.
Abstract: This selection of audio tracks can be streamed from the Community Records Foundation's MySpace page, and is also available on CD. Tracks include: Animals Need Respect by The Broken Hearts, Kidz Power by Believe It or Not, Magic in my Soul by Black Magic, Wished Upon a Flaming Star by The Flaming Stars, It Felt Like I Was in a Dream by The Flaming Rockets, Flowers and Rainbows by Best Friends Forever, and Kidz Are Rockin' by Kidz Rock.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8661



Krebs, Marjori M. “Service-Learning: What Motivates K-12 Teachers to Participate In and Sustain Service-Learning Projects?” Information for Action, 1(2), 46-67.
Abstract: This phenomenological study describes the essence of the service-learning experience for the K-12 teacher, specifically exploring teacher motivations for initiating and sustaining service-learning in the classroom. Service-learning is defined as an educational methodology that incorporates student preparation, service to the community, and reflection, with links to the academic curriculum (Billig, 2002). The author interviewed each co-researcher, transcribed the interviews, and used the Stevick-Colaizzi-Keen Method of Analysis of Phenomenological Data for data analysis.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8641



RMC Research Corporation, National Service-Learning Clearinghouse. K-12 Service-Learning Project Planning Toolkit (Updated Edition). Scotts Valley, CA: National Service-Learning Clearinghouse, 2009.
Abstract: The materials in this toolkit contain information about the 5 core components of a service-learning project: investigation, planning and preparation, the service activity, reflection, and demonstration/celebration. Also included are the K-12 Service-Learning Standard for Quality Practice.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8542



Wade, Rahima, Diane Jensen, Jean Jordan, Elizabeth Robb. Joining Hands Service-Learning Toolkit: Animals (Primary, Grades K-3). Iowa City, IA: University of Iowa, 2009.
Abstract: There are three types of service projects: indirect, direct, and advocacy. Indirect projects involve collecting funds or items for a cause but not working directly with others or the environment. When students participate in direct service they work with people, animals, or in an environmental setting to address needs or solve problems. The third type of service, advocacy, involves students in campaigns, lobbying, letter writing, or other activities that promote equity and justice. This curriculum guide provides ideas for service-learning projects as well as reflection activities for students in grades K-3.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8646



What Kids Can Do, Inc., McCormick Tribune Foundation. Practice Project, (The): Students Investigate the Journey to Mastery. Providence, Rhode Island: What Kids Can Do, Inc. (WKCD), 2009.
Abstract: In spring 2008, WKCD invited students and teachers in three Chicago high schools to investigate, with WKCD, the question, "What does it take to get really good at something?" First, students were asked to think about their own efforts to find a talent and build on it, and, second, to interview an adult in their community who has a reputation for being good at what they do. The students recorded and transcribed their interviews and then worked with their teachers and WKCD to turn these accounts into first-person narratives. They also photographed their subjects. This CD contains results from the students' investigations (it is not a primer on the ins and outs of practice). It includes, as well, a five-day curriculum educators can use to engage students in their own inquiry into what it takes to get good at something. So, while the audio slideshow and essays on the CD share the work of a particular group of students (inner city high school students)-- and may not reflect all the students in a given classroom or school-- the notion of involving students as investigators on this topic has no boundaries. It's a project students of all ages and circumstances can tackle.
http://www.servicelearning.org/library/lib_cat/index.php?library_id=8663