Service-Learning: Perspectives, Goals and Outcomes

Su-I Hou (Editor)
The University of Central Florida, FL, USA

Series: Education in a Competitive and Globalizing World
BISAC: EDU037000

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In Service-Learning: Perspectives, Goals, and Outcomes, the authors examine samples of experimental learning programs in higher education to better understand the influential drivers of service-learning pedagogy, as well as potential barriers that hinder service-learning adoption in higher education settings. Service-learning is a structured learning experience that links academic course work and community service, stressing reciprocal learning and reflective practices to address community identified needs, while engaging and developing student’s citizenship skills and critical thinking for social change.

This book discusses how service-learning projects impact students, faculty, higher education institutions, and service-learning clients through domestic and international experiences. The research methods demonstrated throughout this text include: survey research, mixed-methods research, literature reviews, quasi-experiments, and case studies. Chapters within this book evaluate the impact of service-learning projects through learning competency outcome measures or reflection analyses. We believe the empirical data and knowledge provided through this book will advance service-learning research and support the adoption/integration of service-learning opportunities in higher education settings. Moreover, we hope that future research will expand upon lessons provided in this book, to continue to build the service-learning knowledge base for faculty, students and institutions.

Part I of this book provides a brief literature review of overcoming service-learning barriers in higher education, including discussion of online service-learning challenges and strategies. To offer an interdependent analysis of the service-learning approach, Parts II, III, and IV include case studies grouped by what may be considered the three primary stakeholder groups: Faculty, Students and Institutions. Part II: Faulty will provide detailed analyses of faculty, both tenure-track and off-tenure track, encountered issues and considerations regarding the integration of service-learning projects with the course curriculum. Part III: Students will discuss learning, reflections, and personal development outcomes of students who participate in service-learning opportunities. Part IV: Institutions will examine the partnerships between the higher education program and stakeholder communities, both in the domestic and international context.

Chapter authors include professors from public, private, domestic and international universities with experience in student learning and experimental learning. These professors represent disciplines in public health, communication science and disorders, psychology, community engagement, and education and have incorporated service learning in their teaching and instruction. It is with sincerity that we express our appreciation to these professionals for their passion and commitment to advance our knowledge base of service-learning pedagogy and research in higher education.

Preface

Part I: Service-Learning Overview

Chapter 1. Overcoming Barriers to Service-Learning in Higher Education

Lindsay A. Phillips, Jill K. Marron, Carolyn Baltzer, Chris Kichline, Lisa Filoon, and Cynthia Whitley (Albright College, Reading, PA, USA, and others)

Part II: Faculty

Chapter 2. Age, Gender, Career Track, and Rank on Faculty Service-Learning Beliefs
Su-I Hou and Shannon Wilder (Professor & PAF-Health Track Coordinator, Doctoral Program of Public Affairs (PAF), Dept. of Health Management and Informatics, College of Health and Public Affairs, University of Central Florida, Orlando, FL, USA, and others)

Chapter 3. Full-Time Non-Tenure-Track Faculty and Service-Learning: What Do We Know, and Why Should We Care?
Paul H. Matthews (Office of Service-Learning, University of Georgia, Athens, GA, USA)

Part III: Students

Chapter 4. Using Service-Learning Activities to Enhance the Teaching of Cognitive-Communicative Disorders: A Case Illustration in the Discipline of Communication Sciences and Disorders with Reflections from Student Clinicians and Community Agencies
Anthony Pak-Hin Kong (University of Central Florida, FL, USA)

Chapter 5. Peer Advocacy: Providing Meaningful Service Learning Opportunities for College Students
Michaela Ciovacco, Erin Halligan-Avery and Jennifer Katz (SUNY Geneseo, NY, USA)

Part IV: Institutions

Chapter 6. Strengthening Community Engagement through Listening to Community and University Partners
Julia Paxton (Ohio University Center for Campus and Community Engagement, OH, USA)

Chapter 7. International Immersions Experiences in Higher Education: Who Benefits?
Sean Kearney and Vidya S. Athota (University of Norte Dame Australia, Fremantle, Australia)

About the Editor

Index

Audience: Faculty members in higher education settings, community-engaged scholars and researchers, as well as professional and community practitioners who are interested in service-learning pedagogy, community-based participatory research opportunities, and building engaged community-campus partnerships with higher education institutions.

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