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The movement for full inclusion is often hindered by the lack of creative and alternative teaching methodologies in regular classrooms. Service learning not only offers an alternative to traditional classroom teaching methods, it is also a vehicle to provide inclusive community based instruction, to promote the development of communities, and to provide functional skills training. This paper defines service learning and its components while also discussing applicability of service learning for all students.

International volunteering and experiential learning programs provide important opportunities for personal and academic growth for students, universities and communities, however, they also have the potential of reinforcing neocolonial frameworks of power and privilege. Furthermore, these programs occur more and more in an academic context where short-term experiences are promoted, and long-term programs abandoned in the wake of neoliberal university policies. This paper is a reflection on the politics, possibilities and challenges of starting a new experiential learning endeavor through the Service Learning Program at St. Francis Xavier (StFX) University from a critical standpoint by exploring tensions and power dynamics of such programs whilst working from a decolonizing and solidarity-based pedagogy of development.

Service-Learning and Civic Engagement: A Sourcebook focuses on historical, philosophical, social foundations, practices and models of service-learning and civic engagement. The title offers practical, jargon-free chapters applicable to any educational institution as well as community organizations that might consult the work. Key Features Practical, jargon-free chapters applicable to any educational institution as well as community organizations that might consult the work 58 signed chapters are organized into thematic parts, such as Concepts & Theoretical Approaches, Historical & Socia

Background: Research on service-learning with English Language Learners has blossomed over the last two decades, but the literature is not well known outside the field of Teaching English to Speakers of Other Languages (TESOL). This is unfortunate in a world where issues related to globalization and immigration are common in public discourses. Purpose: This literature review is intended to provide readers with a succinct overview of an area of growing importance. Methodology/Approach: Using a previously published bibliography of the field, supplemented by searches of ERIC, MLA, and WorldCAT databases and Google Scholar, a meta-analysis of the literature was conducted. Results and representative reports are summarized for higher education settings, from language institutes and two-year colleges to graduate teacher education courses. Findings/Conclusions: The findings show service-learning leads to small but significant gains in second language teaching and learning, and has positive impacts on the communities in which English Language learners and teachers serve. Implications: The findings can inform the work of professionals in higher education and the community in the design and assessment of programs for linguistically and culturally diverse learners, as well as political and ideological discussions of multiculturalism and multilingualism.

Cover -- Title Page -- Copyright -- Contents -- Preface and Acknowledgments -- Introduction: At the Boundaries: The Shifting Sites of Service-Learning in Design and Planning -- Part One: Beginning to See "the Other" -- Editor's Introduction -- Chapter 1: Uncovering the Human Landscape in North Philadelphia -- Chapter 2: Reconsidering the Margin: Relationships of Difference and Transformative Education -- Chapter 3: Differences Matter: Learning to Design in Partnership with Others -- Chapter 4: Educating for Multicultural Learning: Revelations from the East St. Louis Design Studio -- Chapter 5: People and Place: Communication and Community Development -- Part Two: Learning to Reflect and Evaluate -- Editor's Introduction -- Chapter 6: Transforming Subjectivities: Service that Expands Learning in Urban Planning -- Chapter 7: Operative Sites for Dialogue and Reflection: The Role of Praxis in Service-Learning -- Chapter 8: Potential and Limits of the PLaCE Program's Design Extension Studio Model -- Chapter 9: Moving from Service-Learning to Professional Practice: ESLARP's Impact on its Alumni -- Part Three: Crossing Borders -- Editor's Introduction -- Chapter 10: Easing Boundaries through Placemaking: Sustainable Futures Study Abroad Program -- Chapter 11: Effecting Change through Humanitarian Design -- Part Four: Confronting Academic Boundaries -- Editor's Introduction -- Chapter 12: From Boundaries to Synergies of Knowledge and Expertise: Using Pedagogy as a Driving Force for Change -- Chapter 13: Integrating Disciplines, Practices, and Perspectives in the Commonwealth Avenue Project -- Chapter 14: Forging Lasting Community Impacts and Linkages through the Capstone Community Design Studio -- Chapter 15: Toward a Scholarship of Engagement: A Model from Australia -- Endnotes -- References -- Contributors -- Index

Social work students are often anxious, apathetic, or resistant to learning research knowledge and skills. They may view research courses as irrelevant and disconnected from social work practice. Studies suggest that service-learning improves learning outcomes in social work research courses, but less is known about the processes through which these outcomes are achieved. This study explored the perceptions of 70 Masters-level social work students enrolled in an advanced research course that included a pro bono program evaluation of a shelter serving homeless men. Content analysis of students' narratives revealed three main themes. First, students perceived that they had changed their thinking about homelessness in positive ways. Second, students made connections between their research experience and the social work curriculum. Finally, an unanticipated theme of curriculum integration emerged. Critical reflection about a meaningful experience—an integral aspect of service-learning—supported students in developing metacognitive insight. This helped students to develop and apply social work research skills. The service-learning project supported students' mastery of other social work competencies and improved their integrated practice abilities. Because this approach is effective in helping students to embrace research and integrate it with social work practice, application and evaluation of service-learning are recommended for social work education.

Service-learning has gained strong interest among educators as a model of experiential education through community engagement. Its potential to contribute to multiple stakeholders, including students, community partners, faculty, and university, is well recognized. While research has focused on elements of this teaching model that contribute to the realization of student-related benefits, there has been less emphasis on what aspects enable the creation of shared value to other stakeholders. We describe a postgraduate, elective management consulting course based on service-learning pedagogy, which has been running for 10 years at the University of Technology Sydney Business School leading to the completion of 75 community projects to date, and evaluate how it creates shared value to multiple stakeholders. We identify four main elements of the course that enable it to deliver value to multiple stakeholders: a dedicated role of client engagement coordinator, a coaching program involving industry experts, student autonomy, and authentic assessments. The main challenges in continuously providing value to all involved parties are developing focused and realistic project briefs, managing students' commitment and differences in students' skills, and recruiting industry coaches.

For most nonprofits, their effectiveness, sustainability, and survival all depend on the willingness of individuals to behave in prosocial ways, for example, by giving time, money, and/or resources to various organizations and causes. Scholars have, therefore, long sought to identify predictors of prosocial behaviors; and, one consistently significant variable in this quest has been prosocial role identity. Indeed, the strength of this identity, studies have shown, positively predicts participation in a variety of prosocial activities. Despite this significance, research on service-learning, a widely utilized pedagogical practice intended to prepare prosocially active and engaged citizens, has been largely disconnected from the literature on identity motivated behavior. Yet, this literature provides a strong conceptual foundation for understanding why, when, how, and for whom participation in service-learning will be associated with positive changes in prosocial identities—and, ultimately sustained participation in role-related prosocial behaviors. In this article, we connect these literatures and propose a model.

The purpose of this paper is to survey, organize, and evaluate extant research on service-learning to provide guidance to both educators and researchers. Because little has been written about service-learning in academic accounting, the research cited comes primarily from other disciplines. Our literature survey is divided into two sections: (1) student outcomes related to intellectual skills, and (2) student personal outcomes. After surveying the literature, we synthesize the results to offer guidance for educators interested in using service-learning and make suggestions for how accounting researchers could contribute to the literature regarding the student outcomes of service-learning. In addition, to illustrate our recommendations for educators, we provide examples of desired outcomes and assessment criteria for several accounting service-learning projects.

Das Buch stellt deutsche und US-amerikanische Erfahrungen mit Community-based Research (CBR) dar und bietet Leitfäden, Tipps und Hinweise zur Durchführung an. Beispiele durchgeführter Projekte u.a. in der Medieninformatik, im Medizinmanagement und der Lehrerbildung ergänzen die Grundlagen, schaffen ein plastisches Bild und bieten Anregungen zur Entwicklung eigener Maßnahmen an den Schnittstellen von Universität und Gemeinwesen. Für Hochschulen, die gesellschaftliches Engagement auch forschungsbezogen umsetzen wollen, ist CBR eine ideale Ergänzung zu Service Learning, indem es universitäres Engagement und forschungsorientierte Lehre zusammenführt. Der Inhalt CBR an Hochschulen umsetzen Nutzen aus Sicht der Zivilgesellschaft Neun Portraits durchgeführter CBR-Projekte Die Zielgruppen Dozierende und Studierende der Pädagogik und der Sozialwissenschaften Praktiker in der Hochschulentwicklung und -didaktik, in Stiftungen sowie gemeinnützigen Einrichtungen, Lehrer und in der Lehrerbildung Tätige sowie Führungs- und Leitungskräfte in Hochschulen als auch Non-Profit-Organisationen Die Herausgeber Karsten Altenschmidt (M.A.) ist Leiter des Programms "Engagement durch Lehre und Forschung für die Region" sowie Koordinator für Service Learning an der Universität Duisburg-Essen. Prof. Dr. Wolfgang Stark ist Professor für Organisationspsychologie und -entwicklung an der Universität Duisburg-Essen, (Mit-)Gründer und wissenschaftlicher Leiter von UNIAKTIV und Leiter des Steinbeis Transferzentrums