International service learning / Robert G. Bringle and Julie A. Hatcher -- The context for international service learning: an invisible revolution is underway / William M. Plater -- 360-degree view of international service learning / Nevin C. Brown -- New lines of inquiry in re-framing international service learning into global service learning / Nicholas Longo and John Saltmarsh -- An analysis of international service learning programs / Steven G. Jones and Kathryn S. Steinberg -- Visualizing international service learning: overcoming challenges through collaboration and insight / Hilary E. Kahn -- Service learning as local learning: the importance of context / Susan Buck Sutton -- Research on and through reflection in international service learning / Brandon C. Whitney and Patti H. Clayton -- A research agenda for international service learning / Humphrey Tonkin -- What international service learning research can learn from research on service learning / Janet Eyler -- What international service learning research can learn from research on international learning / Richard Kiely -- Quantitative approaches to research on international service learning: design, measurement, and theory / Robert G. Bringle, Julie A. Hatcher, and Matthew J. Williams -- Qualitative research methodology and international service learning: concepts, characteristics, methods, approaches, and best practices / Richard Kiely and Eric Hartman -- Ethical issues in research on international service learning / Carole Wells, Judith Warchal, Ana Ruiz, and Andrea Chapdelaine -- An international perspective on north american international service learning: reflections based on south african service learning experiences / Mabel Erasmus
Enhancing theory-based research on service-learning / Robert G. Bringle -- The missing link : exploring the context of learning in service-learning / Deborah Hecht -- Dilemmas of service-learning teachers / Katherine M. Kapustka -- The diffusion of academic service-learning in teacher education / Jane Callahan and Susan Root -- The sustaining factors of service-learning at a national leader school : a case study / Bruce J. Pontbriand -- Finding the community in the service-learning research : the 3-"I" model / Melinda Clarke -- Ethical relationships in service-learning partnerships / Marjorie A. Schaffer, Jenell Williams Paris, and Kristin Vogel -- Using written protocols to measure service-learning outcomes / Pamela Steinke and Peggy Fitch -- Service and motivation to serve : an exploration and model / Christine M. Stenson, Janet Eyler, and Dwight Giles -- Service-learning and resilience in disaffected youth : a research study / Nancy Kraft and Jim Wheeler -- Service-learning internationally : developing a global civil society / John Annette -- The state of service-learning and service-learning research / Shelley H. Billig and Janet Eyler
Both service learning and simulations have been shown to positively impact student outcomes, but they are not often used together. This article examines how to effectively combine these active learning styles to reap the benefits of both. After examining a case in which the two were combined and the impact this approach had on student evaluations and learning outcomes, I discuss how such projects can be successfully executed in a variety of other classes.
Many schools require community service, yet students work at a food bank or stream clean-up without understanding causes or solutions for the issues they encounter. Since students learn best when they make connections between scientific concepts and real-world issues that interest them, integrated science service learning is an effective and engaging way to teach. My fifth grade students at National Presbyterian School in Washington, DC learned about climate change through a service learning project to help the environment on campus. My class of 28 fifth-graders investigated environmental variables affecting our campus. They brainstormed ways they could help the environment and decided to focus on reducing idling in the school carpool lane. Students researched the relationship between automobile exhaust and climate change, acid rain, and health. Students crafted a tally sheet to record the number of cars and their idling times. Over an average week with pleasant weather, 35 of 165 cars (22%) which arrived early for carpool idled for a total of 509 minutes. This put out 75 kg of the greenhouse gas, CO ₂, and cost $34.00 in fuel. Students used this research to develop an anti-idling campaign, which they presented to the whole student body and posted on the school website and e-newsletter. Students showed improvement on climate science knowledge and realized typical or better marks on benchmark assessments. They also became more confident in their knowledge, moving from an average 3 before the project to an average 8.5 afterwards on a 10-point Likert scale. Students also demonstrated a change in their view of science. Before the project they drew chemists with bubbling test tubes but after the project they drew themselves as a variety of different scientists helping to solve problems in the world. This project attests that science service learning can make science more concrete and relatable, teaching students not only about the concepts and techniques of science, but its role as a tool for the public good.
This edited collection will stand as the first volume that specifically describes service-learning programs and courses designed as part of teacher education programs in the fields of literacy education, secondary English education, elementary language arts education, and related fields. The contributing authors describe the programs they have developed at their universities and/or in their local communities, providing information about the rationale for their initiative, the design of the course, the outcomes of the experience, and other matters that will help literacy educators develop similar courses and experiences of their own. Additionally, this edited collection will fill a great gap in the field's knowledge of alternative forms of teacher education. It will provide descriptions of service-learning initiatives that have been field-tested with demonstrable results. Thus far the field has produced widely scattered articles in journals covering a variety of disciplines, but no definitive collection of papers in which service-learning designed to promote literacy instruction is housed in a single volume edited for cross-referencing and thematic categorization. The two editors have developed courses and received grants to support service-learning initiatives at their universities and believe that others might develop similar programs if they had better understandings of their value and design. Their intention with this volume is to promote service-learning more broadly among literacy educators.