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The afterschool setting can serve as an important arena for service learning activities. Service learning projects can help afterschool students with learning, social responsibility, and character development. This article provides an overview of planning considerations for service learning in afterschool. The article also provides guidance for afterschool teachers and administrators in seeking service learning resources.

PRAXEOLOGICAL LEARNING SERVICE-LEARNING IN TEACHER EDUCATION -- PRAXEOLOGICAL LEARNING SERVICE-LEARNING IN TEACHER EDUCATION -- CONTENTS -- FOREWORD -- REFERENCES -- BIOGRAPHY -- ACKNOWLEDGMENTS -- INTRODUCTION -- REFERENCES -- SECTION ONE: THEORY AND RESEARCH -- Chapter 1 SERVICE-LEARNING + SOCIAL JUSTICE = JUSTICE-LEARNING -- ABSTRACT -- INTRODUCTION -- SERVICE-LEARNING -- SERVICE-LEARNING IN TEACHER EDUCATION -- SOCIAL JUSTICE EDUCATION -- SOCIAL JUSTICE TEACHER EDUCATION -- JUSTICE-LEARNING IN TEACHER EDUCATION -- Inquiry -- Curriculum-Designers -- Placements in Diverse Settings

International service learning: engaging host communities-introduction / Marianne A. Larsen -- Epistemological, methodological, and theoretical challenges of carrying out ISL research involving host communities: a conversation / Allyson Larkin, Marianne A. Larsen, Katie MacDonald, and Harry Smaller -- Saying it doesn't make it so: do we listen and act when the host community tells us what they want? / Nora Pillard Reynolds and Junior Cezar Gasparini -- Solidarity or neo-colonialism? The challenges of understanding the impact of ISL on Nicaraguan host communities / Michael O'Sullivan and Harry Smaller -- The economic circle: impacts of volunteerism and service learning on three rural communities in Costa Rica / Cynthia Toms Smedley -- Southern perspectives on ISL volunteers: reframing the neo-colonial encounter / Barbara Heron -- International service learning in a Tanzanian host community: post-colonial insights / Marianne A. Larsen -- In the right relationship: a case study of international service learning in eastern Africa / Jessica Arends -- Orient(aliz)ation: a case study of North American international education programs at the University of Ghana / Shelane Jorgenson -- Struggles for mutuality: conceptualizing hosts as participants in international service learning in Ghana / Katie MacDonald and Jessica Vorstermans -- Reflections from a Nicaraguan career ISL program coordinator: challenges and guidelines for moving foreward / Joselin Hernández -- Many meanings: moving reciprocity towards interdependence / Samantha Dear and Ryan Howard -- Resipwosite as a guiding framework for rethinking mutual exchange in global service learning partnerships: findings from a case study of the Haiti compact / Jessica Murphy -- A cross-cultural conversation about international service learning in Ghana / Godwin Agudey and Hannah Deloughery -- The potential of ISL: re-examining ethical engagement amongst ISL partners / Tamara Baldwin, Salim Mohamed, and Juliet Tembe -- Fair trade learning: a framework for ethical global partnerships / Eric Hartman -- Mi casa es tu casa: a framework for reciprocal public Beneot / Gonzalo Duarte -- I am because we are: rethinking service learning and the possibility of learning from Ubuntu / Allyson Larkin -- Conclusion: ISL and host communities-relationships and responsibility / Jennifer Kozak and Marianne A. Larsen.

How might a service-learning course help child language brokers (Tse, 1996) minimize negative effects and maximize the cognitive and academic benefits of language brokering? This question is answered with data from an ethnographic case study of a high school service-learning course in translation and interpreting. Heritage speakers of Spanish and less commonly taught languages serve as volunteer interpreters at local schools while learning the skills, habits and ethics of professional interpreting in this course. The theoretical lens of self-efficacy (Bandura, 1977; 2006) is used to analyze how this curriculum affects students. This article also contributes to evolving definitions of service-learning for heritage language speakers, arguing that language brokering that students do for their families and communities should be seen as a pre-existing "service" that can be utilized in the prepare-act-reflect cycle of service-learning. Analysis of the data shows that this cycle is key to supporting students in building the confidence and skills to pursue careers in professional interpreting and helping them manage their family interpreting experiences. Students demonstrated increased self-efficacy perceptions in terms of interpreting, academic achievement and general life events, although the role that service-learning played in the latter two outcomes is still unclear.

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

This chapter provides a framework for intentionally designing service‐learning experiences that contribute to leadership competency development of students. Assessment of leadership competency development is also addressed.

Implementing reciprocity for collaborative community partnership / Sherrie Steiner -- The move to a more pragmatic democratic civic engagement : universities of the future / Joe D. Nichols -- Reflecting on service-learning experiences : a three-stage model / M. Gail Hickey -- "I am amazed by how much I have changed" : service-learning's potential for transformation / Donna Eder -- Learning from failure : service as a tool for teaching the value of failure / Ellen Szarleta -- Service-learning in dental hygiene education / Nancy Mann -- Service-learning in the professional writing classroom : marilyn cooper's "ecology of writing" in action / Tanya Perkins -- Csd students and service-learning : a literacy experience / Pam Britton Reese -- Document dumpster-diving : students learn and teach aboutlocal museums / Jeremiah Clabough & Thomas N. Turner -- 2012 election experiential program / Robert A. Waterson & Mary Haas -- Carefully reading the texts we assign : the case for service-learning instructors to engage in service / Nicole D. Schonemann -- First-hand interactions with English language learners : win-win learning opportunities for all / Hao Sun -- Utilizing service-learning to confront crime : victimization among refugees and other non-English speaking populations / Jospeter Mbuba -- Expanding multicultural understanding through service-learning : a case study / Sheena Choi and M. Gail Hickey -- Speak out, reach out : infusing multiculturalism and social justice from college to community / Jeneice L.A. Shaw, Brittany J. Shannon, Hannah Greenbaum, and Jennifer M. Taylor -- Service-learning for students in transition / Sarah Jones.