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Presents several activities from a political science course, Human Rights/Human Wrongs, to demonstrate the value of a service-learning course that blends academic rigor with service & blends community-based experience into the political science classroom. Service learning challenges students to leave their comfort zones to accomplish hands-on work with people within the community. Students were required to apply theoretical knowledge to political asylum cases in the York County Prison, INS detention facility. Cases from Haiti, Nigeria, Uganda, Sierra Leone, Cameroon, Togo, & Liberia were studied with the assistance of the Coalition for Immigrants Rights at the Community Level. A successful program can help students to revisit their prejudices & stereotypes. To successfully carry out such a program, a strong working relationship between the faculty member & the community partner must be developed. 8 References. L. A. Hoffman

Das Lehr-/Lernkonzept Service-Learning (SL) entspricht durch Verbindung schulischen bzw. akademischen Lernens mit freiwilligem Engagement den aktuellen pädagogischen Anforderungen einer demokratie- und kompetenzorientierten, praxisnahen sowie lernendenzentrierten Lernumgebung. Zur Förderung von Kompetenzentwicklung in SL-Projekten werden Kompetenzraster (KPR) als Schnittstelleninstrumente zwischen Theorie und Praxis eingesetzt. Allerdings mangelt es noch an einer Erforschung der Wirksamkeit der Kompetenzraster. Ziel dieser Arbeit ist es, Kriterien für eine optimale SL-Begleitmethode zu erarbeiten und zu überprüfen, inwieweit Kompetenzraster zur Förderung umfassender Kompetenzentwicklung im Service-Learning dienen. Hierfür wurden zwölf in schulischen SL-Projekten eingesetzte KPR im mixed-methods design analysiert. Die Ergebnisse zeigen, dass die bisher eingesetzten KPR mehr als Feedback- oder Prüfinstrumente, und weniger als Lernwegsbegleitung eingesetzt und auch so gestaltet wurden. Um eine Kompetenzveränderung aufzuzeigen ist daher zukünftig ein Einbezug von Niveaustufen, Elemente zur Visualisierung und Möglichkeiten zur Individualisierung zu empfehlen. Optimierungsbedarf besteht zudem in der Funktion der KPR als Instrument zum selbstgesteuerten, partizipatorischen und kollaborativen Lernen.

Learning With the Community Concepts and Models for Service-Learning in Teacher Education -- Contents -- About This Series -- Foreword -- Introduction -- Service-Learning: An Essential Process for Preparing Teachers as Transformational Leaders in the Reform of Public Education -- School-Based Service: A Review of Research for Teacher Educators -- Service-Learning and Evaluation: An Inseparable Process -- Service-Learning Professional Development for Experienced Teachers -- Teacher Education and Service-Learning: A Critical Perspective

Service-Learning Essentials is the resource you need to help you develop high-quality service-learning experiences for college students. Written by one of the field's leading experts and sponsored by Campus Compact, the book is the definitive work on this high-impact educational practice. Service-learning has been identified by the Association of American Colleges and Universities as having been widely tested and shown to be beneficial to college students from a wide variety of backgrounds. Organized in an accessible question-and-answer format, the book responds clearly and completely to the most common questions and concerns about service-learning. Each chapter addresses issues related to individual practice as well as to the collective work of starting and developing a service-learning center or program, with examples drawn from a variety of disciplines, situations, and institutional types. The questions range from basic to advanced and the answers cover both the fundamentals and complexities of service-learning. Topics include: Determining what service-learning opportunities institutions should offer How to engage students in critical reflection in academic courses and in cocurricular experiences Best practices for developing and sustaining mutually beneficial campus-community partnerships Integrating service-learning into the curriculum in all disciplines and at all levels, as well as various areas of student life outside the classroom Assessing service-learning programs and outcomes The dilemmas of service-learning in the context of power and privilege The future of service-learning in online and rapidly globalizing environments Service-learning has virtually limitless potential to enable colleges and universities to meet their goals for student learning while making unique contributions to addressing unmet local, national, and global needs.

Service‐learning is an approach to experiential education where students apply knowledge and skills that they learn in the classroom by providing needed service to the larger community in which they live. One goal of service‐learning programs is to develop citizens who are engaged and involved in the political process. This paper examines the effects that service‐learning programs have on students' political participation. The data we use come from the Civic Education and Political Participation Survey gathered by the Indiana Department of Education. This pre/post survey includes students from the 5th through the 12th grades from five states. The survey allows us to examine the change in political participation for students involved in service‐learning programs. Using a political socialization perspective on participation and education theory that draws from Dewey, Piaget and Kolb, we use an expansive definition of political participation that includes much more that the simple act of voting. Specifically, we examine whether students, through their involvement in service learning, (1) engage in political communication, (2) will participate in acts of civic support, (3) will contact public officials, and (4) will vote. We find that service‐learning does appear to make students more likely to participate in the future. The effects of service‐learning are even greater when students had leadership in the project.

"Service learning presents an experiential learning opportunity, particularly for students at higher education institutions. At the same time, it allows the university to engage communities and apply its considerable resources addressing community needs. This book, Educating for Empathy: Service Learning in Public Policy Education, will introduce readers to the concept of service learning and how it can be applied to higher education. While service learning has been recognized as a useful pedagogical tool that can enhance students' learning experience, the application and practice of service learning in Singapore has been limited. The book will also provide a broad overview of service learning in the context of a service learning initiative that was conducted by the author under Nanyang Technological University (NTU)'s Public Policy & Global Affairs Programme, as well as the author's experience as NTU's inaugural Community Research Fellow. It will cover the policy, pedagogical, and socio-political aspects of service learning and include insights from students and stakeholders. In doing so, it aims to provide valuable insights into the role of service learning as a driver of civic education and grassroots volunteerism. The book will also provide both education and policy professionals a greater understanding of how their work can intersect, and provide students with a highly rewarding learning experience."--

Service-learning is an approach to experiential education where students apply knowledge & skills that they learn in the classroom by providing needed service to the larger community in which they live. One goal of service-learning programs is to develop citizens who are engaged & involved in the political process. This paper examines the effects that service-learning programs have on students' political participation. The data we use come from the Civic Education & Political Participation Survey gathered by the Indiana Department of Education. This pre/post survey includes students from the 5th through the 12th grades from five states. The survey allows us to examine the change in political participation for students involved in service-learning programs. Using a political socialization perspective on participation & education theory that draws from Dewey, Piaget, & Kolb, we use an expansive definition of political participation that includes much more than the simple act of voting. Specifically, we examine whether students, through their involvement in service learning, (1) engage in political communication, (2) will participate in acts of civic support, (3) will contact public officials, & (4) will vote. We find that service-learning does appear to make students more likely to participate in the future. The effects of service-learning are even greater when students had leadership in the project. 2 Tables, 7 Figures, 50 References. Adapted from the source document.

Role of Education and Pedagogical Approach in Service Learning is a collection of case studies and interventions adopted by academics across the globe to explain and explore the concepts of social responsibility in education, social justice and civility. In the context of virtual learning spurred by the coronavirus pandemic, it might be viewed as increasingly difficult for students to explore opportunities for mitigating real world societal problems. The chapters in this volume demonstrate how academics have showcased, however, that online learning doesn't mean an end to service learning. Delving into the enhancement potential of online learning, the authors uncover how students can continue to be agents of social change in our more virtual world. Describing the concept of service learning as a model and as a pedagogical tool, the collection offers a framework for service learning that can be inculcated across the higher education sector.

Showing students the human side of immigration debates, service-learning opportunities with immigrant and migrant communities can offer an enormously rewarding experience to participants. In addition to enhancing discussions on immigration that can take place in history, social studies, language, political science, economics, or other classes, these opportunities give students a chance to directly affect the lives of those who often find themselves on the periphery of society. This volume examines the various service-learning projects available to those who wish to positively impact immigrant and migrant communities and guides readers through the process of successfully executing a service-learning project

Section I Introduction -- 1. Promoting Civil Society through Service Learning: A View of the Issues -- 2. Service Learning: A History of Systems -- 3. Indicators of Engagement, Campus Compact -- Section II Colleges & University Perspectives -- 4. The Culture of Service at Alverno College -- 5. Civic Responsibility through Mutual Transformation of Town and Gown: Service Learning at Andrews University -- 6. A Great Labor: Developing Knowledge in Service to Others at Boston College -- 7. Historical Base, Evolution and Future Directions of Civic Engagement and Service Learning at Cornell University -- 8. Weaving a Web of Service: Academic and Civic Life at Florida State University -- 9. Service Learning at Fordham University -- 10. Equal to the Demands of Justice in the World, Georgetown University -- 11. Liberal Arts College Faculty Reflect on Service-Learning: Steps on a Transformative Journey, Goucher College -- 12. Service Learning at Kansas State University: Educating Citizens for the Future -- 13. History of Community Colleges, Los Angeles Community College District -- 14. Fulfilling Our Mission: Service-Learning at Miami-Dade Community College -- 15. Real-World, Practical Learning: Developing a Comprehensive Model in the Land-Grant Tradition, Michigan State University -- 16. Learning to Give: Incorporating the Practices of Leadership and Philanthropy in Civic Education at a Metropolitan University, Northern Kentucky University -- 17. Public Scholarship: Serving to Learn, Penn State University -- 18. Building Capacity for Civic Engagement at Portland State University: A Comprehensive Approach -- 19. EPICS: Serving the Community through Engineering Design Projects, Purdue University -- 20. International Service Learning, University of Colorado, Boulder -- 21. Learning to Serve: Promoting Civil Society through Service Learning, University of Colorado at Denver -- 22. Filling in the Moat around the Ivory Tower, University of Massachusetts-Amherst -- 23. University of Nebraska — Lincoln -- 24. Academically-Based Community Service and University-Assisted Community Schools as Complementary Approaches for Advancing, Learning, Teaching, Research, and Service: The University of Pennsylvania as a Case Study in Progress -- 25. Putting Passion in Action: Service Learning at Wheelock College -- Section III Community Perspectives -- 26. The Massachusetts Children's Trust Fund: Partnerships with Universities in the Contexts of Policy and Family Support -- 27. Academic Service Learning: Development for Synthesis and Synergy, Jumpstart and Tufts University -- 28. 4-H: An Adaptable Model for Youth Development and Service Learning -- 29. Search Institute's Evolving Approach to Community-Based Human Development and the Role of Service Learning.

Service learning is an interdisciplinary pedagogical tool that is becoming increasing popular in schools. It involves students taking part in projects that are aimed at strengthening their communities and using tools to rigorously assess what they have learned from their experiences. This volume concentrates on service-learning projects with the goal of increasing tolerance. The author offers a look at social movements that have made our society more tolerant over time. He explains how students can establish and develop service-learning projects that address the persistent problem of intolerance and suggests which tools can best help them learn from their efforts

Veterans and military families have a wealth of stories and history to offer students and certain needs that can be filled by energetic, engaged, and caring young people. This type of service learning helps students put their history and social studies education into context. This book presents service learning with many examples of how students can use it to get to know and learn from local veterans while also giving back to them and providing assistance to a segment of the population that has served our national interests and now requires our assistance and support

This volume represents a breakthrough discussion of the research issues surrounding innovative pedagogies. Using service-learning as its focus, it explores ways in which researchers and evaluators can study a teaching and learning approach that has multiple goals, including both academic and affective development. The chapter authors show how to study a topic that is multilayered, complex, and involves the ways in which individuals make meaning of their experiences. Seven challenges that researchers need to grapple with in studying service-learning are identified and addressed: defining servi

Study circles and service-learning : a framework for discussion to engage pre-service teachers / Katia Gonzales, Rhoda Frumkin and Jennifer Lauria -- Service-learning and urban teaching in the United States of America : building communities for social justice / Noah Borrero -- Service-learning in challenging contexts : online and in the disaster zone / Jean Strait, Jenna Londy and Ana Panone -- Educating educational practitioners for a post-apartheid South Africa : using service-learning to integrate school communities and university students / Nadine Peterson and Helen Dunbar-Krige -- Service learning and school development in German teacher education / Anne Sliwka and Britta Klopsch -- Empowering educational practice through service-learning in the UK : case studies from Leeds Metropolitan University / Timothy Murphy and Jon E.C. Tan -- Wider perspectives in education : a case study of transformative global learning from the UK / Phil Bamber -- The transformative potential of service/community-based learning in initial teacher education : a case study from Ireland / Josephine Boland and Elaine Keane -- Service learning experience for the development of inclusion : a case study from Spain / Esther Luna -- Learning in a non-formal setting : the development of service-learning in the Spanish context / Gonzalo Silió Sáiz and Roser Batlle --Service-learning in the Australian values education program / Terence Lovat -- Shaping professional teacher identities through service-learning in Australia / Anne Power.