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In the context of higher education, service-learning has been adopted for various dimensions of sustainability education across disciplines including environmental studies (Helicke 2014), engineering (Seay et al 2016), entrepreneurship (Niehm et al 2015), nursing (Dalmida 2016), clinical studies (Petersen et al 2015), psychology (Bringle et al 2016), and political sciences (Benjamin-Alvarado, 2015). It has been described as a philosophy, pedagogy, and programme (Jacoby 2015), conceptualised as a form of experiential education based on 'reciprocal learning' (Sigmon, 1979) where the 'head, hands and heart' can become integrated (Sipos et al 2008). Here, both the learner offering service and the recipient of that service are considered equally important, and both are mutually changed or transformed in some way (a relationship signified by the use of a hyphen between service and learning, ibid). Such reciprocity, however, distinguishes service-learning from volunteering and community service (which typically tend to prioritise the recipient of the service learner's efforts), as well as field and internship education (which typically tend to prioritise the learner) (Sigmon, 1994).

Because protecting environmental resources has become an issue of scientific, political, and historical import, service-learning projects that serve the planet have become an important part of a wide range of curricula. Students will find a wealth of opportunities both at home and abroad that will directly impact the Earth's wildlife, aquatic health, and natural resources. This engaging volume surveys the various projects available to students interested in using service learning to find solutions to local and global environmental issues. Readers also learn how to tie projects to coursework and apply their skills to future pursuits

Loads of learning takes place in the classroom, but it is by no means the only place for students to gain knowledge and experience. This innovative resource introduces service learning and why it can be such a helpful tool for students, the elderly, and the larger community. Successful service learning projects are described throughout the book, which highlight how they work as well as the benefits of getting to know the often overlooked senior population within our communities. Forthright discussions of the challenges and benefits highlight why service-learning projects can be a satisfying, fun, and memorable way to learn

Increasingly, faculty members are incorporating service-learning projects into their courses, resulting in enhanced student learning and development. However, does service learning encourage subsequent student involvement in the community? This study investigates the effect faculty professionals can have through service learning on their students'intentions to participate in community service. A modified version of the Solomon four-group design analysis as well as a hierarchical regression were used to assess the change in student intentions after exposure to three service-learning treatments. Findings indicate that service learning has a significant impact on students'intentions to participate in community service. In particular, by adding a lecture to the standard service-learning format, faculty members can increase student intentions to participate in community service.

One of the major selling points of service-learning courses is their potential to mutually benefit communities, universities, and students. Although a great deal of research reports numerous pedagogical and personal benefits for students—from improved grades and increased civic engagement to increased understanding and appreciation of diversity—there is relatively little research on the impact of service learning on the community. To understand when and how service-learning courses benefit the community, we conducted in-depth interviews with representatives of local community-based organizations that have worked with service learners. We report on the primary benefits and costs associated with service-learning courses. We identify three types of obstacles to successful service-learning courses: issues related to student conduct, poor fit between course and organizational objectives, and lack of communication between instructors and organizations. We develop practical guidelines for addressing these obstacles and for ensuring that service learning fulfills teaching and learning goals and provides valuable service to community-based organizations.

Cover -- Half Title -- Title -- Copyright -- Contents -- Acknowledgements -- 1 Conceptualising Service-Learning -- 2 Service-Learning as Pedagogy -- 3 Service-Learning and Diversity Attitude -- 4 Service-Learning and Reflection -- 5 Assessment in Service-Learning -- 6 Service-Learning and Active Citizenship -- 7 Service-Learning and Technology -- 8 Service-Learning as Transformative Pedagogy -- 9 Service-Learning as Civic Pedagogy -- 10 Service-Learning Theories -- 11 Service-Learning Models -- 12 Service-Learning and Vocational Education -- 13 Factors Influencing Service-Learning Implementation -- 14 Conclusions and Suggestions.

This paper discusses the use of service-learning in accounting curriculums as a tool for enhancing learning and student performance in the classroom by addressing the call for accounting education to move beyond "number crunching" to critical analysis and problem solving. First, the paper reviews the educational research supporting the enhanced learning that takes place with service-learning. Next, the link between service-learning outcomes and accounting education objectives is discussed. Additionally, specific examples of service-learning projects successfully implemented in auditing (with evidence of improved performance) and governmental/nonprofit accounting courses are presented. The projects themselves, as well as the administrative tasks required to implement them, are discussed in detail. The concepts presented can be applied to other accounting and/or business classes.

The Rock County 4-H Disaster Relief Committee raised $1,550 to aid tsunami victims in Sri Lanka and then turned its attention to Hurricane Katrina relief efforts. Thirty-one 4-H youth participated in a service learning trip to the South with the objectives of helping hurricane victims, learning about new cultures and achieving personal growth during three days of service projects in Louisiana and Mississippi. Their written reflections and other evaluative measures revealed they learned about southern culture, gained a greater appreciation for their lives, gained self confidence and developed a desire to help others more often. The trip was a valuable developmental experience for the youth, and information from the trip could be utilized to create similar experiences based on service learning. This article provides an overview of the trip and describes the evaluation methods used to measure learning and assess personal growth.

In der gegenwärtigen öffentlichen Debatte in Deutschland über Bildung geht es meist um die Ergebnisse der international vergleichenden PISA-Studie und deren bildungspolitische Folgen. Vor dem Hintergrund dieser Debatte versucht die Autorin, die Aufmerksamkeit auf ein Feld zu richten, das sich zwar seit einigen Jahren einer erhöhten öffentlichen und wissenschaftlichen Aufmerksamkeit erfreut, dabei jedoch selten unter dem Aspekt von Bildungsprozessen betrachtet wird: Bürgergesellschaft und Zivilgesellschaft. Die These der Autorin lautet, dass Bürgergesellschaft nicht nur hochgradig abhängig von gegebenen Bildungsressourcen in der Bevölkerung ist, sondern dass sie selbst eine zunehmend wichtige Bildungsinstitution darstellt, deren Potentiale noch kaum systematisch untersucht, geschweige denn in der (deutschen) Praxis wirksam genutzt werden. Bei der Erläuterung dieser These wird auf die Ergebnisse eines abgeschlossenen Forschungsprojektes zurückgegriffen. Der Zusammenhang von Bürgergesellschaft und Bildung wird mit Blick auf das so genannte "Service Learning" diskutiert, einer institutionellen Brücke zwischen Bildung und Zivilgesellschaft, die seit vielen Jahren vor allem in den angelsächsischen Ländern erprobt wird und die auch für die deutsche Situation Perspektiven bereithält. Hier werden im Rahmen institutioneller Curricula - und somit weitgehend unabhängig von lokalen Kontingenzen - Möglichkeiten erfahrungsorientierter Lernprozesse geschaffen, die dem Einzelnen wie der Gemeinschaft zugute kommen und daher Gemeinnutz und Eigennutz effektiv kombinieren. (ICA2)