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In Service-Learning: Perspectives, Goals, and Outcomes, the authors examine samples of experimental learning programs in higher education to better understand the influential drivers of service-learning pedagogy, as well as potential barriers that hinder service-learning adoption in higher education settings. Service-learning is a structured learning experience that links academic course work and community service, stressing reciprocal learning and reflective practices to address community identified needs, while engaging and developing student's citizenship skills and critical thinking for social change. This book discusses how service-learning projects impact students, faculty, higher education institutions, and service-learning clients through domestic and international experiences. The research methods demonstrated throughout this text include: survey research, mixed-methods research, literature reviews, quasi-experiments, and case studies. Chapters within this book evaluate the impact of service-learning projects through learning competency outcome measures or reflection analyses. We believe the empirical data and knowledge provided through this book will advance service-learning research and support the adoption/integration of service-learning opportunities in higher education settings. Moreover, we hope that future research will expand upon lessons provided in this book, to continue to build the service-learning knowledge base for faculty, students and institutions. Part I of this book provides a brief literature review of overcoming service-learning barriers in higher education, including discussion of online service-learning challenges and strategies. To offer an interdependent analysis of the service-learning approach, Parts II, III, and IV include case studies grouped by what may be considered the three primary stakeholder groups: Faculty, Students and Institutions. Part II: Faulty will provide detailed analyses of faculty, both tenure-track and off-tenure track, encountered issues and considerations regarding the integration of service-learning projects with the course curriculum. Part III: Students will discuss learning, reflections, and personal development outcomes of students who participate in service-learning opportunities. Part IV: Institutions will examine the partnerships between the higher education program and stakeholder communities, both in the domestic and international context. Chapter authors include professors from public, private, domestic and international universities with experience in student learning and experimental learning. These professors represent disciplines in public health, communication science and disorders, psychology, community engagement, and education and have incorporated service learning in their teaching and instruction. It is with sincerity that we express our appreciation to these professionals for their passion and commitment to advance our knowledge base of service-learning pedagogy and research in higher education.

The goal of Volume VII of Research in Science Education is to examine the relationship between science inquiry and servicelearning. Its primary intent is to bridge the gaps between research and practice. The volume is meant to be useful to science and service‐learning researchers and practitioners such as teachers and administrators because it provides information about strategies to integrate service‐learning into the science curriculum and instruction. The main themes relate to such topics as: - Student science academic engagement and academic achievement. - Teacher instructional strategies in science and service‐learning. - Science curricula adaptation or development. - Civic responsibility of students and community partners. - Resiliency of students at‐risk. - Effect of standards based service‐learning and science on student outcomes such as academic engagement, civic engagement, and resiliency to adversity. Specific case studies and strategies focus on how to: - Make learning more engaging. Encourage collaboration among students, teachers, and community partners. - Improve academic competence. - Create social/civic responsibility. - Stimulate resiliency in students at‐risk. - Improve student interest in STEM subjects and majors. - Develop STEM career interests. - Improve the quality of science and service‐learning instruction through addressing standards. Students can learn in teacher‐centered classrooms, however, a learner‐centered class that focuses on science inquiry, and service‐learning is more authentic and engaging to learners. This type of learning may not be the only way to teach, however, many educators believe that it is the best way for students to learn (Jordan, 2005).

With the most recent educational reform through the implementation of the Common Core Standards, Praxeological Learning: Service- Learning in Teacher Education can provide a fresh look at educational transformation through the lens of service-learning in teacher preparation. As Butin (2003) referenced over a decade ago, “service-learning rejects the banking model of education, where the transferences of information from knowledgeable teachers to passive students is conducted in 45-min increments. It subverts the notion of classroom as graveyard – rows and rows of silent bodies – for an active pedagogy committed to connecting theory and practice, schools and community, the cognitive and the ethical.” The pedagogy of service-learning has significant implications for teacher education. Its transformative aspects have far reaching potential to address teacher candidate dispositions and provide deeper understanding of social justice. Knowledge of the pedagogy and how to implement it in candidates'future classrooms and in the community could modify education to a more powerful experience of democracy in action and enhance the civic mission of schools. The current and ongoing research found within this textbook is meant to continue supporting the notion of educational reform.

The Education Reference Guide series is designed to provide a solid foundation for the research of various educational topics.

The Education Reference Guide series is designed to provide a solid foundation for the research of various educational topics. This volume offers an introduction to a variety of service learning programs in U.S. public schools and their impact on the student, school and community. The essays begin by examining different service learning programs and their benefits, before discussing additional volunteering opportunities and character curricula.

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.

This book narrates the process undertaken by a set of faculty members in the College of Liberal Arts at Auburn University in Alabama to build new pedagogical content through purposeful attention to, respect for, and reciprocity with the communities that sustain them. Covering myriad intersecting and reoccurring themes within engaged public scholarship such as global citizenship, leadership, new media and its implications for community building, diversity, volunteerism, fundraising, literacy, aging populations, health and disability, granting institutions, faith-based initiatives, and nonprofit organizations, this collection serves as a model for faculty and administrators who intend to undertake community-engaged learning that brings scholarship into action.