Service learning is a powerful educational tool that allows undergraduate psychology students -- both majors and nonmajors -- to improve their scholarly, personal, and professional outcomes through civic engagement. Students hone knowledge and skills from the classroom by applying them to volunteer work in collaboration with community organizations and residents. Activities might include tutoring children, developing informational brochures, or conducting research in support of social change initiatives. This book reviews the theory, research, and practice behind service learning, establishing it as an effective pedagogy that can help psychology departments meet each of the five key learning goals -- as well as many learning indicators -- outlined in APA's Guidelines for the Undergraduate Psychology Major: Knowledge Base in Psychology Scientific Inquiry and Critical Thinking Ethical and Social Responsibility in a Diverse World Communication Professional Development Chapters provide clear guidelines for designing service learning courses and integrating them into the undergraduate psychology curriculum. Specific implementation strategies -- including sample project designs and classroom assignments -- are applied to introductory, major, and capstone courses in a wide variety of popular subjects. The authors also examine departmental issues such as faculty development, assessment, and scholarship, providing useful blueprints for department-wide civic engagement.

The International Handbook of Psychology Learning and Teaching is a reference work for psychology learning and teaching worldwide that takes a multi-faceted approach and includes national, international, and intercultural perspectives. Whether readers are interested in the basics of how and what to teach, in training psychology teachers, in taking steps to improve their own teaching, or in planning or implementing research on psychology learning and teaching, this handbook will provide an excellent place to start. Chapters address ideas, issues, and innovations in the teaching of all psychology courses, whether offered in psychology programs or as part of curricula in other disciplines. The book also presents reviews of relevant literature and best practices related to everything from the basics of course organization to the use of teaching technology. Three major sections consisting of several chapters each address “Teaching Psychology in Tertiary (Higher) Education”, “Psychology Learning and Teaching for All Audiences”, and “General Educational and Instructional Approaches to Psychology Learning and Teaching”.

With contributions from leading experts across disciplinary fields, this book explores best practices from the field's most notable researchers, as well as important historically based and politically focused challenges to a field whose impact has reached an important crossroads. The comprehensive and powerfully critical analysis considers the history of community engagement and service learning, best teaching practices and pedagogies, engagement across disciplines, and current research and policies - and contemplates the future of the field. The book will not only inform faculty, staff, and students on ways to improve their work, but also suggest a bigger social and political focus for programs intended to seriously establish democracy and social justice in their communities and campuses.

Provides an extensive compilation of scales for use in studying students in service learning classes. The scales measure a variety of constructs, such as attitudes, moral development, and critical thinking. In addition, the text includes a primer on measurement theory. The authors advocate the use of multiple-item scales, present the rationale for their use, and explain how readers can evaluate them for reliability and validity. This book is a valuable resource for program evaluators and researchers who want to inform the practice of service learning. (PsycINFO Database Record (c) 2005 APA, all rights reserved)

Change the World with Service Learning is clear, direct and easy to use, and was designed for busy teachers integrating Service Learning into their existing curriculum. This book guides teachers from all content areas and grade levels to create outstanding Service Learning projects with students like no other book does. Change the World with Service Learning is a no-fluff, step-by-step, teacher-to-teacher description of how to create, plan, teach, and celebrate Service Learning projects that meet and exceed local, district, and national curricular expectations.

This book provides everything administrators and teachers need to build service-learning programs that prepare students as engaged citizens committed to equity and justice. Cipolle describes practical strategies for classroom teachers along with the theoretical framework so readers can deftly move beyond the book to a meaningful program for their schools.

The purpose of this set is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice. This set constitutes a rich resource that suggests new approaches to conceptualizing, understanding, implementing, assessing, and studying service learning. Each chapter offers recommendations for future research.Research on Service Learning: Conceptual Frameworks and Assessment will be of interest to both new and veteran service learning instructors seeking to enhance their practice by integrating what has been learned in terms of teaching, assessment, and research. Staff and faculty who are responsible for promoting and supporting service learning at higher education institutions, evaluating community service programs, and working with faculty to develop research on service learning, will also find this volume helpful. For scholars and graduate students reviewing and conducting research related to service learning, this book is a comprehensive resource, and a knowledge base about the processes and outcomes of innovative pedagogies, such as service learning, that will enable them to locate their own work in an expanding and deepening arena of inquiry.Both volumes open with chapters focused on defining the criteria for quality research. Volume 2A, then begins with research related to students, comprising chapters that focus on cognitive processes, academic learning, civic learning, personal development, and intercultural competence. The concluding faculty section presents chapters on faculty development, faculty motivation, and faculty learning. Volume 2B addresses community development, and the role of nonprofit organizations in service learning. It then focusses on institutions, examining the institutionalization of service learning, engaged departments, and institutional leadership. The final section on partnerships in service learning includes chapters on conceptualizing and measuring the quality of partnerships, inter-organizational partnerships, and student partnerships.Both volumes are also available separately.

This book establishes community engagement and service-learning as pathways to advancing human development and common good. Using the human development and capability approach as normative frameworks, with South Africa as a frame of reference, the author investigates the theoretical contributions and ultimate benefits of university-community partnerships. In doing so, this book demonstrates that three interrelated capabilities – affiliation, common good professionals and local citizenship – are developed through community engagement and service-learning. Subsequently, the notion of transformative change through community engagement and service-learning is illuminated, particularly when operating within the context of power differentials, inequality and extreme poverty. This book will be of interest and value to students and scholars of service-learning, and its implications for partnerships between universities and external communities.

This book reveals how to implement effective service-learning programs and contains myriad examples of successful efforts across multiple disciplines. The book focuses on service-learning with government partners, such as city councils, school districts, and public agencies however the lessons are easily transferable to service-learning courses with businesses and not-for-profit organizations. Taking a unique approach, the book offers comprehensive look at all of the constituencies served by service-learning, including, teachers and students, government agencies as community partners, higher education administrators, and community citizens.

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 students 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.