Book contents
- The Cambridge Handbook of Service Learning and Community Engagement
- The Cambridge Handbook of Service Learning and Community Engagement
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- Introduction
- Part I Histories of Education and Engagement
- Part II Best Practices and Pedagogies
- Introduction to Part II
- 10 Service Learning Course Construction and Learning Outcomes
- 11 Catalyzing Ecologies of Transformative Community Partnerships
- 12 Community-Based Research
- 13 Critical Reflection and Civic Mindedness
- 14 Delivering on the Promise of Civic Learning
- 15 Universidad Sin Fronteras
- 16 Intercultural Competence as a Cornerstone for Transformation in Service Learning
- 17 Conjugating Equity and Ethics in Relationships between Community Organizations and Higher Education Institutions
- 18 Adult Learners and Engagement
- Part III Engaged Teaching and Scholarship across Disciplines
- Part IV Research, Teaching, Professions, and Policy
- Part V Critical Voices
- Conclusion
- Index
- References
10 - Service Learning Course Construction and Learning Outcomes
Searching for the Soulfulness in Service Learning
from Part II - Best Practices and Pedagogies
Published online by Cambridge University Press: 23 February 2017
Book contents
- The Cambridge Handbook of Service Learning and Community Engagement
- The Cambridge Handbook of Service Learning and Community Engagement
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- Introduction
- Part I Histories of Education and Engagement
- Part II Best Practices and Pedagogies
- Introduction to Part II
- 10 Service Learning Course Construction and Learning Outcomes
- 11 Catalyzing Ecologies of Transformative Community Partnerships
- 12 Community-Based Research
- 13 Critical Reflection and Civic Mindedness
- 14 Delivering on the Promise of Civic Learning
- 15 Universidad Sin Fronteras
- 16 Intercultural Competence as a Cornerstone for Transformation in Service Learning
- 17 Conjugating Equity and Ethics in Relationships between Community Organizations and Higher Education Institutions
- 18 Adult Learners and Engagement
- Part III Engaged Teaching and Scholarship across Disciplines
- Part IV Research, Teaching, Professions, and Policy
- Part V Critical Voices
- Conclusion
- Index
- References
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- Publisher: Cambridge University PressPrint publication year: 2017
References
Adams, M., Bell, L.A., & Griffin, P. (Eds.). (2007). Teaching for diversity and social justice: A sourcebook, 2nd ed. New York: Routledge.Google Scholar
Ash, S. L., & Clayton, P. H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1, 25–48.CrossRefGoogle Scholar
Association of American Colleges & Universities (2010). Civic engagement VALUE rubric. Retrieved from http://aacu.org/civic-engagement-value-rubric.Google Scholar
Belenky, M. F., Clinchy, M. B., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.Google Scholar
Bell, L. A., & Griffin, P. (2007). Designing social justice education courses. In Adams, M., Bell, L. A., & Griffin, P. (Eds.), Teaching for diversity and social justice: A sourcebook, 2nd ed. (pp. 67–87). New York: Routledge.Google Scholar
Blake, D. F. (2009). Final word: African Americans and community engagement: The challenge and opportunity for higher education. In Evans, S. Y., Taylor, C. M., Dunlap, M. R., & Miller, D. S. (Eds.), African Americans and community engagement in higher education, community service, service-learning and community-based research (pp. 225–247). Albany: State University of New York Press.Google Scholar
Butin, D. (2005). Service-learning as postmodern pedagogy. In Butin, D. (Ed.), Service-learning in higher education: Critical issues and directions (pp. 89–104). New York: Palgrave Macmillan.Google Scholar
Butler, S. (Producer), Butler, S. (Director), & McIntosh, P. (Performer). (2012). Cracking the codes: The system of racial inequity. Motion picture. World Trust Educational Services.Google Scholar
Cress, C. M. (2011). Pedagogical and epistemological approaches to service-learning: Connecting academic content to community service. In Cress, C. M. & Donahue, D. M. (Eds.), Democratic dilemmas of teaching service-learning: Curricular strategies for success (pp. 43–54). Sterling, VA: Stylus Publishing.Google Scholar
Cross, W. E. Jr. (1995). In search of blackness and Afrocentricity: The psychology of black identity change. In Harris, H. W., Blue, H. C., & Griffith, E. E. H. (Eds.), Racial and ethnic identity: Psychological development and creative expression (pp. 53–72). New York: Routledge.Google Scholar
Darder, A., Baltodano, M., & Torres, R. (2003). The critical pedagogy reader. New York: Routledge Falmer.Google Scholar
Evans, S. Y., Taylor, C. M., Dunlap, M. R., & Miller, D. S. (Eds.). (2009). African Americans and community engagement in higher education, community service, service-learning and community-based research. Albany: State University of New York Press.Google Scholar
Franklin, J. D., Smith, W. A., & Hung, M. (2014). Racial battle fatigue for Latina/o students: A quantitative perspective. Journal of Hispanic Higher Education, 13(4), 303–322.Google Scholar
Friedland, W. H., & Rotkin, M. (2003). Academic activists: Community studies at the University of California, Santa Cruz. In Dickinson, T. D. (Ed.), Community and the world: Participating in social change (pp. 41–62). Hauppauge, NY: Nova Science Publishers.Google Scholar
Green, A. (2003). Difficult stories: Service-learning, race, class, and whiteness. College Composition and Communication, 55 (22), 276–301.CrossRefGoogle Scholar
Hardiman, R., & Jackson, B. W. (1992). Racial identity development: Understanding racial dynamics in college classrooms and on campus. In Adams, M. (Ed.), Promoting diversity in college classrooms: Innovative responses for the curriculum, faculty and institutions. New Directions for Teaching and Learning, 52 (pp. 21–37). San Francisco, CA: Jossey-Bass.Google Scholar
Heffernan, K. (2001). Fundamentals of service-learning course construction. Providence, RI: Campus Compact.Google Scholar
Howard, J. (2001). Service-learning course design workbook. Ann Arbor, MI: OCSL Press.Google Scholar
Hurtado, A., Gurin, P., & Peng, T. (1994). Social identities – a framework for studying the adaptations of immigrants and ethnics: The adaptations of Mexicans to the United States. Social Problems, 41(1), 129–151.Google Scholar
Jacoby, B. (2015). Integrating service-learning into the curriculum. In Jacoby, B. (Ed.), Service-learning essentials: Questions, answers and lessons learned (pp. 80–121). San Francisco, CA: Jossey-Bass.Google Scholar
Jones, B. (1998). Rediscovering our heritage: Community service and the historically black university. In Zlotkowski, E. (Ed.), Successful service-learning programs: New models of excellence in higher education (pp. 109–123). Bolton, MA: Anker Publishing.Google Scholar
The King Center. (2014). The King philosophy: The beloved community. Retrieved from www.thekingcenter.org/king-philosophy#sub4.Google Scholar
McEwen, M. K. (1996). Enhancing student learning and development through service-learning. In Jacoby, B. & Associates (Eds.), Service-learning in higher education: Concepts and practices (pp. 53–91). San Francisco, CA: Jossey-Bass.Google Scholar
Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50–65.Google Scholar
Mitchell, T. D., & Donahue, D. (2009). “I do more service in this class than I ever do at my site”: Paying attention to the reflections of students of color in service-learning. In Strait, J. & Lima, M. (Eds.), The future of service learning: New solutions for sustaining and improving practice (pp. 172–190). Sterling, VA: Stylus.Google Scholar
Mitchell, T. D., Donahue, D., & Young-Law, C. (2012). Service-learning as a pedagogy of whiteness. Equity and Excellence in Education, 45(2), 612–629.Google Scholar
Perry, W. G. (1981). Cognitive and ethical growth: The making of meaning. In Chickering, A. (Ed.), The modern American college (pp. 76–116). San Francisco, CA: Jossey-Bass.Google Scholar
Pollack, S. (2013). Critical civic literacy: Knowledge at the intersection of career and community. Journal of General Education, 62(4), 223–237.Google Scholar
Pollack, S., & Motoike, P. (2005). Civic engagement through service learning at CSU Monterey Bay: Educating multicultural community builders. Metropolitan Universities: Indicators of Engagement, 17(1).Google Scholar
powell, j. a. (2012). Racing to justice: Transforming our conceptions of self and other to build an inclusive society. Bloomington: Indiana University Press.Google Scholar
Remen, R. N. (1999). Helping, fixing or serving? Lion’s Roar: Buddhist Wisdom for Our Time. Retrieved from www.lionsroar.com/helping-fixing-or-serving/.Google Scholar
Rice, K., & Pollack, S. (2000). Developing a critical pedagogy of service learning: Preparing self-reflective, culturally aware, and responsive community participants. In O’Grady, C. (Ed.), Integrating service learning and multicultural education in colleges and universities (pp. 115–134). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Rosenberger, C. (2000). Beyond empathy: Developing critical consciousness through service learning. In O’Grady, C. (Ed.), Integrating service learning and multicultural education in college and universities (pp. 23–58). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Saltmarsh, J. (2011). The civic promise of service-learning. In Saltmarsh, J. & Zlotkowski, E. (Eds.), Higher education and democracy: Essays on service-learning and civic engagement (pp. 28–34). Philadelphia: Temple University Press.Google Scholar
Saltmarsh, J., & Zlotkowski, E. (Eds.). (2011). Higher education and democracy: Essays on service-learning and civic engagement. Philadelphia: Temple University Press.Google Scholar
Schoem, D., Frankel, L., Zúñiga, X., & Lewis, E. A. (1993). Part VIII: Classroom and workshop exercises. In Schoem, D., Frankel, L., Zúñiga, X., & Lewis, E. A. (Eds.), Multicultural teaching in the university (pp. 313–333). Westport, CT: Praeger.Google Scholar
Service Learning Institute, CSUMB. (2003). What is a multicultural community builder? Retrieved from http://rethought.csumb.edu/sites/default/files/images/st-block-80-1420653743653-raw-sli01001.pdf.Google Scholar
Service Learning Institute, CSUMB. (2012a, Spring). Upper division service learning course development workbook. Retrieved from http://rethought.csumb.edu/sites/default/files/images/st-block-21-1420651886424-raw-20120215udslcurriculmworkbook.pdf.Google Scholar
Service Learning Institute, CSUMB. (2012b, Spring). Lower division service learning course development workbook. Retrieved from http://rethought.csumb.edu/sites/default/files/images/st-block-19-1420651857568-raw-20120215ldslcurriculmworkbook.pdf.Google Scholar
Service Learning Institute, CSUMB. (2012c). Meta-question worksheet. Retrieved from https://csumb.edu/sites/default/files/images/st-block-56-1436289335322-raw-metaquestionworksheet.pdf.Google Scholar
Service Learning Institute, CSUMB (2013). Service learning outcomes rubric. Retrieved from https://csumb.edu/sites/default/files/images/st-block-56-1436289232780-raw-sloutcomesrubric.pdf.Google Scholar
Sleeter, C. E., & Grant, C. (2006). Making choices for multicultural education: Five approaches to race, class, and gender, 5th ed. Hoboken, NJ: Wiley.Google Scholar
Solórzano, D. B., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44.Google Scholar
Stevens, C. S. (2003). Unrecognized roots of service-learning in African American social thought and action, 1890–1930. Michigan Journal of Community Service Learning, 9(2), 25–34.Google Scholar
Sue, D. W. (2010). Microaggressions and marginality: Manifestation, dynamics, and impact. Hoboken, NJ: John Wiley and Sons.Google Scholar
Tejada-Flores, R., & Telles, R. (Producers and Directors). (1997). The fight in the fields: Cesar Chavez and the farmworkers’ struggle. Motion picture. Paradigm Producers.Google Scholar
Torres, V. (2009). The developmental dimensions of recognizing racist thoughts. Journal of College Student Development, 50(5), 504–520.Google Scholar
Yep, K. (2011). To reform or to empower: Asian American studies and social justice service learning. In Cress, C. & Donahue, D. (Eds.), Democratic dilemmas of service-learning: Curricular strategies for success (pp. 157–166). Sterling, VA: Stylus.Google Scholar
- 7
- Cited by