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Community Service Learning in the Face of Globalization:
Rethinking Theory and Practice
Novella Zett Keith
Temple University
Globalization is a multifaceted phenomenon that does not yield easy definitions. The author examines three of its interconnected facesÑneoliberalism, time-space compression, and globalismÑto trace their implications for two principles of service-learning practice: reciprocity and meeting community needs. The article reconceptualizes these two principles, concluding that interdependence is a better fit with the values and practices of the field than reciprocity; conceptions of community should emphasize difference and intersection of public and private spaces; and community needs should be defined to support citi-zenship action, public work, and social justice.
While there has been a steady increase in the understanding of how service-learning affects students, there remains a dearth of research on how using service-learning pedagogy impacts faculty. In this research study six themes emerged that illuminate how using this innovative pedagogy shaped and influ-enced faculty membersÕ understandings of, and approaches to, teaching and learning.
This research assesses (a) studentsÕ perceptions of civic involvement from either a charity or social jus-tice perspective, and (b) the relationship among six dimensions of civic involvement (Knowledge, Skill, Efficacy, Value, Responsibility, and Commitment) for developing a charity or social justice perspective. Pre- and post-course analysis showed that (a) the charitable view of civic involvement was dominant; and (b) the six dimensions were distinct constructs in describing civic involvement.
Intentionally linking the assessment of student learning outcomes of service-learning with reflection allows each to inform and reinforce the other. This paper traces the evolution of a strategy that uses reflec-tion products as data sources to assess and improve both individual student learning and program-wide approaches to reflection. Two tools were developed to guide the process of reflective writing in two cours-es. Associated rubrics were used to evaluate the quality of thinking demonstrated in the written reflection. Results suggest that these tools can improve studentsÕ higher order reasoning abilities and critical think-ing skills relative to academic enhancement, civic engagement, and personal growth, and as a result, can improve the overall quality of their thinking and learning. However, this assessment has also surfaced the need for further improvement, particularly with respect to academic learning outcomes.
Public Work and the Academy:
An Academic AdministratorÕs Guide to Civic Engagement and Service-Learning
Mark Langseth and William M. Plater (Eds.)
Boston: Anker Publishing, 2003
Last Updated April 4, 2005
