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Research on Service-learning's (SL) impact on students' moral development has been "mixed." In this study, 46 students in SL and non-SL sections of comparable courses offered at a northeastern Catholic university completed the Defining Issues Test, the Moral Justification Scale, and the SL Outcome Scale at the beginning and end of a semester. Although scores on moral development and orientation did not change significantly, SL students reported becoming more compassionate and more sensitive, having a greater understanding of and ability to solve social problems, and possessing a greater efficacy to make the world better. While a single-semester exposure to SL may be too limited to affect moral development, participants'self-reported changes may be precursors to such developmental changes. Unfortunately, existing measures of moral orientation may preclude a thorough examination of change associated with SL. Future research would benefit from using tools that measure moral thinking and action, and under- standing of hypothetical moral principles.
This paper presents the results of interviews with staff from 64 community organizations regarding their experiences with service-learners. One of the themes that emerged from the interviews focused on con- cerns related to short-term service-learning commitments that last a semester or less. We explore the challenges presented to community groups by short-term service:investment of staff time; staff capacity to train and supervise; incompatibility with direct client service; timing and project management; and academic calendar issues. Despite these obstacles, many community organization staff reported their desire to continue working with service-learners for altruistic and other reasons. The paper concludes with thoughts on howto deal with the challenges presented by short-term service-learning.
Conversations continue as to whether and how community-based learning and research (CBLR) can be most effectively integrated into the mission and practice of institutions of higher education (IHEs). In 2005, eight District of Columbia- (DC-) area universities affiliated with the Community Research and Learning (CoRAL) Network engaged in a planning and evaluation exercise, applying a "rapid assess- ment" method to gauge baseline levels of CBLR institutionalization on each campus, envisioning progress in key areas, and proposing ways in which the CoRAL Network could achieve institutionaliza- tion goals. Aggregate analysis of the assessment data suggests several areas of similarity across extreme- ly diverse university settings. Principle among the areas of similarity is the clearly articulated need for anetwork structure, external to any given university, to play a strategic role in enabling CBLR institu- tionalization goals.
Approaching reflection from the perspective of a teachable skill set implies that research may inform how to help students reflect. Employing a framework of making connections often used in reading compre- hension, this study aimed to characterize how making connections between the service-learning experi- ence (SLE) and prior experiences in similar settings, personal life experiences, and knowledge gained in the world, helped students make better sense of their SLE. We also discovered that particular words and phrases--reflection markers--are useful in teaching students how to write reflections. The study con- cludes with practical suggestions for service-learning instructors to facilitate quality student reflections.
There is an emerging body of literature advocating a "critical" approach to community service learning with an explicit social justice aim. A social change orientation, working to redistribute power, and devel- oping authentic relationships are most often cited in the literature as points of departure from tradition- al service-learning. This literature review unpacks these distinguishing elements.
Weanalyze a multi-campus collaboration in a Food Stamp Enrollment Campaign to demonstrate that a well-managed public benefits campaign, associated with broader advocacy-based community partner- ships, can result in positive outcomes for the community that include measurable benefits for clients, data needed to makepolicy and administrative changes, and new institutional relationships that enhance existing capacities. Public benefits campaigns also provide effective service-learning experiences that enhance student learning and engagement in issues related to the study of poverty, policy, and social jus- tice. Recommendations are offered for effective implementation of such service-learning opportunities with public benefits campaigns.
The professional standards in the field of foreign language pedagogy focus on communication, cultures, connections, comparisons, and communities. Using those 5 C's as a framework, the authors examine student success at satisfying those disciplinary standards through community service learning (CSL). Data is used to present a qualitative case study. This case concentrates on the standards for foreign language learning, but the results hold meaning for CSL instructors of all disciplines, suggesting ways in which CSL can help students achieve the national standards of other disciplines and highlighting the fact that all CSL facilitates student learning about these 5 C's.
Why Community Matters:Connecting Education with Civic Life
Nicholas V. Longo
Albany:SUNY Press, 2007
Educating for Democracy:Preparing Undergraduates for Responsible Political Engagement
Anne Colby, Elizabeth Beaumont, Thomas Ehrlich, and Josh Corngold
San Francisco, CA:Jossey-Bass, 2007
Last Updated May 5, 2008
