"Preeminent SLCE researchers share their research stories, lessons learned, and guidance for future research and researchers. Each chapter is replete with each author's SLCE research trajectory, homespun stories of their research and campus experiences, and past and future research agendas and practice plans, in essence portraits of reflective practitioners and researchers"--
Forscholars seeking to undertake consequential research in service-learning andcommunity engagement (SLCE) at a time when there is widening interest in andincreasing acceptance of research in this field as a primary area ofscholarship, this book provides accounts by preeminent scholars about thetrajectories of their research, their methodologies, lessons learned along theway, as well as their views about the future direction of the field.
The contributors to this volumerepresent a range of disciplines and fields including education, history,organizational leadership, political science, philanthropic studies,psychology, and public health, as well as both qualitative and quantitativetraditions, and offer models of scholarly learning that contribute to aknowledge base that can guide practice and further the broader public purposesof the academy.
They articulate how they view theirresearch on SLCE as having broader purposes that matter to them personally aswell as professionally and illustrate how the why and to what end of theirresearch can evolve as a program of research develops and matures across time.They identify key choices they made in terms of inquiry and methodology,describe both successes and challenges in establishing and navigating a SLCE researchagenda across their careers, and share lessons learned from their researchjourney to advance the field both domestically and abroad.
Emergingfrom these narratives is a theme of practical wisdom that arises through thelearning of researchers, students and communities as they engage with complexsocial contexts.
Recenzijas
From the Foreword:
Preeminent SLCE researchers share their research stories, lessons learned, and guidance for future research and researchers. Each chapter is replete with each author's SLCE research trajectory, homespun stories of their research and campus experiences, and past and future research agendas and practice plans, in essence portraits of reflective practitioners and researchers. Although it may seem counter-normative to blend the practical and research, doing so makes perfect sense. When we read a published article, we have no idea the trials and tribulations faced by the scholar, and often do not know the role of that particular study in the author's overall research agenda. This book makes such matters and others transparent, and its focus is unprecedented in the SLCE field.
If you consider yourself an SLCE researcher or a prospective one, then you will find this book a must-read because it illuminates the trajectory of some of the talented SLCE researchers' stories of becoming involved in the work. Seasoned, early career, and aspiring SLCE researchers will find this book chock-full of guidance to inform and improve SLCE research.
I cannot overstate the value of this book (and the entire book series) to advancing SLCE research agenda and movement.
Jeffrey Howard, Assistant Director, Center for Learning Through Community Service
University of Michigan
Service learning pedagogy is thriving due, in large measure, to the authors of this volume, who, in aggregate, have set the standards for generating outcome-based evidence of the impact of service learning on student achievement. Instructors interested in adding practice knowledge to augment their students academic knowledge, will avoid many pitfalls by absorbing the Practical Wisdom offered for conducting service learning, community engaged research. As a result instructors and students alike will gain deeper understanding about civic engagement, collaborative inquiry, and authentic learning.
Hiram E. Fitzgerald, University Distinguished Professor
Michigan State University
Practical Wisdom provides varied and essential guidance for those wishing to pursue service learning research. But the richness of this volume comes from the personal narratives of leaders in the field who connect that guidance to their personal journeys as service learning practitioners and scholars. The result is a compelling case for the scholarly foundation of service learning research and a call to the next generation of scholars to embrace the work.
Mel Netzhammer, Chancellor, Washington State University Vancouver
Washington State University Vancouver
ForewordJeffrey Howard Series PrefaceRobert G. Bringle and Julie A.
Hatcher Part One. Framing the Conversation 1.1 Practical Wisdom for
Conducting Research. An IntroductionRobert G. Bringle, Julie A. Hatcher, and
Thomas W. Hahn 1.2 Purpose Beyond OurselvesWilliam M. Plater 1.3 Practical
Wisdom as an Ethical Framework for Engaged Learning and ScholarshipJay W.
Brandenberger Part Two. Sharing Pathways and Perspectives 2.1 Service
Learning and the Democratic Project. Building Bridges for the Next Generation
Research AgendaNick V. Longo 2.2 A Developmental Psychologists Journey. How
I Learned About Service Learning, Social Justice, and Community Engagement
and Entered a New Research FieldBarbara E. Moely 2.3 Advancing Full
ParticipationKerryAnn OMeara 2.4 Meeting the Challenges of Service Learning
Research Domestically and Abroad. Field Building and LegitimacyAndrew Furco
2.5 Integrating Social Psychology With Service LearningRobert G. Bringle 2.6
Building and Bridging. Reflections of an Engaged ScholarLorilee R. Sandmann
2.7 Research for Just, Inclusive, and Sustainable CommunitiesEric Hartman
2.8 The Journey of a Community-Engaged ScholarSherril Gelmon 2.9 A Space for
Praxis. Engaging in Reflective Practice as a Scholar-AdministratorEmily M.
Janke 2.10 An Unexpected Journey Toward ResearchJulie A. Hatcher 2.11
Supporting Others in Research. Practical Wisdom From Emerging and
Accomplished ScholarsDan Richard 2.12 Research to Influence ChangeJohn
Saltmarsh Part Three. Deepening Collaborative Research 3.1 Practical Wisdom
on Co-Inquiry in Research on Service LearningPatti H. Clayton, Stephanie
Stokamer, Leslie Garvin, Deanna Shoemaker, Stacey Muse, and Katrina Norvell
About the Contributors Index
Julie A. Hatcher is Associate Professor Emeritus of Philanthropic Studies in the Lilly Family School of Philanthropy at Indiana University Purdue University Indianapolis (IUPUI). From 2012-2018, she was executive director of the Center for Service and Learning and associate professor. Julie serves as co-editor of the IUPUI Series on Service Learning Research (Stylus, 2011, 2013, 2016). Her research focuses on the role of higher education in democracy and civil society, civic learning outcomes in higher education, philanthropic studies, and civic-minded professionals. She serves on the national advisory board for the Carnegie Foundations Community Engagement elective classification. Julie is the 2017 International Association for Research on Service-Learning and Community Engagement Distinguished Career Award recipient, and the 2008 Dissertation Award recipient. Julie earned her PhD in philanthropic studies with a minor in higher education at Indiana University. Robert G. Bringle is Chancellors Professor Emeritus of Psychology and Philanthropic Studies and Senior Scholar in the Center for Service and Learning at Indiana University Purdue University Indianapolis. From 2012-2015, he was the Kulynych/Cline Visiting Distinguished Professor of Psychology at Appalachian State University. He was the Executive Director of the Indiana University Purdue University Indianapolis Center for Service and Learning from 1994-2012. Dr. Bringle was awarded the Thomas Ehrlich Faculty Award for Service Learning, the IUPUI Chancellors Award for Excellence in Teaching, and the Legacy of Service Award from Indiana Campus Compact. In 2004, he was recognized at the 4th Annual International Service-Learning Research Conference for his outstanding contributions to the service-learning research field. The University of the Free State, South Africa, awarded him an honorary doctorate for his scholarly work on civic engagement and service learning. Thomas W. Hahn is the Director o
