At this time of a renewed call for colleges and universities to create campus cultures that support and develop students understanding and commitment to civic participation, what is known about the design of service learning courses and their effectiveness to achieve this goal? This volume presents research on, and deepens understanding of, teaching strategies that foster the knowledge, skills and dispositions of college graduates to be actively engaged in their communities as citizens and civic-minded professionals.
The first section offers an overview of civic learning and the importance of intentional service learning course design to reach civic outcomes. The next section employs various disciplinary perspectives to identify theories and conceptual frameworks for conducting research on student civic outcomes. The third section focuses on research methods and designs to improve research using quantitative and qualitative approaches, cross-institutional research strategies, longitudinal designs, authentic data, and local and national data sets. Chapters also address implications for practice and future research agendas for scholars.
Recenzijas
Research on Student Civic Outcomes in Service Learning: Conceptual Frameworks and Methods is the third volume in a series dedicated to research on service learning. This volume, with its timely focus on civic outcomes, is divided into three sections. It begins with an introduction to how student learning outcomes are embedded in service learning, then moves on to various theoretical frameworks by which one can situate research. It concludes with some nuts and bolts aspects of conducting research on student civic outcomes in service learning, defined as a course or competency-based, credit-bearing educational experience in which students (a) participate in mutually identified service activities that benefit the community, and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility.
The volume is worthwhile for teachers and researchers who want to improve students service learning as a site for civic engagement."
Reflective Teaching (Wabash Center)
| Series Preface |
|
vii | |
|
|
| Preface |
|
xv | |
|
|
|
PART ONE SERVICE LEARNING AND STUDENT CIVIC OUTCOMES |
|
|
|
1.1 Introduction To Research On Service Learning And Student Civic Outcomes |
|
|
3 | (22) |
|
|
|
|
|
|
|
1.2 Student Civic Outcomes In Higher Education |
|
|
25 | (20) |
|
|
|
|
|
1.3 Student Civic Learning Through Service Learning |
|
|
45 | (24) |
|
Instructional Design and Research |
|
|
|
|
|
|
|
PART TWO THEORETICAL FRAMEWORKS FOR RESEARCH ON SERVICE LEARNING AND STUDENT CIVIC OUTCOMES |
|
|
|
2.1 Social Psychology And Student Civic Outcomes |
|
|
69 | (22) |
|
|
|
2.2 Political Theory And Student Civic Outcomes |
|
|
91 | (24) |
|
|
|
2.3 Educational Theory And Student Civic Outcomes |
|
|
115 | (20) |
|
|
|
|
|
2.4 Philanthropic Studies And Student Civic Outcomes |
|
|
135 | (20) |
|
|
|
2.5 Well-Being And Student Civic Outcomes |
|
|
155 | (22) |
|
|
|
|
|
|
|
|
|
2.6 Critical Theories And Student Civic Outcomes |
|
|
177 | (22) |
|
|
|
|
|
2.7 Boundary Zones, Activity Theory, And Student Civic Outcomes |
|
|
199 | (22) |
|
|
|
PART THREE CONDUCTING RESEARCH ON SERVICE LEARNING AND STUDENT CIVIC OUTCOMES |
|
|
|
3.1 Quantitative Research On Service Learning And Student Civic Outcomes |
|
|
221 | (20) |
|
|
|
3.2 Qualitative Research On Service Learning And Student Civic Outcomes |
|
|
241 | (20) |
|
|
|
|
|
3.3 Institutional Characteristics And Student Civic Outcomes |
|
|
261 | (22) |
|
|
|
Jennifer M. Domagal-Goldman |
|
|
3.4 Longitudinal Research And Student Civic Outcomes |
|
|
283 | (20) |
|
|
|
|
|
|
|
|
|
3.5 Documenting And Gathering Authentic Evidence Of Student Civic Outcomes |
|
|
303 | (18) |
|
|
|
|
|
3.6 Using Local And National Datasets To Study Student Civic Outcomes |
|
|
321 | (20) |
|
|
|
|
| About The Contributors |
|
341 | (10) |
| Index |
|
351 | |
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
