| Title | Author(s) | Format | Location/
Access | Annotations |
|
| Educational Philosophy and Social Theory |
| An Aristocracy of Everyone | Barber, Benjamin | Book | Library Call #:
LA217.2.B37 1992 |
Barber encourages the reader to evaluate, honestly, the aims of education. He unveils the reality that education has and continues to benefit, mostly, the elite because it has always been greatly influenced, shaped, designed and written by the elite.
In the latter part of this work, Barber calls for us to re-discover the civic mission of higher education and to reform higher education so that it lives our this mission with more integrity. He discusses his ideal pedagogy that would act as the vehicle for doing this as service-learning pedagogy. |
| Habits of the Heart | Bellah, Robert | Book | Library Call #:
E169.12.H29 1985 |
|
| Democracy and Education | Dewey, John | Book | Library Call #:
LB875 .D35 1966 |
In this work, Dewey discusses the democratic society and the role of education within a democratic society. He discusses the importance of experiential education in preparing students for life as a citizen in a democracy. He discusses moral theory and social theory. In the chapter, "The Democratic Concpetion in Education," Dewey discusses the importance of helping students to realize their connection to one another in the world; the importance of recognizing that our individual actions influence outcomes for people other than ourselves. |
| Experience and Education | Dewey, John | Book | Ordered | |
| Schools of Tommorow | Dewey, John | Book | Library Call #:
LB875.D46 |
This book is the product of a joint effort between John Dewey and his daughter Evelyn. They discuss the importance of physical and social learning. They discuss briefly the evolution of educational philosophy as moving from the purpose of education being the betterment of society to the purpose of education being the betterment of the individual. John and Evelyn are part of a reemerging philosophy of education that focuses on the needs of society, as well as the needs of the individual. In this book, they discuss several examples of schools and societies that are taking into consideration the welfare of students as well as communities in develop their structure and curriculum. |
| Pedagogy of the Oppressed | Friere, Paulo | Book | Library Call #:
LB880.F73 P4313 1993 |
|
| Pedagogy of Freedom | Friere, Paulo | Book | Library Call #:
LC196.F73713 1998 |
|
| Higher Education and Rebuilding Civic Life | Gamson, Zelda | Article | Link to Article | The decline in "social capital" as stated by Robert Putnam may not be as severe as once thought. Other forms of social interaction have sprung up in different areas than previously examined. If Universities are to act as agents of civic engagement education they must internalize this discourse first. Universities must strive to become the models of civic engagement that they wish to foster in the broader society. The author lays out seven points of practice in order to achieve this goal. |
| The Dialectic of Freedom | Greene, Maxine | Book | Library Call #:
LA205.G72 1988 |
Greene discusses what democracy and freedom mean to her. Freedom means to continually engage and challenge the forces in society that are oppressive. She recommends that educators help their students to connect with members of society and facets of society that they have not been exposed to, so to challenge their current perceptions, allow them to connect with "the other," and incite them to imagine doing things differently. |
| John Dewey: A Voice that Still Speaks | Halliburton, David | Article | Link to Article | The author reminds readers about the relevance of John Dewey's philosophy on education and society. Specifically this article focuses on the timely nature of his voice on educating for democracy. |
| We Make the Road by Walking: Conversations on Education and Social Change | Horton, Myles and Friere Paulo | Book | Library Call #:
LB885.H64 W4 1990 |
This book is a record of conbversations on education by two leaders in the fields of particiaptroy deomcratic education. They share their thoughts with each other and ask questions such as what is the role of the teacher in a particpatory education? How can education be used to mobilize people for the creation of a new society, and what is the ability of transformation within the public education system? |
| The Political Philosophy of John Dewey Towards a Constructive Renewal | Hoy, Terry | Book | Not at FFLD Library | The author gathers, and interprets John Dewey's thoughts on politics and education in various chapters. The sections of the book include: The Contradictions of Modernity and Reconstructive Oreintation, Naturalistic Humanism, Democracy and Education, Freedom and Equality, and Human Community and the Public Realm. |
| Bowling Alone: The Collapse and Revival of American Community | Putnam, Robert | Book | Library Call #:
HN65 .P878 2000 |
|
| The Aims of Education and Other Essays | Whitehead, Alfred North | Book | Library Call #:
LB875.W48 1967 |
|
| |
| Higher Education - History and Purpose |
| American Higher Education in the Twenty-first Century | Altbach, P., Berdahl, R., Gumport, P. | Book | Library Call #:
LA227.4 .A45 1999 | |
| Creating the New American College | Boyer, E | Article | In Library/
On Microfiche/
Film & Journal:
The Chronicle of
Higher Education
ISSN: 0009-5982
Date: 03/09/1994
V: 40, Issue: 27,
Page: 48 |
American Colleges must make an effort to connect campus projects with local problems and commit themselves to improving human conditions to fullfil the higher education's goals of serving the nation and its people. Past historic commitments of higher education included helping America win World War II and responding to President Kennedy's pleas of promoting human justice through civil rights movement. Institutions must focus on professional service to society and address social issues. |
| The Market Model University: Humanities in the Age of Money | Engell, J and Dangerfield, A | Article | Not at FFLD Library;
Harvard Magazine,
May-June (1998),
p 48-55. |
Universities have consistently shifted their foci to academic fields that the authors claim exhibit three criteria. A promise of money, a knowledge of money, and a source of money. As a result of universities bowing to market forces the Humanities have felt the brunt of decreased funding and lowered student participation in the various fields. The authors suggest that students not enrolled in programs that exhibit one of the three criteria actually subsidize those programs that do meet the criteria. If there is to be a change in the current course Humanities professors must fight for their recognition as integral parts of the development of a robust and informed society. |
| The New Vocationalism: What it is, What it Could Be | Grubb, Norton W. | Article | Link to Article | |
| |
| Higher Education and Community |
| Researching for Democracy & Documenting Research | Ansley, Fran and Gaventa, John | Article | Link to Article | New and more democratic approaches to research will alter traditional tenure requirements, with faculty members rewarded for their commitment to institutions and communities. In fact, these participatory research methods are increasingly adopted by major institutions such as the World Bank. |
| New Voices in University-Community Transformation | Arches, J., et al. | Article | Link to Article | The renewal of civic values and practices in American society has at its core perceptions of the university's relations to immigrant communities. A recognition of the contributions of refugees and immigrants to society is crucial, especially their vitality, struggles and collective visions.
|
| Educating a Committed Citizenry | Gabelnick, Faith | Article | Link to Article | Argues for a greater level of integration between faculty and administration. The university must work with the community towards establishing lasting programs that result in a more committed citizenry. |
| Toward a Civil Society: Civic Literacy and Service Learning | Lisman, C. David | Book | Ordered | |
| |
| Service-Learning Philosophy and Theory |
| Service-Learning: The Essence of Pedagogy | Furco, A. and Billig, S. | Book | Library Call #:
LC220.5 .S473 2002 |
Furco and Billig are renowned experts in the field of service learning. This book is a compilation of advanced research in service learning. It covers the basic nuts and bolts of service learning; theory supporting service learning; methodology in researching and integrating service learning into the curriculum; and impact of service learning. |
| The Theoretical Roots of Service-Learning in John Dewey: Toward a Theory of Service-Learning | Giles, E.G. Jr., and Eyler, J. | Article | Available in Print
in Library;
Michigan Journal of
Community Service
Learning,
Fall (1994), v 1:n 1,
p. 77-85. |
As interest in service-learning research multiplies, there is a concomitant need for a theoretical base for service-learning. In this article the authors review aspects of John Dewey's educational and social philosophy that they identify as relevant to the development of a theory of service-learning, including learning from experience, reflective activity, citizenship, community and democracy. The article concludes with a set of key questions for research and theory development. |
| The Humanities and Service-Learning: Whence and Whither? | Howard, V.A. | Article | Available in print
in library;
Michigan Journal of
Community Service
Learning,
v 6:n 1 (1999),
p 123-133. |
This article examines service-learning as a potential antidote to the over-specialization, market consciouness, and civic disengagement that drain the contemporary humanities of their practical as well as theoretical vitality in a liberal education. It also assays the conceptual terrain of service-learning with a view to eliminating some of the misunderstandings that mask the service-learning's academic value to suspicious humanists and other skeptics. |
| The Dynamic Tensions of Service-Learning in Higher Education: A Philosophical Perspective | Kezar, A. and Rhoads, R. | Article | Link to Article | Kezar and Rhoads examine the difficulties experienced in the creation, implementation and execution of service-learning in higher education. They frame the dicussion by asking four main questions relating to what the expected learning outcomes of service-learning are, how organizational structures influence the effectiveness of a service-learning program, how the work of service-learning fits in with the other institutional demands of both teachers and students, and lastly issues of implementation and evaluation. The authors recognize the theoretical nature of their discussion and so remain focused on the institutional level rather than pedagogical issues. |
| Service-Learning: An Introduction to its Theory, Practice and Effects | Kraft, R. | Article | On Microfiche:
Education and
Urban Society;
v 28: n 2 (1996),
131-159 |
|
| Academic Service-Learning: A Pegagogy of Action and Reflection | Rhoads, R. and Howard, J. | Book | Not at FFLD Library | A compilation of articles that cover outcomes of service-learning; implementation of service-learning; and implications of the research. |
| Toward a Theory of Engagement: A Cognitive Mapping of Service-Learning Experiences | Rockquemore, K.A. and Schaffer, R.H. | Article | Available in print at
Library;
Michigan Journal of
Community Service
Learning,
Fall (2000), p 14-25. |
This research project used grounded theory to analyze the reflective journals of 50 students enrolled in service-learning courses at a West Coast university enrolling affluent students. Students engaged in service activities in: food delivery; residential geriatric care; youth mentoring; public education; juvenile detention; free health services; free legal aid; homeless shelters; and after-school mentoring. The journal data showed that students went through three stages in the service-learning process: shock (at encountering poverty), normalization (adapting to the new surroundings), and engagement (seeking answers to why clients were in poverty and needed services).
In addition to the analysis of journals, all students took a survey that measured changes in attitude about equality of opportunity in the US and students' abilities to impact social problems. Though the researchers did not perform significance tests on these data, there were substantial positive increases over the semester in these attitudes. |
| Service-Learning: A Movement's Pioneers Reflect on its Origins, Practices and Future | Stanton, T., Giles, D., and Cruz, N. | Book | Library Call #:
LC220.5 .S72 1999 |
This book explores the lives of over thirty pioneers of the service-learning movement. This book discusses their motivations - personal and professional - their methods, their approaches - from within the university or from outside of the university - and their challenges.
This book offers a comprehensive study of the challenges and possibilities of service learning. It explores the unique challenges of defining and instituting service-learning at various types of higher education institutions - liberal arts, community, public, research, etc. Also, it reveals the fact that service-learning has often stemmed from the advocacy and work of one or a small number of individuals and the challenges of institutionalizing the effort. |
| |
| Service-Learning Implementation and Insitutionalization |
| A Season of Service: Introducing Service Learning into the Liberal Arts Curriculum | Barber, B. and Battistoni, R. | Article | Link to Article | |
| Implementing Service-Learning in Higher Education | Bringle, R., Hatcher, J. | Article | Link to Article | Article discusses a the need for a Comprehensive Action Plan for Service Learning (CAPSL) at the University Level. The authors provide a CAPSL for Institutions, Students, Faculty, and Community. Each CAPSL includes examples of planning, awareness, prototypes, resources, expansion, recognition, monitoring, evaluation, research, and institutionalization. |
| Institutionalization of Service-Learning in Higher Education | Bringle, R., Hatcher, J. | Article | Link to Article
NOT WORKING |
Building on their previous work of the development of a Comprehensive Action Plan for Service Learning (CAPSL) the authors focus on the institutionalization of service-learning. A survey was conducted assessing the four areas of Institution, Faculty, Students, and Community (developed and explained in a previous article titled "Institutionalization of Service Learning in Higher Education"). Participants were asked to rate the achievement of their institutions in these areas. The authors suggest that their CAPSL provides a valid measurement of the institutionalization of service-learning at a particular institution. |
| The Service Integration Project: Institutionalizing University Service-Learning | Cleary, Cindy | Article | Not at FFLD Library;
Journal of Experiential
Education,
v 21: n 3 (1998),
p 124-129 |
|
| Service-Learning and the Liberal Arts in: Restructuring for Integrated Education | Crabtree, Robbin | Chapter in Book | On Order | |
| "Doing Good" and Scholarship: A Service-Learning Study | Cohen, J., and Kinsey, D. | Article | Link to Article | Two hundred twenty students enrolled in a journalism course were given the option of participating in a service-learning project for this study. They were then divided into experiential and non-experiential service project groups led by seminar leaders. Students attended a weekly seminar and were graded based on team effort. One hundred and sixty seven of the students completed a twelve-item questionnaire after completing their projects (88-experiential service; 79 non-experiential service) asking about reactions to and learning in the course. In addition to these data, researchers gathered and analyzed evaluations from site representatives, seminar leaders, and course instructors. |
| Where's the Community in Service-Learning Research | Cruz, N., and Giles, D.E. Jr. | Article | Michigan Journal of
Community Service
Learning,
Fall (2000), p 28-34 |
Community aspect of service-learning is emphasized and a four dimensional model for doing research with community partners. The authors argue for a greater focus on community-university partnership in the development and implementation of service-learning. |
| Service-Learning as a Path to Virtue: The Ideal Orator in Professional Communication | Dubinsky, J. | Article | Michigan Journal of
Community Service
Learning,
Spring (2002), p 61-74. |
This article examines service-learning as a means to bridge the gap between practical courses in the curriculum such as professional communication, which are linked to a market-economy, and the ideal of public service. By outlining ways in which service-learning has been used in the professional communication field, and problems and concerns with its use, the author explores the charge of "vocationalism." The historical connection between rhetoric and professional communication is developed through a detailed case study analysis covering the author's partnership with a non-profit organization over several semesters. The author suggests that when used with care and reflection, service-learning can be a path toward virtue for students, helping them to inculcate a public service ideal. |
| Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education | Furco, Andrew | Article | Not at FFLD Library;
Campus Compact at
Brown University |
Andrew Furco is a renowned scholar of service-learning. He has focused many of his recent students on the institutionalization of service-learning. This is a rubric that universities can use to assess how they are doing with regards to the institutionalization of service-learning. It is a useful tool regardless of the maturity of the program. |
| Service-Learning in Higher Education: Concepts and Practices | Jacoby, B. | Book | On Order | A compilation of resources related to service learning. This book covers everything from the nuts and bolts of service-learning to the institutionalization of service learning. |
| Building Partnerships for Service-Learning | Jacoby, B. | Book | Library Call #:
LC221 .J33 2003 |
|
| Combining Service and Learning: A Resource Book for Community and Public Service | Kendall, J. et. al. | Book | On Order | |
| From the Margins to the Mainstream: Campus Compacts' Project on Integrating Service with Academic Study |
Morton, K., and Troppe, M. | Article | Link to Article | This article discusses, in brief, the basic history of Service-Learning and the philosophy from which it stems, namely Dewey's philosophy of experiential education and education and democracy. The article makes the case that service-learning needs to be directly linked to academics in order for it to be respected by the faculty. The article also discusses the importance of the s-l development and implementation being generated by the faculty. It describes what institutionalization looks like and offers to case studies where institutionalization was implanted effectively and on in which it was not implemented effectively. |
| From The Mirror, student newspaper at Fairfield University, From the Classroom to the Community: University Courses Incorporate Service Learning |
Petrone, Kimberly |
Article |
Link to Article |
|
Service Learning Appications from the Research
| Waterman, A. | Book | Library Call #:
LC220.5 .S456 1997 |
|
| Studying Service-Learning: Innovations in Education Research Methodology | Waterman, A. and Billig, S. | Book | Library Call #:
LC220.5 .S795 2003 |
|
| |
| Service Learning Outcomes |
| How Undergraduates are Affected by Service Participation | Astin, A. and Sax, L. | Article | Journal at FFLD Library;
Journal of College
Student
Development,
v 39:
n 3 (1998),
p 251-263 | This national survey of 42 institutions was sponsored by Learn and Serve America (LSAHE). LSAHE programs engage students in tutoring, working with the homeless, the poor and the elderly; improving neighborhood environments and community health; and preventing crime. Using data from the Cooperative Institutional Research Program Freshman (CIRP) Survey, SAT and ACT scores, and enrollment data, thirty-five student outcomes were measured in five student cohorts from 1990-1994. Follow-up surveys were also administered to students in 1995. Service participation was the independent variable and control variables included freshmen year pre-tests, service propensity, major, race, ethnicity, gender, and structural characteristics of the institution. The analysis also indicated that the more time devoted to service the more positive the effect on students. Whether a student volunteered in high school was the most important predisposing factor for students to participate in college level service-learning. Other factors included leadership ability, involvement in religious activities, commitment to participation in community action programs, tutoring other children, being a guest in a teacher's home, and being a woman. |
| Long-Term Effects of Volunteerism During the Undergraduate Years | Astin, A., Sax, L., and Avalos, J. | Article | Link to Article | For this study, students completed three surveys administered through the Cooperative Institutional Research Program (CIRP) of the Learn and Serve Institutions. The first survey was conducted in 1985 with entering freshmen, the second survey was given four years later in 1989, and the third survey was administered to the now former students in 1994-95. Freshman scores on behavioral and value variables, as well as reasons for entering college were controlled for in data analysis. The independent variable was volunteerism. |
| The Effects of Community Service Work on the Moral Development of College Ethics Students | Boss, Judith | Article |
Not at FFLD Library;
Journal of Moral
Education,
v 23: n 2 (1994),
p 183-198. |
This article discusses the importance of helping students to "advance to a higher level of moral reasoning." The article discusses an experiment that studied the impact of community service on the advancement of higher moral reasoning in college students taking an ethics course. This article introduces the term "social disequilibrium", and discusses the difference between social disequilibrium and cognitive disequilibrium, arguing that it is creating a social disequilibrium that is more important to the moral development of students than creating a cognitive disequilibrium. |
| Where's the Learning in Service-Learning? |
Eyler, J. and Giles, D. | Book |
Library Call #:
LC220.5 .E95 1999 |
This book summarizes results of three studies designed to assess the impact of service-learning and alternative models of service-learning on college students. The data sets included: a pre- post-semester survey of about 1500 students (1100 of whom participated in service-learning and 400 of whom did not) from 20 colleges and universities across the US; in-depth pre- and post-semester problem solving interviews with 66 students from 6 colleges and universities; and in-depth interviews of 65 college students from 6 other institutions that explore student views of the nature of reflection in service-learning. A second analysis, which examined the impact of program characteristics on outcomes using only the service-learning sample of 1100 students, showed that the quality of service-learning classes impacts outcomes significantly. Program characteristics such as a placement quality, link between the academic subject matter and service, written and oral reflection, diversity, and community voice were predictive of many student outcomes. |
| Assessments by Community Agencies: How "The Other Side" Sees Service-Learning |
Ferrari, J., and Worrall, L. |
Article | Michigan Journal of
Community Service
Learning,
Fall (2000), p 35-40. |
For this study researchers asked 30 supervisors at community based organizations (CBOs) to fill out performance evaluations of 135 upper division students enrolled in courses at a Midwestern university with a 20-25 hour service component. Students were aware that their performance was to be evaluated and that they would not be graded on the performance review. |
| The Unintended Consequences of Volunteerism: Positive Outcomes for Those Who Serve |
Primavera, Judy | Article |
Not at FFLD Library;
Journal of Prevention
and
Intervention
in the
Community,
v 18: n 1/2,
(1999), p 125-140 |
|
