Annotated Bibliography of Service-Learning Resources

Added by Veronica House

Adler-Kassner, Linda, Robert Crooks, and Ann Watters, eds. Writing the Community. Urbana, IL: AAHE, 1997.
This volume offers several models for creating and sustaining viable service-learning courses and programs in Writing and Rhetoric. Chapters offer suggestions for facing challenges, avoiding pitfalls, creating strong community partnerships, incorporating critical reflection, and developing program-wide community writing projects.

Anson, Chris M.. “On Reflection: The Role of Logs and Journals in Service-Learning Courses.” Writing the Community. Eds. Linda Adler-Kassner, Robert Crooks, and Ann Watters. Urbana, IL: AAHE, 1997.
Anson’s chapter is one of several in this volume to specify the importance of critical reflection in Composition courses. It provides ideas for how to push students from the savior complex to critical analysis of issues. He argues that students “bring into their experiences ready-made education, social, and cultural assumptions” that they must “contest” through writing (172). He also makes a strong case for the need of the Instructor to respond to students’ reflections to encourage growth.

Bernacki, Matthew and Frank Bernt. “Service-Learning as a Transformative Experience: An Analysis of the Impact of Service-Learning on Student Attitudes and Behaviors After Two Years of College.” Service-Learning: From Passion to Objectivity. Eds. Sherril B. Gelmon and Shelley H. Billig. Charlotte, NC: IAP Information Age Publishing, 2007.
This chapter presents a longitudinal study that argues that students who engaged in service-learning based courses were more likely to engage in campus activities, attend alternative spring breaks, study abroad, and complete advocacy work. This is one of numerous studies to establish a correlation between service-learning courses and positive engagement outcomes for undergraduates ranging from increased motivation and personal growth to commitment to social justice and advocacy work. Once the PWR can establish a semester-based pre- and post-test assessment model, we will eventually want to think about longitudinal assessment.

Campus Compact. Introduction to Service-Learning Toolkit, 2nd ed. Providence, RI: Campus Compact, 2003.
This book is packed with practical information on subjects ranging from service-learning theory to pedagogy, reflection to redesigning curriculum, assessment to academic culture. Chapters are written by leaders in the field. This book is a great resource for PWR Instructors who need information on how to re-vamp their courses, as well as for the service-learning coordinator who will need model programs and ways to institute across the curriculum engagement.

Campus Compact. The Engaged Department Toolkit. Providence, RI: Campus Compact, 2003.
This workbook offers a clear, detailed guide for how to establish an Engaged Department. This is the single most useful book in terms of the PWR’s goals with this model project. It’s chapters include “Creating and Engaged Department,” “Department Planning: What Works and What Gets in the Way,” “Evolving Faculty Roles and Rewards,” and “Creating an Action Plan.”

Cushman, Ellen. "The Public Intellectual, Service Learning, and Activist Research." College English 61.3 (Jan 1999): 328-336.
This article shows readers why research and continuous participation in the community benefit not only the community but also the service-learning program. Cushman places an onus on the instructors who provide service-learning opportunities to move beyond the institution of academia to participate in "activist research" so that they help the community in which they are serving. More importantly, service-learning classes must concern themselves with the most pressing problems in the community or the service is not pertinant to the community itself. Instead, the activity completed serves only the students. The article also discusses some limitations of service-learning pedagogy.

Cushman, Ellen. "Service Learning as the New English Studies." Beyond English, Inc.: Curricular Reform in a Global Economy. eds. David B. Downing, Claude Mark Hurlbert, and Paul Mathieu. Portsmouth, NH: Boynton/Cook, 2002.
Cushman outlines how service-learning became popular within English departments. She emphasizes that when students participate in service-leanring activites, they are able to gain an understanding of societal and cultural problems that plague their communities. Through understanding of these problems, students who work in the community begin to develop plausible solutions and work with community members to strengthen the community.

Cushman, Ellen. "Sustainable Service Learning Programs." College Composition and Communication 54.1 (Sept 2002): 40-65.
Cushman discusses how professors, departments, and universities can create a successful service-learning program and insure its continued existence even when the people who first created the program move to different positions. These are "sustainable programs." To be successful, the university must be involved in the project. According to Cushman, it is important that instructors teaching service-learning classes "view the community site as a place where their research, teaching, and service contribute to community needs and students' learning" (41). When the relationship is reciprocal, the program will be sustainable.

Eyler, Janet. “Creating Your Reflection Map.” Developing and Implementing Service-Learning Programs. Speck, Bruce W. and Mark Canada, Eds. San Francisco: Jossey-Bass, 2001.
Eyler is one of the top scholars on service-learning, and this chapter is a fantastic explanation of the significance of critical reflection in s-l courses. The chapter gives suggestions for framing reflections before, during, and after students do their service projects. She begins the chapter with the brilliantly succinct statement for reflection’s centrality to service-learning: “Reflection is the hyphen in service-learning” (35).

Holland, Barbara A. “A Comprehensive Model for Assessing Service-Learning and Community-University Partnerships.” Developing and Implementing Service-Learning Programs. Speck, Bruce W. and Mark Canada, Eds. San Francisco: Jossey-Bass, 2001.
This chapter offers a good model for how to set up questions for assessment of community partnerships.

Ogburn, Floyd and Barbara Wallace. "Freshman Composition, the Internet, and Service-Learning." Michigan Journal of Community Service Learning (Fall 1998): 68-74.
This article describes how the authors combine service-learning and composition theories in a Freshman Writing sequence at the University of Cincinnati. Students examine a number of social issues and then, as the final assignment, create an internet profile for an area non-profit. They offer the internet project as a new way to synthesize community needs with the tools freshman learn in first-year composition courses.

Rubin, Maureen Shubow. “A Smart Start to Service-Learning.” Developing and Implementing Service-Learning Programs. Speck, Bruce W. and Mark Canada, Eds. San Francisco: Jossey-Bass, 2001.
This chapter offers a how to for course design, outcomes design, reflection ideas, and assessment and evaluation strategies. The latter will be particularly useful as the PWR develops our own assessment model. This chapter provides interesting ideas for collaborating with community partners on determining desired outcomes.

Speck, Bruce W. and Sherry L. Hoppe. Service-Learning: History, Theory, and Issues. Westport, CT: Praeger, 2004.
This volume offers two chapters of historical background to service-learning before it launches into the meat of the book: a comparative analysis of three different theoretical models for service-learning. The first is the Philanthropic model, which is generally not used in university service-learning courses. The second type is the Civic Engagement model, defined by activities that include “developing civic skills, inspiring engaged citizenship, promoting a civil society” (75). This is the model most closely linked with what Campus Compact calls Engaged Institutions, and the chapters about this model would be most valuable to the PWR’s model project. The third model is the Communitarian model, which presumes that humans are social beings who see themselves as “members of a community who share common values and are responsible to each other and for their community” (103). Chapters provide justifications and critiques for each model. The volume ends with an extensive bibliography for future reading and research.

Zlotkowski, Edward, Ed. Successful Service-Learning Programs. Bolton, MA: Anker Publishing, 1998.
This book’s chapters primarily provide models for creating university-wide service-learning centers. The Appendices, however, could prove useful to Instructors in the PWR who want to integrate s-l/ce into their existing courses. Appendix C, “Infusing Service-Learning Into a Course: A Timeline” offers clear, week-by-week strategies; Appendix E, “Selected Service-Learning Projects in Business” could be helpful to our faculty who teach our Business Writing course; and Appendix G, “Policies and Procedures for the Evaluation of Faculty for Tenure, Promotion, and Merit Increases” offers an example from Portland State University that could prove useful as the PWR decides how to expand our Merit Evaluation to include more room for sl/ce related recognition.