Cover

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CONTENTS

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pp. iii-v

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INDIANA CAMPUS COMPACT DIRECTORS’ WELCOME

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p. vii

Founded in 1993, ICC is a network of over 40 college and university campuses in Indiana that supports higher education’s efforts to develop students into well-informed, engaged citizens. By providing programs, services, and resources, ICC serves as a catalyst for campuses and communities to improve people’s lives through service-learning...

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WELCOME TO QUICK HITS FOR SERVICE-LEARNING

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p. ix

The Quick Hits series of publications has arisen to address contemporary challenges of teaching and learning. While initial volumes were authored by members of the Indiana University Faculty Colloquium on Excellence in Teaching (FACET), subsequent volumes have been authored by a wider range of contributors. The FACET organization...

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EDITORS’ INTRODUCTION

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p. xi

“College is a time you’ll explore. You are going to do things you’ve never done before, and you are going to meet people from all over the world.” This is what our parents told us the day we went off to college. The only new things we really hoped to find were new ways to have fun, and the only new people we really hoped to meet were new...

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1. The Education of Children and Youth

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pp. 1-28

A national study that included all institutional members of the American Association of Colleges for Teacher Education (AACTE) in the U.S. found that 59% of responding campuses integrated service-learning experiences into the preparation of their teacher candidates, and 39% prepared teacher candidates to use service-learning as a pedagogy with their future...

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2. Civic Awareness, Engagement, and Activism

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pp. 29-48

Faculty members enter into service-learning projects for many different reasons—a desire to increase academic learning, an intention to engage students in their communities, a plan to enhance personal or professional growth. All of these are noble reasons for bringing service-learning into the classroom; and as the entries in this chapter demonstrate, even when civic...

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3. Language, Literature, and Communication

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pp. 49-66

As an avid advocate of service-learning both on my campus and nationally, I spend a fair amount of time expounding service-learning’s benefits, principles, and challenges. I get excited when I talk about service-learning because I have seen students who participated in high-quality service-learning act on the problems communities and individuals face, engage in dialogue and...

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4. Global Studies and Local Outreach to Exceptional Populations

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pp. 67-90

There’s no better time than the present to explore educational opportunities that expose students to our increasingly interconnected and complex world. Globalization, for instance, has decomposed barriers to movement such that current migration trends have dramatically altered local demographics, hence the need for bilingual and culturally sensitive professionals...

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5. The Study of History, the Social Sciences, and the Arts

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pp. 91-117

Learning through service is an opportunity to expand beyond the confines of a specific discipline and merge the cognitive with the heart. While this is true for all disciplines, there are some, such as social work and the performing arts, where the connection to others and the expression of learning is part of the very fabric...

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6. Business, Industry, and the Health Sciences

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pp. 119-144

This chapter offers illustrations in service-learning in disciplines that can be referred to as business, industry and the health sciences. This introduction provides a brief overview of the articles, clustering them by profession/discipline and highlighting a key theme that may be unique to the profession, or in fact may...

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7. The Teaching of Research and Other “Tools of the Trade"

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pp. 145-172

When I discuss civic engagement to higher education audiences, I always display and discuss the Venn diagram in Figure 7.1 (Bringle, Games, & Malloy, 1999). This figure is useful because it bases the analysis of civic engagement on the three areas of faculty work: teaching, research, and service. Much of faculty work...

CONTRIBUTORS

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pp. 173-179

INDEX

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pp. 181-184