Cover

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Title Page, Copyright

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pp. i-iv

Contents

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pp. v-vi

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Preface

Randy Stoecker, Elizabeth Tryon

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pp. vii-xvi

Admittedly, however, any attempt by those of us on the academic side of the service learning relationship to present the voices of the community organization staff will necessarily be colored by our own filters, so we want you to know something about the editors and the contributors to this collection, along with the process of its production...

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1. Unheard Voices: Community Organizations and Service Learning

Randy Stoecker, Elizabeth Tryon

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pp. 1-18

Every year, tens of thousands of college students make their way into the community in the name of service learning. They tutor, paint, serve soup, build databases, conduct surveys, organize meetings, run errands, and all manner of other things. Many of them, maybe even the majority, do it to meet a college or university...

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2. Motivations of Community Organizations for Service Learning

Shannon M. Bell, Rebecca Carlson

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pp. 19-37

When we consider the plight of small- and medium-size non-profits, stretched far beyond their capacity and watching the needs of their constituencies grow while the resource pie shrinks, it’s easy to understand why they would accept service learners, even though this can bring extra duties for the organization...

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3. Finding the Best Fit: How Organizations Select Service Learners

Cassandra Garcia, Sarah Nehrling, Amy Martin, Kristy SeBlonka

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pp. 38-56

Given the combined motives of community organization staff to both educate service learners and expand services to the community, how does a community organization find and recruit students who fit the bill? We know amazingly little about this question. Perhaps we have not considered the community’s role in recruiting...

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4. The Challenge of Short-Term Service Learning

Amy Martin, Kristy SeBlonka, Elizabeth Tryon

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pp. 57-72

Perhaps one of the most popular forms of service learning today is the service learning component grafted onto a regular course, which nearly always involves a short time commitment on the part of the student. In this study, one of the most consistent themes involved the challenges associated with short-term service...

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5. Managing Service Learners: Training, Supervising, and Evaluating

Jason Gonzalez, Barbara Golden

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pp. 73-95

Perhaps one reason so much service learning defaults to simple short-term opportunities is that, when you really think about it, serious service learning involves enormous complexity and commitment. Service learning extends the classroom into the community, be it local, regional, national, or international. It engages students...

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6. The Heart of Partnership: Communication and Relationships

Elizabeth Tryon, Amy Hilgendorf, Ian Scott

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pp. 96-115

It’s no great surprise that, according to the community organization staff we interviewed, an important factor in the success of service learning is the type of relationship they have with their partner higher education institutions. An important component of this relationship is the nature of the communication between the nonprofit staff and higher...

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7. Service Learning in Context: The Challenge of Diversity

Cynthia Lin, Charity Schmidt, Elizabeth Tryon, Randy Stoecker

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pp. 116-135

While previous chapters focus on issues internal to service learning, the question of diversity in service learning requires us, at least momentarily, to consider the broader social context. This dilemma of diversity is part of the fundamental dichotomy of access to higher education (Tierney and...

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8. One Director’s Voice

Amy S. Mondloch

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pp. 136-146

It all comes down to one motto: “Everyone a learner, everyone a teacher, everyone a leader.” That’s it. That’s the radical view of the world that changes how community works and shuffles the balance of power. It gives service learners ownership of their work and an opportunity to really engage as members of the community—not just college...

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9. Principles for Success in Service Learning—the Three Cs

Dadit Hidayat, Samuel Pratsch, Randy Stoecker

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pp. 147-161

This project grew from the concerns of community agency staff that service learning wasn’t delivering all it promised for its host communities. So we set out to better understand those concerns, but we wanted to do more than simply list them. We also wanted enough information to begin developing a service learning model that...

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10. The Community Standards for Service Learning

Randy Stoecker, Elizabeth Tryon

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pp. 162-186

Remember that this project began in the fall of 2005 with a few community organizations expressing their concerns about how service learning was not fully meeting their needs. By the spring of 2006, we had sixty-seven interviews organized into seven drafted chapters of material. But it was not enough for us to simply write a report and go...

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Epilogue The Two Futures of Service Learning

Randy Stoecker, Elizabeth Tryon

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pp. 187-192

One of the definitions of an epilogue is a speech at the end of a literary work that deals with the future of its characters. Such a definition is fitting for this concluding chapter. Our cast of major characters—students, faculty, service learning administrators and staff, and particularly community organization staff—is actually...

References

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pp. 193-202

Contributors

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pp. 203-206

Index

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pp. 207-211