BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

IUPUI Series on Service Learning ResearchSeries

International Service Learning

Conceptual Frameworks and Research

Paperback
November 2010
9781579223397
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  • Publisher
    Stylus Publishing
  • Published
    9th November 2010
  • ISBN 9781579223397
  • Language English
  • Pages 416 pp.
  • Size 6" x 9"
  • Images tables
$39.95
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March 2012
9781579225353
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  • Publisher
    Stylus Publishing
  • Published
    1st March 2012
  • ISBN 9781579225353
  • Language English
  • Pages 416 pp.
  • Size 6" x 9"
  • Images tables
$125.00
E-Book
February 2012
9781579225360
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  • Publisher
    Stylus Publishing
  • Published
    27th February 2012
  • ISBN 9781579225360
  • Language English
  • Pages 416 pp.
  • Size 6" x 9"
  • Images tables
$31.99
Hardback
November 2010
9781579223380
More details
  • Publisher
    Stylus Publishing
  • Published
    9th November 2010
  • ISBN 9781579223380
  • Language English
  • Pages 416 pp.
  • Size 6" x 9"
  • Images tables
$125.00

International Service Learning (ISL) borrows from the domains of service learning, study abroad, and international education to create a new pedagogy that adds new and unique value from this combination. It is a high-impact pedagogy with the potential to improve students’ academic attainment, contribute to their personal growth, and develop global civic outcomes.

The international service experience provides opportunities for additional learning goals, activities, and relationships that are not available in a domestic service learning course or in a traditional study abroad course. The service experience develops reflection while shedding light on and providing an added dimension to the curricular component of the study abroad course. The international education component further broadens students’ perspectives by providing opportunities to compare and contrast North American and international perspectives on course content.

This book focuses on conducting research on ISL, which includes developing and evaluating hypotheses about ISL outcomes and measuring its impact on students, faculty, and communities. The book argues that rigorous research is essential to improving the quality of ISL’s implementation and delivery, and providing the evidence that will lead to wider support and adoption by the academy, funders, and partners. It is intended for both practitioners and scholars, providing guidance and commentary on good practice. The volume provides a pioneering analysis of and understanding of why and under what conditions ISL is an effective pedagogy.

Individual chapters discuss conceptual frameworks, research design issues, and measurement strategies related to student learning outcomes; the importance of ISL course and program design; the need for faculty development activities to familiarize faculty with the component pedagogical strategies; the need for resources and collaboration across campus units to develop institutional capacity for ISL; and the role that community constituencies should assume as co-creators of the curriculum, co-educators in the delivery of the curriculum, and co-investigators in the evaluation of and study of ISL. The contributors demonstrate sensitivity to ethical implications of ISL, to issues of power and privilege, to the integrity of partnerships, to reflection, reciprocity, and community benefits

Preface—Robert G. Bringle

Section I. Conceptual Frameworks for International Service Learning
1) International Service Learning—Robert G. Bringle and Julie A. Hatcher
2) The Context for International Service Learning: An Invisible Revolution is Underway—William M. Plater
3) A 360-Degree View of International Service Learning—Nevin C. Brown
4) New Lines of Inquiry in Reframing International Service Learning into Global Service Learning—Nicholas Longo and John Saltmarsh

Section II. How Course Design Can Inform Research on International Service Learning
5) An Analysis of International Service Learning Programs—Steven G. Jones and Kathryn S. Steinberg
6) Overcoming the Challenges of International Service Learning: A Visual Approach to Sharing Authority, Community Development and Global Learning—Hilary E. Kahn
7) Service Learning as Local Learning: The Importance of Context—Susan Buck Sutton
8) Research on and through Reflection in International Service Learning—Brandon C. Whitney and Patti H. Clayton

Section III. Conducting Research on International Service Learning
9) A Research Agenda for International Service Learning—Humphrey Tonkin
10) What International Service Learning Research can Learn from Research on Service Learning—Janet Eyler
11) What International Service Learning Research can Learn from Research on International Learning—Richard Kiely
12) Quantitative Approaches to Research on International Service Learning: Design, Measurement, and Theory—Robert G. Bringle, Julie A. Hatcher, and Matthew J. Williams
13) Qualitative Research Methodology and International Service Learning: Concepts, Characteristics, Methods, Approaches, and Best Practices—Richard Kiely and Eric Hartman
14) Ethical Issues in Research on International Service Learning—Carole Wells, Judith Warchal, Ana Ruiz, and Andrea Chapdelaine

Section IV. An International Perspective on North American International Service Learning
15) A South African Perspective on North American International Service Learning—Mabel Erasmus

Robert G. Bringle

Robert G. Bringle is currently Chancellor’s 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 Chancellor’s 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.

Julie A. Hatcher

Julie A. Hatcher is Executive Director of the Center for Service and Learning and Associate Professor of Philanthropic Studies in the Lilly Family School of Philanthropy at Indiana University-Purdue University Indianapolis (IUPUI). Julie serves as co-editor of the IUPUI Series on Service Learning Research (Stylus, 2011, 2013). Her research focuses on the role of higher education in civil society, civic learning outcomes in higher education, philanthropic studies as a new field of study, and the philanthropic motivations of professionals. She serves on the national advisory board for the Carnegie Foundation’s Community Engagement elective classification. She participated on the development team of the Association of American Colleges and Universities VALUE Rubric for civic engagement as well as a new Civic Knowledge Rubric sponsored by the Massachusetts Board of Higher Education. Julie is the 2008 recipient of the International Association for Research on Service Learning and Community Engagement Dissertation of the Year award. Julie earned her PhD in philanthropic studies with a minor in higher education at Indiana University.

Steven G. Jones

Steven G. Jones is the Assistant Director for Faculty Development in the Center for Teaching and Learning at Georgia College and State University. From 2002-2004, he was the Project Associate for Integrating Service with Academic Study at Campus Compact. During that time, he edited the second edition of the Compact's Service Learning Toolkit. He was also a co-author of two other Compact publications: The Promise of Partnerships and The Community's College. From 2004-2008, he was the Coordinator for Service Learning in the Center for Service and Learning at IUPUI. He was also the campus co-coordinator for the American Democracy Project. He was co-editor, with Robert Bringle and Julie Hatcher, of International Service Learning: Conceptual Frameworks and Research and co-editor, with James Perry of Quick Hits for Civic Engagement. Over the course of his career, Dr. Jones has published several book chapters and journal articles on civic engagement.