BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Learning Through Serving Edition 2

A Student Guidebook for Service-Learning and Civic Engagement Across Academic Disciplines and Cultural Communities

Paperback
July 2013
9781579229900
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  • Publisher
    Stylus Publishing
  • Published
    25th July 2013
  • ISBN 9781579229900
  • Language English
  • Pages 240 pp.
  • Size 8.5" x 11"
  • Request Exam Copy
$27.50
Hardback
July 2013
9781579229894
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  • Publisher
    Stylus Publishing
  • Published
    10th July 2013
  • ISBN 9781579229894
  • Language English
  • Pages 240 pp.
  • Size 8.5" x 11"
  • Request Exam Copy
$125.00
Lib E-Book

Library E-Books

We have signed up with three aggregators who resell networkable e-book editions of our titles to academic libraries. These aggregators offer a variety of plans to libraries, such as simultaneous access by multiple library patrons, and access to portions of titles at a fraction of list price under what is commonly referred to as a “patron-driven demand” model.

These editions, priced at par with simultaneous hardcover editions of our titles, are not available direct from Stylus, but only from the following aggregators:

  • Ebook Library, a service of Ebooks Corporation Ltd. of Australia
  • ebrary, based in Palo Alto, a subsidiary of ProQuest
  • EBSCO / netLibrary, Alabama

as well as through the following wholesalers: The Yankee Book Peddler subsidiary of Baker & Taylor, Inc.

October 2013
9781579229917
More details
  • Publisher
    Stylus Publishing
  • Published
    1st October 2013
  • ISBN 9781579229917
  • Language English
  • Pages 240 pp.
  • Size 8.5" x 11"
$125.00
E-Book
October 2013
9781579229924
More details
  • Publisher
    Stylus Publishing
  • Published
    1st October 2013
  • ISBN 9781579229924
  • Language English
  • Pages 240 pp.
  • Size 8.5" x 11"
  • Request E-Exam Copy
$21.99

This substantially expanded new edition of this widely-used and acclaimed text maintains the objectives and tenets of the first. It is designed to help students understand and reflect on their community service experiences both as individuals and as citizens of communities in need of their compassionate expertise. It is designed to assist faculty in facilitating student development of compassionate expertise through the context of service in applying disciplinary knowledge to community issues and challenges. In sum, the book is about how to make academic sense of civic service in preparing for roles as future citizen leaders.

Each chapter has been developed to be read and reviewed, in sequence, over the term of a service-learning course. Students in a semester course might read just one chapter each week, while those in a quarter-term course might need to read one to two chapters per week. The chapters are intentionally short, averaging 8 to 14 pages, so they do not interfere with other course content reading.

This edition presents four new chapters on Mentoring, Leadership, Becoming a Change Agent, and Short-Term Immersive and Global Service-Learning experiences. The authors have also revised the original chapters to more fully address issues of social justice, privilege/power, diversity, intercultural communication, and technology; have added more disciplinary examples; incorporated additional academic content for understanding service-learning issues (e.g., attribution theory); and cover issues related to students with disabilities, and international students.

This text is a student-friendly, self-directed guide to service-learning that:

• Develops the skills needed to succeed
• Clearly links service-learning to the learning goals of the course
• Combines self-study and peer-study workbook formats with activities that can be incorporated in class, to give teachers maximum flexibility in structuring their service-learning courses
• Promotes independent and collaborative learning
• Equally suitable for courses of a few weeks’ or a few months’ duration
• Shows students how to assess progress and communicate end-results
• Written for students participating in service learning as a class, but also suitable for students working individually on a project.

Instructor's Manual

This Instructor Manual discusses the following six key areas for aligning your course with use of Learning through Serving, whether you teach a senior-level high school class, freshman studies course, or a college capstone class:

1. Course and syllabus design
2. Community-partner collaboration
3. Creating class community
4. Strategic teaching techniques
5. Developing intercultural competence
6. Impact assessment

This Manual is free and available for download in PDF format by clicking on "INSTRUCTOR MANUAL" on the upper left side of this webpage.

“First published in 2005, Learning through Serving is a collection of critical thought on the nature of service learning, as well as a practical field guide for educators looking to expand their skills in this arena.

Learning through Serving is intentionally transdisciplinary, and will certainly be helpful for religious studies or theology educators who employ community-based learning or service-learning models. The wealth of experience the authors share, their diverse voices, and lucid consideration of socially-engaged pedagogy yield great value for those seeking to deepen their practice of service-learning.

The authors’ goals are to assist educators and students in thinking through their community service experiences, in the interest of holistic conscientious formation.

This guide was constructed with the intention that it would be read in the context of an academic class – thus the chapters are arranged to build on one another throughout the course of a semester. Learning through Serving is composed as a textbook, placing great emphasis on clarity and structure, without sacrificing substance for the sake of readability. The different chapters oscillate between hands-on course planning and more theoretical treatments of civic engagement and democratic philosophy. The new edition makes a particular effort to attend to the global interconnectedness that increasingly defines contemporary digital realities.

Learning through Serving offers a wealth of pedagogical advice for service-learning courses, but also situates service-learning within a larger commitment to civic engagement and building a more just society. It contains invaluable nuts-and-bolts course planning assistance, and gives wise counsel on how to develop enduring, reciprocal community partnerships that build capacity for the long haul. ”

Reflective Teaching (Wabash Center) - .

REVIEW OF THE FIRST EDITION

"[This] is a self-directed guide for college students engaged in service-learning. The purpose of the book is to walk the reader through elements of learning and serving by focusing on how students can 'best provide meaningful service to a community agency or organization while simultaneously gaining new skills, knowledge, and understanding as an integrated aspect of the [student's] academic program.' [The authors] bring their expertise to the pages of this helpful and practical guide for college students engaged in service-learning. Intended as a textbook, this work reads like a conversation between the authors and the college student learner. The publication is student-friendly, comprehensive, easy to follow, and full of helpful activities."

Journal of College Student Development - .

REVIEW OF THE FIRST EDITION

“Finally, a companion reader for students in service-learning courses! It is filled with meaningful exercises to help students make sense of their service experience and relate it to the course content. This is an important contribution to the field of service learning and faculty should utilize this book to help students understand and make the most of their service-learning experience.”

Elaine K. Ikeda, Executive Director - California Campus Compact

FIGURES
EXERCISES
ACKNOWLEDGMENTS
PREFACE
INTRODUCTION: Why a Book about Learning through Serving? - Christine M. Cress

PART ONE: UNDERSTANDING THE LEARNING-THROUGH-SERVING PROPOSITION
1. WHAT IS SERVICE-LEARNING? – Christine M. Cress
2. BUILDING AND MAINTAINING COMMUNITY PARTNERSHIPS – Vicki L. Reitenauer, Amy Spring, Kevin Kecskes, Seanna M. Kerrigan, Christine M. Cress, and Peter J. Collier
3. BECOMING COMMUNITY: Moving From I to We – Vicki L. Reitenauer

PART TWO: LEARNING THE LANDSCAPE, LEARNING THE LANGUAGE
4. GROUPS ARE FUN, GROUPS ARE NOT FUN: Teamwork for the Common Good – Peter J. Collier and Janelle D. Voegele
5 CREATING CULTURAL CONNECTIONS: Navigating Difference, Investigating Power, Unpacking Privilege – Vicki L. Reitenauer, Christine M. Cress, and Janet Bennett

PART THREE: FACILITATING LEARNING AND MEANING-MAKING INSIDE AND OUTSIDE THE CLASSROOM
6. REFLECTION IN ACTION: The Learning–Doing Relationship – Peter J. Collier and Dilafruz R. Williams
7. MENTORING: Relationship Building for Empowerment – Peter J. Collier
Mentoring
8. LEADERSHIP AND SERVICE-LEARNING: Leveraging Change – Peter J. Collier
9. FAILURE WITH THE BEST OF INTENTIONS: When Things Go Wrong – Janelle D. Voegele and Devorah Lieberman
10. EXPANDING HORIZONS: New Views of Course Concepts – Christine M. Cress and Judy Patton

PART FOUR: ASSESSING THE ENGAGEMENT EFFORT
11. BEYOND A GRADE: Are We Making a Difference? The Benefits and Challenges of Evaluating Learning and Serving – Sherril B. Gelmon, Susan Agre-Kippenhan, and Christine M. Cress
12. GLOBAL AND IMMERSIVE SERVICE-LEARNING: What You Need to Know as You Go – Christine M. Cress, Stephanie T. Stokamer, Thomas J. Van Cleave, Chithra Edwin
13. START ANYWHERE, FOLLOW IT EVERYWHERE: Agents of Change – Vicki Reitenauer
14. LOOKING BACK, LOOKING FORWARD: Where Do You Go from Here? – Peter J. Collier and Vicki L. Reitenauer

ABOUT THE AUTHORS
INDEX

Christine M. Cress

Christine M. Cress is Professor, Postsecondary, Adult, and Continuing Education (PACE) Program, Portland State University.

Peter J. Collier

Peter J. Collier took a non-traditional road to his position at PSU and that dramatically informs his research and teaching. He deeply understands that not everyone arrives at a university skilled at "being a college student." Dr. Collier began his education studying engineering at Iowa State University in the late 1960's. From there he moved to New York City where he studied at Julliard and later worked several years as a commercial song writer. He moved back to Oregon in the 1970's, but did not resume his academic studies until 1985 when he earned an associate degree in nursing from Rogue Community College. He earned a Bachelor's degree from Southern Oregon University in 1987 and finally landed at PSU after earning his Ph.D. in System Science and Sociology in 1997. His wide-ranging education and real-life experiences make Collier uniquely qualified to study and teach about the sociology of higher education, identity development and social psychology. Currently Professor Collier's research focuses on issues around how a lack of familiarity with the taken-for-granted aspects of higher education make it more difficult for students from non-traditional backgrounds to succeed at the university.

Vicki L. Reitenauer

Vicki L. Reitenauer is an instructor in the senior Capstone service-learning program at Portland State University.