I have included all abstracts for the articles listed. If you just want to read the abstract, use the little icons to the right of the discussion list and it will expand and collapse the abstract and any additional comments anyone posts.

Abstract: The value of reflection on experience to enhance learning has been advanced for decades; however, it remains difficult to apply in practice. This paper describes a reflection model that pushes students beyond superficial interpretations of complex issues and facilitates academic mastery, personal growth, civic engagement, critical thinking, and the meaningful demonstration of learning. Although developed in a service-learning program, its general features can support reflection on a range of experiences. It is accessible to both students and instructors, regardless of discipline; and it generates written products that can be used for formative and summative assessment of student learning. [ABSTRACT FROM AUTHOR]

Abstract: Service-learning has been explored from a number of perspectives, however, this research examines the use of service-learning as a pedagogical tool in a nonprofit marketing course and compares it with other pedagogical tools such as case studies, analysis and discussion, lectures, textbooks, guest speakers, and current readings. Overall it was found that the service-learning project was perceived by students as being the best pedagogical tool in terms of increasing the students' knowledge of nonprofit marketing, understanding the difference between nonprofit and for-profit marketing, developing marketing strategies for nonprofit organizations, and using marketing tools. A variety of service-learning experiences that fostered civic engagement are offered as examples along with the service-learning format and the instructor's role in facilitating active engagement within the community.

Abstract: This article explores the growing interest of college students in the U.S. in service learning. According to the article, students believe service learning programs can provide opportunities to learn communication, critical thinking, teamwork, mathematical reasoning, problem solving, public speaking, research skills and civic responsibility. It notes that service learning is good for students and the community.

Abstract: To prepare for community engagement and partnerships with diverse communities, nursing students must understand the principles of service-learning, as well as the essential skills needed to work within a democracy. The purposes of these two pilot tests were to develop a 15-hour service-learning intervention; refine the 15-hour service-learning intervention; and explore whether participation in the intervention made a difference in the critical thinking, cultural competence, and civic engagement of nursing student participants. Although the sample was small (n = 14), results of paired t tests found that, after the intervention, critical thinking scores measured by the California Critical Thinking Disposition Inventory were significantly lower (t = -2.23,p = .04), particularly on the self-confidence sub-scale (t = 2.29, p = .039); cultural competence scores measured by the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals were significantly lower (t = 4.83, p = .000); and civic engagement scores significantly increased (t = -3.54, p = .004). Reprinted by permission of the publisher.

Abstract: Service learning combines community service with academic learning. Students learn and develop critical thinking through active participation in organized service experiences. The purpose of this study was to describe the growth of 94 nursing students' critical thinking through service-learning experiences. Results revealed two major themes: development of both professional and community perspectives. Outcomes of the study provide a framework for developing service-learning experiences across the curriculum. Reprinted by permission of the publisher.

Abstract: This paper reports on the opportunities for transformational learning experienced by a group of pre-service teachers who were engaged in service-learning as a pedagogical process with a focus on reflection. Critical social theory informed the design of the reflection process as it enabled a move away from knowledge transmission toward knowledge transformation. The structured reflection log was designed to illustrate the critical social theory expectations of quality learning that teach students to think critically: ideology critique and utopian critique. Butin's lenses and a reflection framework informed by the work of Bain, Ballantyne, Mills and Lester were used in the design of the service-learning reflection log. Reported data provide evidence of transformational learning and highlight how the students critique their world and imagine how they could contribute to a better world in their work as a beginning teacher.

Alison, I thought this article was particularly interesting, especially given the fact that we have such a large education program. In some ways, I feel like education programs already follow a sort of civic engagement model just by virtue of the student-teaching/practicum experience. I have requested this through ILL and will send a copy as soon as it comes in.

Abstract: The article reports on the study by the Association of American Colleges and Universities (AAC&U) which identifies several innovative and high-impact practices gaining attention in higher education in the U.S. It reviews four practices, including first-year seminars, learning communities, service learning and undergraduate research. It reveals that students who participate in the practices consistently persist at a higher rate than those who do not. It also shows the practices result in higher rates of faculty and peer interaction, increased critical thinking and writing skills, and higher levels of engagement.

Abstract: Purpose: This exploratory study attempts to capture some of the principal benefits/factors attributable to service learning/community service projects, from a student perspective. Design/methodology/approach: A sample of 67 males and 83 females (16 graduate, 71 seniors, and 63 juniors) participated in the study. Findings: Students believe that their college experience is preparing them for the job market, that critical thinking has been enhanced, and that their college academic experience has emphasized community service upon graduation. Practical implications: The results increase one's knowledge of the benefits of service learning since so much emphasis is currently being placed on improving the critical thinking and problem-solving ability of undergraduate business students. Originality/value: Practitioners would be interested in understanding the impact that service learning can have on the problem-solving ability of potential employees. If additional research could advance the proposition that students with service learning experience are generally superior in terms of their problem-solving skills to students with no similar experience, then evidence of a service learning component on a student resume suddenly adds value to the employer. (Contains 1 figure and 5 tables.)

Website for IUPUI that outlines services projects (past, present and upcoming) at the university.

Abstract: Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level. In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active engagement in learning facilitates thinking critically, questioning assumptions, considering varying perspectives, and appreciating the civic purpose of their profession. This article describes three SL applications, in dysphagia, educational audiology, and augmentative and alternative communication. We explain the rationale for each, along with ways in which to measure the effects of SL on student learning.

Abstract: A faculty member's experiences with service learning programs at Rutgers University (New Jersey) and Providence College (Rhode Island) illustrate how college student involvement in community service causes them to consider their membership in diverse communities and develop critical thinking skills. Service learning is felt to connect issues of diversity and democracy within a liberal arts framework. (MSE)