English
", "tags": [], "relations": {}, "dateAdded": "2014-04-01T14:09:34Z", "dateModified": "2014-04-01T14:09:34Z" } }, { "key": "GKHSUPH8", "version": 5, "library": { "type": "group", "id": 256845, "name": "Community-Based Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/community-based_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/256845/items/GKHSUPH8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/community-based_learning/items/GKHSUPH8", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/256845/items/5CAN59BD", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1297031, "username": "wwagner", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/wwagner", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "GKHSUPH8", "version": 5, "parentItem": "5CAN59BD", "itemType": "note", "note": "English
", "tags": [], "relations": {}, "dateAdded": "2014-04-01T14:09:31Z", "dateModified": "2014-04-01T14:09:31Z" } }, { "key": "3BV72M4G", "version": 4, "library": { "type": "group", "id": 256845, "name": "Community-Based Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/community-based_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/256845/items/3BV72M4G", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/community-based_learning/items/3BV72M4G", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1297031, "username": "wwagner", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/wwagner", "type": "text/html" } } }, "creatorSummary": "Gelmon et al.", "parsedDate": "2004", "numChildren": 1 }, "data": { "key": "3BV72M4G", "version": 4, "itemType": "bookSection", "title": "Institutionalizing service-learning across the university: International comparisons.", "creators": [ { "creatorType": "author", "firstName": "S.", "lastName": "Gelmon" }, { "creatorType": "author", "firstName": "A.", "lastName": "Sherman" }, { "creatorType": "author", "firstName": "M.", "lastName": "Gaudet" }, { "creatorType": "author", "firstName": "C.", "lastName": "Mitchell" }, { "creatorType": "author", "firstName": "K.", "lastName": "Trotter" }, { "creatorType": "editor", "firstName": "M", "lastName": "Welch" }, { "creatorType": "seriesEditor", "firstName": "S. H.", "lastName": "Billig" } ], "abstractNote": "", "bookTitle": "New perspectives in service-learning: Research to advance the field.", "series": "", "seriesNumber": "", "volume": "New perspectives in service-learning: Research to advance the field. Greenwich, CT", "numberOfVolumes": "", "edition": "", "date": "2004", "publisher": "Information Age", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "195-219", "ISBN": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "CBL" }, { "tag": "Service Learning," }, { "tag": "WW from Bookends import" }, { "tag": "civic engagement" } ], "collections": [], "relations": {}, "dateAdded": "2014-04-01T14:08:59Z", "dateModified": "2014-04-01T14:08:59Z" } }, { "key": "3RGEE8QM", "version": 4, "library": { "type": "group", "id": 256845, "name": "Community-Based Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/community-based_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/256845/items/3RGEE8QM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/community-based_learning/items/3RGEE8QM", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/256845/items/3BV72M4G", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1297031, "username": "wwagner", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/wwagner", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "3RGEE8QM", "version": 4, "parentItem": "3BV72M4G", "itemType": "note", "note": "Describes the use of the Furco Rubric (Furco, 2003) at three institutions, all considered leaders in their commitment to SL: one in South Africa, one in Canada, and Portland State. This chapter basically illustrates the use of the rubric as a tool for comparing across institutions with different contexts and missions. Is a good read for learning to consider an individual institutional context in planning for institutionalization of SL.
", "tags": [], "relations": {}, "dateAdded": "2014-04-01T14:08:59Z", "dateModified": "2014-04-01T14:08:59Z" } }, { "key": "K569VARE", "version": 3, "library": { "type": "group", "id": 256845, "name": "Community-Based Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/community-based_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/256845/items/K569VARE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/community-based_learning/items/K569VARE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1297031, "username": "wwagner", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/wwagner", "type": "text/html" } } }, "creatorSummary": "Colby et al.", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "K569VARE", "version": 3, "itemType": "book", "title": "Educating for democracy: Preparing undergraduates for responsible political engagement.", "creators": [ { "creatorType": "author", "firstName": "A.", "lastName": "Colby" }, { "creatorType": "author", "firstName": "E.", "lastName": "Beaumont" }, { "creatorType": "author", "firstName": "T.", "lastName": "Ehrlich" }, { "creatorType": "author", "firstName": "J.", "lastName": "Corngold" } ], "abstractNote": "", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2007", "publisher": "Jossey Bass", "place": "San Francisco", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "CBL" }, { "tag": "WW from Bookends import" }, { "tag": "civic engagement" } ], "collections": [], "relations": {}, "dateAdded": "2014-04-01T14:08:20Z", "dateModified": "2014-04-01T14:08:20Z" } }, { "key": "G5QJ948Q", "version": 3, "library": { "type": "group", "id": 256845, "name": "Community-Based Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/community-based_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/256845/items/G5QJ948Q", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/community-based_learning/items/G5QJ948Q", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/256845/items/NDMAJR4Z", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1297031, "username": "wwagner", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/wwagner", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "G5QJ948Q", "version": 3, "parentItem": "NDMAJR4Z", "itemType": "note", "note": "As leadership educators, we often find overlap among leadership development, moral development and civic engagement, particularly in terms of goals, values, skills and useful pedagogy. Higher education has an important role to play in the development of all three. A new book, Educating Citizens: Preparing AmericaÕs Undergraduates for Lives of Moral and Civic Responsibility is a great resource for the leadership educator seeking to become well-versed in moral and civic engagement.
Anne ColbyÕs research and expertise in moral development and Thomas EhrlichÕs well known work on the subject of higher education and civic responsibility combine well, along with the assistance of Elizabeth Beaumont and Jason Stephens, who offer perspectives from political science and education, respectively. The authors outline what several successful institutions of higher education are doing to influence the development of moral and civic virtues, what challenges they face in doing so, and what principles and examples can guide the rest of us doing this work on our own campuses. The intended audience is higher education administrators, faculty, staff and policy makers, and includes focus on both institution-wide approaches and individual programs or courses.
A few important points undergird the whole text. First, moral and civic education are referred to as an interconnected pair throughout the discussion. The authors assert that nearly every civic decision or problem involves a moral question, so it is impossible to prepare students for one without the other. Secondly, moral and civic goals are also interconnected with the other goals of undergraduate education. Institutions need not choose between academic goals and civic goals, each can enhance the other. Third, higher education is part of a lifelong process of learning and development. The goal is to prepare students for the journey of lifelong development by teaching critical thinking, social responsibility, ethical judgment, civil political discourse and many other learning goals discussed in depth throughout the book.
The authors begin by outlining the moral and civic goals of undergraduate education, making a case for why it is an important issue today. Defining moral and civic responsibility and clarifying learning outcomes is an important contribution of this chapter.
ÒIn general terms, we believe that a morally and civically responsible individual recognizes himself or herself as a member of a larger social fabric and therefore considers social problems to be at least partly his or her own; such an individual is willing to see the moral and civic dimensions of issues, to make and justify informed moral and civic judgments, and to take action when appropriateÓ (p. 17).
To provide context, the authors describe how American undergraduate education has evolved in regard to civic and moral education, which was once a central aspect of a college experience, but in the past 50-60 years has been separated from ÒacademicÓ learning and removed to the margins of the institution. Other recent developments also make civic education a challenge, a few include the faculty specialization rather than inter-disciplinary approaches, the priority of research in tenure review, and the perception of students as customers. However, positive new developments which may support a movement for civic engagement in higher education are also presented. Both positive and challenging aspects of the college context are likely to resonate with leadership educators.
In researching the issues, the authors reviewed practices at many institutions around the country, and chose twelve institutions to study in-depth. All twelve believe moral and civic education is central to their missions, intentionally and strategically integrate this learning across the curriculum and co-curriculum, and foster a campus-wide culture that communicates these values clearly to everyone at the institution. All incorporate a commitment to diversity and multiculturalism into their moral and civic development goals.
To make the point that moral and civic education can be successfully implemented in all kinds of institutions, the twelve institutions chosen for in-depth study are vastly different from each other in terms of structure and campus culture. Public, private, 2-year, 4-year, single-sex, co-educational, religious, military, and many other factors are represented.
The authors found the approaches to moral and civic education at these campuses could be categorized along four themes, noting that most institutions represent a mixture of two or three themes, but that one tended to emerge as a defining feature. The descriptions of the institutions are organized by the four themes. The first theme is ÒMoral and Civic Competences.Ó Alverno College for example, has designed its curriculum around the mastery of eight competencies, such as ÒGlobal PerspectiveÓ and ÒEffective CitizenshipÓ (p. 54). The ÒCommunity Connections ApproachÓ describes institutions that emphasize service to the campusÕs local community. Portland State University values partnerships in the community in curricular and co-curricular activities. Institutions with a ÒMoral and Civic Values ApproachÓ focus on personal virtue and values development. The United States Air Force Academy is one example, with in its strict honor code and a statement of values that every cadet knows by heart, ÒIntegrity first, service before self, and excellence in all we doÓ (p. 62). The College of St. Catherine provides an example of the ÒSocial Justice Approach.Ó All seniors take a capstone course aimed at developing Òthe discipline and consciousness needed to change oppressive systemic conditions and reshape their worldÓ (p. 70).
Next the authors explore the various ways the twelve institutions came to have their campus-wide commitment to moral and civic responsibility. Various forms of effective leadership are explored, whether from college presidents, institutes, or faculty. Approaches to create campus culture are also described, with excellent examples from the campuses. For example, stories of principled civic involvement by campus founders or alumni, campus traditions, physical features on the campus (such as the motto displayed on the campus gates, ÒSpelman College, Women Who ServeÓ (p. 58)) and socialization strategies such as student and faculty orientation (the faculty development materials at KapiÕolani Community College use native Hawaiian phrases to convey the institutionÕs teaching values as well as itÕs commitment to the areaÕs ethnic roots).
Subsequent chapters discuss how to best incorporate moral and civic responsibility into our work, leadership educators will find much to ponder here. Theory and research on moral and civic development is reviewed. Principles of student learning and specific pedagogical strategies are examined, including service-learning, other experiential education, problem-based learning and collaborative learning. Four different but effective examples of innovative teaching are outlined to clarify these points. Multiple approaches for weaving moral and civic education into the institutionÕs overall curriculum are explored, including the use of general education or discipline specific requirements for certain majors. The important role of faculty in this process is described, including how to support faculty in this work despite the current state of tenure review at most institutions, which doesnÕt motivate faculty to explore the innovative pedagogical strategies outlined earlier. A chapter on assessment emphasizes the importance of measuring the impact and outcomes, including course evaluations, assessing student learning and assessing the effectiveness of institution-wide programs.
The authors address the co-curriculum as well. The potential impact of out-of-class experience is given its due, with a brief overview of the research on learning outside the classroom. Many different functional areas of the student affairs division, such as residence life, student activities, leadership programs and judicial/honor boards are explored for their potential as contributors to a campus community that capitalizes on the teachable moment to enhance civic and moral education.
The authors call for the return of centrality of moral and civic education to undergraduate education. In this work they have not outlined a step-by-step formula, but have provided guiding principles and rich examples, emphasizing the adaptation of strategies to fit each institutionÕs unique culture, resources and challenges. Those who find commonality between leadership and civic engagement and moral responsibility will find this a useful resource for designing programs and leading institutions to once again make these issues their central mission.
This is a shorter version of the sentiments from their book. Good to keep on hand though for passing on to faculty or committees.
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Define political engagement as ‚including activities intended to influence social an dpolitical institutions, beliefs, and practices and to affect processes and policies relating to community welfare, whether that community is local, state, national, or international. Intro and chapter 1 have most references to other research/scholarship. Good base.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2003", "publisher": "Jossey-Bass", "place": "San Francisco, CA", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "Lists goals for student learning when educating citizens on p. 17. o", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "CBL" }, { "tag": "WW from Bookends import" }, { "tag": "civic engagement" }, { "tag": "done" }, { "tag": "research article" } ], "collections": [], "relations": {}, "dateAdded": "2014-04-01T14:08:20Z", "dateModified": "2014-04-01T14:08:20Z" } }, { "key": "BT9ECAXW", "version": 3, "library": { "type": "group", "id": 256845, "name": "Community-Based Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/community-based_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/256845/items/BT9ECAXW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/community-based_learning/items/BT9ECAXW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1297031, "username": "wwagner", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/wwagner", "type": "text/html" } } }, "creatorSummary": "Colby et al.", "parsedDate": "2003", "numChildren": 1 }, "data": { "key": "BT9ECAXW", "version": 3, "itemType": "journalArticle", "title": "Educating undergraduates for responsible citizenship.", "creators": [ { "creatorType": "author", "firstName": "A.", "lastName": "Colby" }, { "creatorType": "author", "firstName": "T.", "lastName": "Ehrlich" }, { "creatorType": "author", "firstName": "E.", "lastName": "Beaumont" }, { "creatorType": "author", "firstName": "J.", "lastName": "Stephens" } ], "abstractNote": "", "publicationTitle": "Change", "publisher": "", "place": "", "date": "2003", "volume": "November/December", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "41-48", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Change", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "CBL" }, { "tag": "WW from Bookends import" }, { "tag": "civic engagement" } ], "collections": [], "relations": {}, "dateAdded": "2014-04-01T14:08:20Z", "dateModified": "2014-04-01T14:08:20Z" } }, { "key": "SSSIH6ZU", "version": 3, "library": { "type": "group", "id": 256845, "name": "Community-Based Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/community-based_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/256845/items/SSSIH6ZU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/community-based_learning/items/SSSIH6ZU", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1297031, "username": "wwagner", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/wwagner", "type": "text/html" } } }, "creatorSummary": "Comber", "parsedDate": "2003", "numChildren": 1 }, "data": { "key": "SSSIH6ZU", "version": 3, "itemType": "journalArticle", "title": "Group membership and group involvement among young people", "creators": [ { "creatorType": "author", "firstName": "M. 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1. Change the objectives of college and university's interaction with collective orgs. Too often the university's approach is to study the community as an object of academic research or to dump interns or student teachers on them. Communities leaders would like to see expert help from diverse disciplines and student assistance an dknowledge that can contribute to concrete c hanges. Higher ed administrators need to attend local council mtgs to familiarize themselves with community needs, and they should consider how every acad. field might address problems.
2. Use or build networks to better inform the collective organizations about the student assistance available from the university. Since many collective orgs are run by volunteer or part-time staff, they aren't spending lots of time networking for resources. Universities could provide the much needed development of civic networks - at least collecting and disseminating info about local volunteer needs, but even better connecting government with business with community leaders and academic expertise.
3. Cooperatively plan the use of student assistance. Instead of \"dumping\" students on them, should be constantly collaborating to determine the best use of student resources for the organization.
Enhance efforts to improve collective organizations interaction with student assistants. There is often little coordination of college contacts with collective orgs. Faculty tend to not participate in civic engagement programs offered to their students, and haven't made experiential education a part of the college agenda. Experiential education programs should be supervised by a single coordinator (or office) - interns, FWS and volunteers all together. Faculty should cafefully prep students for intellectual demands and responsibilities of experiential programs, and should monitor their performance on a weekly basis. Faculty and community leaders should interact frequently. The institution should reward faculty for well done civic engagement programs - whether experiential learning, community based research, etc.
Intro discusses ways to help students understand communities outside of themselves and to become engaged interpreters. Describes his experience as an instructor at Pitzer, engaging students in community-based participatory research. Some good anecdotes about students working with the United Farm Workers and learning about Cesar Chavez in the classroom. Discusses the need to move beyond \"service\" and the need to emphasize equal relationships.
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01902946
Begins with a discussion of understanding the media cultura and its impact on living and learning. Then connects this to critical citizenship, drawing from Barber's The Educated Student (I have this). This calls for more than infusing media literacy lessons into existing civic engagement initiatives. We must acknowledge that the nature of society has changed and develop new opportunities to address what it means to be a citizen. They address curricular and co-curricular teaching strategies to advance media literacy and critical citizenship in the context of: text media, popular music, film and tv, news media, and media products.
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A.", "lastName": "Rhoads" } ], "abstractNote": "College campuses in America have become buzzing media centers. The authors ponder the consequences for higher education's efforts to prepare an effective citizenry and offer recommendations for educating today's media-saturated students.", "publicationTitle": "About Campus", "publisher": "", "place": "", "date": "2005", "volume": "10", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "29", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "About Campus", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "CBL" }, { "tag": "WW from Bookends import" }, { "tag": "civic engagement" } ], "collections": [], "relations": {}, "dateAdded": "2014-04-01T14:08:03Z", "dateModified": "2014-04-01T14:08:03Z" } }, { "key": "2PP6CFK3", "version": 2, "library": { "type": "group", "id": 256845, "name": "Community-Based Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/community-based_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/256845/items/2PP6CFK3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/community-based_learning/items/2PP6CFK3", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/256845/items/62XEDZIF", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1297031, "username": "wwagner", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/wwagner", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "2PP6CFK3", "version": 2, "parentItem": "62XEDZIF", "itemType": "note", "note": "Printing and distribution of this document were made possible by Campus Contact and the University of Michigan Center for Community Service and Learning.
English
Opens with a case that civic engagement among youth is currently low Ð lots of cites here.
Then discusses conceptualizations of civic engagement:
- includes knowledge, skills, and dispositions.
- Some believe knowledge of governmental and political institutions should be primary
- ÒÉothers promote the acquisition of a set of skills, dispositions and understandings related to democracy, such as understanding and engaging in democratic decision making, respect for diversity, knowledge of rights and responsibilities, and so forth (p. 224)
Four goals for civic education (from Carnegie Corporation and CIRCLE report in 2003):
1. Helping students to become informed and thoughtful about American democracy through an understanding of history and democratic principles, including awareness and understanding of public and community issues, primarily through the development of skills that help young people obtain and analyze information, develop critical thinking skills, and enter into dialogue with those who hold different perspectives;
2. Increasing studentsÕ participation in communities either through membership or through service as a way of addressing cultural, political, social, and/or religious interests and beliefs;
3. Showing students how to Òact politicallyÓ by facilitating the acquisition of skills and knowledge related to group problem solving, public speaking, petitioning, voting, and serving other public purposes;
4. Helping students to acquire virtues such as concern for the rights and welfare of others, efficacy, tolerance, respect, and social responsibility.
ÒCivic engagement has implications for action on an institutional level. For example, Fogelman (2002), Chair of the Task Force on Civic Engagement at the University of Minnesota, defined civic engagement as Ôan institutional commitment to public purposes and responsibilities intended to strengthen a democratic way of life in the rapidly changing information society of the 21st centuryÕ (p. 104). Ò (p. 225).
Civic contributions cited in the above source include: access to learning, enhanced diversity, civic learning, public scholarship, trusted voice, public spaces, and community partnership. (p. 105).
p. 225-226
Next the authors discuss the potential for SL to act as a tool to promote civic engagement.
Studies have provided evidence for positive effects of SL on:
- Civic related knowledge, including awareness of community needs and knowledge about government
- Civic related skills, including an understanding of how to design and implement a service project
- Civic attitudes, including aspects of social and personal responsibility (concern for social issues, othersÕ welfare, belief that they can make a difference in their communities, and acceptance of diversity
- Service behavior and intentions to serve in the future
- Social capital, including increased connections to schools and other organizations and increased social networks
NOTE: the chapter has ample cites for each of these points. Is a good review of the research.
Systemic approaches for implementing SL to promote civic engagement
Based on a review of the literature on educational change, four systems components appear to be necessary if SL is to promote civic engagement:
1. professional development: for faculty, via doctoral education, centers for teaching and learning, continued dialogue in the professional literature and in professional gatherings.
2. Leadership: University presidents role (campus compact),
3. Mission and Vision: including civic engagement in institution/department mission or vision.
4. incentives and rewards: faculty tend to do SL by a combination of cultural variables in the school around valuing SL coupled with personal reasons.
Edward Zlotkowsi edited a series of 18 monographs (each the size of a full book and published as a paperback) that address service-learning in various academic discplines. This one is for the political science discipline and so addresses citizenship a bit more than the others. This chapter frames several perspectives of what citizenship is (liberal view as a rights bearing citizen, communitarianism view of caring members of a moral community who chare values and responsibilities to one another, and the public work perspective which views citizens as agents \"who work together in public ways and spaces to engage the tasks and try to solve the problems that they collectively face.\" (p 39).
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