The American College Personnel Association is an association dealing with trends in higher education. In recent years, service learning has become a focus of its professional development.
This website, hosted by the American Psychological Association, is intended to introduce faculty, teachers, students, researchers, clinicians and community partners to the connections between psychological work, the pedagogy of service learning and issues of civic engagement. Most importantly, it also provides contact information for leaders in the field of service learning.
The Community-Campus Partnerships for Health (C.C.P.H.) makes it a goal to provide educators with a comprehensive list of tools and resources for service learning, including Microsoft PowerPoint presentations, sample syllabi and electronic discussion groups.
Educators for Community Engagement
Educators for Community Engagement is the only national organization committed to democratizing classrooms and communities through service learning circles, service learning and critical dialogue. This website offers educators a recommended reading list, online links and information on national gatherings.
National Youth Leadership Council
The National Youth Leadership Council (N.Y.L.C.) works to integrate service learning practices into all levels of education. The N.Y.L.C. has a variety of service and products including training, clearinghouse service, materials and curriculum, technical assistance, and program development.
Service Leader, a project of the R.G.K. Center for Philanthropy and Community Service at the Lyndon B. Johnson School of Public Affairs of the University of Texas at Austin, provides information on all aspects of volunteerism.
Service Learning Resource Center
The Service Learning Resource Center offers online training tools and publications, an events calendar, the Effective Practices Collection, and a library of printed publications, videos and other media available for loan to Corporation grantees. It also serves as an information exchange where individual programs can share innovations and effective practices with others.
Corporation for National and Community Service
The Corporation for National and Community Service (C.N.S.) is committed to supporting a culture of service on college campuses. Each year, the C.N.S. invests more than $150 million in expanding service learning and campus volunteering through grants, AmeriCorps Education Awards, and research, recognition and other initiatives.
Projects and Ideas
This website contains examples of service projects, as well as grant and scholarship opportunities.
Campus Compact is a nation-wide coalition of 1,000 college and university presidents committed to the public purposes of higher education. This website is a valuable resource, publishing training materials, sample syllabi, steps for service learning course construction and funding opportunities. Students will also find this a useful website for ideas on service learning work study and scholarships.
The International Partnership for Service Learning initiates, designs and administers off-campus programs combining service and academic study open to all qualified students and recent graduates.
The Swearer Center for Public Service is a great model for service learning programs nation-wide. This website features information about funding, courses and "careers for the common good."
The Council of Independent Colleges is a national organization that provides campus leaders with opportunities such as seminars, workshops and programs in order to improve educational programs, administrative and financial performance, and institutional visibility.
Tufts University has compiled a detailed list of websites and other resources for service learning courses. Choose from resources for governance and management, regional/national topics, university highlights or funding sources to gain insight on current service-learning practices.
Service Learning Books
- Service Matters 1999: The Engaged Campus. (in-depth profiles of a wide range of campuses engaged with their communities.)
- Creating a Climate for Change: Lessons Learned from the Institutes on Integrating Service with Academic Study.
- Service-Learning in Higher Education around the World: An Initial Look.
Books Available in duPont-Ball Library by Discipline
- Acting Locally: Concepts and Models for Service-Learning in Environmental Studies. TD 170.7 A38 2006
- Beyond the Tower: Concepts and Models for Service-Learning in Philosophy. B52 B385 2006
- Connecting Past and Present: Concepts and Models for Service-Learning in History. D16.2 C725 2005
- Construyendo Puentes (Building Bridges): Concepts and Models for Service-Learning in Spanish. PC4068 U6 C66 2005
- Cultivating the Sociological Imagination: Concepts and Models for Service-Learning in Sociology. LC220.5 C84 2005
- Experiencing Citizenship: Concepts and Models for Service-Learning in Political Science. JA88 U6 E95 1997
- Learning by Doing: Concepts and Models for Service-Learning in Accounting. HF5630 L43 1998
- Learning with the Community: Concepts and Models for Service-Learning in Teacher Education. LC220.5 L45 1997
- Life, Learning, and Community: Concepts and Models for Service-Learning in Biology. QH315 L565 2006
- The Practice of Change: Concepts and Models for Service-Learning in Women's Studies. HQ1181 U5 P73 2000
- Voices of Strong Democracy: Concepts and Models for Service Learning in Communication Studies. P91.3 V63 2006
- Writing the Community: Concepts and Models for Service-Learning in Composition. PE1405 U6 W765 2006
- "What the Numbers Say." Curriculum Review: 5/99, Vol. 38 Issue 9.
- Cook, Stephanie. "Youths Shine a Spotlight on Service, Peace" Christian Science Monitor: 4/18/00, Vol. 92 Issue 102, p. 16.
- Des Marais, Joy; Youa Yang; and Farid Farzanehkia. "Service Learning Leadership Development for Youths" Phi Delta Kappan: 5/00, Vol. 81 Issue 9, pp. 678-681.
- Dreier, Peter. "The Myth of Student Apathy." Nation: 4/13/98. Vol. 266 Issue 13, pp. 19-22.
- Duke, Johnny. "Service Learning: Taking Mathematics into the Real World." Mathematics Teacher: 12/99, Vol. 92 Issue 9, pp. 794-798.
- Gough, Pauline B. "Getting Real" Phi Delta Kappan: 5/00 Vol. 81 Issue 9, p. 642.
- Gray, Maryann J.; Elizabeth Heneghan Ondaatje; Ronald D. Fricker Jr.; and Sandy A. Geschwind. "Assessing Service-Learning" Change: 3,4/00, Vol. 32 Issue 2, pp. 30-40.
- Grusky, Sara. "International Service Learning" American behavioral Scientist 2/00, Vol. 43 Issue 5, pp. 858-868.
- Hilosky, Alexandra and Mark E. Moore. "Service Learning: Brochure Writing for Basic Level College Students" College Teaching: Fall 1999, Vol. 47 Issue 4, pp. 143-148.
- Hinck, Shelly Schaefer and Mary Ellen Brandell. "The Relationship between Institutional Support and Campus Acceptance of Academic Service Learning" American Behavioral Scientist 2/00, Vol. 43 Issue 5, pp. 868-900.
- Kielsmeier, James C. "A time to service, A time to learn" Phi Delta Kappan: 5/00 Vol. 81 Issue 9, pp. 652-658.
- Peterman, Dana. "Service Learning in Community Colleges" Community College Journal of Research and Practice: 4,5/00, Vol. 24 Issue 4, pp. 321-326.
- Prentice, Mary and Rudy Garcia. "Service Learning: The Next Generation in Learning" Community College Journal of Research and Practice: 1/00, Vol. 24 Issue 1, pp. 19-27.
- Roschelle, Anne R.; Jennifer Turpin; Robert Elias. "Who learns from Service Learning?" American Behavioral Scientist 2/00, Vol. 43 Issue 5, pp. 839-848.
- Schamess, Andrew; Rene Wallis; Ronald David; and Keith Eiche. "Academic Medicine, Service Learning and the Health of the Poor" American Behavioral Scientist: 2/00, Vol. 43 Issue 5, pp. 793-808.
- Swick, Kevin J. and Michael Rowls. "The 'Voices' of Preservice Teachers on the Meaning and Value of their Service Learning" Education: Spring 2000, Vol. 120 Issue 3, pp. 461-470.
- Weah, Wokie; Verna Cornelia; and McClellan Hall. "Service-Learning and Multicultural/Multiethnic Perspectives: From Diversity to Equality" Phi Delta Kappan: 5/00, Vol. 81 Issue 9, pp. 673-676.
Below, you'll find a variety of waiver forms to be distributed in settings of experiential and service-based learning. Please contact Terry Gordon, director of risk management, with any questions.
For courses that require students to perform community based service-learning, please use the following:
- Service Learning Agreement
- Service Learning Informed Consent/Liability Release (with Site Information form attached)
- Service Learning Site Inspection/Assessment Checklist
- Service Learning Program Orientation
For completely voluntary projects that are not a required part of a course, please use one of the following. The necessary form will depend on the type and the location of work to be done (local, interstate or international):
- Volunteer Program Acknowledgement and Liability Waiver (Generic)
- Volunteer Program Acknowledgement and Liability Waiver (Interstate and International Programs)
- Volunteer Program Acknowledgement and Liability Waiver (Emergency Relief or Construction-Related Work)
For a general field trip (visits to a business, organization or other off-campus sites related to the course), please use the following:
For off-campus, international trips that are part of a course, generally one to two weeks in length, please refer to:
The term "community engagement" refers to a focused effort on the part of those doing community service to partner with the community to offer a service needed by the community. Implied in this term is the idea that the person doing the work in the community has personally engaged the community and that they care about the need in the community and the effect the work will have in the long term.
Community-Engaged Learning/Service Learning
Service learning is a pedagogical method, the intention of which is to enhance the student's understanding of the material by engaging the community in a way that allows them to test theory learned in the classroom. The student performs some service for the community while gaining a deeper understanding of the course material being taught.
Typically, students are not graded on the actual service performed, as it is difficult to measure in academic terms the positive (or negative) impact students might have on the community as they do their work. Students should be graded on their critical reflections on their service as related to the theoretical component of their coursework. Instructors may assign reflective essays, research papers or other projects in which the students reflect critically on their service, vis-à-vis their more traditional, theoretical learning.
Volunteerism is the willful, non-coerced act of engaging the community in meaningful and beneficial work. By definition, volunteerism is not service that is required but is instead service that is willingly offered. Volunteerism can take place over a long or short span of time.
Hit-and-run volunteerism is volunteerism that is done, usually on a one-time basis, with little or no follow-up after the service is rendered. This type of volunteerism is useful in times when community partners only need short-term help, or when volunteers offer their services for a brief period of time and never return to the site, whether further help is needed or not.
Community service is any service rendered to the community. Community service can take place in the form of volunteerism or through non-voluntary service, as in service-learning courses or through court-mandated service.
Stetson University embraces community engagement as a powerful means to prepare students for active citizenship. The Center for Community Engagement is committed to providing resources on community-engaged scholarship, which will help faculty to integrate community engagement initiatives into teaching, research and service.
In the book Participatory Partnerships for Social Action and Research, the term 'community-engaged scholarship' is defined as "scholarly activities related to research and/or teaching that involve full collaboration of students, community partners, and faculty as co-educators, co-learners, and co-generators of knowledge and that address questions of public concern." (Harter, 2010)
Some examples of the community-engaged scholarship model include components of community-engaged learning, such as service-learning pedagogies and community-based research (C.B.R.), both of which emphasize addressing community needs and concerns. Service-learning and C.B.R. applications provide complementary approaches for developing campus-community partnerships and optimizing student learning outcomes. Both are experiential and iterative processes in which students and faculty are called to collaborate with community representatives to devise creative solutions to existing challenges while experiencing the actualities of community life, and both utilize reflection as a way to process experiences and integrate theory and practice (Blundo, 2003). Service learning and C.B.R., whether conducted at home or abroad, offer a rich array of benefits to the Stetson University community.