1. Identifying the Learning Outcomes of Service; 2. Personal and Interpersonal Development; 3. Understanding and Applying Knowledge; 4. Engagement, Curiosity, and Reflective Practice; 5. Critical Thinking; 6. Perspective Transformation; 7. Citizenship; 8. Program Characteristics of Effective Service-Learning; 9. Strengthening the Role of Service in the College Curriculum; Resources; A. College and University Participants in the Studies; B. Sample and Methods of the Studies; C. Survey and Interview Instruments; D. Survey Regression Tables: Impact of Service-Learning; E. Survey Regression Tables: Impact of Program Characteristics; F. Interview Regression Tables: Impact of Well-Integrated Service-Learning.
JANET EYLER is associate professor of the Practice of Education at Vanderbilt University. DWIGHT E. GILES, JR., is professor of the Practice of Human and Organizational Development at Vanderbilt University.
"It is hard to overstate the importance of this book to the field.
The research presented here should contribute significantly to
those responsible for improving program effectiveness or advocating
for this kind of pedagogy. The careful research and thoughtful
commentary provide a wealth of insights about service-learning and
how best to do it." --Michigan Journal of Community Service
Learning
"By carefully deconstructing the concept of learning, Janet Eyler
and Dwight Giles show us where, when, and how learning takes place
in service-learning. A groundbreaking book that unearths what all
service-learning researchers and practitioners need to know."
--Andrew Furco, director, Service-Learning Research and Development
Center, University of California at Berkeley
"Required reading for anyone responsible for service-learning
programming. In identifying the extent of our current knowledge of
service-learning's educational impact, Eyler and Giles have done
the field an important service." --Edward Zlotkowski, senior
associate, American Association for Higher Education, and founding
director, Bentley Service-Learning Center
"For service-learning to expand and be sustained in institutions of
higher education, faculty must demonstrate improved academic
achievement. Eyler and Giles, once again, provide penetrating
insights and valuable data on important issues that will support
the service-learning field." --Marilyn W. Smith, Ph.D., director,
Department of Service-Learning, Corporation for National
Service
"Finally, one resource for faculty that provides the history and
theoretical basis for service-learning, and presents best practices
for teaching service-learning based upon extensive research."
--Catherine W. Howard, Ph.D., director, Office of Community
Programs, Virginia Commonwealth University
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