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Partnerships for Service-Learning: Impacts on Communities and Students

Partnerships for Service-Learning: Impacts on Communities and Students

ISBN: 978-0-470-45057-4

Jul 2009, Jossey-Bass

336 pages

Select type: Hardcover


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Praise for Partnerships for Service-Learning

"These case studies highlight the critical importance of reciprocity in campus-community partnerships. It is through the two-way interchange of knowledge and assets that service-learning achieves its democratic potential as a pedagogy with the power to transform education, campuses, and communities. The examples provided here offer rich and sophisticated models that will be invaluable for community as well as academic leaders committed to deepening the partnering process." — John Saltmarsh, professor of higher education administration and director, New England Resource Center for Higher Education, University of Massachusetts, Boston; and Edward Zlotkowski, professor of English, Bentley University

"This practical guide explores the power and pedagogy of K–12 school and university partnerships. This educational 'how-to' is a superior resource and must-read for every school and community leader across the country." — Arlene C. Ackerman, superintendent of schools, Philadelphia School District

"This is a rare book about partnerships. It provides testimony to the diversity of real-world problems that can be addressed though service-learning partnerships between K–12 and higher education. Required reading for future teachers, educators, and community leaders interested in building campus-community relationships that embrace collaboration and shared decision-making." — Ramon C. Cortines, superintendent of schools, Los Angeles Unified School District

"This is a terrific set of diverse yet complementary case studies illustrating the great potential of P–16 educational partnerships benefitting all participants. This book helps explain why service-learning works so well for so many schools, universities, and community-based organizations." — Shelley H. Billig, vice president, RMC Research Corporation??

Foreword (Frank Alvarez).

Preface (Todd Kelshaw, Freyda Lazarus, and Judy Minier).

About the Editors.

About the Contributors

Part I: Service-Learning Partnerships in Community Contexts.

1. The Student Coalition for Strengthening Communities: A Service-Learning Partnership Between P–12 Schools and a Preservice Teacher Education Program (Jeffrey B. Anderson, Christopher Daikos, Jon Granados-Greenberg, and Audra Rutherford).

2. Reflections on University-School Partnerships at Providence College’s Feinstein Institute for Public Service (Keith Morton and Jane Callahan).

3. Metropolitan State University: Connecting with Community Through a University-Public Library Partnership (Robert Shumer, Susan Shumer, Rebecca Ryan, Joanna Brookes, M. Alejandra Reyes Cejudo, and Karin DuPaul).

4. Advancing Service-Learning Through Program Evaluation (Nancy Nisbett, Sally Cahill Tannenbaum, and Brent Smither).

5. Project ACtion for Equity: Service-Learning with a Gender Equity Focus on the U.S.-Mexico Border (Judith H. Munter, Joesefina V. Tinajero, Sylvia Peregrino, and Reynaldo Reyes III).

Part II: Learning Processes and Outcomes of Service-Learning Partnerships.

6. STEM Literacy, Civic Responsibility, and Future Vision: Examining the Effects of the Lawrence Math and Science Partnership (Linda C. Foote and Julie E. DiFilippo).

7. School-Based Service-Learning as Action Research (Deborah S. Yost and Elizabeth Soslau).

8. Experiencing Engineering While Helping Others: UMass Lowell’s Assistive Technology Design Fair (Douglas Prime and Donald Rhine).

9. Program Theory: A Framework for Collaborative Measurement of Service-Learning Outcomes (Joannie Busillo Aguayo and Joyce Munsch).

Afterword (Ira Harkavy).


“Motivated by a great need for conscientiousness in the invention and execution of service-learning partnerships, Partnerships for Service-Learning distills a collection of important and enlightening case examples, at once readably anecdotal, substantively rigorous, and critically reflective.

University presidents, academic officers, student affairs administrators, directors, deans, faculty, student leaders, and K12 administrators who oversee programs with outside partners will benefit from this enlightening work.”

—American Democracy Project blog, October 16, 2009