Learn More About Service-Learning
Foundational Readings |
The Theoretical Roots of Service-Learning in John Dewey Eyler and Giles are early SLCE researchers and offer this article on the theoretical roots of service-learning. |
A Strategy for Community-Driven Service-Learning and Community Engagement: Fair Trade Learning More recent writing centered on critical service-learning theory and practice from an asset-based perspective. Fair Trade Learning intends to make SLCE partnerships embody reciprocity and flourishing. |
Transforming Higher Education Through and For Democratic Civic Engagement: A Model for Change Saltmarsh, Janke, and Clayton offer a model for transforming higher education through democratic civic engagement. |
Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models Duke Service-Learning promotes a critical service-learning approach to pedagogy and practice. Mitchell describes the difference between traditional service-learning and a critical approach. |
Critically Engaged Civic Learning: A Comprehensive Restructuring of Service-Learning Approaches This article suggests a shift from the traditional SLCE focus on student learning to an equitable approach where power is distributed and the partnership is co-designed. |
An Engagement of Hope: A Framework and Equity-Centered Theory of Action for Community Engagement Green and other faith-based colleagues frame SLCE as an “engagement of hope” theory combining action and community engagement. |
Service-Learning as a Pedagogy of Whiteness Mitchell, Donahue, and Young-Law examine SLCE pedagogy as a pedagogy of whiteness. |
Tips for Constructing a Syllabus |
| Constructing a Service-Learning Syllabus A checklist of items and concerns to list in a service-learning syllabus. |
| Potential Student Learning Outcomes for Service-Learning Courses A list of outcomes for service-learning courses such as understanding course content, awareness of community, commitment to service, career development, self awareness, sensitivity to diversity, etc. |
| Learning Objectives for Service-Learning Learning outcomes written as learning objectives. By the end of this course, students will be able to. . . . . |
| Syllabus Review Checklist A checklist to review syllabi. |
Teaching and Learning |
A Practice-Based Guide for Creating STEM Service-Learning Courses This practice-based article by Genna Miller and Mina Ng describes two undergraduate service learning (SL) courses in STEM disciplines: economics and neuroscience. |
Community-Engaged Learning and Teaching Knowledge Hub The Campus Compact Community-Engaged learning and Teaching Knowledge HUB offers curated lists of resources related to effective design and facilitation of SLCE courses. |
Campus Compact Syllabi Library A syllabi bank spanning dozens of disciplines. Searchable by themes and disciplines. Find inspiration for your own syllabus with additional readings and resources. |
CHANGE: A Guide to Teaching Social Action *A sample syllabus with reading and video references for Sociology 163. CHANGE: A Guide to Teaching Social Action. |
| Reflection in Service-Learning: Making Meaning of Experience An overview of the importance of reflection by standard bearers Bringle and Hatcher |
THe DEAL Model for Critical Reflection The most well-known reflection tool in the field is the DEAL Model: Describe, Examine, Articulate Learning by NC Scholar, Patti Clayton. |
A Practical Guide for Integrating Civic Responsibility into the Curriculum Looking for activities or assignments designed to integrate civic responsibility into your course objectives? This text is a standard in the SLCE field. |
Service Learning Reflection Activities Galore!.pdf (csusm.edu) Many of the best reflection activities come to us in self-published work by scholar practitioners. This compilation offers a variety of strategies for integrating reflection and critical thinking into SLCE assignments. |
Better Discourse: A Guide for Bridging Campus Divides in Challenging Times | Campus Compact How do we have civil discourse and engage in purposeful, informed action? Here’s a starting place! Interested in deliberative dialogue models, generally? Contact our office. |
Reflection Activities Before, During and After Reflection offers a great opportunity to help students make connections at all times in the semester. The Service-Learning team compiled a few ideas for you! |
Another quick reference for in-class activities designed to promote reflection. Compiled by Duke Service-Learning. |
Reading with Discussion Questions |
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Why Service-Learning is Bad Reflection Questions |
| Starfish Hurling and Community Service This short text provides an opportunity to debate the actions of an individual trying to save starfish that are washed up on a beach. It is a good departure point to discuss different models of service and to explore ethical issues linked to our behaviors and building sustainable community partnerships. |
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In the Service of What? The Politics of Service-Learning. Discussion and Reflection Activities |
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Personal Reflections |
| Organizing 101: Lessons I Wish I'd Learned on Campus A reflection from an experienced communtiy organizer about the lessons learned from his work in organizing and several best practices from the organizing approach that service-learning can be challenged by. |
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What I Didn't Know Then |
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Sit Down. Be Quiet. Pay Attention. |
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Summary of Outcomes |
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At a glance: What we know about the effects of service-learning on college students, faculty, institutions and communities This includes lists of resources on many aspects of SL: the effects of Service-Learning on students with Personal Outcomes, Social Outcomes, and Learning Outcomes; impact of program characteristics; impact on faculty; impact of university; impact on communities. It includes an annotated Bibliography of Service-Learning Research, 1993-2000 |
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A report by the American Association of Colleges and Universities (AAC&U) summarizing the positive outcomes of community-based and civic-engaged programs. |
Collections of Resources |
| Campus Compact: Institutional Assessment Resources This collection of resources includes indicators of an engaged campus, self-assessment tools, rubrics, and more resources related to institutional assessment. |
| Campus Compact: Assessment of Higher Education Community Engagement A collection of readings, rubrics, tools, and other resources to assist with assessment of higher education community engagement. |
| Campus Compact: Civic Action Plan Library A database of over 100 Civic Action Plans from affiliated institutions. Civic action plans provide a framework for aligning institutional values with civic engagement. |
Frameworks for Assessment and Evaluation |
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The measure of service learning: Research scales to assess student experiences This is a practical resource for researchers and program evaluators that introduces an overview of scientific research and measurement. It providesexamples of scales that measure key contructs associated with the experiences of students in SL. It also provides an explanation of the characteristics that multiple-item scales should possess in order for them to be used in research. |
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Assessing the impact of service-learning and civic engagement: Principles and techniques. This definitive volume offers a broad overview of issues related to assessment in higher education, with specific application for measuring the impact of service-learning and civic engagement initiatives on students, faculty, the institution, and the community. This volume will assist individuals seeking a comprehensive resource on assessment issues, with applicability particularly in higher education as well as potential applications to other groups interested in assessment. |
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Democratically engaged assessment: Reimagining the purposes and practices of assessment in community engagement This document is a project of reclamation and transformation, one that is both ongoing and rooted in years of dialogue within Imagining America and the work of its Assessing Practices of Public Scholarship research group (APPS). It emerges from our own experiences with assessment related to community engagement and from those of many other colleagues on campuses and in diverse communities. It is intended to bring together those who wish to reimagine assessment in light of its civic potential — to develop what we refer to as Democratically Engaged Assessment (DEA). |
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| Clifford, Joan, and Deborah S. Reisinger. Community-Based Language Learning: A Framework for Educators. Georgetown University Press, 2019, JSTOR, www.jstor.org. |
| Porto, Melina. “Affordances, complexities, and challenges of intercultural citizenship for foreign language teachers.” Foreign Language Annals. 2019; 52: 141– 164. |
| Kelly Frances Davidson, Stacey Margarita Johnson, L. J. Randolph Jr. How we take action: social justice in the PK-16 language classrooms. Information Age Publishing, Inc., [2023] |
| Jann Purdy, Editor (2018) Language Beyond the Classroom: A Guide to Community-Based Learning for World Language Programs. Newcastle upon Tyne, UK: Cambridge Scholars Publishing. |
| Randolph, L.J., & Johnson, Stacey Margarita (2017). “Social justice in the language classroom: A call to action”. Dimension, 9-31. |
| Morales, Marisol. 2023. "The Essential Role of ABCD in Developing Two Community Engagement Frameworks for Supporting Latinx Students" Journal of Multidisciplinary International Studies 16, no. 2. |
| CARLA's Social Justice in Language Education project creates instructional materials that address a wide range of social justice topics in ten languages. Grounded in multiliteracies pedagogy, these materials will improve students' language abilities, intercultural understanding, and career competencies through critical engagement with target language texts. |
| Recorded Presentation: "Bringing Social Justice Into Language Classrooms: Templates to Guide Instructional Planning," with Lauren Goodspeed, Mandy Menke, Helena Ruf, and Kate Paesani at CARLA (Center for Advanced Research on Language Acquisition), University of Minnesota. This presentation describes the process of developing research-based curricular unit and lesson plan templates that support language instructors in the teaching of social justice themes. |
| Recorded Presentation: “Why World Languages Matter in Social Justice Education,” with Kate Paesani, Director, Center for Advanced Research on Language Acquisition (CARLA), and Affiliate Associate Professor, College of Liberal Arts; Lauren Goodspeed, Lecturer, Department of French and Italian; Mandy Menke, Associate Professor, Department of Spanish and Portuguese Studies; Helena Ruf, Senior Lecturer, Department of German, Nordic, Slavic, and Dutch. |
This guide highlights freely accessible resources to support service-learning courses at Duke. Our staff often recommends new texts and articles to add to the library collection.
https://guides.library.duke.edu/service-learning/getting-started
Trends and thinkers in higher education community engagement
Scan of Promising Efforts to Broaden Faculty Reward Systems to Support Societally Impactful Research
Prepared for the Transforming Evidence Funders Network October 2023
Co-Authored by Bruce Jentleson, William Preston Few Distinguished Professor of Public Policy and Professor of Political Science, Duke University
Develop Your Scholarship
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Campus Compact |
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CIRCLE (The Center for Information and Research on Civic Learning and Engagement) |
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Community-Campus Partnerships for Health |
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International Association for Research on Service-Learning and Community Engagement |
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Learn & Serve America |
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National Society for Experiential Education |
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National Youth Leadership Council |
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The Talloires Network |
| The Research University Civic Engagement Network (TRUCEN) to advance civic engagement and engaged scholarship among research universities. TRUCEN members are R-1 institutions that share a fundamental commitment to leveraging their resources, skills, and energy to address the most challenging issues in society. |