Click on the general headings below to see relevant documents, articles and link pertaining to the subject.

Resource Description
Battistoni, R. M. (2002). Civic engagement across the curriculum: A resource book for service-learning faculty in all disciplines. Providence, RI: Campus Compact.

This volume offers faculty in all disciplines rationales and resources for connecting their service-learning efforts to the broader goals of civic engagement. It provides concrete examples of course materials, exercises, and assignments that can be used to develop students’ civic capacities regardless of disciplinary area. Annotation from Service Learning and Civic Engagement (below).

Vernon, A., Foster, L. (2002). Community Agency Perspectives in Higher Education: Service-Learning and Volunteerism. Service-learning through a multidisciplinary lens. (Eds. Billig, S., & Furco, A.) Greenwich, CT: Information Age. This study examined the perceived impacts that college students have at the community agencies where they serve and on the needs of the youth their service is addressing. It provides a little represented voice in the SL literature, that of the community agency.
Eyler, J., & Giles, D. E. (1999). Where's the learning in service-learning? San Francisco: Jossey-Bass. This is a foundational text that provides an overview of how SL helps students achieve important outcomes in a college education. It identifies how particular characteristics of SL make a difference. A sample of some of these learning outcomes: personal and interpersonal development, critical thinking, perspective transformation, citizenship. The book provides data from two national research projects conducted between 1993-1998 and subsequent interviews.
Campus Compact Introduction to service-learning toolkit: Readings and resources for faculty (2nd ed.). Providence, RI: Campus Compact. Resources on service-learning, from learning theory and pedagogy to practical guidance on how to implement service-learning in the classroom. Includes chapters on community partnerships, student development, and redesigning curriculum, exploring the connection between service- learning and civic engagement, and community-based research.


Resource Description
Campus Compact’s Service-Learning Syllabi bank It is easy to search this syllabi bank according to themes and disciplines. Find inspiration for your own syllabus with additional readings and resources.
 (scroll down to the Faculty Toolkit section) University of British Columbia's Centre for Community Engaged Learning has developed a Faculty Toolkit organized into 6 categories: Curriculum design & integration, Partnership identification and development, project development, course delivery, assessment and evaluation, and external resources and links.
Practical Ideas for Confronting Curricular Bias Back in the 1970s and the 1980s, publishers and professional associations issued guidelines for non-racist and non-sexist books. As a result, texts of the last twenty years are much improved. Unfortunately, they are far from bias-free. The following seven forms of bias can be found not only in K-12 textbooks but also in college texts, in the media – in fact, they are all around us. Feel free to explore these definitions with your students, as well as try the strategies suggested.

This article is a synthesis of my own work as well as a critical reading of the key literature in anti-racist pedagogy. Its purpose is to define antiracist pedagogy and what applying this to courses and the fullness of our professional lives entails. I argue that faculty need to be aware of their social position, but more importantly, to begin and continue critical self-reflection in order to effectively implement anti-racist pedagogy, which has three components: (1) incorporating the topics of race and inequality into course content, (2) teaching from an anti-racist pedagogical approach, and (3) anti-racist organizing within the campus and linking our efforts to the surrounding community. In other words, anti-racist pedagogy is an organizing effort for institutional and social change that is much broader than teaching in the classroom.

Resource Description

Stith, M., Emmerling D., & Malone, D. (2018). Critical Service-Learning Conversations Tool: A self-assessment and resource tool to help faculty implement critical, justice-oriented service-learning

Duke Service-Learning has created a critical service-learning self-assessment and integrated resource tool for faculty looking for support in implementing critical or justice oriented service-learning. Our tool is built on the idea that social justice service-learning is both a process and an outcome, and thus the tool supports faculty in integrating the pedagogy, academic content, and praxis of implementing critical service-learning.
Bringle, R. G., Phillips, M. A., & Hudson, M. (2004). The measure of service learning: Research scales to assess student experiences. Washington, DC: American Psychological Association. 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.
Eyler, J., Giles, D., Stenson, C., & Gray, C. J. (2001). At a glance: What we know about the effects of service-learning on college students, faculty, institutions and communities, 1993-2000. Corporation for National Service: Learn and Serve America National Service-Learning Clearinghouse. 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
Gelmon, S. B., Holland, B. A., Driscoll, A., Spring, A., and Kerrigan, S. (2001). Assessing the impact of service-learning and civic engagement: Principles and techniques. Providence. RI: Campus Compact. 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. 
Bandy, J., Price, M. F., Clayton, P. H., Metzker, J., Nigro, G., Stanlick, S., Etheridge Woodson, S., Bartel, A., & Gale, S. (2018). 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).


Resource Description
Writing Groups at Duke University  
Research University Engaged Scholarship Toolkit

This Toolkit has four purposes:

  1. To add clarity to the meaning and conceptualization of community-engaged scholarship in a research university context;
  2. To provide a rationale for why to do it and resources on how to do it well;
  3. To provide tools and assistance for faculty at research universities to document engaged scholarship for reward and promotion (i.e., how to get credit for it); and
  4. To provide tools and assistance for enabling the assessment of engaged scholarship (i.e., for faculty reward and promotion).



Resources Description
Mitchell, T. D., & Donahue, D. M. (2009). "I do more service in this class than I ever do at my site”: Paying attention to the reflections of students of color in service-learning. The future of service-learning: New solutions for sustaining and improving practice, 172-190. A powerful article about students of color's experience in service learning classrooms paying paticular attention to how racial consciousness shapes service-learners experience.
"Getting Inside the "Underside" of Service-Learning: Student Resistence and Possibilities" by Susan Jones, Jen Gilbride-Brown and Anna Gasiorski in Service-Learning in Higher Education (Ed. Dan Butin) 2005.

This chapter discusses student resistance through the lenses of a cognitive developmental theory of self-authorship and critical whiteness in the context of a SL course taught as a critical pedagogy. The 3 profiles of student resistance are: "the good volunteer", "the politely frustrated volunteer", and "the active resister". It suggests some strategies for engaging these types of students.


Transformative Learning: Perspectives on Critical Engagement: A presentation by Dr. Richard Kiely, Senior Fellow, Office of Engagement Initiatives at Cornell University.

What is transformative learning? How do we develop the necessary critical lens to engage in transformative learning? How can Duke build a culture that supports disrupting norms that are problematic? Dr. Richard Kiely, Senior Fellow, Office of Engagement Initiatives at Cornell University explores these topics with Duke faculty, staff, and students. Grounded in adult and intercultural learning theories, Kiely has extensively researched learning processes and outcomes related to community-engaged experiences. 



Resources Description

Eby article:

An organized list of critiques common to service-learning classes. A great foundational text to expose students to common problems with the service-learning approach.
This is a one page text that concisely challenges us to listen to the community to create opportunities of mutual service and learning. Breaking down biases, prejudices, and practices of "othering" can be accomplished through reflection, respect, and collaboration.
Starfish Hurling and Community Service” by Keith Morton 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.

Kahne and Westheimer article:

The discussion guide is helpful in orienting faculty on how to use the text. The text is a bit dated and a bit boring--but the comparison of charity and change is important. The 2 case studies are useful.
“What I didn’t Know Then” by Kelli Covey A reflection on being an outsider hoping to implement changes within the community that contains reflections on identity, social change, and the values one brings to service.
Stephen Smith's "Lessons I Wish I'd Learned on Campus" in Nick Longo and Cynthia Gibson's "From Command to Community" 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.


Please refer to the Policy for Minors in Duke Programs page from Human Resources.

Resource Description

Bringle, R. G., & Hatcher, J. A. (1999). Reflection in service learning:

Educational Horizons. 77(4), 179-185.
This article explores how reflection is a cornerstone of service-learning and how active learning strategies foster academic persistence and success. It provides a theoretical framework for the pedagogy of experiential education (Dewey). It identifies types of reflection: writing, readings, presentations, etc. The article provides guidance on how to structure reflection to meet learning objectives and a rubric to assess student performance.
Reed, J., & Koliba, C. (1996). Facilitating reflection: A manual for higher education. Washington, DC: Georgetown University Volunteer and Public Service Center. This manual provides an overview of what reflection is, best practices for facilitation, and examples of reflection activities.
Context for and a list of resources focused on service and civic engagement. A bit dated and most examples focused on community college and civic engagement. Could work as a good partner resource to one focused on social justice.


Each fall, Duke Service-Learning hosts Context and Connections: an Immersive Experience for Duke Faculty in Durham, an engaged bus tour of Durham for new Duke faculty and those interested in deepening their own knowledge of and connections to the Durham community and in exploring connections with their teaching, research, and service. Learn more about the tour here.