This book focuses on conducting research on International Service Learning (ISL), which includes developing and evaluating hypotheses about ISL outcomes and measuring its impact on students, faculty, and communities. The book argues that rigorous research is essential to improving the quality of ISL's implementation and delivery, and providing the evidence that will lead to wider support and adoption by the academy, funders, and partners. It is intended for both practitioners and scholars, providing guidance and commentary on good practice. The volume provides a pioneering analysis of and understanding of why and under what conditions ISL is an effective pedagogy. Individual chapters discuss conceptual frameworks, research design issues, and measurement strategies related to student learning outcomes); the importance of ISL course and program design); the need for faculty development activities to familiarize faculty with the component pedagogical strategies); the need for resources and collaboration across campus units to develop institutional capacity for ISL); and the role that community constituencies should assume as co-creators of the curriculum, co-educators in the delivery of the curriculum, and co-investigators in the evaluation of and study of ISL. The contributors demonstrate sensitivity to ethical implications of ISL, to issues of power and privilege, to the integrity of partnerships, to reflection, reciprocity, and community benefits. Following a preface by Robert G. Bringle, this book is divided into four sections. Section I, Conceptual Frameworks for International Service Learning, includes: (1) International Service Learning (Robert G. Bringle and Julie A. Hatcher); (2) The Context for International Service Learning: An Invisible Revolution is Underway (William M. Plater); (3) A 360-Degree View of International Service Learning (Nevin C. Brown); and (4) New Lines of Inquiry in Re-Framing International Service Learning into Global Service Learning (Nicholas Longo and John Saltmarsh). Section II, How Course Design Can Inform International Service Learning, includes: (5) An Analysis of International Service Learning Programs (Steven G. Jones and Kathryn S. Steinberg); (6) Overcoming the Challenges of International Service Learning: A Visual Approach to Sharing Authority, Community Development and Global Learning (Hilary E. Kahn); (7) Service Learning as Local Learning: The Importance of Context (Susan Buck Sutton); and (8) Research on and through Reflection in International Service Learning (Brandon C. Whitney and Patti H. Clayton). Section III, Conducting Research on International Service Learning, includes: (9) A Research Agenda for International Service Learning (Humphrey Tonkin); (10) What International Service Learning Research can Learn from Research on Service Learning (Janet Eyler); (11) What International Service Learning Research can Learn from Research on International Learning (Richard Kiely); (12) Quantitative Approaches to Research on International Service Learning: Design, Measurement, and Theory (Robert G. Bringle, Julie A. Hatcher, and Matthew J. Williams); (13) Qualitative Research Methodology and International Service Learning: Concepts, Characteristics, Methods, Approaches, and Best Practices (Richard Kiely and Eric Hartman); and (14) Ethical Issues in Research on International Service Learning (Carole Wells, Judith Warchal, Ana Ruiz, and Andrea Chapdelaine). Section IV, An International Perspective on North American International Service Learning, includes: (15) A South African Perspective on North American International Service Learning (Mabel Erasmus).