Colleges and universities that aim to sustain or expand community partnerships and institutionalize civic engagement face important faculty challenges. Faculty adoption of community-based pedagogies and research approaches, in turn, faces important practical and conceptual barriers, as engagement activities appear in competition with expected…

A theoretical model is developed for the process relatively privileged white students go through as they become more aware of their own socioeconomic and other advantages and come to terms with these within their community service learning placements. The model is supported with journal reflections from service-learners placed in inner-city…

This paper provides an example of how institutional service-learning assessment data can be used to drive organizational change. Furco's (1999) self-assessment rubric for the institutionalization of service-learning in higher education is used in modified form as the instrument through which organizational-level assessments were made. The process…

International service-learning (SL) and study abroad (SA) courses are increasingly part of university curricula. A literature review shows these two types of experiential learning share similarities that offer potential synergies for the growing numbers of both types of experiences. This possibility is explored further by analyzing results from a…

This article illustrates the sometimes unproductive tensions between community engagement goals in teaching writing and academic trends and institutional structures that influence grading practices and the language of authorship. To broaden instructors' understandings of possibilities for the relatively peaceful coexistence of individual and…

This article explores the relationship between service-learning and the scientifically-based research clause of the No Child Left Behind Act. It reviews the state of the service-learning literature base with regard to academic achievement, and provides specific strategies in which service-learning can be used under the guise of No Child Left…

This qualitative study is based on in-depth interviews with 40 representatives from 12 community-based organizations (CBOs) working with the Steans Center for Community-based Service-Learning at DePaul University in Chicago. These CBOs see themselves as partners with the University in educating college students about the realities of racial and…

The authors provide historical context related to the changing nature of scholarship and how it is rewarded, paying particular attention to the concept of service. Data collected from education faculty employed at Mississippi public universities is then used to identify how perceptions of service as a supported form of scholarship correlate to…

This study examines characteristics of human sciences/Family and Consumer Sciences (FCS) faculty who do and do not incorporate service-learning in their teaching, examines their perceptions about service-learning as an effective teaching strategy, and identifies the factors that motivate and deter use of service-learning. Survey results from 368…

The effects of service-learning on the academic attainment of rehabilitation services students were examined using a quasi-experimental design. One hundred and thirty senior rehabilitation services students enrolled in the medical aspects of disabilities course, 65 with service-learning and 65 with classroom-only instruction. The same instructor…

This article analyzes the challenges encountered in a first-year service-learning course in which students had high expectations for community involvement and a commitment to social responsibility, yet significant difficulty connecting their service orientation to the intellectual inquiry expected of them at the college level. This conflict…

The nature of engagement between American campuses and communities is contested. This article is an invitation to reconsider why community-campus partnerships often look so different and have diverse and sometimes negative outcomes. Using a cultural theory approach (Thompson, Ellis, & Wildavsky, 1990) to elucidate the four main cultural frames…

This article applies theories of giving from philanthropic studies to enhance understanding of service-learning relationships between students and community partners. Focusing on the participation motivations, outcome expectations, and satisfaction levels of community partners who have recently completed work with service-learning students, the…

Supervisors from 40 community agencies working with a university-based service-learning program were interviewed regarding the extent of their input in service-learning program planning and implementation "(Agency Voice), Interpersonal Relations" with service-learning students, "Perceived Benefit" of the service-learning program to the agency, and…

Service-learning researchers and practitioners agree that reflection is the essential link between community experience and academic learning: "reflection is the hyphen in service-learning" (Eyler, 2001, p. 35). The theoretical and pedagogical foundations for service-learning reflection pay scant attention to the emotional content and context of…