Kentucky service learning initiatives include (1) inclusion of Learn and Serve America in the state department of education; (2) leadership of the Kentucky Community Education Association; (3) increased state funding for community education; and (4) integration of community education and service learning through collaborative projects. (SK)

A review of Utah service learning programs leads to the following recommendations: (1) listen to community needs; (2) involve youth in planning service activities; and (3) collaborate with other community programs serving youth. (SK)

Although vocational educators have given their students a taste of service learning for years, one piece has been missing. In addition to preparation and action, service learning requires reflection--the previously missing component. (JOW)

Analyzes theoretical and practical political frameworks behind two main approaches to civic education in the United States: civics and service. States that neither liberalism nor communitarianism has been able to mount a significant alternative to what a former Cambridge Journal of Education article called educational Darwinism, whereby less…

Presents an argument for and offers illustrations of service learning in technical communication courses and curricula. Reviews service-learning literature, discussing specifically the advantages of projects to students, faculty, and the community. Describes three projects in which instructors and students integrated service learning and technical…

Examples of service learning projects in higher education are given to demonstrate the impact of student participation, including increased concern for civic values, greater service orientation, and expansion of the cultural context. (SK)

Proposes a community-based research (CBR) model that is genuinely collaborative and driven by community rather than campus interests; that democratizes the creation and dissemination of knowledge; and that seeks to achieve positive social change. Demonstrates how this model translates into principles that underlie the practice of CBR in four…

A service learning nursing course grounded in social justice principles focused on minority health, poverty, environmental health, and medically underserved populations. Students worked in community agencies, advocated for the underserved, and reflected on the relationship of social justice and citizenship to nursing. (SK)

Describes key elements of service learning: response to the community, student-led decision-making, analytical reflection. Includes a case study of service learning in the Hudson, Massachusetts, Public School District, the main goal of which is to provide students with opportunities to learn the core values of empathy, ethics, and service. (PKP)

This faculty survey found "remarkable" consistency in the various motivators and deterrents to service-learning, both for faculty who do and do not use it. (EV)

An effective service learning program (1) engages people in responsible, challenging actions; (2) articulates clear service and learning goals; (3) allows those with needs to define those needs; (4) expects genuine, sustained commitment; (5) includes training, supervision, monitoring, support, recognition, and evaluation; and (6) encourages…

A gerontology practicum can be a service-learning experience when students are guided in integrating the goals of service and learning and when reflection, analysis, and application are included. A case study at Missouri State University supported the practicum as a service-learning opportunity and identified ways to encourage individual and group…

Study 1 examined required service learning for 371 undergraduate business students; study 2 compared 63 undergraduates in voluntary and required service. Only for students who felt externally controlled did required service diminish future volunteering intentions. Readiness to volunteer moderated the effects of requirement. (SK)

Review of service-learning research shows that, although sustained involvement improves civic development, few schools require substantial service hours. Sensitivity to type of placement makes a difference. Problems of definition and measurement of diverse activities hinder research interpretation. (SK)

Provides evidence that teacher educators are able to devise and implement strategies that can surmount some of the barriers to the use of service-learning in pre-service teacher education. (Author/CCM)