Explores the theoretical strands being combined in community-based research--charity service learning, social justice service learning, action research, and participatory research. Shows how different models of community-based research, based in different theories of society and different approaches to community work, may combine or conflict. (EV)

Discusses how parents can get their children to volunteer for community services, examining how volunteerism benefits children, how to choose a volunteer activity, and how to get children involved (e.g., having the parents serve as role models). Two sidebars focus on whether fund-raising teaches children about giving and how service-learning…

Service-Oriented Field Experience is an online master's course for education, social service, and health majors that includes a 10-day service trip to Guatemala. During the accelerated 8-week course the service-learning projects are planned. Stateside and onsite facilitators are key elements in meeting the challenges posed by both the distance and…

Describes the work-study program at Berea College in Kentucky and its benefits. (JOW)

Explains the Cherokee concept of "gadugi," a tradition of interdependency and service which is reflected in the service component of the Native Indian Youth Leadership Project (NYLP). Provides examples of three levels of service in NYLP: (1) traditional community-generated service; (2) program-generated service; and (3) student-generated…

Personal comments from high school participants in community service programs illustrate how they gain new definitions of themselves, new information and understanding of others, awareness of a broader range of places and people, affirmation and development of underused personal qualities, and the empowering feeling of making a contribution. (SK)

Describes successful service club program serving adolescent boys with social, emotional, and learning problems who reside at Philadelphia's Pathway School. Considers strengths and weaknesses; power and helplessness; worthiness and worthlessness; and giving and dependency. Provides examples from programs and their participants. (NB)

This annotated bibliography lists 310 articles from the "Journal of Cooperative Education" from Volumes XIX-XXXII, 1983-1997. Annotations are presented in the order they appear in the journal; author and subject indexes are provided. (JOW)

Students in a nutrition course (n=34) participated in a service-learning project in community food banks serving homeless people. Pre- and posttest data showed an increase in their concern, activism, and attitudes related to world hunger and homelessness. (SK)

C. Wright Mills Middle School uses a project-based curriculum and service learning to prepare students for participatory democracy. Two challenges are to develop academic skills through experiential education and to avoid indoctrination. (SK)

Service learning was integrated into a business curriculum through phases of exploration, clarification, realization, activation, and internalization. The objective was to promote students' personal (moral) and professional (ethical) development. (SK)

The "missionary ideology" underlying much of the service- learning movement results from decisions to "do good things" for others. However, this movement sometimes ignores recipients' voices and what they, particularly communities of color, might have to offer. Reciprocal learning and working with others are essential. (MLH)

Describes a program at St. Mary's College of Maryland that involves collaboration with the Peace Corps to provide "on the ground" mentoring in the Gambia for students carrying out individual service learning research projects. Suggests that collaboration between universities and the Peace Corps can generate multiple benefits for all…

A women's health course for nursing students incorporated service learning activities in a variety of settings. Students' learning journals identified benefits of service learning: personal satisfaction, professional growth, higher levels of critical thinking, preparation for practice, and increased awareness of unmet community health needs. (SK)

Highlights a Resolving Conflict Creatively Program, which seeks to create school cultures based on values of caring and mutual respect. High-risk students may require more intensive interventions in order to foster social and emotional learning. Reports on a multiyear pilot project using a group curriculum with strong components of service…