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…

Research and experience has shown that allowing children and youth to feel that they are contributing members of their communities, they are less likely to exhibit rebellious or delinquent behaviors. Describes three model programs that employ the principle of generosity as a key component of interventions for troubled children and youth.…

According to the chairman emeritus for McDonnell Douglas, a free republic is the most powerful form of government and also the most fragile, because it depends on a virtuous people. Virtue calls for balancing our own needs with those of society. The Character Education Partnership has drawn up and published 11 principles of effective character…

Explores the understandings developed by 65 preservice elementary and secondary school teachers from an experience in community service learning for multicultural teacher education. Findings suggest that community service learning for teachers should include more opportunities for reflection and more critical concern for inequity. (SLD)

Introduces a geography course that uses a service learning approach to study the Dog River Watershed in Alabama. (YDS)

Surveyed supervisors from 30 community-based organizations about their perceptions of each service-learning student located at their site at the end of an academic term. Factor analyses yielded two reliable factors explaining over 74 percent of the common variance: students demonstrated service skills (e.g., constructive relationship with others,…

Uses research and theory on intrinsic motivation to suggest that some service learning practices may be counterproductive over the long term. Offers suggestions about the structure of service learning requirements concerning: (1) choice and control over community assignments; (2) choice and control over how activities are undertaken on site; and…