Digital Commons Network^™

The Status Of Service-Learning In The United States: Some Facts And Figures, Robert D. Shumer, Charles C. Cook

Service Learning, General

This report focuses on service and service-learning in high schools. The report compares data from 1984 research with information from two studies of service and service-learning completed in 1997. The data suggest that community service and service-learning in 1984 was available in slightly more than one-quarter of all high schools (primarily to white students), and course-related programs (service-learning) occurred in only about 10% of all schools. The 1997 data indicate that the number of high school students involved in service-related programs has increased 686%; and the number of high school students involved in service-learning has increased3,663%. Using data from studies …

The Emerging Role Of Service Learning At Jesuit Universities, James J. Fleming

Service Learning, General

We Jesuits love teaching! We are alive when we are in the classroom. The art of teaching-and it is an art in the truest sense-is a medium in which we can create. "When it is most radical," as Madeleine Grumet has so eloquently observed, teaching as a "work of art simultaneously draws the viewer to it, engaging expectations, memories, recognitions; and then interrupts the viewer's customary response, contradicting expectations with new possibilities, violating memories, displacing recognition with estrangement." This is what the learning process can be: seductive, surprising, and transforming.

Self-Assessment Rubric For The Institutionalization Of Service-Learning In Higher Education, Andrew Furco

Service Learning, General

The Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education was designed to assist members of the higher education community in gauging the progress of their service-learning institutionalization efforts on their campus.

The rubric is structured by five dimensions that are considered by most service-learning experts to be key factors for higher education service-learning institutionalization. Each dimension is comprised of several components that characterize the dimension. For each component, a threestage continuum of development has been established. Progression from Stage One: Critical Mass Building to Stage Three: Sustained Institutionalization suggests that the institution is moving closer to fully institutionalizing …