Lexington Books
Pages: 210
•
Trim: 6½ x 9⅜
978-1-4985-2370-7 • Hardback • May 2016 • $123.00 • (£95.00)
978-1-4985-2372-1 • Paperback • April 2019 • $50.99 • (£39.00)
978-1-4985-2371-4 • eBook • May 2016 • $48.00 • (£37.00)
M. Gail Hickey is professor of education and director of the scholarship of service-learning at
Indiana University–Purdue University Fort Wayne.
Introduction
M. Gail Hickey
Section I: Reflecting on Community Partnerships
Chapter 1: Implementing Reciprocity for Collaborative Community Partnership
Sherrie Steiner
Chapter 2: The Move to a More Pragmatic Democratic Civic Engagement: Universities of the Future
Joe D. Nichols
Section II: Reflecting on Classroom Practice
Chapter 3: Reflecting on Service-Learning Experiences: A Three-Stage Model
M. Gail Hickey
Chapter 4: “I am amazed by how much I have changed”: Service-Learning’s Potential for Transformation
Donna Eder
Chapter 5: Learning from Failure: Service as a Tool for Teaching the Value of Failure
Ellen Szarleta
Chapter 6: Service-Learning in Dental Hygiene Education
Nancy Mann
Chapter 7: Service-Learning in the Professional Writing Classroom: Marilyn Cooper’s “Ecology of Writing” in action
Tanya Perkins
Chapter 8: CSD Students and Service-Learning: A literacy experience
Pam Britton Reese
Chapter 9: Document Dumpster-diving: Students learn and teach aboutlocal museums
Jeremiah Clabough & Thomas N. Turner
Chapter 10: 2012 Election Experiential Program
Robert A. Waterson & Mary Haas
Chapter 11: Carefully Reading the Texts We Assign: The Case for Service-Learning Instructors to Engage in Service
Nicole D. Schonemann
Section III: Reflecting on Diversity
Chapter 12: First-Hand Interactions with English Language Learners: Win-win Learning Opportunities for All
Hao Sun
Chapter 13: Utilizing Service-Learning to Confront Crime: Victimization among Refugees and other Non-English speaking Populations
Jospeter Mbuba
Chapter 14: Expanding Multicultural Understanding through Service-Learning: A Case Study
Sheena Choi and M. Gail Hickey
Chapter 15: Speak Out, Reach Out: Infusing Multiculturalism and Social Justice from College to Community
Jeneice L. A. Shaw, Brittany J. Shannon, Hannah Greenbaum, and Jennifer M. Taylor
Chapter 16: Service-Learning for Students in Transition
Sarah Jones
M. Gail Hickey has gathered together a valuable resource in Reflecting on Service-Learning in Higher Education. The chapters provide a vast collection of best practices and important principles to consider when engaging students in academic service-learning. . . .Reflecting on Service-Learning in Higher Education is a resource that will be appreciated by high school and university faculty and administrators. The questions raised and the suggestions shared will be useful for any institution looking to begin or strengthen their commitment to service-learning in higher education. Institutions, faculty, students, and the communities with which they partner will all benefit from M. Gail Hickey’s invitation to reflect.
— Reflective Teaching
Reflecting on Service-Learning in Higher Education is a readable edited collection that reflects on the state of academia and society in a compelling and proactive discussion. This book is social, constructivist, and critical while providing next step suggestions for teachers as well as community leaders. A new paradigm is upon us.
— Steven J. Madden, Coastal Carolina University
Hickey offers a valuable addition to the service-learning literature. Drawing on an array of disciplines, this edited collection serves to connect illustrative examples with service-learning concepts. Notably, it incorporates recent as well as foundational service-learning literature. This book will be particularly useful to those with an interest in immigrant populations. I recommend this book as a resource for readers looking to expand their service-learning 'toolbox.'
— Meryl Nadel, Iona College
This wide-ranging collection grounds scholar-practitioners in universal, best-practice approaches to service-learning, and engages in disciplinary stances that demonstrate the myriad ways in which we can do this sort of work across contexts.
— Jessica Restaino, Montclair State University