Alliance for Service-Learning in Education Reform (1993). Standards of quality for school-based service-learning. Chester: VT.
Anderson, C.S. & Witmer, J.T. (1994). Addressing school board and administrative concerns about service-learning. Democracy and Education, 9, 33-37.
Cairn, R. & Coble, T.L. (1993). Learning by giving: K-8 service-learning. curriculum guide. Minneapolis, MN: National Youth Leadership Council.
Cairn, R.W. & Kielsmeier, J. (1991). Growing hope: A sourcebook on integrating youth service into the school curriculum. National Youth Leadership Council.
Conrad, D. & Hedin, D. (1987). Youth service: A guide book for developing and operating effective programs. Washington, DC: Independent Sector.
Conrad, D. & Hedin, D. (1991). School-based community service: What we know from research and theory. Phi Delta Kappan, 72, 743-749.
Council of Chief State Officers. (1993). Service-learning planning and resource guide. Washington, DC: Author.
Croddy, M. & Turner, M.J. (Eds.). (1994). Active citizenship today: Handbook for middle school teachers: a joint project of Close Up Foundation & Constitutional Rights Foundation. Alexandria, VA: Close Up Foundation; Los Angelas, CA: Constitutional Foundation.
Duckenfield, M. & Swanson, L. (1992). Service-learning: Meeting the needs of youth at risk. Clemson, SC: National Dropout Prevention Center.
Duckenfield, M. & Wright, J. (Eds.) (1995). Pocket guide to service-learning. Clemson, SC: National Dropout Prevention Center.
Dunlap, N.C., Drew, S.F. & Gibson, K. (1994). Serving to learn: K-8 manual. Columbia, SC: South Carolina Department of Education.
Fertman, C.I., White, G.P. & White, L.J. (1996). Service-learning in the middle school: Building a culture of service. Columbus, OH: National Middle School Association.
Fertman, C.L. (1994) Fastback: Service-Learning for all students. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Gulati-Partee, G. & Finger, W. (Eds.) (1996). Critical issues in K-12 service learning. Raleigh, NC: National Society for Experimental Education.
Honnet, E.P. & Poulsen, S.J. (1989). Principles of good practice for combining service and learning. Wingspread Special Report. Hoose, P. (1993).
It's our world, too! Stories of young people who are making a difference. Dubuque, IA: Little, Brown.
Kahne, J. & Westheimer, J. (1996). In the service of what? The politics of service-learning. Phi Delta Kappan, 77, 593-599.
Kendall, J.C. & Associates (1990a). Combining service and learning: A resource book for community and public service. Vol. I. Raleigh, NC: National Society for Internships and Experimental Education.
Kendall, J.C. & Associates (1990b). Combining service and learning: A resource book for community and public service. Vol. II. Raleigh, NC: National Society for Internships and Experimental Education.
Kinsley, C. (Ed.) (1991). Whole learning through service: A guide for integrating service into the curriculum K-8. Springfield, MA: Community Service Learning Center.
Kinsley, C.W. & McPherson, K. (1995). Enriching the curriculum through service-learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Knapp, C.E. (1992). Lasting lesson: A teacher's guide to reflecting on experience. Charleston, WV: Appalachia Educational Laboratory.
Lewis, B.A. (1991). The kid's guide to social action: How to solve the social problems you choose and turn creative thinking into positive action. Minneapolis, MN: Free Spirit Publishing.
Lewis, B.A. (1995). The kid's guide to service projects. Minneapolis, MN: Free Spirit Publishing.
Manson, R. (1996). Where do I begin? A guide for initiating service learning in the classroom. Providence, RI: Little Rhody Press.
Maryland Student Service Alliance (1991). The courage to care. The strength to serve. Draft instructional framework in service-learning for elementary schools. Baltimore, MD: Maryland Department of Education.
Maryland Student Service Alliance (1995). Maryland's best practices: An improvement guide for school-based service-learning. Baltimore, MD: Maryland Department of Education.
Maryland Student Service Alliance (1993). High school service-learning guide. Baltimore, MD: Maryland Department of Education.
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National Dropout Prevention Center (1997). Administrators guide to service-learning. Clemson, SC: National Dropout Prevention Center.
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A how-to guide to reflection. Holland, PA: Brighton Press, Inc.
Stephens, L.S. (1995). The complete guide to learning through community service: grades K-9. Des Moines, IA: Allyn & Bacon.
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Wade, R.C. (1994). Community service-learning: Commitment through active citizenship. Social studies and the young learner, 6, 1-4.
Witmer, J.T. & Anderson, C.S. (1994). How to establish a high school service-learning program. Alexandria, VA: Association for Supervision and Curriculum Development.
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Campus Compact
Brown University
Phone: 401-863-1119, E-mail: www.compact.org
(Coordination of college/university programs)
Corporation for National Service
Department of Service-Learning
Phone: 202-606-5000, E-mail: www.cns.gov
(Funding and policy resources, materials, and training information)
Close-Up Foundation
ACT Project
Phone: 703-706-3512, Fax: 703-706-0001, E-mail: www.closeup.org
(Civic education and service-learning materials)
Learn and Serve America Exchange
National Youth Leadership Council
Phone: 800-572-3924, Fax: 651-631-2955
E-mail: www.lsaexchange@nylc.org
(Training and technical assistance)
National Service-Learning Clearinghouse
Phone: 800-808-7378, E-mail: www.nicsl.coled.umn.edu
(Databases, evaluation, curriculum, and materials)
National Society for Experiential Education
Phone: 919-787-3263, Fax: 919-787-3381
E-mail: nsee@nestart.net
(Curriculum integration and higher education partnerships)
Introductory Presentation about Service Learning in Teacher Eduction
http://academics.alma.edu/education/sroot/slte.htm
Higher Education
http://csf.colorado.EDU/sl/
Campus Compact National Center for Community Colleges
http://www.mc.maricopa.edu/academic/compact/
US Department of Education Department-Wide Initiatives
http://www.ed.gov/pubs/inits.html
School-to-Work and Service Learning
http://www.stw.ed.gov/factsht/bull1296.htm
Council of Chief State School Officers
http://www.ccsso.org/
Teacher Education and Service-Learning/Compact for Learning and Citizenship
http://www.az.com/~pickeral
Technology and Service-Learning
http://www.majbill.vt.edu/SL/cyber-serve/index.html
Video: The Courage to Care. The Strength to Serve. (1994, Revised)
Maryland Student Service Alliance, (410-767-0356)
200 W. Baltimore Street, Room 407
Baltimore, MD 21201
| Students What service-learning activities have you completed? What were the benefits to you and others? What problems, challenges, or successes did you experience? Would you like a district-wide program? Why or why not? |
Financial Consultants What finanical issues should be taken into consideration in establishing a community service-learning program? What are some low cost or no cost service learning activities? How could funds be obtained to support service learning activities? |
| Teachers What have been your experiences with service learning? What kinds of support do you think the school district should provide? How has service-learning assisted you in teaching the required curriculum to your students? |
Community/Agency Director What needs exist in your agency that this program could fill? What benefits do you envision for the community as a result of service-learning? What concerns do you have about working with teachers/school children? |
| Parents What benefits have you seen from your child's community service-learning activities? What concerns do you have about a district-wide program? What do you hope such a program would accomplish for your child? |
School Board Members You have called a special meeting of: parents, students, teachers, community agency directors, and financial consultants to determine whether or not your district should support a service learning program. Decide how you will structure the meeting to include participation from all groups. How much time will you give each group? Vote yes or no at the end of the meeting and briefly state reasons behind your decision. |
The service-learning dipstick was developed by the Service Learning 2000 Center, along with a group of experienced service-learning practitioners in response to frequently asked questions, such as:
"How do I know if this project is an effective one?", and "What makes for
high quality service-learning projects?". After using this assessment tool,
you gain a quick, visual picture of the strengths and weaknesses of your project.
Service Learning Center 2000 found that the most successful service learning
programs have seven elements in common: integrated learning, high quality service,
effective collaboration, ongoing student voice, promotion of civic responsibility,
multiple opportunities for reflection, and intentional evaluation. Each of these
seven elements will be defined in the following chart, and then considered as
separate evaluation components.
If, after using the dipstick tool, you believe that changes to your program are necessary, go slowly. The best projects develop over a number of years through experience and time. This assessment technique can be very helpful, but is only a rough estimate of your project.
| Integrated Learning -The service learning project has clearly articulated knowledge, skill or value goals that arise from broader classroom and school goals. -The service informs the academic learning content, and the academic learning content informs the service. -Life skills learned outside the classroom are integrated back into classroom learning. |
| High Quality Service - The service responds to an actual community need that is recognized by the community. -The service is age-appropriate and well organized. - The service is designed to achieve significant benefits for students and community. |
| Collaboration -The service learning project is a collaboration among as many of these partners as is feasible; students, parents community-based organization staff, school administrators, teachers, and recipients of service. - All partners benefit from the project and contribute to its planning. |
| Student Voice Students participate actively in: - choosing and planning the service project, - planning and implementing the reflection sessions, evaluation, and celebration, - taking on roles and tasks that are appropriate to their age. |
| Civic Responsibility - The service learning project promotes students' responsibility to care for others and to contribute to the community. - By participating in the service learning project, students understand how they can impact their community. |
| Reflection -Reflection establishes connections between students' service experiences and the academic curriculum. - Reflection occurs before, during, and after the service learning project. |
| Evaluation - All the partners, especially students, are involved in evaluating the project. - The evaluation seeks to measure progress toward the learning and service goals. |
(adapted from the Service Learning Dipstick activity, Service Learning 2000 Center, 1998)