Research on Student Civic Outcomes in Service Learning: Conceptual Frameworks and Methods

by Julie A. Hatcher (Editor), Robert G. Bringle (Editor), Thomas W. Hahn (Editor)

Overview

At this time of a renewed call for colleges and universities to create campus cultures that support and develop students’ understanding and commitment to civic participation, what is known about the design of service learning courses and their effectiveness to achieve this goal? This volume presents research on—and deepens understanding of—teaching strategies that foster the knowledge, skills and dispositions of college graduates to be actively engaged in their communities as citizens and civic-minded professionals. The first section offers an overview of civic learning and the importance of intentional service learning course design to reach civic outcomes. The next section employs various disciplinary perspectives to identify theories and conceptual frameworks for conducting research on student civic outcomes. The third section focuses on research methods and designs to improve research using quantitative and qualitative approaches, cross-institutional research strategies, longitudinal designs, authentic data, and local and national data sets. Chapters also address implications for practice and future research agendas for scholars.

Product Details

ISBN-13:	9781579223434
Publisher:	Taylor & Francis
Publication date:	11/07/2016
Series:	IUPUI Series on Service Learning Research , #3
Edition description:	Reprint
Pages:	392
Product dimensions:	6.00(w) x 8.90(h) x 1.20(d)

About the Author

Julie
A. Hatcher is Associate Professor Emeritus of Philanthropic Studies in the Lilly Family School of Philanthropy at
Indiana University Purdue University Indianapolis (IUPUI). From
2012-2018, she was executive director of the Center for Service and
Learning and associate professor. Julie serves as co-editor of the
IUPUI Series on Service Learning Research (Stylus, 2011, 2013, 2016). Her research focuses on the role of higher education in democracy and civil society, civic learning outcomes in higher education, philanthropic studies,
and civic-minded professionals. She serves on the national advisory board for the Carnegie Foundation’s Community Engagement elective classification.
Julie is the 2017 International Association for
Research on Service-Learning and Community Engagement Distinguished
Career Award recipient, and the 2008 Dissertation Award recipient.
Julie earned her PhD in philanthropic studies with a minor in higher education at Indiana University.

Robert G.
Bringle is Chancellor’s Professor Emeritus of Psychology and Philanthropic
Studies and Senior Scholar in the Center for Service and Learning at Indiana
University Purdue University Indianapolis. From 2012-2015, he was the
Kulynych/Cline Visiting Distinguished Professor of Psychology at Appalachian
State University. He was the Executive Director of the Indiana University
Purdue University Indianapolis Center for Service and Learning from 1994-2012.
Dr. Bringle was awarded the Thomas Ehrlich Faculty Award for Service Learning,
the IUPUI Chancellor’s Award for Excellence in Teaching, and the Legacy of
Service Award from Indiana Campus Compact. In 2004, he was recognized at the
4th Annual International Service-Learning Research Conference for his outstanding contributions to the service-learning research field. The
University of the Free State, South Africa, awarded him an honorary doctorate for his scholarly work on civic engagement and service learning.

Thomas
W. Hahn is the Director of Research and Program Evaluation at the Center for
Service and Learning and Institute for Engaged Learning at Indiana University
Purdue University Indianapolis. He is responsible for assessment, evaluation,
and research in the areas of student civic learning and success. Tom has over
20 years of experience in assessment and program improvement in higher education. He oversees the annual IUPUI Research Academy on Community
Engagement and Engaged Learning and chairs the campus subcommittee for the student Experiential and Applied Learning Record. He received his undergraduate and graduate degrees from Old Dominion University in Norfolk, Virginia.

Table of Contents

PART ONE. SERVICE LEARNING AND STUDENT CIVIC OUTCOMES 1.1 Introduction to Research on Service Learning and Student Civic Outcomes—Julie A. Hatcher, Robert G. Bringle, and Thomas W. Hahn 1.2 Civic Outcomes in Higher Education—Kevin M. Hemer and Robert D. Reason 1.3 Civic Learning in Higher Education—Patti H. Clayton and Stephanie Stokamer PART TWO. THEORETICAL FRAMEWORKS FOR RESEARCH ON SERVICE LEARNING AND STUDENT CIVIC OUTCOMES 2.1 Social Psychology and Civic Outcomes—Robert G. Bringle 2.2 Political Theory and Civic Outcomes—Steven G. Jones 2.3 Educational Theory and Civic Outcomes—Marcia Baxter-Magolda and Lisa Boes 2.4 Philanthropic Studies and Civic Outcomes—Julie A. Hatcher 2.5 Well-being and Civic Outcomes—Claire Berezowitz, Alisa Pykett, Victoria Faust, and Connie Flanagan 2.6 Critical Theories and Civic Outcomes—Tania D. Mitchell and Colleen Rost-Banik 2.7 Boundary Zone Perspectives and Civic Outcomes—Janice McMillan PART THREE. CONDUCTING RESEARCH ON SERVICE LEARNING AND STUDENT CIVIC OUTCOMES 3.1 Quantitative Research on Service Learning and Civic Outcomes—Dan Richard 3.2 Qualitative Research on Service Learning and Civic Outcomes—Susan R. Jones and Zak Foste 3.3 Cross- institutional Research on Civic Outcomes—Emily M. Janke and Jennifer M. Domagal-Goldman 3.4 Longitudinal Research on Civic Outcomes—Patrick L. Hill, Kira Pasquesi, Nicholas A. Bowman, and Jay W. Brandenberger 3.5 Documenting and Gathering Authentic Evidence of Civic Outcomes—Ashley Finley and Terrel Rhodes 3.6 Enhancing Research on Civic Outcomes Using Local and National Data Sets—Steven S. Graunke and Michele J. Hansen

Editorial Reviews

Research on Student Civic Outcomes in Service Learning: Conceptual Frameworks and Methods is the third volume in a series dedicated to research on service learning. This volume, with its timely focus on civic outcomes, is divided into three sections. It begins with an introduction to how student learning outcomes are embedded in service learning, then moves on to various theoretical frameworks by which one can situate research. It concludes with some nuts and bolts aspects of conducting research on student civic outcomes in service learning, defined as “a course or competency-based, credit-bearing educational experience in which students (a) participate in mutually identified service activities that benefit the community, and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility.

The volume is worthwhile for teachers and researchers who want to improve students’ service learning as a site for civic engagement."

Reflective Teaching (Wabash Center)

From the Publisher

Research on Student Civic Outcomes in Service Learning: Conceptual Frameworks and Methods is the third volume in a series dedicated to research on service learning. This volume, with its timely focus on civic outcomes, is divided into three sections. It begins with an introduction to how student learning outcomes are embedded in service learning, then moves on to various theoretical frameworks by which one can situate research. It concludes with some nuts and bolts aspects of conducting research on student civic outcomes in service learning, defined as “a course or competency-based, credit-bearing educational experience in which students (a) participate in mutually identified service activities that benefit the community, and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility.

The volume is worthwhile for teachers and researchers who want to improve students’ service learning as a site for civic engagement."

Reflective Teaching (Wabash Center)