Global Service-Learning

• Bringle, R., Hatcher, J. & Jones, S. (2011). International service learning: Conceptual frameworks and research. Sterling, VA: Stylus.
• Tonkin, H. (Ed.). (2004). Service-learning across cultures: Promise and achievement. A report to the Ford Foundation. New York: International Partnership for Service-Learning and Leadership.
• Welch M., & Billig, S. (2004) New perspectives in service-learning: Research to advance the field. Advances in service-learning research, Vol 4. Greenwich, CN. Information Age.
• Berry, H. A., & Chisholm, L. A. (1999). Service-learning in higher education around the world: An initial look. New York: The International Partnership for Service-Learning.

• Bringle, R.G. & Hatcher, J.A. (2011). International service learning. In R.G. Bringle, J.A. Hatcher, & S.G. Jones (Eds.), International service learning: Conceptual frameworks and research (Vol. 1: IUPUP Series on Service Learning Research) (pp. 3-28). Sterling, VA: Stylus.
• Jones, S.G. & Steinberg, K.S. (2011). An analysis of international service learning programs. In R.G. Bringle, J.A. Hatcher, & S.G. Jones (Eds.), International service learning: Conceptual frameworks and research (Vol. 1: IUPUP Series on Service Learning Research) (pp. 89-112). Sterling, VA: Stylus.
• Longo, N.V. & Saltmarsh, J. (2011). New lines of inquiry in reframing international service learning into global service learning. In R.G. Bringle, J.A. Hatcher, & S.G. Jones (Eds.), International service learning: Conceptual frameworks and research. (Vol. 1: IUPUP Series on Service Learning Research) (pp. 69-85). Sterling, VA: Stylus.
• Plater, W. (2011). The Context for International Service Learning. In Bringle, R. Hatcher, J., Jones, S., Eds. (2011). International Service Learning: Conceptual Frameworks and Research, Stylus Publishing: Sterling, VA.
• Sutton, S.B. (2011). Service learning as local learning: The importance of context. In R.G. Bringle, J.A. Hatcher, & S.G. Jones (Eds.), International service learning: Conceptual frameworks and research. (Vol. 1: IUPUP Series on Service Learning Research) (pp. 125-144). Sterling, VA: Stylus.
• Erasmus, M. (2010). A South African perspective on North American international service learning. In R.G. Bringle, J. A. Hatcher & S. G. Jones (Eds.), International service learning: Conceptual frameworks and research. Sterling, VA: Stylus Publications, Llc.
• Kiely, R. (2010). Study abroad, intercultural learning and international service-learning. In R. Bringle, J. Hatcher & S. Jones. (Eds). Research Perspectives in International Service-Learning, Volume 1. Sterling, VA: Stylus.
• Kiely, R., & Hartman, E. (2010). Qualitative research in service methodology and international service learning: Concepts, characteristics, methods, approaches and best practices. In R.G. Bringle, J. A. Hatcher & S. G. Jones (Eds.), International service learning: Conceptual frameworks and research. Sterling, VA: Stylus Publications, Llc.
• Plater, W. (2010). The context for international service learning: An invisible revolution is underway. In R.G. Bringle, J. A. Hatcher & S. G. Jones (Eds.), International service learning: Conceptual frameworks and research. Sterling, VA: Stylus Publications, Llc.
• Tazewell, B. (1998). International service and the African American experience at St. Augustine’s College. In J. DeVitas, R. Johns, & D. Simpson (Eds.), To serve and learn: The spirit of community in liberal education (pp. 143-153). New York: Peter Lang.
• Bringle, R. G., & Tonkin, H. (2004). International service-learning: A research agenda. In H. Tonkin, S. J. Deeley, M. Pusch, D. Quiroga, M. J. Siegel, J. Whiteley, & R. G. Bringle, Service-learning across cultures: Promise and achievement (pp. 365-374). New York: International Partnership for Service-Learning and Leadership.
• Annette, J. (2003). Service-learning internationally: Developing a global civil society. In S. Billig & J. Eyler (Eds.), Deconstructing service-learning: Research exploring context, participation and impacts. Greenwich, CT: Information Age Publishing.
• Chisholm, L. A. (2003). Partnerships for international service-learning. In B. Jacoby & Associates (Eds.), Building partnerships for service-learning (pp. 259-288). San Francisco: Jossey-Bass.
• Craft, R. J. (2002). International service learning. In M. E. Kenny, L. A. K. Simon, K. Kiley- Brabeck, & R. M. Lerner (Eds.), Learning to serve: Promoting civil society through service learning (pp. 297-313). Boston: Kluwer Academic Publishers.
• Kadel, C. J. (2002). Service learning abroad. In R. M. Romano (Ed.), Internationalizing the community college (pp.59-69). Washington, DC: Community College Press, American Association of Community Colleges.
• Kraft, R.J. (2002). International service-learning, University of Colorado, Boulder. In M.E. Kenny, K. Kiley-Brabeck, & R.M. Lerner (Eds.), Learning to serve: Promoting civil society through service learning (pp. 297-314). Norwells, MA: Kluwer Academic Publishers.
• Liebowitz, D. J. (2000). TCBY in Limón, Costa Rica: Women’s studies and the (re)construction of identity in international service-learning. In B. J. Balliet & K. Heffernan (Eds.), The practice of change. Concepts and models for service-learning in women’s studies (pp. 163-176). Washington, DC: American Association for Higher Education.
• Fairbanks, R., & Foss, T. (1998). The global perspective at St Olaf: Study/service Indonesia. In J. DeVitas, R. Johns, & D. Simpson (Eds.), To serve and learn: The spirit of community in liberal education. NY: Peter Lang.
• Berry, H. A. (1990). Service-learning in international and intercultural settings. In J. Kendall (Ed.), Combining service and learning: A resource book for community and public service (pp. 311-313). Raleigh, NC: National Society for Internships and Experiential Education.

Dissertations, Theses, and Other Works:

• Kusujiarti, S. (2011). Book Review. [Review of the book Service-learning in Asia: Curricular models and practices, J. Xing & C. Hok Ka Ma, authors.] Journal of Higher Education Outreach and Engagement, 15(3), 159-163.
• Chaison, D.B. (2008). International service-learning approaches: Factors of social engagement for minority students at a large mid-western university. Unpublished doctoral dissertation, Michigan State University, East Lansing, MI.
• Hartman, E. (2008). Educating for global citizenship through service-learning: A theoretical account and curricular evaluation. Dissertation. Available at: etd.library.pitt.edu.
• Kiely, R., Kiely, A., & Hartman, E. (2005, May-June). International service-learning: What? Why? How? Paper presented at the 57^th Annual Conference of NAFSA: Association of International Educators, Seattle, WA.
• Steele, B. (2004, January 23). Faculty, students view Pitt’s global service learning program as win-win. University Times, 35(10), p. 8.
• Tonkin, H. (2004, November). Developing leadership through international service-learning; Service-learning and leadership: What research is telling us. Paper presented at the Conference of the International Leadership Association, Washington, DC.
• Tonkin, H. (2004, October). Toward a research agenda for international service-learning: The international partnership for service-learning and leadership. Paper presented at the International Conference on Service-Learning Research, Greenville, SC.
• Hartman, E., & Heinisch, R. (2003, August). Fostering civic attitudes and an appreciate for diversity through international service-learning: A qualitative and quantitative analysis. Paper presented at the American Political Science Association and Annual Conference, Philadelphia, PA.
• Pagano, M. (2003). University students’ learning during an international service learning program. Unpublished doctoral dissertation, University of Pittsburgh, Pittsburgh, PA.
• Zitomer, D. H., & Johnson, P. (2003). International service learning in environmental engineering. In P. Bizier & P. DeBarry (Eds.), World water & environmental resources congress 2003 and related symposia. Proceedings of the congress, June 23-26, 2003, Philadelphia, PA (pp. 1917-1924). Reston, VA: American Society of Civil Engineers.
• Cope, D. (2002). International service-learning and community involvement for U.S. institutions of higher education (Capstone Paper for Masters Degree at School of International Training, Brattleboro, Vermont).
• Kiely, R. (2002). Toward an expanded conceptualization of transformational learning: A case study of international service-learning in Nicaragua. (Doctoral dissertation, Cornell University, 2002). Dissertation Abstracts International, 63 (09A), 3083.
• Monard-Weissman, K. (2002). Nurturing senses of care, justice, and reciprocity through service-learning: A case study of the international partnership for service-learning program in Ecuador. (Doctoral dissertation, University of Pittsburgh, 2002). In K. Norvell, Recent dissertations on service and service-learning topics. Volume III. 2001-2003 (p. 78). Scotts Valley, CA: National Service-Learning Clearinghouse.
• Renner, A. (2002). Butterflies, boundaries, and breadfruit: The shared story of a service-learning experience in Jamaica. (Doctoral dissertation, University of Tennessee, 2002). In K. Norvell, Recent dissertations on service and service-learning topics. Volume III. 2001-2003 (p. 92). Scotts Valley, CA: National Service-Learning Clearinghouse.

Websites:

• Harris, J. (2006, March 7). International service-learning makes a world of difference. On Campus: The Ohio State University Faculty Staff Newspaper. Retrieved September 7, 2007, from http://oncampus.osu.edu/article.php?id=731

Article Abstracts:

Crabtree, R. (2008). Theoretical foundations for international service-learning. Michigan Journal of Community Service, 15(1), 18-36.

International service-learning (ISL) combines academic instruction and community-based service in an international context. Objectives of linking international travel, education, and community service include increasing participants’ global awareness, building intercultural understanding, and enhancing civic mindedness and skills. Research on cross-cultural adjustment, approaches to community development, models of democratic research, and a variety of pedagogical theories are discussed as foundations upon which we can better understand the intellectual and political context for ISL and the student learning it makes possible. These literatures also provide frameworks for creating ethical ISL experiences that positively impact the communities and developing countries where we work and can inform project assessment and critique, as well as future research.

Hatcher, J.A. & Erasmus, M.A. (2008). Service-learning in the United States and South Africa: A comparative analysis informed by John Dewey and Julius Nyerere. Michigan Journal of Community Service Learning, 15(1), 49-61.

As the prevalence of service-learning within higher education institutions grows across the globe there is value to explore, discuss, and describe the similarities and differences between the various expressions that are emerging. Such comparative analysis can deepen understanding of service-learning pedagogy, improve practice, and create a framework for future research. This paper compares service-learning in the United States and South Africa to understand Western-oriented and Africanized expressions of this promising teaching strategy. The analysis identifies three dimensions derived from the educational theories of John Dewey and Julius Nyerere and finds there is mutual agreement as to the value of developing civic-minded graduates. However, in the U.S., service-learning is supported primarily by nonprofit associations and stakeholders within higher education, whereas in South Africa, service-learning is a part ofstate mandated transformations for higher education.

Smith-Paríolá, J., & Gòkè-Paríolá, A. (2006). Expanding the parameters of service learning: A case study. Journal of Studies in International Education, 10(1), 71-86.

Kiely, R. (2005). A transformative learning model for service-learning: A longitudinal case study. Michigan Journal of Community Service Learning, 12(1), 5-22.

This article presents a longitudinal research study that led to the development of a theoretical framework for explaining how students experience the process of transformational learning in service-learning. The article describes nonreflective and reflective dimensions of the process of transformational learning. The author recommends that future research focus on supporting the transformative potential of service-learning.

Keith, N.V. (2005). Community service-learning in the face of globalization: Rethinking theory and practice. Michigan Journal of Community Service Learning, 11(2), 5-24.

Globalization is a multifaceted phenomenon that does not yield easy definitions. The author examines three of its interconnected faces—neoliberalism, time-space compression, and globalism—to trace their implications for two principles of service-learning practice:reciprocity and meeting community needs. The article reconceptualizes these two principles,concluding that interdependence is a better fit with the values and practices of the field than reciprocity; conceptions of community should emphasize difference and intersection of public and private spaces; and community needs should be defined to support citizenship action, public work, and social justice.

Sternberger, L. (2005). International service-learning: Integrating academics and active learning in the world. The Journal of Public Affairs, 8, 75-96.

Monard-Weissman, K. (2003). Enhancing caring capacities: A case study of an international service-learning program. Journal of Higher Education Outreach and Engagement, 8(2), 41-53.

This article highlights the theoretical framework of care to describe the relationships nurtured among students and community members who were involved in the International Partnership for Service-Learning Program in Guayaquil, Ecuador. The data for this article derive from participant observation, field notes, semi-structured and informal interviews, and students’ extensive reflective writings collected during the summer of 2001. This article presents the outcomes of the program as they relate to the framework of care. These outcomes are presented in four categories: (1) building connections; (2) sharing feelings toward the cared-for; (3) being a “family”; and (4) responding to the
cared-for’s needs. These outcomes generate questions about the challenges of fostering caring relationships among diversely situated groups of individuals engaged in international service-learning experiences.

Zitomer, D. H., & Johnson, P. (2003). International service learning in environmental engineering. In P. Bizier & P. DeBarry (Eds.), World water & environmental resources congress 2003 and related symposia. Proceedings of the congress, June 23-26, 2003, Philadelphia, PA (pp. 1917-1924). Reston, VA: American Society of Civil Engineers.

Educational experiences that relate social and technical subjects offer students the opportunity to reflect on the broad significance of environmental engineering. Although it is often difficult to join social and technical subjects in a classroom setting, the link may be more easily made through service learning projects in which students use classroom knowledge and hands-on service to implement solutions for a given community. As an example, a senior civil and environmental engineering student project to design a sanitary sewer for an in-need community in San Benito, Guatemala, is described. Students traveled to the site, performed a land survey, and gathered other design data while also learning about Guatemalan history and culture. The students apply knowledge from required courses and the humanities/social science class “Latin American Health, Infrastructure, and Environment” to arrive at an appropriate final design. The international design project is described as an approach to increase student appreciation of the engineering profession and support educational goals, such as increased understanding of engineering solutions in a societal context, and the ability to function on a multidisciplinary team.

Porter, M. & Monard, K. (2001). Ayni in the global village: Building relationships of reciprocity through international service-learning. Michigan Journal of Community Service Learning, 8(1), 5-17.

Understanding and fostering reciprocity is a central aim of service-learning programs. This article highlights the indigenous Andean concept of ayni as a means of integrating reciprocity into a broader, holistic framework. This approach also stretches our understanding of interdependence along trajectories that extend well beyond a traditional Western framework. We present data drawn from a semester-long seminar and Alternative Spring Break spent building a school in highland Bolivia. Analysis from extensive student reflective writings and discussions provide personalized responses to core questions. Elements of ayni are applied to critique both the practice and pedagogy of service-learning, and to raise questions about the challenges of fostering reciprocity among diversely situated citizens of the global village.

Simonelli, J. (2000). Service learning abroad: Liability and logistics. Metropolitan Universities, 11(1), 35-59.

Weigart, K. (1998). Academic Service Learning: Its Meaning and Relevance. In R. Rhoads and J. Howard (Eds.), Academic Service Learning:A Pedagogy of Action and Reflection. New Directions for Teaching and Learning. 73. San Francisco, CA: Jossey-Bass.

This chapter has three purposes: to clarify what academic service learning entails; to identify some of the crucial debates in the field; and to invite faculty and administrators who are not yet familiar with it to consider its implementation. I first highlight some elements of contemporary higher education that serve as background for the growth and relevance of academic service learning, and then turn to a detailed examination of it.

Williams, D. D., & Eiserman, W. D. (1997). Expanding the dialogue: Service-learning in Costa Rica and Indonesia. Michigan Journal of Community Service Learning, 4, 90-97.

This article reviews findings from a study on service-learning in universities in Indonesia and Costa Rica. Much can be learned from other countries regarding service-learning’s role in community development and university commitment to service-learning. A new book on service-learning in higher education (Jacoby, 1996) “provides a historical overview and a context for understanding the essential linkage of service and learning; it describes the current state of practice; and it highlights the relationship between service-learning and institutional educational goals” (p. 5). Although the several authors examine predominant assumptions underlying the combining of community service and academic learning in higher education, offer several illustrative examples from colleges and universities, and explore issues related to designing and administering service-learning programs, the focus is almost exclusively on servicelearning in the United States. But, as questions are asked and plans are developed for service-learning programs, whether on individual, institutional or national levels, we can learn from the experiences of those who have been involved in the development and implementation of service-learning programs in other contexts too. Existing programs outside the United States may inform service-learning in this country. Unknown to many, some of the most comprehensive and innovative approaches to servicelearning have been designed and implemented in developing countries (Eberly & Sherraden, 1990). In the present study, the University of Costa Rica’s compulsory service-learning program, which began in 1975, is compared to a similar, even older program in Indonesia. This article explores the historical roots, program components, perceived outcomes, and strengths and weaknesses of programs in Costa Rica (the Trabajo Comunal Universitario or TCU projects) and Indonesia (the Kuliah Kerja Nyata or KKN projects).

Book Summaries:

Bringle, R., Hatcher, J. & Jones, S. (2011). International service learning: Conceptual frameworks and research. Sterling, VA: Stylus.

Service-learning links service to the community with formal academic study, for the enrichment of both, and is gaining in popularity among students and their teachers. What happens when we add the dimension of another culture and another part of the world?

This book, the culmination of a three-year, three-part study funded by the Ford Foundation, explores the effects of international service-learning on the students who participate, the institutions where they study, and the agencies where they perform their service. It tells us that international service-learning is a transforming experience for all concerned, and a means through which we can create citizens and individuals who are responsive to the needs of others, civically engaged, and prepared for a peaceful future based on the globalization of compassion, tolerance, and understanding.

The conclusions, based on sound research, provide useful advice to those initiating service-learning; those seeking to make the practice of international service-learning an ongoing commitment of their college or university; and those eager to encourage participation in study abroad programs that immerse students in the foreign culture, thereby making education abroad as rich and beneficial as possible for the students. Contributors: Humphrey Tonkin, Susan J. Deeley, Margaret Pusch, Diego Quiroga, Michael J. Siegel, John Whiteley, and Robert G. Bringle.

Chisholm, L. A. (2003). Partnerships for international service-learning. In B. Jacoby & Associates (Eds.), Building partnerships for service-learning (pp. 259-288). San Francisco: Jossey-Bass.

It is clear that service-learning has the potential to yield tremendous benefits to students, communities, and institutions of higher education. Increased student learning has been well documented. As communities gain new energy to meet their needs and greater capacity to capitalize on their assets, service-learning enables higher education to fulfill its civic responsibility. When service-learning lives up to its potential to lead colleges and universities to transform themselves into fully engaged citizens of their communities and the world, its ability to bring about positive social change is limitless.

To be successful, service-learning must be grounded in a wide range of solid, reciprocal, democratic partnerships. Building Partnerships for Service-Learning assembles leading voices in the field to bring their expertise to bear on this crucial topic. Faculty, administrators, student leaders, and community and corporate leaders will find this volume filled with vital information, exemplary models, and practical tools needed to make service-learning succeed.

Comprehensive in scope, Building Partnerships for Service-Learning includes:

• Fundamentals and frameworks for developing sustainable partnerships
• Assessment as a partnership-building process
• The complex dynamics of collaboration between academic affairs and student affairs
• Partnering with students to enhance service-learning
• How to create campuswide infrastructure for service-learning
• Profiles and case studies of outstanding partnerships with neighborhoods, community agencies, and K-12 schools
• Partnerships for collaborative action research
• Exploring the challenges and benefits of corporate and international partnerships
• The dynamic relationship of service-learning and the civic renewal of higher education

Building Partnerships for Service-Learning is the essential guide to taking service-learning and partnerships to the next level.