| | Source: Sarena D. Seifer, Community-Campus Partnerships for Health, July 2002 |
 |
| | Acknowledgments: In preparing this fact sheet, we would like to acknowledge the
significant contributions of the UCLA Service-Learning Clearinghouse website (Archive) and the CCPH commissioned paper "Working with our Communities: Moving from Service to Scholarship in the Health
Professions". |
| | | |
| |  | Table of Contents |
| | | Introduction to Scholarship in Service-Learning
Contemporary Issues Regarding Scholarship in Higher Education
Developing Service-Learning Scholarship - Actions to Consider
Places to Present Service-Learning Scholarship
Places to Publish Service-Learning Scholarship
Funding for Service-Learning Scholarship
Service-Learning Scholarship and the Faculty Review, Promotion and Tenure Process |
| | | |
| | | Introduction to Scholarship in Service-Learning |
| | | As service-learning (SL) becomes increasingly widespread in higher education,
more opportunities are emerging for SL practitioners to pursue scholarship. This
fact sheet provides a brief overview of contemporary issues regarding scholarship
in higher education, actions to consider in developing a scholarly agenda in SL,
ideas for places in which to publish and present SL scholarship, and resources
for faculty review, promotion and tenure. |
| | | |
| | | These other National SL Clearinghouse fact sheets may be useful to you in developing
your scholarship in SL |
| | |
|
| | | (back to top) |
| | | |
| | | Contemporary Issues Regarding Scholarship in Higher Education |
| | | In 1987, the Carnegie Foundation for the Advancement of Teaching commissioned
a report to examine the meaning of scholarship. Scholarship Reconsidered, authored
by the late Ernest Boyer, assessed the functions that faculty members perform
and how these functions relate to both the faculty reward system and the mission
of higher education. Boyer challenged higher educational institutions to embrace
the full scope of academic work, moving beyond an exclusive focus on traditional
and narrowly defined research as the only legitimate avenue to further knowledge.
He proposed four interrelated dimensions of scholarship: discovery, integration,
application and teaching: |
| | |
- The scholarship of discovery refers to the pursuit of inquiry and investigation in search of new knowledge
- The scholarship of integration consists of making connections across disciplines and advancing knowledge through
synthesis
- The scholarship of application asks how knowledge can be applied to the social issues of the times in a dynamic
process that generates and tests new theory and knowledge
- The scholarship of teaching includes not only transmitting knowledge, but also transforming and extending
it
|
| | | These four categories interact forming a unified definition of scholarship that
is rich, deep and broad, and applied in practical ways. Subsequently, Boyer expanded
his definition to include the scholarship of engagement which regards service
as scholarship when it requires the use of knowledge that results from one's role
as a faculty member. SL is commonly considered to illustrate the scholarship of
application and of teaching, although depending on the specific circumstances,
it could be described by all of these forms of scholarship. |
| | | |
| | | The Carnegie Foundation next charged Charles Glassick and his colleagues to determine
the criteria used to evaluate scholarly work. In order to move beyond basic research
and peer-reviewed journal publication as the primary criteria for academic reward
and promotion, the following standards emerged from Glassick's study of press
directors, journal editors, granting agencies, and promotion & tenure committees
as applicable to assess the work of scholars |
| | |
- clear goals
- adequate preparation
- appropriate methods
- significant results
- effective presentation
- reflective critique
|
| | | As a result of Boyer's and Glassick's work, faculty roles and rewards surfaced
as a major issue in higher education during the 1990s. Their work continues to
inform discussions taking place on campuses across the country and within national
higher education associations. |
| | | |
| | | The challenge for faculty engaged in SL is to describe clearly how these accepted
standards of scholarship are implemented in the context of community. SL scholarship
is not simply teaching, research or service that takes place in a community setting.
The principles, processes, outcomes and products of SL scholarship may look very
different than scholarship based in a classroom, laboratory or library, but they
are informed and guided by the same standards of rigor - in other words, clear
goals, adequate preparation, appropriate methods, significant results, effective
presentation and reflective critique. |
| | | (back to top) |
| | | |
| | | Developing Service-Learning Scholarship: Actions to Consider |
| | | Below are a number of actions that you might consider as you pursue scholarship
in SL |
| | | |
| | | Make a plan… |
| | | Drafting a plan of action will help you to clarify your scholarship priorities.
Consider these questions |
| | |
- What are you most passionate about in your SL work? What do you want to know? Your passion and interests should drive your scholarship priorities. For example,
is there a burning intellectual question you hope to answer? An observation that
has intrigued you that you would like to pursue further? A learning objective
for your students that you hope to demonstrate is met through service-learning
experiences? A community problem you seek to better understand and help to solve?
- What opportunities for scholarship does your work in SL provide? For example, does your SL course have an evaluation plan that could generate
interesting data for a manuscript? Will structured student journals provide opportunities
for future content analysis and subsequent publication? Did you design a tool
for assessing community partner impact that could be validated and published?
Peer-reviewed, evidence-based journal articles are certainly one scholarly product,
but also consider editorials and commentaries, descriptive articles, book chapters,
"how to" guides, web sites, tools, forms, processes and policies. Start to sketch
out possible scholarly projects and products that can derive from your work in
SL.
- What professional development might enhance your chances for success? Take an honest appraisal of your strengths and limitations with respect to SL
scholarship, and begin addressing both. For example, do you have the methodological
skills to carry out the research project you have proposed? If not, you might
consider taking a class, conferring with an experienced colleague, or starting
with a pilot project to test and refine your skills.
|
| | | Talk to people… |
| | |
- Contact your colleagues - Find out what scholarship strategies your colleagues utilize. Where have they
published or presented their work? How have they disseminated their work? They
might give you some creative ideas and/or be able to refer you to other resources.
- Start within your institution - Be sure to investigate support for scholarship that may be available within
your institution. For example, departmental funds to attend a research methods
workshop, present your work at a conference, or develop a new research proposal.
- Contact potential journals as you shape your ideas - Find out what journal editors think of your ideas for a manuscript by asking
them. Consider joining forces with a colleague or two to pitch a SL "theme" issue
for a particular journal. You could contact them by phone, email, or by attending
a workshop at your professional association's annual conference (increasingly,
journal editors are conducting "meet the editor" sessions at such conferences).
Be prepared by first reviewing the journal's instructions for authors and past
issues to get a sense for the types of articles the journal tends to publish.
|
| | | Do some research… |
| | | Before determining the focus of your scholarship, become familiar with the service-learning
research literature. Peruse the service-learning literature in your field, discipline
or profession. These citations may help get you started |
| | | |
| | | At A Glance: What we know about the effects of service-learning on college students,
faculty, institutions, and communities, Janet S. Eyler, Dwight E. Giles, Jr., Christine M. Stenson, and Charlene J.
Gray, 1993-2000, Third Edition. Funded by the Corporation for National and Community
Service, Learn and Serve, National Service-Learning Clearinghouse. "At A Glance"
provides an excellent summary of the findings of service-learning research in
higher education over the past few years. An annotated bibliography is included.
This is the place to start for an overview of where the service-learning research
in higher education stands today. |
| | | |
| | | The Michigan Journal of Community Service Learning's 2000 special issue "Strategic
Directions for Service-Learning Research" summarizes what is know about service-learning
in higher education and identifies gaps in our knowledge for which further research
is needed. The table of contents and abstracts can be viewed online. |
| | | |
| | | The Learning In Deed Program maintains a list of published abstracts and research reviews, primarily related
to service-learning at the K-12 level. |
| | | |
| | | The Corporation for National and Community Service maintains a service-learning research page with links to CNCS-funded service-learning
research and evaluations. |
| | | |
| | | The American Education Research Association has a helpful online document entitled "Publishing Educational Research: Guidelines
and Tips" |
| | | |
| | | Determine who will be involved in the project, how they will be involved, who
will be authors and what the order of authorship will be... |
| | | It is important to discuss these issues at the start of any scholarly project.
This may be especially true when, as is typical in service-learning scholarship,
there will be a number of people involved in the work. For example, what role
will your community agency partner play? Will the project generate more than one
manuscript for publication? Will all project participants be co-authors? Be up-front
about your needs and desires. For example, if it is important for your career
progress to have first-authored, peer-reviewed publication, make that known. |
| | | |
| | | Resources |
| | | Review and discuss sample policies and procedures for authorship and dissemination. |
| | | |
| | | Bridgewater, C. A., Bornstein, P. H., & Walkenbach, J, Ethical issues in the assignment of publication credit, American Psychologist, 1981, 36, 524-525. |
| | | |
| | | Fine, M. A. & Kurdek, L. A., Reflections on determining authorship credit and authorship order on faculty-student
collaborations, American Psychologist, 1993, 48(11), 1141-1147. |
| | | |
| | | Determine how you will protect confidentiality and rights of human subjects... |
| | | Review your institutional review board (IRB) requirements and follow them carefully.
Whether IRB review is required or not, it is important to carefully consider how
any service-learning scholarship you pursue will protect the confidentiality and
rights of participants. For example, if you are planning to analyze student journal
entries and publish the findings in a journal, you must inform the students of
your plans and assure them that no identifying information will be divulged. |
| | | |
| | | Be prepared for scholarly opportunities… |
| | | Journals often have short turnaround times for their "requests for manuscripts"
for theme issues. If you have an article rejected by a journal, you are likely
to revise it and send it on to a different journal. Prepare in advance for these
opportunities by keeping background information and citations in readily accessible
format. For example, bibliographic database programs like Endnote and Reference
Manager make it easy to keep track of your reference materials, to save literature
searches, and to reformat citations for a particular journal's specifications. |
| | | |
| | | Review others' manuscripts to become a better writer… |
| | | The experience of reading and critiquing other people's manuscripts for publication
will help you learn to think like a reviewer and to sharpen your own writing skills.
Volunteer to be a reviewer for a journal or conference. |
| | | |
| | | Remember, always follow the instructions for submission… |
| | | Whether you are submitting a manuscript for publication, or a poster proposal
for presentation at a conference, you should follow the instructions for submission
down to the last detail (i.e., font size, line spacing, receipt or postmark deadline).
You run the risk of not having your submission reviewed or considered since reviewers
might by-pass the candidates who do not follow instructions. Unfortunately, you
also run the risk of leaving a bad impression no matter how objective the reviewer
tries to be in the future. Avoid these risks by following all instructions and
asking for clarification whenever there is confusion. |
| | | (back to top) |
| | | |
| | | Places to Present Service-Learning Scholarship |
| | | Although there are numerous conferences on SL in higher education, there is only
one national conference that is specifically devoted to SL research. In October
of 2001, the First Annual International Conference on SL Research was held in
Berkeley and brought 350 researchers, policymakers and others interested in SL
research together to share and hear about new findings, research agendas and explore
research interests. |
| | | |
| | | The American Education Research Association hosts a special interest group (SIG) on service-learning and experiential learning.
The SIG's purpose is "to bring together both researchers and practitioners to
build and promote understanding of SL and experiential education for the betterment
of the field." The SIG also sponsors presentations on service-learning at the
AERA's annual conference. |
| | | |
| | | These websites maintain regularly updated lists of conferences in which to present
SL scholarship: |
| | | American Association of Community Colleges
Campus Compact
Community-Campus Partnerships for Health
National Service-Learning Clearinghouse |
| | | (back to top) |
| | | |
| | | Places to Publish Service-Learning Scholarship |
| | | The following alphabetical list of publications includes major journals that
publish articles on SL research, plus a number of discipline-specific education-focused
journals. This list is by no means exhaustive. If you are aware of journals that
publish articles on SL research and should be added, please send an email describing the resource so we can include them in updates to this fact sheet. |
| | | |
| | | Academe Online |
| | | Published bimonthly by the American Association of University Professors, this
journal examines higher education from the point of view of faculty members. Feature
articles focus on tenure, part-time faculty appointments, distance education,
affirmative action, intellectual property, plus other relevant academic issues. |
| | | |
| | | Academic Exchange Quarterly |
| | | Academic Exchange Quarterly was founded in 1997 and is an independent peer-reviewed
print journal. It is a publication outlet for a multitude of faculty and disciplines
in the United States and internationally. Several volumes have been devoted to
the topic of service-learning. |
| | | |
| | | Academic Medicine |
| | | This peer-reviewed monthly journal of the Association of American Medical Colleges,
serves as an international forum for the exchange of ideas and information about
policy, issues, and research concerning academic medicine, including strengthening
the quality of medical education and training. |
| | | |
| | | Accounting and the Public Interest |
| | | Accounting and the Public Interest is an academic journal published by the Public
Interest Section of the American Accounting Association. The journal, envisioned
as innovative and eclectic, welcomes alternative theories and methodologies as
well as the more traditional ones. The common element in this diversity is the
requirement that the study and its findings be linked to the public interest by
situating them within the historical, economic, social, ethical, and political
context, and ultimately providing guidance for responsible action. Theoretical
and empirical contributions, as well as literature reviews synthesizing the state
of the art in specific areas are considered appropriate. |
| | | |
| | | Active Learning in Higher Education |
| | | Published three times per year by the Institute for Learning and Teaching in
Higher Education, this international journal focuses on all aspects of developments,
innovations and good practice in higher education teaching and learning worldwide.
The journal includes accounts of research by those active in the field of learning
and teaching in higher education, and overviews of topics, accounts of action
research, outputs from subject-specific project teams, case studies and theoretical
perspectives. |
| | | |
| | | The American Behavioral Scientist |
| | | For over forty years, this journal has been a valuable source of information
for scholars, researchers and professionals, providing in-depth coverage of fields
of study throughout the social and behavioral sciences. Each issue offers a comprehensive
analysis of a single topic, examining such important and diverse areas as marketing,
medicine and public service. The journal's interdisciplinary approach stimulates
creativity and, occasionally, controversy within the emerging frontiers of the
social sciences, exploring the critical issues that affect our world and challenge
our thinking. |
| | | |
| | | American Educational Research Journal |
| | | American Educational Research Journal has as its purpose to publish original
empirical and theoretical studies and analyses in education. The editors seek
to publish articles from a wide variety of academic disciplines and substantive
fields. They are looking for contributions that are significant to the understanding
and/or improvement of educational processes and outcomes. |
| | | |
| | | American Journal of Education |
| | | Published quarterly, this journal seeks to bridge and integrate the intellectual,
methodological, and substantive diversity of educational scholarship, and to encourage
a vigorous dialogue between educational scholars and practitioners. To achieve
that goal, papers are published that present research, theoretical statements,
philosophical arguments, critical syntheses of a field of educational inquiry,
and integration of educational scholarship, policy, and practice. |
| | | |
| | | American Journal of Pharmaceutical Education |
| | | Published five times annually by the American Association of Colleges of Pharmacy,
this is the only publication in the United States devoted entirely to communication
among pharmacy educators. |
| | | |
| | | The American Psychologist |
| | | This publication is the official journal of the American Psychological Association
and includes articles on current issues in psychology in addition to empirical,
theoretical, and practical articles on the general topics of psychology and psychology
education. |
| | | |
| | | Assessment & Evaluation in Higher Education |
| | | Published six times per year this international journal includes papers and reports
on all aspects of evaluation and assessment covering the range of higher education
disciplines. The primary purpose of the journal is to help advance understanding
of assessment and evaluation practices and processes, particularly in the contribution
they make to student learning and to curriculum, faculty, and organizational development.
The journal accepts submissions that are pragmatic, research-based or reflective
studies that illuminate the practice of assessment and evaluation in higher education.
The journal is aimed at all higher education practitioners and sets out to provide
readily accessible, up-to-date information. |
| | | |
| | | Assessment in Experiential Education |
| | | This publication examines various best practices and techniques which are being
used to evaluate the progress and performance of students engaged in experiential
education activities. Articles on the theme of "Assessment in Experiential Education"
are invited for possible publication in a collection of articles on evaluation
and assessment in experiential education. For more information, please contact
Kyle Farmbry, Director of Diversity Leadership Programs, The Washington Center
for Internships and Academic Seminars, 1101 14th Street, NW #500, Washington,
DC 20005-5622; (202) 336-7564, kylef@twc.edu . |
| | | |
| | | Business Communication Quarterly |
| | | A refereed journal devoted to the teaching of business communication, which is
a broad, interdisciplinary field. It is also international, and thus the journal
aims to present the field from that international perspective. The journal publishes
the following types of articles: discussions of issues and methods for teaching
business communication in a variety of settings (two-year college, technical institute,
four-year college, university, corporate or agency training program, etc.), case
studies of specific classroom techniques, tutorials on business communication
processes or products, especially innovations in electronic technology that need
to be introduced into the classroom, research on classroom teaching or assessment,
summary reviews of literature on teaching business communication, book reviews
of both textbooks and other items of interest to teachers, and reports on strategies
for program development. |
| | | |
| | | Change: The Magazine of Higher Learning |
| | | Well known and respected as an opinion magazine dealing with contemporary issues
in higher learning, Change spotlights trends in, provides new insights about,
and analyzes the implications of educational programs. Articles cover influential
institutions and individuals, new teaching methods, curriculum, finances, governance,
and public policy. Change is published six times a year with editorial leadership
provided by the American Association for Higher Education. Editorial content includes
special departments, regular columnists, a wide-ranging book review section, and
in-depth analytical features on current issues in higher education. |
| | | |
| | | The Chemical Educator |
| | | A peer-reviewed journal for chemical education professionals, publication on
the World Wide Web allows for quick dissemination of material, timely information
on current topics, and internet access to supporting material. Full search capabilities
for all issues are provided online. Featured tutorial articles on modern instrumentation,
techniques, and theory provide educators access to the most current information
in a format immediately usable in their classrooms and laboratories. These articles
provide an instant resource for the inclusion of topics and techniques that are
too current to appear in standard textbooks. Studies published in this area provide
concrete evidence and conclusions about techniques that improve teaching effectiveness. |
| | | |
| | | College Composition and Communication |
| | | The editorial staff of this journal invites submission of research and scholarship
in composition studies that supports college teachers in reflecting on and improving
their practices in teaching writing. The field of composition studies draws on
research and theories from a broad range of humanistic disciplines- English studies,
linguistics, literacy studies, rhetoric, cultural studies, gay studies, gender
studies, critical theory, education, technology studies, race studies, communication,
philosophy of language, anthropology, sociology, and others-and within composition
studies, a number of subfields have also developed, such as technical communication,
computers and composition, writing across the curriculum, research practices history
of composition, assessment, and writing center work. The usefulness of articles
to writing teachers should be apparent in the discussion. |
| | | |
| | | Community College Journal |
| | | The Journal features articles by leading experts, opinions that put the news
in perspective, coverage of higher education issues, and profiles of the field's
leaders. Every issue covers news and information from a national network of colleges,
providing the latest surveys, practices, and innovations. |
| | | |
| | | Community College Review |
| | | The Review publishes contributions from scholars and practitioners who report
on research, identify important issues and trends in community college education,
and review recent books that involve community colleges. The majority of the manuscripts
accepted for publication in the Community College Review describe original research.
Essays that combine authors' professional experiences with their knowledge or
opinions about specific topics or issues constitute about 20% of accepted submissions.
Acceptable research topics focus clearly on two-year postsecondary institutions:
the populations served, the curricula offered, the methods used to deliver academic
and administrative services, and the problems and issues encountered. |
| | | |
| | | Education for Health: Change in Learning and Practice |
| | | This journal invites reports on qualitative and quantitative research that can
enhance educational practice, especially if it will help enhance clinical practice.
It also invites thoughtful analyses, innovative ideas, and conceptual statements
that may not necessarily be the product of research but which have implications
for the decision-making of teachers and educational leaders. |
| | | |
| | | Educational Leadership |
| | | This journal is intended primarily for leaders in elementary, middle, and secondary
education but is also for anyone interested in curriculum, instruction, supervision,
and leadership in schools. |
| | | |
| | | Educational Researcher |
| | | Published nine times per year by the American Education Research Association
and received by all members of AERA, this journal contains scholarly articles
of general significance to the educational research community from a wide range
of disciplines. Manuscripts that speak only to scholars in particular sub fields
should be submitted to more specialized journals. |
| | | |
| | | The Generator: Journal of SL and Service Leadership |
| | | This national journal of SL and youth leadership provides NYCL members with the
most up-to-date information on SL methodologies, programs, and initiatives. Contributors
are leaders in the field from throughout North America who share their experience
and perspectives implementing SL and youth leadership programs in academic and
community-based settings. |
| | | |
| | | Harvard Educational Review |
| | | This is a quarterly scholarly journal of opinion and research in education with
a mission to provide an interdisciplinary forum for discussion and debate about
education's most vital issues. Each year, the Review covers a wide range of topics
of current concern in education. Each quarterly issue of the Review is book length,
containing a variety of articles, essays, and book reviews. |
| | | |
| | | Higher Education Perspectives |
| | | This peer-reviewed journal, published by The Higher Education Group, Department
of Theory and Policy Studies at the Ontario Institute for Studies in Education
of the University of Toronto, features research articles, theoretical papers,
literature reviews, book and essay reviews, and revised conference papers that
analyze, challenge, and/or create Higher Education theory, history, philosophy,
policy, and practice. |
| | | |
| | | Higher Education Policy |
| | | This is an international journal for advancing scholarly understanding of the
policy process applied to higher education through the publication of original
analyses, both theoretical and practice-based, the focus of which may range from
case studies of developments in individual institutions to policy making at systems
and at national level. |
| | | |
| | | Innovative Higher Education |
| | | The goals of this journal are to present descriptions and evaluations of innovations
and provocative new ideas with relevance for action beyond the immediate context
in higher education, focus on the effect of such innovations on teaching and students,
be open to diverse forms of scholarship and research methods by maintaining flexibility
in the selection of topics deemed appropriate for the journal, and strike a balance
between practice and theory by presenting manuscripts in a readable and scholarly
manner to both faculty and administrators in the academic community. |
| | | |
| | | International Journal of Education and the Arts |
| | | This peer-reviewed online scholarly journal serves as a forum within the fields
of aesthetics and arts education. These fields include, among others, art theory,
music education, visual arts education, drama education, dance education, education
in literature and narrative. Holistic, integrated studies that cross or transcend
these fields are also welcomed. |
| | | |
| | | Journal of Adolescence |
| | | This is an international, broad-based, cross-disciplinary journal that addresses
issues of professional and academic importance concerning development between
puberty and the attainment of adult status within society. It provides a forum
for all who are concerned with the nature of adolescence, whether involved in
teaching, research, guidance, counseling, treatment, or other services. The aim
of the journal is to encourage research and foster good practice through publishing
both empirical and clinical studies as well as integrative reviews and theoretical
advances. |
| | | |
| | | Journal of Adolescent Research |
| | | This journal is the primary source for the latest analysis on how adolescents
develop, behave, and are influenced by societal and cultural factors as they enter
their second decade. The Journal includes empirical research and theoretical papers
on all aspects of adolescent development. |
| | | |
| | | Journal of Business Education |
| | | This is a multi-disciplinary journal seeking the following kinds of papers: Educational
research (empirical research that test teaching practices, student performance
and learning environments), Pedagogy (papers offering interesting or unique approaches
to teaching or delivering business education-general or specific), Curriculum
(papers addressing interesting or unique approaches to curriculum development
and discipline integration), Literature Reviews (papers that offer extensive reviews
of current relevant research and thought), Multi-disciplinary (papers emphasizing
multi-disciplinary approaches to business education), and Ethics and Moral Values
(papers offering guidance in the integration of ethics and moral values in business
education. |
| | | |
| | | Journal of Career Development |
| | | This journal provides the profession, the public, and policy makers with the
latest in career development theory research and practice, focusing on the impact
that theory and research have on practice. Among the topics covered are career
education, adult career development, career development of special needs populations,
career development and the family, and career and leisure. |
| | | |
| | | Journal of College and Character (JCC) and the Character Clearinghouse |
| | | The journal focuses on moral and civic learning in higher education and is published
on the internet by the Center for the Study of Values in College Student Development
at Florida State University. The JCC is published on an ongoing basis with new
articles and entries added on a weekly and monthly basis. |
| | | |
| | | Journal of College Student Development |
| | | The Journal of College Student Development was established in 1959 and is the
oldest continually published scholarly journal in the field of college student
affairs. Writers are encouraged to submit manuscripts concerning student development,
professional development, professional issues, administrative concerns, and creative
programs to improve student services. Manuscripts may focus on recent original
research, replication of research, reviews of research, or essays on theoretical,
organizational, and professional issues. |
| | | |
| | | Journal of Excellence in College Teaching |
| | | This is a peer-reviewed journal published at Miami University by and for faculty
at universities and two- and four-year colleges to increase student learning through
effective teaching, interest in and enthusiasm for the profession of teaching,
and communication among faculty about their classroom experiences. The Journal
provides a scholarly, written forum for discussion by faculty about all areas
affecting teaching and learning, and gives faculty the opportunity to share proven,
innovative pedagogies and thoughtful, inspirational insights about teaching. |
| | | |
| | | Journal of Experiential Education |
| | | This is a professional journal that publishes a diverse range of articles in
subject areas such as outdoor adventure programming, SL, environmental education,
therapeutic applications, research & theory, the creative arts, and much more.
It is an invaluable reference tool for anyone in the field of experiential education. |
| | | |
| | | Journal of General Education |
| | | Intended for faculty, administrators, and policymakers, the Journal of General
Education is the professional forum for discussing issues in general education
today. It addresses the general education concerns of community colleges, four-year
colleges, universities, and state systems. Along with perspective essays on the
role of general education today, JGE features articles on: Innovative methods
in teaching and assessment, Profiles of exemplary general education programs,
Case studies of successful curriculum development efforts, and Reviews of books
and monographs related to general education. |
| | | |
| | | Journal of Health Education |
| | | This refereed journal covers today's health education and health promotion issues
for professionals working in the following areas: medical care facilities, professional
preparation, colleges and universities, community and public health agencies,
public and private schools, and business and industry. |
| | | |
| | | Journal of Higher Education |
| | | Through full-length articles, commentary, and book reviews, the Journal of Higher
Education encourages creation of effective policy solutions and enhancement of
professional development in all areas within the university, the four-year college,
and the community college. |
| | | |
| | | Journal of Moral Education |
| | | This journal provides a unique interdisciplinary forum for consideration of all
aspects of moral education and development across the lifespan. It contains philosophical
analyses, reports of empirical research and evaluation of educational strategies,
which address a range of value issues and the process of valuing, not only in
theory and practice, but also at the social and individual level. The Journal
regularly includes country based state-of-the-art papers on moral education and
publishes special issues on particular topics. |
| | | |
| | | Journal of Nursing Education |
| | | This journal provides a forum for original articles and new ideas for nursing
educators in various types and levels of nursing programs. The Journal enhances
the teaching-learning process, promotes curriculum development, and stimulates
creative innovation and research in nursing education. The October 2002 issue
is focused on service-learning in nursing education. |
| | | |
| | | Journal of Higher Education Outreach and Engagement |
| | | Formerly known as the Journal of Public Service and Outreach, this journal serves
as a forum to promote the continuing dialogue about the service and outreach mission
of the University and its relationship to the teaching and research missions and
to the needs of the sponsoring society. Published three times per year, it is
a peer reviewed journal that casts a wide net and welcomes submissions from a
broad range of scholars, practitioners, and professionals. |
| | | |
| | | The Journal of Qualitative Research |
| | | This journal provides a forum for the discussion of research methods, in particular
qualitative research, across the social sciences and cultural studies. It features
papers with a methodological focus, discussed in relation to specific empirical
studies and research problems and papers raising philosophical, theoretical, historical
or ideological debates about qualitative Research. |
| | | |
| | | Journal of Statistics Education |
| | | This journal disseminates knowledge for the improvement of statistics education
at all levels, including elementary, secondary, post-secondary, post-graduate,
continuing, and workplace education. Articles that provide a scholarly overview
of the literature on a particular topic are also of interest. Reviews of software,
books, and other teaching materials will also be considered, provided these reviews
describe actual experiences using the materials. |
| | | |
| | | Liberal Education |
| | | Published by the Association of American Colleges and Universities, Liberal Education expresses the voices of educators, faculty and administrators in colleges and
universities nationwide who are working to enrich liberal learning and undergraduate
education. The journal is a national forum about liberal education - a forum addressing
teaching and learning, leadership, faculty innovation, and institutional change
all in the service of improving undergraduate education. |
| | | |
| | | Metropolitan Universities Journal |
| | | Each issue reports in-depth on both the theoretical and applied aspects of a
current theme affecting colleges and universities. Authors come from diverse institutional
perspectives, and include top scholars and administrators who share a wealth of
experience and knowledge about best practices and effective strategies. Past issues
have focused on community-university partnerships and service-learning. |
| | | |
| | | Michigan Journal of Community Service-Learning |
| | | This is a peer-reviewed journal consisting of articles written by faculty and
SL educators on research, theory, pedagogy, and issues pertinent to the SL community.
The journal aims to: widen the community of SL educators; sustain and develop
the intellectual vigor of those in this community; encourage research and pedagogical
scholarship related to SL; contribute to the academic legitimacy of SL; and increase
the number of students and faculty who have a chance to experience the rich teaching
and learning benefits that accrue to SL participants. Contributing authors are
associated with a wide range of academic disciplines and professions. |
| | | |
| | | NASPA Journal: The Journal of Student Affairs Administration, Research, and Practice
(members only) |
| | | This journal is a quarterly publication and provides in-depth articles covering
issues pertinent to student affairs administration. The journal is written primarily
for the student affairs generalist who has broad responsibility for educational
leadership, policy, staff development, and management. Common article topics include
cultural diversity, legal and judicial issues, student development, assessment
and administration. |
| | | |
| | | National Society for Experiential Education Quarterly |
| | | Articles from the field of experiential education, including research related
to the effectiveness of experiential education techniques, are featured in this
quarterly journal. Service-learning is one of the many experiential education
methods featured in this journal. |
| | | |
| | | Planning for Higher Education |
| | | This journal invites well-written articles about important trends and issues
that could influence academic planning and management, about novel or effective
planning techniques, and about applied research of relevance to educational decision
making. |
| | | |
| | | PS: Political Science and Politics |
| | | This journal brings together political scientists from all fields of inquiry,
regions, and occupational endeavors in order to expand awareness and understanding
of political life. |
| | | |
| | | Reflections on Community-Based Writing Instruction (To submit a paper, request
more information, or subscribe, please write to broswell@goucher.edu.) |
| | | This peer-reviewed journal, published three times a year, provides a forum for
scholarship on community-based work in college writing courses and related issues.
Articles reporting on research, describing and reflecting on curriculum or teaching
practices, or exploring the practical, theoretical, political, and ethical implications
of community-based writing instruction are accepted. Abstracts describing current
research projects, book reviews, and announcements are also accepted. |
| | | |
| | | Review of Higher Education |
| | | The official journal of the Association for the Study of Higher Education (ASHE),
this journal provides a forum for discussion of issues affecting higher education.
The journal advances the study of college and university issues by publishing
peer-reviewed articles, essays, reviews, and research findings. Its broad approach
emphasizes systematic inquiry and practical implications. |
| | | |
| | | Social Policy Report |
| | | Published four times a year by the Society for Research in Child Development
(SRCD), this publication's purpose is to provide policymakers with objective reviews
of research findings on topics of current national interest, and to inform the
SRCD membership about current policy issues relating to children and about the
state of relevant research. |
| | | |
| | | Teaching Sociology |
| | | This quarterly publication of the American Sociological Association publishes
articles, notes, and reviews intended to be helpful to teachers of sociology.
Articles range from experimental studies of teaching and learning to broad, synthetic
essays on pedagogically important issues. This journal also shares theoretically
stimulating and practically useful information and advice among teachers. |
| | | |
| | | Theory into Practice |
| | | Published since 1962, Theory Into Practice (TIP) is the professional journal published quarterly by The Ohio State University's
College of Education. TIP is organized around a single theme, and features multiple
perspectives and scholarly, yet accessible, discussions of current and future
concerns of interest to today's educators. For information, e-mail tip@osu.edu. |
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| | | Funding for Service-Learning Scholarship |
| | | The following list highlights funding specifically available for SL research.
For more information on funding for SL in general, please see the National Service-Learning
Clearinghouse Fact Sheet on Raising Funds for SL in Higher Education. |
| | | |
| | | The American Education Research Association |
| | | AERA administers grants for education research at the pre-doctoral and post-doctoral
level, through a grant from the U.S. Department of Education's Office of Educational
Research and Improvement. The AERA website also includes links to private and public agencies that fund education research |
| | | |
| | | Communities of Science |
| | | COS Funding Opportunities is an online resource to identify funding information
related to research, collaborative activities, travel, curriculum development,
conferences, fellowships, post-doctoral positions, equipment acquisition, and
operating or capital expenses, among others. Sources of this information are federal
and regional governments, foundations, professional societies, associations, and
corporations. COS Funding Opportunities are updated daily and can be searched
by sponsor, amount, deadline, eligibility of applicant, funding type, and area
of interest. |
| | | |
| | | Council for the Advancement and Support of Education (CASE) |
| | | Another online resource for finding grants. |
| | | |
| | | The Learning in Deed Program |
| | | Maintains a list of private and public funding source for SL research, with links
to their websites. |
| | | |
| | | Spencer Foundation |
| | | The Spencer Foundation's research programs provide funding for investigations
that promise to yield new knowledge about education in the United States or abroad.
Each of the Foundation's two research programs, the Major Grants Program and the
Small Grants Program, supports researchers from a wide range of disciplines and
professional fields. |
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| | | |
| | | Service-Learning Scholarship and the Faculty Review, Promotion and Tenure Process |
| | | Opportunities for scholarship are essential for the success of faculty in the
review, promotion and tenure process. Below are resources that may assist in leveraging
SL research for the RPT process. |
| | | |
| | | General Resources |
| | | Faculty Development Advanced Toolkit |
| | | This resource on the Campus Compact website focuses on creating faculty reward
and evaluation systems that take faculty community based work into account. The
website contains examples of task force reports, policies and forms from campuses
that have sought to embrace Boyer's expanded definition of scholarship. |
| | | |
| | | East/West Clearinghouses for the Scholarship of Engagement |
| | | The East/West Clearinghouses for the Scholarship of Engagement sponsor the National
Review Board for the Scholarship of Engagement, which provides external peer review
and evaluation of faculty's scholarship of engagement. The Clearinghouses also
provide consultation, training, and technical assistance to campuses that are
seeking to develop or strengthen systems in support of the scholarship of engagement. |
| | | |
| | | Service at Indiana University: Defining, Documenting, and Evaluating
Available from: Center for Public Service and Leadership, Indiana University-Purdue University Indianapolis |
| | | Provides an intellectual model for service, examples of documentation that respond
to criteria for evaluating service, and descriptions of campus activities that
stimulate campus discussion. The guidebook provides an important resource that
can be used as campuses revise promotion and tenure guidelines, reshape the assessment
of scholarship, and develop criteria for service awards. It is also useful to
faculty as they prepare documentation for professional development, annual review,
promotion and tenure, and awards. |
| | | |
| | | Community-Campus Partnerships for Health Mentor Network |
| | | CCPH's Mentor Network provides consultation, training and technical assistance
to campuses that are seeking to develop or strengthen their support of community-based
scholarship (e.g., service-learning, community-based participatory research). |
| | | |
| | | Articles & Publications |
| | | Boyer, Ernest, "Scholarship Reconsidered: Priorities of the Professoriate," The
Carnegie Foundation for the Advancement of Teaching: New York, 1990.
In this report by the Carnegie Foundation, Ernest Boyer argues for a broader
understanding of scholarship that takes into account the scope of faculty activity
more fully than does the traditional categories of teaching and research. |
| | | |
| | | Boyer, Ernest, The Scholarship of Engagement, Journal of Public Outreach, Spring 1996, 1:1, 11-20.
Ernest Boyer suggests that American education has moved away from its traditional
commitment to public service and argues for a new commitment to service that he
calls the scholarship of engagement. |
| | | |
| | | Chang, Yu-bi, Evaluation of Outreach for Promotion and Tenure Considerations: Views from University
Faculty, Journal of Continuing Higher Education, 2000, 48:3, 5-13.
Yu-bi Chang examined the evaluation of university outreach from the perspectives
of faculty members, particularly those who had engaged in outreach activities.
It utilized a survey to determine criteria for judging the quality of outreach;
types of performance indicators for evaluating teaching, research, and service
elements of outreach; and who should evaluate outreach. The article concludes
that, in the opinion of faculty, an adequate evaluation mechanism should include
both criteria specific to outreach and more traditional standards for scholarship
and rigor. |
| | | |
| | | Coppola, Brian, Learning to Play a Rigged Game, National Teaching and Learning Forum online newsletter.
Brian Coppola, University of Michigan-Ann Arbor - A Pew Scholar who won tenure
on the strength of his teaching, explains how faculty don't win by bucking the
rules, only by reframing their understanding of their possibilities. |
| | | |
| | | Diamond, Robert M., and Bronwyn E. Adam, ed., The Disciplines Speak: Rewarding the Scholarly, Professional, and Creative Work
of Faculty, Washington, D.C.: AAHE, 1995.
This monograph contains a number of statements from professional associations
in disciplines representing the humanities and social sciences, the natural sciences,
the arts, and professional programs. These statements describe the work of faculty
in the different disciplines, re-examining the traditional relationships between
research, teaching, and service. |
| | | |
| | | Driscoll, Amy and Lynton, Ernest, Making Outreach Visible: A Guide to Documenting Professional Service and Outreach, 1999.
This guide addresses the "how to" issues and needs of faculty and administration
in the context of institutional change. |
| | | |
| | | Eyler, Janet, and Dwight E. Giles, Jr., Where's the Learning in Service-Learning?, San Francisco: Jossey-Bass, 1999.
Includes sections on identifying the learning outcomes of service; personal and
interpersonal development; understanding and applying knowledge; engagement, curiosity,
and reflective practice; critical thinking; perspective transformation; citizenship;
characteristics of effective SL programs; and strengthening the role of service
in the college curriculum. |
| | | |
| | | Gelmon, Sherril and Agre-Kippenhan, Susan, Promotion, Tenure, and the Engaged Scholar: Keeping the Scholarship of Engagement
in the Review Process, AAHE Bulletin, January 2002.
This article presents the perspectives of two faculty members at Portland State
University who have navigated the promotion and tenure process, and their reflections
on the scholarship of engagement. |
| | | |
| | | Glassick, Charles E., Mary Taylor Huber, and Gene I. Maeroff, Scholarship Assessed: Evaluation of the Professoriate, San Francisco: Jossey-Bass, 1997.
This text offers a new paradigm for evaluating scholarship of engagement, a scholarship
that better integrates the full range of scholarly activity, research, teaching
and service. It includes discussion of changes in thinking about scholarship and
ideas about developing criteria for evaluating a full range of scholarship and
for documenting scholarly efforts. It also includes, as appendices, the Questionnaire
for the National Survey on the Reexamination of Faculty Roles and Rewards and
the results of that survey. |
| | | |
| | | Maurana, Cheryl; Wolff, Marie; Beck, Barbra; and Simpson, Debra, Working with our communities: moving from service to scholarship in the health
professions, San Francisco, CA: Community-Campus Partnerships for Health, 2000.
This commissioned paper describes a model for community scholarship in the health
professions that builds upon the work of Boyer and Glassick. The paper includes
suggestions for developing a community scholarship portfolio, as well as a wealth
of print and online resources. |
| | | |
| | | Sandman, Lorilee R., Pennie G. Foster-Fishman, James Lloyd, Warren Rauhe, and
Cheryl Rosaen, Managing Critical Tensions: How to Strengthen the Scholarship Component of Outreach, Change, January/February 2000, 32:1, 44-52.
This article examines ways that faculty can balance the community demands for
scholarship of engagement and their institution's expectations regarding teaching
and research with their own scholarly interests. It also explores the different
perspectives among community, institution, and scholar, which create tensions
in the implementation and design of outreach scholarship programs. |
| | | |
| | | Simpson, Ronald D., Toward A Scholarship of Outreach and Engagement in Higher Education, Journal of Higher Education Outreach and Engagement, 6:1, 7-12.
This article builds on the work of Ernest Boyer in calling for a "scholarship"
of outreach in which the faculty service mission is directly tied to the field
of knowledge and subject to the same requirements for rigor and accountability
that apply to research scholarship. |
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| | | © 2002 Learn and Serve America’s National Service-Learning Clearinghouse.
Photocopying for nonprofit educational purposes is permitted. |
