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For scholars seeking to undertake consequential research in
service-learning and community engagement (SLCE) at a time when
there is widening interest in and increasing acceptance of research
in this field as a primary area of scholarship, this book provides
accounts by preeminent scholars about the trajectories of their
research, their methodologies, lessons learned along the way, as
well as their views about the future direction of the field.The
contributors to this volume represent a range of disciplines and
fields including education, history, organizational leadership,
political science, philanthropic studies, psychology, and public
health, as well as both qualitative and quantitative traditions,
and offer models of scholarly learning that contribute to a
knowledge base that can guide practice and further the broader
public purposes of the academy. They articulate how they view their
research on SLCE as having broader purposes that matter to them
personally as well as professionally and illustrate how the "why"
and "to what end" of their research can evolve as a program of
research develops and matures across time. They identify key
choices they made in terms of inquiry and methodology, describe
both successes and challenges in establishing and navigating a SLCE
research agenda across their careers, and share lessons learned
from their research journey to advance the field both domestically
and abroad. Emerging from these narratives is a theme of practical
wisdom that arises through the learning of researchers, students
and communities as they engage with complex social contexts.
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.
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.
For scholars seeking to undertake consequential research in
service-learning and community engagement (SLCE) at a time when
there is widening interest in and increasing acceptance of research
in this field as a primary area of scholarship, this book provides
accounts by preeminent scholars about the trajectories of their
research, their methodologies, lessons learned along the way, as
well as their views about the future direction of the field.The
contributors to this volume represent a range of disciplines and
fields including education, history, organizational leadership,
political science, philanthropic studies, psychology, and public
health, as well as both qualitative and quantitative traditions,
and offer models of scholarly learning that contribute to a
knowledge base that can guide practice and further the broader
public purposes of the academy. They articulate how they view their
research on SLCE as having broader purposes that matter to them
personally as well as professionally and illustrate how the "why"
and "to what end" of their research can evolve as a program of
research develops and matures across time. They identify key
choices they made in terms of inquiry and methodology, describe
both successes and challenges in establishing and navigating a SLCE
research agenda across their careers, and share lessons learned
from their research journey to advance the field both domestically
and abroad. Emerging from these narratives is a theme of practical
wisdom that arises through the learning of researchers, students
and communities as they engage with complex social contexts.
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