Barbara E. Moely – författare

In this volume in the IAP series on Advances in Service-Learning Research, top researchers present recent work studying aspects of program development, student and community outcomes, and future research directions in the field of service-learning and community engagement. These chapters, selected through a rigorous peer review process, are based on presentations made at the annual meeting of the International Research Conference on Service-Learning and Community Engagement, held in October, 2008, in New Orleans.This volume features efforts in research and practice to support and expand service-learning and engaged scholarship in both K-12 and higher education. Models of effective partnerships between institutions of higher education and their community partners are developed in chapters looking at relationships between campus and community in terms of partnership identity or in terms of shared understanding by campus and community partners. Outcomes for K-12 and college students engaged in service learning are the focus of several studies. The impact of high-quality service-learning on K-12 student achievement and school-related behaviors is described. Racial identity theory provides a useful frame for understanding developing student conceptualizations, while another chapter emphasizes aspects of self-exploration and relationship building as bases for gains in student attitudes and skills. In a final section, chapters deal with service-learning and community engagement as a coherent research field with a distinct identity, reviewing current work and proposing directions for future research.

In this volume in the IAP series on Advances in Service-Learning Research, top researchers present recent work studying aspects of program development, student and community outcomes, and future research directions in the field of service-learning and community engagement. These chapters, selected through a rigorous peer review process, are based on presentations made at the annual meeting of the International Research Conference on Service-Learning and Community Engagement, held in October, 2008, in New Orleans.This volume features efforts in research and practice to support and expand service-learning and engaged scholarship in both K-12 and higher education. Models of effective partnerships between institutions of higher education and their community partners are developed in chapters looking at relationships between campus and community in terms of partnership identity or in terms of shared understanding by campus and community partners. Outcomes for K-12 and college students engaged in service learning are the focus of several studies. The impact of high-quality service-learning on K-12 student achievement and school-related behaviors is described. Racial identity theory provides a useful frame for understanding developing student conceptualizations, while another chapter emphasizes aspects of self-exploration and relationship building as bases for gains in student attitudes and skills. In a final section, chapters deal with service-learning and community engagement as a coherent research field with a distinct identity, reviewing current work and proposing directions for future research.

Research on service-learning and community engagement has exploded over the past decade. It is a field now characterized by increasing methodological and theoretical sophistication, vast quantitative and qualitative studies, interdisciplinary research, myriad subjects, and the internationalization of scholarship.The papers in this volume were selected from nearly 100 presentations made at the 2009 annual conference of the International Association for Research on Service Learning and Community Engagement held in Ottawa, Canada’s national capital. The conference theme, Research for What? emphasized fundamental questions, namely: to what extent is rigorous research uncovering best practices in, and demonstrating the positive results of, service-learning on teaching, learning and building better communities? The papers examine such themes through lenses that include the application of theory to practice, K-12 and university-based service-learning, interdisciplinary initiatives, and international service-learning. The introduction provides an overview of the very recent, but remarkable, growth of service-learning in Canada, and the conclusion, written by the recipient of the Association’s annual Distinguished Researcher Award, discusses major developments, and continuing challenges, in service-learning research.