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Volunteer and Service-Learning Center

Lending Library


Billig, S.H.,Furco, A., (2002).  Service-Learning Through a Multidisciplinary Lens.  Greenwich, Connecticut: Information Age Publishing.
This second volume in the Advances in Service-Learning Research series, explores the multidisciplinary dimensions of service-learning. Divided into 5 sections, the first section provides an overview of the multitude of perspectives that can be taken to study service-learning and some of the issues that arise for researchers who perform studies in this field. Section two presents two new theoretical perspectives that may be used to guide research. The third section examines service-learning and the disciplines. The fourth section focuses on the impacts of service-learning. The final section looks at future directions for service-learning research.

Barber, B. R. & Battistoni, R. M. (1999).  Education for Democracy: Citizenship, Community, Service: A Sourcebook for Students and Teachers.  Dubuque, IA: Kendall/Hunt Publishing Company. [supplemental disk included].
This anthology is a contribution to service learning and education based community service. It raises fundamental issues about the American future, posing implicit questions about the nature of civic pedagogy. The disk included contains questions from essays excerpted in the anthology. Those questions are meant to bridge classroom and community and can be used as a guide to class discussions or assignments or journals.

Battisoni, R. M., Gelmon, S. B., Saltmarsh, J.,Wergin, J., Zlotkowski, E. (2003).  The Engaged Department Toolkit.  Providence, RI: Campus Compact.
This handbook is designed to help departments develop strategies for including community-based work in their teaching and scholarship, making community-based experiences a standard expectation for majors, and encouraging civic engagement and progressive change at the departmental level. (CD Rom included)

Battistoni, R.M. (2002).  Civic Engagement Across the Curriculum: A Resource Book for Service-Learning Faculty in All Disciplines.  Providence, RI: Campus Compact.
This book offers faculty in all disciplines rationales and resources for connecting their service-learning efforts to the boader goals of civic engagement. This volume distills a wide range of disciplinary perspectives on citizenship into usable conecptual frameworks. It provides concrete examples of course materials, exercises, and assignments that can be used in service-learning courses to develop students' civic-capacities, regardless of disciplinary area. This volume will assist faculty in their own curricular work as well as enable them to combine their individual initiatives with others across their campus.

Benson, P. L., Galbraith, J., Espeland, P.  (1998).  What Teens Need to Succeed: Proven Practical Ways to Shape Your Own Future. .  Minneapolis, MN: Free Spirit Publishing Inc..
This book includes ideas for teens for building assets at home, school, in the community, and with friends. It contains true stories about teens and adults who are building assets for themselves and others.

Berry, H. A., Chisholm, L. A. (1999).  Service-Learning in Higher Education Around the World, an Initial Look.  New York, New York: The International Partnership for Service-Learning.
Includes information on reasons for the initiation and development of service-learning programs, different varieties of service, models for linking academic studies to community volunteer service, examples of institutional commitments from around the world, and the state of service-learning for the present and future

Bhaerman, R., Cordell, K., Gomez, B.  (1998).  The Role of Service Learning in Educational Reform.  Raleigh, NC: National Society for Experiential Education.
This comprehensive monograph describes the linkages between service-learning and educational reform. In this monograph, service-learning is not seen as an end in itself, but rather, a method of teaching and learning which involves many of the same elements comprising school reform. It challenges each of us to step outside of our particular niches and actively seek methods for connecting our work to other initiatives in education.

Break Away ().  Site Leader Survival Manual (Alternative Breaks).  : Break Away.
The alternative break Site Leader must act as teacher, project coordinator, alarm clock, and the link between host sites and participants. This manual covers every aspect of site leadership; from education and reflection techniques to safety and liability issues. It includes exercises, activities, and tips for Pre- Break, On-Break and Post-Break Programming.

Bringle, R. G., Phillips, M. A., Hudson, M. (2004).  The Measure of Service Learning: Research Scales to Assess Student Experiences.  Washington, DC: American Psychological Association.
This book is a valuable resource for program evaluators and researchers who want to inform the practice of service learning. This volume provides extensive compilation of scales for use in studying students in service learning classes. The scales measure a variety of constructs, such as attitudes, moral development, and critical thinking.

Brubaker, D.C., Ostroff, J.H., Zlotkowski, E. (2006).  Life, Learning, and Community: Concepts and Models for Service-Learning in Biology.  Sterling, VA: Stylus Publishing, LLC.
A series of volumes on Service_Learning covering a range of specific disciplines.

Butin, D. (2010).  Service-Learning in Theory and Practice.  New York, NY: Palgrave Macmillan .
This book offers a comprehensive rethinking of the theory and practice of service-learning in higher education. Democratic and community engagement are vital aspects of linking colleges and communities, and this book critically engages the best practices and powerful alternative models in the academy. Drawing on key theoretical insights and empirical studies, Butin details the limits and possibilities of the future of community engagement in developing and sustaining the engaged campus.

Butin, Dan W. (2005).  Service Learning In Higher Education.  New York: Palgrave Macmillan.
Service Learning in Higher Education critically examines the assumptions and implications of service-learning and offers exemplary models of practice and scholarship. It explores the limits and possibilities of teaching for social justice; it examines paramount issues of institutionalization; and it investigates issues of student resistance, student voice, and contested issues around race, class, and gender.

Campus Compact (2003).  The Service & Service-Learning Center Guide to Endowed Funding.  Providence, RI: Campus Compact.
This guide makes a convincing case for the "endowment advantage" and offers firm advice from program leaders with experience and expertise. It provides information on institutions that have received endowments, describes their strategies, and analyzes lessons from their experiences.

Cantor, J. A. (1997).  Experiential Learning in Higher Education: Linking Classroom and Community.  Washington, D.C.: The George Washington University, Graduate School of Education and Human Development.
This review of literature focuses on experiential learning in higher education. It provides the academic community with and understanding of the current state-of-the-art practices in experiential learning, with suggestions for program design and development operation.

Chapdelaine, A., Ruiz, A., Warchal, J., Wells, C. (2005).  Service-Learning Code of Ethics.  Bolton, MA: Anker Publishing Company, Inc..
This book provides a basic road map for addressing the critical issues in service-learning, this book will prepare students, faculty, and administrators for the sometimes difficult ethical dilemas that arise during the service-learning process.

Chapdelaine, A., Ruiz, A., Warchal, J., Wells, C. (2005).  Service-learning Code of Eithics.  Bolton, MA: Anker Publishing Company, Inc..
By providing a basic road map for addressing the critical ethical issues in service-learning, this book will prepare students, faculty, and administrators for the sometimes difficult ethical dilemmas that arise during the service-learning process.

Chicola, N.A. & English, E.B. (2002).  Creating Caring Communities with Books Kids Love.  Golden, CO: Fulcrum Publishing.
Encourages a collective identity among children using a variety of instructional strategies and engaging activities via the integration of children's literature. Specifically targeted for grades K-6, this thorough resource offers a rish foundation for building caring communities to help combat the lack of concern for others that is apparent in the world. Organized by 6 levels of community; employs the Universal Declaration of Human Rights; uses Expectations of Excellence: Curriculum Standards for Social Studies; incorporates fiction and non-fiction.

Chisholm, L. A., (2005).  Knowing and Doing, The Theory and Practice of Service-Learning.  New York, NY: The International Partnership for Service-Learning and Leadership.
A sophisticated collection of writings about international education in general and service-learning in particular. Illuminates the power of learning and gives testimony to the conviction of many that this powerful pedagogy will have an enduring and transforming effect on higher education around the world.

Chisholm, Linda A. (2000).  Charting a Hero’s Journey.  New York, New York: The International Partnership for Service-Learning.
This book is a guide for reflection upon the experience of study abroad and volunteer service. It draws extensively on the writings of authors such as Jane Addams, Langton Highes, Octavio Paz, Mary Kingsley, and Kathleen Norris.

Colby, A., Ehrlich, T., Beaumont, E., Stephens, J., Shulman, L. S.,  (2003).  Educating Citizens: Preparing America’s Undergraduates for Lives of Moral and Civic Responsibility.  San Francisco, CA: Jossey-Boss.
This book reports on how some American colleges and universities are preparing thoughtful, committed, and socially responsible graduates. The authors demonstrate the fundamental importance of moral and civic education, describe how the historical and contemporary landscapes of higher education have shaped it, and explain the educational and developmental goals and processes involved in educating citizens. They examine the challenges colleges and universities face when they dedicate themselves to this vital task and present concrete ways to overcome those challenges.

Corporatuon for National Service (2007).  Falculty Toolkit for Service -Learning in Higher Education.  Scotts Valley, CA: Learn & Serve America's National Service-Learning Clearinghouse.
Handbook for nonprofit organization, instructors & adminitrators to develop and implement a S-L program effectivly.

Coulter-Kern, M.L., Lahman, M.P., Smithson, S., Stiler, G., Winikates, D.L. (2006).  The Thin Book of Service-Learning for Faculty.  Muncie, Indiana: Ball State University Printing Services.
This manual includes examples of best practices, case studies, references, and electronic links to assist and support novice service-learning practitioners: in other words, the "skinny" on service-learning. In addition, the manual advances the concept of a recursive model of service-learning. Using the chambered nautilus as a metaphor, the recursive model combines elements of assessment and pedagogical theory. The result is a dynamic model that facilitates an on-going development, refinement, and assessment of service-learning.

Cress, C. M., Collier, P.J., Reitenauer, V.L., et al (2005).  Learning Through Serving: A Student Guidebook for Service-Learning Across the Disciplines.  Sterling, VA: Stlus Publishing, LLC.
This book involves taking on new roles and pursuing learning in ways different from traditional courses. It explains how to understand this new learning experience and covers the skills and knowledge you need to make your service-learning experience a success.

Dan W. Butin (2010).  Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education.  : Palgrave Macmillan.
This book offers a comprehensive rethinking of the theory and practice of service-learning in higher education. Democratic and community engagement are vital aspects of linking colleges and communities, and this book critically engages the best practices and powerful alternative models in the academy. Drawing on key theoretical insights and empirical studies, Butin details the limits and possibilities of the future of community engagement in developing and sustaining the engaged campus.

Droge, D. & Ortega-Murphy, Bren (1999).  Voices of Strong Democracy: Concepts and Models for Service-Learning in Communication Studies.  Sterling, VA: Stylus.
Eleventh in AAHE and Campus Compact's series on service-learning in the disciplines, this book focuses on incorporating service-learning in communication, one of the fastest growing disciplines in higher education. The first part provides a strong argument on why service-learning should be part of the communication curriculum, while the second part dramatically demonstrates the ways in which service-learning has a natural affinity for the communication discipline.

Duncan, D., Kopperud, J. (2008).  Service-Learning Companion.  Boston, MA: Houghton Mifflin Company.
This book is a guide to combining community service with the student's curriculum. This book will empower individuals to be able to define service learning, have a foundation of good citizenship, with developed teamwork and leadership skills, understand how service-learning benefits you and your community, and see how CARC Learning Cycle (Contemplation, Action, Reflection, Commitment)helps your through the entire service-learning experience.

Dunlap, M. R.  (2000).  Reaching Out to Children and Families: Students Model Effective Community Service.  Lanham, Maryland: Rowman and Littlefield Publishers, Inc.
This guide assists college students and other constituents as they prepare for volunteering, service-learning, practicums, fieldwork assignments, and internships in a diverse and ever-changing world. Though created with the novice community worker in mind, this book will also assist professors, teachers, administrators, and agency personnel in understanding and preparing workers for community service and learning in schools, child care centers, soup kitchens, and shelters for the homeless

Ehrlich, T. (2000).  Civic Responsibility and Higher Education.  Westport, CT: The American Council on Eduction and The Oryx Press.
Civic Responsibility will be of significant interest to everyone concerned about American democracy and its future, as well as the future of higher edcation in this country. The volume particularlly addresses the concerns of faculty and administrators as they prepare their students and institutions for increasing levels of civic responsibility.

Eyler, J. & Giles Jr., D. E.  (1999).  Where’s the Learning in Service-Learning.  San Francisco, CA: Jossey-Bass.
This book is one of the first to explore service-learning as a valid learning activity. The authors present extensive data from two groundbreaking national research projects. Their studies include a large national survey focused on attitudes and perceptions of learning, intensive student interviews before and after the service semester, and additional comprehensive interviews to explore student views of the service-learning process.

Furco, A (1999).  Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education.  erkeley, CA: Campus Compact.
The Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education was designed to assist members of the higher education community in gauging the progress of their service-learning institutionalization efforts on their campus. The rubric is structured by five dimensions that are considered by most service-learning experts to be key factors for higher education service-learning institutionalization. Each dimension is comprised of several components that characterize the dimension. For each component, a three stage continuum of development has been established. Progression from Stage One (Critical Mass Building) to Stage Three (Sustained Institutionalization) suggests that the institution is moving closer to fully institutionalizing service-learning on its campus.

Furco, A. & Billing, S. H.  (2001).  Service-Learning: The Essence of the Pedagogy.  Greenwich, CT: Information Age Publishing.
Service-Learning is a multifaceted pedagogy that crosses all levels of schooling, has potential relavance to all academic and professional disciplines, is connected to a range of dynamic social issues, and operates within a broad range of community contexts.In terms of research, there is much terrain to cover before a full understanding of service-learning can be achieved. This volume, the first in the annual book series, explores various themes, issues, and answers that bringus one step closer to understanding the essence of service-learning.

Galura, J.A., Pasque, P.A., Schoem, D., Howard, J. (2004).  Engaging the Whole of Service-Learning, Diversity, and Learning Communities.  Ann Arbor, Michigan: The OCSL Press at the University of Michigan.
This book is about the integration of service-learning, diversity, and learning communities at the University of Michigan’s exemplary Michigan Community Scholars Program. Voices included are those of national leaders, and faculty, students, staff, and community partners at this living-learning program.

Gelmon, S. B., Holland, B. A., Driscoll, A., Spring, A., Kerrigan (2001).  Assessing Service-Learning and Civic Engagement: Principals and Techniques.  Providence, RI: Campus Compact.
This monograph emerged from various projects from institutions and national research initiatives. The goal was to develop an assessment model that responds to the complexity of service-learning and other strategies for civic engagement in higher education. It offers a broad perspective on assessment strategies for assessing various civic engagement endeavors.

Gelmon, S., Biling, S. (2007).  From Passion to Objectivity: International and Cross-Disciplinary Perspectives on Service-Learning Research .  : Information Age Publishing.
This volume is the seventh in the Advances in Service-Learning Research series, and presents a collection of papers selected from those presented at the Sixth International Service-learning Research, hosted by Portland State University in Portland, Oregon in October 2006. The theme of the conference, which is also the title of this volume, was "From Passion to Objectivity: International and Cross-Disciplinary Perspectives on Service- Learning Research." This theme was selected to showcase several important topics in contemporary service-learning and community engagement research. Of key importance is the way in which the chapters selected for this volume reflect the evolution and maturation of research in the field of service-learning-moving from descriptive narratives of the passion for addressing social problems and inequities that was evident in much of the early research (and is still reflected today) to increasingly sophisticated research that draws on multiple methodologies, presents solid evidence, and offers the basis for replication and further exploration through future research.

Germond, T., Love, E., Moran, L., Moses, S., Raill, S. (2006).  Lessons Learned on the Road to Student Civic Engagement.  Providence, RI: Campus Compact.
This small volume reflects on three years of success in mobilizing students at the campus, state, and national levels during Campus Compact's Raise Your Voice (RYV) campaign. Written by five RYV student leaders, Lessons Learned includes a frank discussion of barriers to engagement and how to overcome them, including ways to collaborate, cut through bureaucracy, and mobilize students; a new working definition of civic engagement that incorporates voice, action, and reflection; a look at the role of higher education in fostering civic engagement and preparing students for public life; and ideas for how to begin the process of building an active, civically engaged campus.

Hadlock, C. R.  (2005).  Mathematics in Service to the Community: Concepts and models for service-learning in the mathematical sciences .  Washington, DC: The Mathematical Association of America.
This book looks at the wide variety of ways in which math, statistics, and math education teachers have incorporated service-learning into their courses. These projects are not just stand-alone community service initiatives, but rather they specifically target the improvement of mathematics skills and insights of the college students in the courses with which they are associated. In some cases, the projects are the major focus of the courses. In others, they may range from an essential component to one of several options. The book also speculates about heretofore untapped possibilities for service-learning, even including courses in pure mathematics. College faculty often may not fully appreciate the wide range of support mechanisms for such ventures even within their own institutions, so the book includes a lengthy chapter on the details of converting a rough idea to a solid action plan, sometimes even picking up financial support and other often unexpected benefits along the way. Creative teachers rarely implement a project in exactly the same way as a colleague might have, so the emphasis here is to display a wide range of successful projects in order to encourage readers to develop some of their own.

Heffernan, K. (2001).  Fundamentals of Service-Learning Course Construction.  Providence, RI: Campus Compact.
This book is based on a review of more than 900 service-learning syllabi. It is designed to help faculty construct powerful service-learning courses or integrate the pedagogy into an existing course. Each chapter contains informative material that takes faculty from course organization to implementation, and includes actual assignments to model. Syllabi in a wide range of disciplines are also included to demonstrate how faulty have successfully integrated service-learning into their coursework

Jacoby, B.  (2003).  Building Partnerships for Service-Learning.  San Francisco, CA: Jossey-Bass.
In this book, faculty, administrators, student leaders, and community and corporate leaders will find models and tools for creating and sustaining service-learning programs. Frameworks are presented for developing sustainable partnerships and profiles and case studies of successful partnerships with communities, agencies, and public schools. Jacoby is Director of Community Affairs and Community Service at the University of Maryland.

Jacoby, B., Ehrlich, T.  (1996).  Service Learning in Higher Education: Concepts and Practices.  San Francisco, CA: Jossey-Bass.
This book provides the most current theory and practice in the field of service-learning with many examples from actual campuses. It is a comprehensive guide to developing high-quality service-learning experiences both in the curriculum and through student affairs programs.

Jacoby, B., Mutascio, P. (2010).  Looking In, Reaching Out: a refletive guide for community service-learning professionals.  Bostan, MA: Campus Compact.
Looking In, Reaching Out is an essential hands-on guide for community service-learning professionals. It's packed with tools, worksheets, and insights designed to provide you with the skills, confidence, support, and balance you need to be successful in your professional and personal lives. The guide is self-paced; each chapter can be read on its own, or you can read the entire book from start to finish. Thoughtful worksheets allow you to take the concepts that are written and apply them to your personal situation, giving you a tailor-made experience.

Jeffers, C. S. (2005).  Spheres of Possibility; Linking Service-Learning and the Visual Arts.  Reston, VA: National Art Education Association.
Service-learning can assume many shapes and serve multiple purposes. It can be used to develop in students a sense of belonging to their community, an understanding of the diversity of their surroundings, a deeper empathy for those less privileged than themselves, a sense of social responsibility, and a greater understanding and respect for the knowledge that is created and resides in communities that are often less visible to the public eye. Service-learning is clothed in a patchwork quilt, stitching together, a montage of questions, of stories and revelations, a collaged narrative that is comforting and discomforting, yet remains elegant, if frayed at the edges. These are lessons here for all of us in service learning to enjoy, whether our discipline lies within the visual arts or not.

Jones, S., Furco, A., Gray, C. J., Eyler, J., Giles, D. E., Jr., Stenson, C. M., et al.  (2003).  Introduction to Service-Learning Toolkit: Readings and Resources for Faculty, second edition (Rev. ed.).  Providence, RI: Campus Compact [2 COPIES].
This book brings together the best, most up to date writing and resources on service-learning, from learning theory and pedagogy to practical guidance on how to implement service-learning in the classroom. This volume includes expanded chapters on community partnerships, student development, and redesigning curriculum as well as exploring the connection between service-learning and civic-engagement and focusing on community-based research.

Kaye, C. B. (2004).  The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action.  Minneapolis, MN: Free Spirit Publishing.
At the core of this book are eleven thematic chapters for grades K-12. Each features ideas for action, a curriculum web, theme-specific resources, project examples, and an annotated bookshelf of related nonfiction and fiction titles.

Kelshaw, T., Lazarus, F., Minier, J. (2009).  Partnerships for Service-Learning: Impacts on Communities and Students.  San Francisco, CA: Jossey-Bass.
This is a rare book about partnerships. It provides testimony to the diversity of real-world problems that can be addressed though service-learning partnerships between K–12 and higher education. Required reading for future teachers, educators, and community leaders interested in building campus-community relationships that embrace collaboration and shared decision-making.

Kendall, J. C.  (1990).  Combining Service and Learning: A Resource Book for Community and Public Service, Volume II.  Raleigh, NC: National Society for Internships and Experiential Education.
This hand book blends some of the most thoughtful perspectives on service to date. It can be used as an excellent resource for teachers and community persons interested in expanding students' awareness of social concerns and breaking down their pre-conceived cultural prejudices. Provides ideas for educators to bring the concept of community service to life for millions of students across the country.

Kendell, J. C. (1990).  Combining Service and Learning: A Resource Book for Community and Public Service, Volume I.  Raleigh, NC: National Society for Internships and Experiential Education.
Provides a variety of practical guidance for addressing the national crises of public disengagement. Offers both inspiration and concrete lessons for reengaging young people.

Kerrissa Heffernan, Ed.D. (2001).  Fundamentals of Service-Learning Course Construction.  Boston, MA: Campus Compact.
The structuring of a service-learning course and how to structure the syllabus, the service component, and why the service activity is in the course.

Kinsley, C., McPherson, K. (1995).  Enriching the Curriculum Through Service Learning.  Alexandria, VA: Association for Supervision and Curriculum Development.
In this practical guide to service learning, twenty-one contributors describe specific service learning projects that have enhanced the curriculum in schools across the United States.

Koppel, J., Kavanaugh, R. R., Van Dyke, T. (2004).  Hospitality with a Heart: Concepts and models for service-learning in lodging, foodservice, and tourism.  Washington, DC: American Association for Higher Education.
This volume is the 20th in the AAHE and Campus Compact Series on Service-Learning in the Disciplines. The series editor has been Edward Zlotkowski. This volume takes a look at the programs and practices of hospitality educators who have expertly woven service-learning into their curricula.

Kouzez, J. M., and Posner, B. Z. (2003).  The Leadership Challenge.  San Francisco, CA: Jossey-Bass.
With an expanded research base of sixty thousand leaders and constituents, this new edition of The Leadership Challenge captures the continuing interest in leadership as a critical aspect of human organizations. It offers a broader scope for viewing leaders in every industry and all walks of life, including the education and nonprofit fields.

Ladrigan, P. & DiCarlo, R.  (2005).  .  : .
This paper discusses methods and best practices for applying reflective service learning writing pieces into class objectives.

Langseth, M., Plater, W. M. (2004).  Public Work & the Academy: An Academic Administrators Guide to Civic Engagement and Service-Learning.  Bolton, MA: Anker Publishing Company, Inc..
This book provides academic leaders with a resource to incresase fluency with and ability to lead service-learning and civic engagement efforts on their campuses, with their peers, and throughout higher education. It is writeen specifically for chief academic officers, provosts, deans, and division and department chairs - who have significant responsibility for their campus's academic programs.

Lisman, D.C. (1998).  Toward A Civil Society: Civic Literacy and Serivce Learning.  Westport, CT & London: Bergin & Garvey.
This book argues that education has a critical role to play in challenging the dominant views of politics and education by addressing the need for marshaling the resources of education to help promote a more civil society. In this book Service-Learning is seen as a mechanism to enable institutions of higher education to become stronger community partners.

Loeb, P. R. (1999).  Soul of a Citizen: Living With Conviction in a Cynical Time.  New York, NY: St. Martin’s Press.
This is a book of inspiration and integrity. It tells moving stories of ordinary Americans who have found unexpected fulfillment in social involvement. Through their example and Loeb's own wise and powerful lessons, we are compelled to move from passivity to participation. The reward of our action, we learn, is nothing less than a sense of connection and purpose not found in a purely personal life.

Loeb, P.R. (2004).  The Impossible Will Take A While, A citezen's guide to hope in a time of fear.  New York: Basic Books.
Political leaders and activists bring together an inspiring collection of essays and stories that range across nations, eras, and political movements. Contributors include Maya Angelou, Nelson Mandela, Desmond Tutu, and more.

Luce, J. (1993).  Combining Service and Learning: A Resource Book for Community and Public Service, Volume III, an annotated bibliography.  Raleigh, NC: National Society for Experiential Eduaction.
This is an annotated bibliography that was conceived at NSIEE's meetings and 1986 annual conference as a result of realization that the literature of service-learning needed to be pulled together and presented.

Madden, S. J. (2000).  Service Learning Across the Curriculum: Case Applications in Higher Education.  Lanham, MD: University Press of America, Inc.
This book provides an orientation to experiential teaching methodology combining civic and career education. It reviews projects in the fields of psychology, horticulture, public health/parks and recreation/tourist management, marketing, science, English, business and technical writing, and education departments. In ten chapters, this book covers the benefits and challenges of this "New American College," project contracts, management, and evaluation.

McGoldrick, K., Ziegert, A. L. (2002).  Putting the Invisible Hand to Work: Concepts and Models for Service Learning in Economics.  : .
A guide to introducing service learning in the economics classroom.

Medoff, P., Sklar, H. (1994).  Streets of Hope: The Fall and Rise of an Urban Neighborhood.  Boston, MA: South End Press.
Streets of Hope tells the unique story of the revitalization of a Boston neighborhood—from the grassroots and without gentrification. In the early 1980s Dudley Square was under attack. Redlining and redevelopment made arson common and hardly a night passed when a house was not on fire. It was here that residents and their allies formed the Dudley Street Neighborhood Initiative (DNSI), one of the most successful community development projects in the nation. Becoming the only nongovernmental agency in the United States authorized to claim eminent domain, DNSI wielded this and a range of other tools to create affordable, livable housing by and for the community.

Moely, B., Billig, S., Holland, B. (2009).  Creating Our Identities in Service-Learning and Community Engagement.  Charlotte, NC: Information Age Publishing.
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.

Mott, A. (2005).  University Education for Community Change: A Vital Strategy for Progress on Poverty, Race and Community-Building.  Washington, DC: Community Learning Project.
This scan reviews the current status of university-based education on community organizing and social change, and recommends a series of steps to strengthen the role of universities in providing the combination of classroom teaching, field experience and reflection which community change leaders need.

O'Connell, B. (2005).  Fifty Years in Public Causes.  Lebanon, NH: University Press of New England.
In this memoir, Brian O'Connell traces a lifetime of organizing beginning at the local level and extending to national and international crusades. O'Connell worked with the American Heart Association in its earliest efforts to reduce death and disability from heart attack and stroke, spent 12 years as a national head of the Mental Health Association during major breakthroughs in understanding and treatment of depression, and chaired the founding committee of CIVICUS: World Alliance for Citizen Participation. In 1980 he and John Gardner launched INDEPENDENT SECTOR where O'Connell served for 15 years as president and CEO of a vast coalition devoted to strengthening voluntary initiative, philanthropy, and civic action." A dynamic activist, O'Connell is also a compelling author and inspiring teacher, who uses every opportunity to pass along his experiences to others who are also trying to build public causes. His latest book provides practical and appealing examples of how much is accomplished by impassioned and organized people.

O'Grady, C. (2000).  Integrating Service-Learning and Multicultural Education in Colleges and Universities.  Mahweh, NJ: Lawrence Erlbaum Associates, Publishers.
The focus of this book in on the ways in which service learning and multicultural education can and should be integrated so that each may be strenghtened.It offers a significant attempt to forge a dialogue among practitioners of service learning and multicultural education. Multiple authors share theories, practices, failures, and triumphs in order to further the conversation about the importance of aligning what educators say about the world and how they act in and on it.

Parks Daloz, L., Keen, C. H., Keen, J. P., Parks, S. D. (1996).  Common Fire: Leading Lives of Commitment in a Complex World.  Boston, MA: Beacon Press.
A book of inspiration and integrity, it is an antidote to the twin scourges of modern life - powerlessness and cynicism. In his evocative style, reminiscent of Thomas Moore and M.Scott Peck, Paul Loeb tells moving stories of ordinary Americans who have found unexpected fulfillment in social involvement. Through their example and Loeb's own wise and powerful lessons, we are compelled to move from passivity to participation. The reward of our action, we learn, is nothing less than a sense of connection and purpose not found in a purely personal life.

Payne, R. K. (1998).  A Framework for Understanding Poverty (Rev. ed.).  Highlands, TX: RFT Publishing Co.
This book teaches the hidden rules of economic class and spreads the message that, despite the obstacles poverty can create in all types of interaction, there are specific strategies for overcoming them. Through case studies, personal stories and observations, Payne clearly strikes a chord in her readers, and provides a hopeful message.

Percy, S., Zimpher, N., Brukardt, M. (2006).  Creating a New Kind of University: Institutionalizing Community-University Engagement.  : Anker Publishing Company, Inc..
This book is a valuable resource for presidents, provosts, and administrative leaders seeking new and viable ways to move beyond ideas about engagement to real institutional change. This book is divided into five parts: • Engagement in context: The Milwaukee Idea • Inside and outside The Milwaukee Idea: Thoughts on change from three perspectives • Exploring the scholarship of engagement • Innovative approaches to engagement • University engagement: Implications for sustainability

Peters, S.J., Jordan, N.R., Adamek, M. and Alter, T.R. (2005).  Engaging Campus and Community, The Practice of Public Scholarship in the State and Land-Grant University System.  Dayton, OH: Kettering Foundation Press.
Engaging Campus and Community examines the practice of public scholarship as a promising means for academic professionals and students to join with external partners in addressing our most pressing public problems. Based on four years of collaborative research by a team of scholars from six different institutions in the national state and land-grant university system, Engaging Campus and Community is the first—and only—qualitative study of public scholarship in American higher education. The book presents and analyzes eight in-depth case studies of public scholarship involving close community-university engagement in public work initiatives that address the economic, social, and environmental challenges of pursuing agricultural and food systems sustainability. The authors draw lessons from these cases that have broad relevance for the larger movement to renew higher education’s civic mission and work.

Pfeiffer, E. (1999).  Making Service Integral: Combining Federal Work-Study and Community Service.  Massachusetts: Campus Compact.
Highlights cutting-edge issues and practices in the use of Federal Work-Study funds for community service initiatives on campuses across Massachusetts.

Pigg, E., Magevney, M., Mann L. (1994).  Break Away: Hosting an Alternative Break .  : Vanderbilt University.
This manual is written expressly to help community-based organizations set up and host quality alternative breaks. It covers the logistics of student recruitment and setting up work plans, as well as supervision, liability and alcohol policies.

Pinnell, G. S. & Fountas, I. (1997).  A Handbook for Volunteers: Help America Read. .  Portsmouth, NH: A division of Reed Elsevier Inc. .
As a literacy volunteer, you are contributing your time to help ensure a better future for our children. You are providing individual instruction in the most important skills children will learn - reading and writing. And just as significant, you are demonstrating the true meaning of citizenship to our youngest citizens. With the right support, you can make an impact that will last a lifetime. Help America Read was written to assist you in that effort. It contains everything you need to make the most of your time tutoring children.

Pinnell, G.S., Fountas, I.C. (1997).  Help America Read: A Handbook for Volunteers.  Portsmouth, NH: Heinemann.
Help America Read contains everything you need to make the most of your time tutoring children, including: 10 specific ways of working with children; many book lists, including multicultural titles, at several grade levels; concrete suggestions for basic teaching tasks; sample lesson plans; time management tips; basic information on phonics and fluency in reading and writing; and guidelines for working with individuals or groups.

Rice, D., Hurst, K., Caniglia, J. (2001).  Learning with a Purpose: Academic Service-Learning Curriculum.  Ypsilanti, MI.: Office of Academic Service-Learning: Eastern Michigan University.
The purpose of this publication is to share with others the use of academic service-learning as a teaching methodology in the science and math content areas for grades K-12. Other content areas are also integrated into these units. It includes twenty integrated units and lesson plans in these areas as well as useful websites.

Safty, A. (2004).  Leadership and Democracy.  New York, NY: The International Partnership for Service-Learning and Leadership.
Written by Adel Safty, Permanent UNESCO Chair in International Leadership and President of the Global Leadership Forum. A political scientist, Dr. Safty reviews the primary philosophers of democratic theory and the democratic revolutions in various parts of the world through the 1990s, putting forth the argument that democracy can thrive in various cultures and that the quality of leadership-and therefore leadership education-is crucial.

Scheibel, J., Bowely, E.M., Jones, S. (2005).  The Promise of Partnerships.  Providence, RI: Brown University.
This hands-on resource offers community organizations practical guidance in establishing and sustaining effective partnerships with higher education.

Schumm, J. S. & Schumm, G. E.  (1999).  The Reading Tutor’s Handbook: A Commonsense Guide to Helping Students Read and Write. .  Minneapolis, MS: Free Spirit Publishing Inc. .
This book is written for readers who want to share the joy and power of reading, it is a comprehensive guide covering everything tutors need to know. It is recommended for anyone who plans to be a paid tutor, volunteer, student, or a family member who wants to help make a difference in someone's life.

Shore, Bill (2001).  The Cathedral Within: Transforming Your Life by Giving Something Back.  New York, NY: Random House, Inc..
In this inspiring book, social entrepeneur Bill Shore shows us how to make the most of life and do something that counts. Like the cathedral builders of an earlier time, the visionaries described in this memoir share a single desire: to create something that endures. Leaders described in the book have built important new cathedrals within ther communities, and have transformed others lives including their own.

Soska, T. M., Johnson Butterfield, A. K. (2004).  University-Community Partnerships: Universities in Civic Engagement.  Binghamton, NY: Haworth Social Work Practice Press.
This unique book addresses past, present, and future models of university-community partnerships, Community Outreach Partnership Center(COPC)programs, wide-ranging social work partnerships that involve teaching, research, and social change, and innovative methods in the processes of civic engagement.

Stacey, K., Rice, D., Hurst, K., Langley, C.  (1997).  Academic Service-Learning K-12 Training Manual.  Ypsilanti, MI. : Office of Academic Service-Learning: Eastern Michigan University.
This manual is a guide for college faculty trying to implement service-learning into their courses. It identifies twelve steps for integrating academic service-learning into a college course in order to help adapt different courses to service-learning. It includes an appendix of sample documents for service-learning.

Stacey, K., Rice, D., Langer, G.  (2001).  Academic Service Learning Faculty Developmental Manual.  Ypsilanti, MI. : Office of Academic Service-Learning: Eastern Michigan University.
This manual is a guide for college faculty trying to implement service-learning into their courses. It identifies twelve steps for integrating academic service-learning into a college course in order to help adapt different courses to service-learning. It includes an appendix of sample documents for service-learning.

Stanton, K., Dwight, G., Cruz, N. (1999).  Service- Learning: A Movement's Pioneers Reflect On Its Origins, Practice, And Future.  San Francisco, CA: Jossey-Bass Publishers.
This book compiles a collecton of stories from leaders in Service-Learning. They describe their efforts to combine education with social action.

Stanton, T. K., Giles, D. E. Jr., Cruz, N. I. (1999).  Service-Learning: A Movement’s Pioneers Reflect on its Origins, Practice, and Future.  San Francisco, CA: Jossey-Bass.
In this book, leaders in service-learning describe their early efforts to combine education with social action. They assess pioneering experiences and recommend future policy and practice, emphasizing the critical need to preserve an activist commitment as programs becomes increasingly institutionalized. Their reflections inspire newcomers and guide program development of interest to academic leaders, faculty members, student services professionals, educational researchers, adult educators, and public policy makers.

Stoecker, R, Tryon, E., Hilgendor, A. (2009).  The Unheard Voices.  : Temple University Press.
This volume explores the impact of service learning on a community, and considers the unequal relationship between the community and the academy. Using eye-opening interviews with community-organization staff members, The Unheard Voices challenges assumptions about the effectiveness of service learning. Chapters offer strong critiques of service learning practices from the lack of adequate training and supervision, to problems of communication and issues of diversity. The book's conclusion offers ways to improve service learning so that future endeavors can be better at meeting the needs of the communities and the students who work in them.

Strait, J., Lima, M. (2009).  The Future of Service-Learning.  Sterling, VA: Stylus Publishing.
What counts as service learning? What value does it bring to institutions? Is it appropriate for all students? How is globalization impacting service learning? Divided into three thematic parts, this book successively covers institutional and administrative issues; service learning as a springboard for research; and presents new practices that address emerging challenges and changing student populations. The contributors review how different institutional types have structured their service learning activities; address the issue of centralization or decentralization; propose better ways to form community partnerships; consider promotion and tenure implications; postulate framing service-learning and community engagement as scholarship; and examine service-learning as a springboard for research. Further chapters offer a new blueprint for funding to achieve sustainability; examples of international service learning from a European perspective; a case study and framework for using on-line formats to extend the reach of a program; raise the urgent issue of the experiences and contributions of underrepresented students; and present the rationale and processes for developing effective student-led evaluation of programs.

Strand, K., Marullo, S., Cutforth, N., Stoecker, R., Donohue, P. (2003).  Community-Based Research and Higher Education: Principles and Practice.  San Francisco, CA: Jossey-Bass.
Five academics with varied experience in Community-based research, a response to the call for reform of higher education in the U.S., explain its principles and practices, they explore campus-community partnerships, methodological considerations, its value as a pedagogic strategy and how to incorporate it into courses and curricula, and how to transform educational institutions to support new forms of community engagement. Annotation ©2003 Book News, Inc., Portland, OR

Temali, M. (2002).  The Community Economic Development Handbook: Strategies and Tools to Revitalize Your Neighborhood.  St. Paul: Amherst H. Wilder Foundation.
If you don't already have a community economic development (CED) organization in place, Temali tells you how to set one up. The he defines four pivot points that are crucial to neighborhood economies. He explains how to choose your first pivot point, then guides you through the process of tackling each one. True stories of successful CED provide inspiration. Sidebars explore related issues. Appendices point you toward useful resources, and include dozens of worksheets.

The University of Michigan (Fall 2009).  Volume 16 number 2.  Ann Arbor, Michigan: OCSL Press.
Voices from the community, service-learning is... how faculty explain their practice, striving for critical citizenship in a teacher education program, justice-learning, good intentions pave the way to hierarchy, an innovative university-based mentoring program.

Torres, J., Schaffer, J. (2000).  Benchmarks for Campus/Community Partnerships.  Providence, RI: Campus Compact.
The benchmarks in this publication represent the eight essential features of campus/community partnerships identified at the Wingspread Conference. These features are grouped loosely into three overlapping stages that are characteristic of most partnerships: Stage 1 - Designing partnerships based on the values of sharing and reciprocity. Stage 2 - Building collaborative work relationships among partners. Stgae 3 - Sustaining Partnerships - linking partnerships to the missions of partnering institutions, establishing processes for decision-making and problem-solving, and installing the mechanisms for continuous evaluations.

Torres, J., Stinton, R, White, A., White, A. (2000).  Establishing and Sustaining an Office of Community Service.  Providence, RI: Campus Compact.
This comprehensive guide offers community service directors a wealth of information and models for creating and sustaining a campus community service office. Topics include student recruitment and training, liability and risk management, program assessment, funding, and even office organization and management. This hands-on guide also contains an extensive appendix with sample forms, including surveys and assessment tools, organization charts, job descriptions, application forms, budgets, service-learning plans, memos, progress reports, and more.

Wade, R. (2007).  Community action rooted in history: The civiconnections model of service-learning.  United States: Cowan Creative.
Funded by the National Council for the Social Studies, this bulletin chronicles some of the exciting projects teachers and students have created. Part I provides an overview of the two key elements in the CiviConnections program; the process of local historical inquiry and a rationale for the presence of service-learning in social studies education. Part II details the 6 steps that comprise a CiviConnections Project. In Part III, the stories of 10 CiviConnections projects illustrate how students made significant contributions to their communities.

Watkins, M & Braun, L. (2005).  You Can Make A Difference: Service Learning From Classroom to Career.  Canada: JIST Life.
This book details what service learning is and how to effectively implement related stratgies. Includes worksheets & student reflections

Welch,M., Billig, S.H. (2004).  New Perspectives In Service-Learning: Research To Advance The Field.  Greenwich, CT: Information Age Publishing.
This book discuses research conducted on the Service-Learning field. It shares exciting new approaches and outcomes to Sevice-Learning experiences by presenting new questions and avenues for further research.

Wilczenski, F.L., Coomey, S.M. (2007).  A Practical Guide to Service-Learning: Strategies for Positive Development in Schools.  New York, NY: Springer.
Written from the perspective of school-based mental health professionals, this book offers guidelines and resources, informed by research, for school psychologists and counselors interested in implementing service-learning. We have incorporated real-world experiences of practicing school psychologists and school counselors who have successfully employed service-learning in their work. Through their experiences, service-learning applications in school psychology and school counseling come alive. Moreover, this book will offer its readers service-learning strategies that can forge dritical links to join their work with the academic mission of schools. Through service-learning, school based mental health professionals have the opportunity to broaden their role to encompass both regular and special education.

Willette, Z., Magevney, M., Mann, M. (2003).  Curriculum Based Alternative Break: The Manual .  Tallahassee, FL: Break Away.
This manual is designed for students, faculty and administrators who want to connect alternative breaks with credited academic courses. It is full of resources to outfit readers with the tools needed to synergize quality community service with academic learning.

Wurr, A.J. & Hellebandt J. (2007).  Learning the Language of Global Citizenship: Service-Learning in Applied Lingistics.  Boston, MA: Anker Publishing Company, Inc..
This is a topical book designed for practical use by service-learning and language educators in applied linguistics and related disciplines such as English, foreign languages, hearing and speech sciences, and TESOL. It introduces readers to current and unique approaches toward research on first- and second-language acquisition, language policy and planning, language testing and methodology, assessment, and bilingualism. The book also raises fundamental questions for undergraduate and graduate courses with social justice themes by considering educational, linguistic, and human rights issues. Learning the Language of Global Citizenship is divided into four parts: * Theoretical framework for developing service-learning projects in applied linguistics * Domestic service-learning efforts * International service-learning efforts * Service-learning research reports representing Spanish, TESOL, teacher education, and composition studies

Zlotkowski, E.  (2000).  AAHE’s Series on Service-Learning in the Disciplines: Concepts and Models for Service-Learning.  Washington DC: American Association for Higher Education.
This series includes volumes that have been designed to include its own appropriate theoretical, pedagogical, and bibliographical material related to the discipline. Each book gives models and concepts for different disciplines. The books from the volume are in the following disciplines:
  • Accounting
  • Biology
  • Communication
  • Composition
  • Environmental Studies
  • Philosophy
  • Political Science
  • Psychology
  • Sociology
  • Spanish
  • History
  • Lodging, Food Service & Tourism
  • Planning and Finance
  • Management
  • Teacher Education
  • Religious Studies
  • Zlotkowski, E.  (2002).  Service-Learning and The First-Year Experience: Preparing Students forPersonal Success and Civic Responsibility (Monograph No. 34).  Columbia, SC: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition.
    This monograph combines a research-based argument for the value of service-learning in the first year of college with a practical discussion of the issues related to implementation. Readers will find program and course models from a variety of disciplines, curricular structures, and institutional types. Connecting service-learning to the broader issues of the first college year, this monograph allows readers to examine where and how learning takes place best

    Zlotkowski, E.  (1998).  Successful Service-Learning Programs: New Models of Excellence in Higher Education.  Boston, MA: Anker Publishing Company, Inc.
    This book describes how colleges and universities across the country have successfully implemented service-learning to enhance their curriculum, improve student learning, and revitalize higher education's connections to their communities and society. Chapter 1 provides an overview of service-learning and its value to pedagogy and institutional renewal. Chapters 2 - 11 are profiles of ten service-learning programs that include brief histories, program development, basic internal operations and community collaborations. The service-learning programs showcased in this text come from a wide range of institutions, public and private, large and small.

    Zlotkowski, E., Longo, N.V., Williams, J.R. (2006).  Students as Colleagues, Expanding the circle of service- learning leadership.  Brown University: Campus Compact.
    This seminal volume takes service-learning to a new level by demonstrating how it can meet academic and community goals while developing student leaders in the process. This book highlights ways to create opportunities for students to take on real leadership roles in connecting their studies with community change.


      Campus Compact Reader,  (2001).  Service Learning and Civic Education.
    Articles in this issue include Political Engagement and Service Learning, Creadting Engaged Diciplines, Role Models for Engagement, and a book review; Colleges and Universities as Citezens.

    Dennis, V.  Loyola University New Orleans Magazine,  (Fall 2003).  Service Learning: Through the classroom, The Loyola Community Assists the New Orleans Community at Large. Faculty Spot Light: Jesuit Ideal Realized Through Service.
    Associated dean Laurie Joyner guides students and programs with an Ignation prominence.

    Goodwin, R.  Volunteer Leadership,  (2006).  Fighting Homelessness: Seattle Has a Plan.

    International Journal for Professional Educators  Volume 73-1,  ().  The Delta Kappa Gamma Bulletin.
    Articles focusing on devloping student learning outside of the classroom.

    Mandina, J.  Loyola University New Orleans Magazine,  (Fall 2003).  Restoring the Community.
    Students from different disciplines and backgrounds work together to literally rebuild New Orleans.

    McGrath, M.  National Civic Review,  (2006).  Making Citizen Democracy Work.
    Efforts to engage young people in civic life are central to the mission of the National Civic League, not just because of the cliche, however true, that youth are vital to the future of our communities. The National Civic Review has done its part over the years in highlighting efforts to engage young people in their communities. Articles as to it's imporatnce are contained within this issue.

    Spring, K., Dietz, N., & Grimm, R.  Youth Helping America,  (2006).  Educating for Acitive Citezenship: Service-Learning, School-Based Service, and Youth Civic Engagement.
    This brief is the second in the youth helping America series, a series of reports based on data from the Youth Volunteering and Civic Engagement Survey, a national survey of 3,178 American Youth between the ages of 12 and 18 that was conducted by the Corporation for National and Community Service in 2005 in collaboration with U.S. Census Bereau and the nonprofit coalition Independent Sector.


    Abate, C.J.  (2008).   Thought & Action: The NEA Higher Education Journal.  National Education Association.
    Article: You Say Multitasking Like It's a Good Thing

    Abes, E.S., Jackson, G., Jones, S.R.  (Fall 2002).   Michigan Journal of Community Service Learning; vol. 9 num.1.  OCSL Press .
    Article: Factors That Motivate and Deter Faculty Use of Service-Learning

    Bacon, N.  (Fall 2002).   Michigan Journal of Community Service Learning; vol. 9 num.1.  OCSL Press.
    Article: Differences in Faculty and Community Partners' Theories of Learning

    Bierly, G., Brattain Rogers, N.  (2008).   Metropolitan Universities: An International Forum.  Partners Printing.
    At Indiana State University, students confront civic realities through experiences provided within the Liberal Learning in Action classes. This program empowers students to make connections between community issues and the tools of "liberal learning," including critical analysis, appreciation of diversity and a strengthened ability to reflect and articulate. This article provides an overview of the design and scope of the program, followed by a detailed examination of evidence relating program outcomes to civic engagement.

    Bludau, J.  (2006).   Introducing Service Learning into a School: Engaging Students, Teachers and Community Partners in Meaningful Projects.  .
    As part of a School-Community Partnership Grant sponsored by the Texas Center for Service Learning, students in the Sweet Home Independent School District, a rural district in south Texas, are engaging in thoughtfully organized meaningful services and experiences. This article shares strategies that the service learning leadership team used during the first year to build partnerships, develop lessons integrated into students' academic curriculum, and form a student leadership team focused on identifying actual community needs.

    Botstein, L.  (2008).   Thought & Action: The NEA High Education Journal.  National Education Association.
    Article: Higher Education and Public School in Twenty-First Century America

    Buffalo State College VSLC  (2008).   Conference Materials.  BSC VSLC.
    This is the program guide, materials and supplements from the 2008 Service-Learning Conference hosted by Buffalo State College Volunteer & Service-Learning Center.

    Carriere, A.   (2008).   Metropolitan Universities: An International Forum.  Partners Printing.
    As more and more institutions look outside the campus walls for opportunities to serve their surrounding communities, a need has grown for guidance in developing true partnerships. Each situation will be different and require different strategies, but a look at some basic tenets of community engagement seen through the prism of a new campus-community partnership being developed in Worcester, Mass. may provide guidance to individuals and institutions seeking to engage the campus with the community.

    Crabtree. R.D.  (Fall 2008).   Michigan Journal of Community Service Learning; volume15 number 1.  OCSL Press.
    Article: Theoretical Foundations for International Service-Learning

    Curry, J.M., Heffner, G., Warners, D.  (Fall 2002).   Michigan Journal of Community Service Learning; vol. 9 num.1.  OCSL Press.
    Environmental Service-Learning: Social Transformation through Caring for a Particular Place.

    Darcy, M., Nicholls, C.R., Rogers, D.  (2008).   Metropolitan Universities: An International Forum.  Partners Printing.
    While universities can play a major role in advancing research-based community development, academic discourse of rigor, quality and ethics often conflict with the participatory and collaborative approaches required by community development principles. While experienced academics often have difficulty negotiating these issues, they present greater challenges for research students whose work will ultimately be assessed on its "academic merit." This paper suggests specific areas where change is required to allow research students to engage effectively with the community.

    Davis, D. K., Syliva, E.  (Winter/Spring 2002).   National Society for Experiential Education.  .
    This report describes the design, implementation, and results of an interdisciplinary service-learning project in Kansas. The purpose of this two-year community-based project was to create a bridge between the community and the academic environment, through the creation of “Community Health Teams.” Two major goals were to (a) improve linkages between the community and health providers, and (b) improve the health of the community through better access to health information and health care. Each of the goals had subsets of learning goals.

    Davis, R.P., Hoffman, J.L.  (2008).   Thought & Action: The NEA High Education Journal.  National Education Association.
    Article: Higher Education and the P-16 Movement: What Is To Be Done?

    Dr. Gary Welborn  ().   Field Research Packet.  Buffalo State College.
    Workbook for Sociolgy students completing their internship requirement

    Forni, P.M.  (2008).   Thought & Action: The NEA Higher Education Journal.  National Education Association.
    Article: The Civil Classroom in the Age of the Net

    Gary Welborn  ().   Sociology Internship Program.  Buffalo State College.
    Various Articles and log forms

    Grady, A., Croxall, K., & Gubler, R.  (2006).   A Legacy of Service Learning at Southern Utah University.  .
    Service Learning has been a staple of the Family and Consumer Sciences/Home Economics programs at Southern Utah University for decades. What began in the 1950s with forward looking teachers continues today as faculty, including some former students during that time, involve their students in real-world service to the community and others, including the local Delta Kappa Gamma chapter. This article highlights continued strategies to incorporate service-learning into classroom instruction.

    Hanson, C.  (2008).   Thought & Action: The NEA High Education Journal.  National Education Association.
    Article: Curriculum, Technology, and Higher Education

    Harrison, D.  (2008).   Thought & Action: The NEA High Education Journal.  National Education Association.
    Article: Scholarly Voice and Professional Identity in the Internet Age

    Hatcher, J.A., Erasmus, M.A.  (Fall 2008).   Michigan Journal of Community Service Learning; volume15 number 1.  OSCL Press.
    Article: Service-Learning in the United States and South Africa: A Comparative Analysis Informed by John Dewey and Julius Nyerere.

    Hewins-Maroney, B.  (2008).   Metropolitan Universities: An International Forum.  Partners Printing.
    In many urban communities, the social and economic conditions of African Americans are being critically reviewed. Media and governmental reports detail the growing disparities in educational attainment, employment, poverty, health, housing, and crime. If condition continue, the future of these communities will be in jeopardy. If youth of the future of this country, are our youth being prepared to assume leadership roles to effectively solve the problems and issues that confront their communities?

    Holland, B.  (2009).   Metropolitan Universities: An International Forum.  Indiana University-Purdue University Indianapolis.
    Metropolitan Universities journal features topics such as distribution learning, K-16 collaborations, assessment, service learning, campus-community, and partnerships in the world of education. This issue features topics on how engagement with one another within these three domains assists in their adjustment and retention, as well as how their engagement contributes to the community. It also features how teaching as a situated, civic activity must be a core intellectual activity in the engaged metropolitan university. This book also features articles examining the university's role as a regional change agent through its initiatives.

    Howard, J  (2001).   Michigan Journal of Community Service Learning. Companion Volume, Summer 2001.  OCSL Press The University of Michigan..
    This journal, unravels the confusion behind, and establishes a clear conceptualization for, academic service-learning – a pedagogical model that involves sophisticated teaching skills as well as sophisticated learning skills. It also offers a planning process for designing and developing a service-learning course that subscribes to this conceptualization, that is applicable to new and existing service-learning courses, and that is useful for novice and veteran service-learning faculty

    Howard, J.  (2006).   Michigan Journal of Community Service Learning.  OCSL Press, The University of Michigan.
    Several articles/case studies highlighting current research, theory and pedagogies as it realtes to Service-Learning

    Howard, J.  (2005).   Michigan Journal of Community Service Learning, Fall Volume 12 Number 1.  OCSL Press, The University of Michigan.
    This volume offers a case study for a transformative learning model for service learning. A comparison of college community participation and future service behaviors and attitudes. Reserching resource constraints to building partnerships between community non-profit organizations and universities. Cultivation and sustaining service-learning teaching and scholarship in a faculty fellowship program. And a congruent pedagogical approach for a PAR methods class.

    Howard, J., Scott, J., Hoffman, K., Weinmann, A., Melanson, S  (2004).    Michigan Journal of Community Service Learning 11, 1.  OCSL Press The University of Michigan.
    This issue contains research and theory on the origins of service-learning in the United States, expanding the self through service-learning, and service-learning relationships. It also contains pedagogy on educating the civic professional and capitalizing on the counter-normative nature of service-learning.

    Howard, J., Scott, J., Hoffman, K., Weinmann, A., Melanson, S   (2005).   Michigan Journal of Community Service Learning 11,2.  OCSL Press The University of Michigan..
    This edition has research and theory on community service in the face of globalization, the impact of service learning on faculty teaching and learning, and forms and dimensions of civic involovement. It also includes pedagogy on integrating reflection and assessment to capture and improve student learning. An essay review of Public work and the academy is also included.

    Howard, J., Scott, J., Hoffman, K., Weinmann, A., Melanson, S.  (2004).   Michigan Journal of Community Service Learning 10,3.  OCSL Press The University of Michigan.
    This issue is devoted to an exploration of the intersection of service-learning and anthropology. It contains 8 case studies and a commentary which illustrate that anthropology and Community Service-Learning are enhanced when incorporating the sensibilities of the other.

    Howard, J., Scott, J., Hoffman, K., Weinmann, A., Melanson, S.   (2002).   Michigan Journal of Community Service Learning 8,2.  OCSL Press The University of Michigan.
    The writings in this volume contain research and theory about cognitive outcomes of service learning, a measure of student’s attitudes towards service learning, service learning at community colleges in New York State, and building teaching dispositions. It also contains pedagogy on service learning as a path to virtue.

    Howard, J., Scott, J., Hoffman, K., Weinmann, A., Melanson, S.   (2003).   Michigan Journal of Community Service Learning 9.2.  OCSL Press The University of Michigan.
    The writings in this volume contain research and theory about unpopular courses, unrecognized roots of SL, community based research, student and service staff, and the challenge of social cognitive development, It also contains pedagogy on training peer facilitators for community service-learning leadership.

    Howard, J., Scott, J., Hoffman, K., Weinmann, A., Melanson, S.   (2001).   Michigan Journal of Community Service Learning, 8,1.  OCSL Press The University of Michigan.
    The writings in this volume contain research and theory about building relationships of reciprocity through international service learning. It also provides pedagogy on racial perceptions in service-learning, electronic journaling, people with disabilities, and developing community partnerships.

    Jeffery Howard  (Fall 2006).   Michigan Journal of Community Service Learning.  OCSL PRESS, University of Michigan.
    Several articles/case studies highlighting current research, theory and pedagogies as it realtes to Service-Learning

    Jones, S.R., Segar, T.C., Gasiorski, A.L.  (Fall 2008).   Michigan Journal of Community Service Learning; volume15 number 1.  OCSL Press University of Michigan.
    Article: "A Double Edged Sword:" College Students Perceptions of Required High School Service-Learning.

    Kirst, M.W.  (2008).   Thought & Action: The NEA High Education Journal.  National Education Association.
    Article: Secondary Schools and Colleges Must Work Together

    Maguire, D.C.  (2008).   Thought & Action: The NEA High Education Journal.  National Education Association.
    Article: Seeking the Path to Adjunct Justice at Marquette University

    Martin, N. & Halperin, S.  (2006).   American Youth Poicy Forum: Whatever It Takes: How Twelve Communities Are Re-connecting Out-Of-School Youth.  .
    Whatever It Takes provides background on America's socially, economically and morally unacceptable dropout problem. Inside the report, you'll learn what 12 communitites are doing to re-connect dropouts to education, employment training and civic engagement. It provides six major national program models serving out-of-school youth. Research has shown Service-learning is an effective practice in reducing dropout rates.

    Michigan Journal  (2007).   Volume 13 Number 2.  .
    Article adressing * Faculty Role Intergration and Community Engagement * White Students' Experiences of Privilege and Socioeconomic Disparities * Assessing Institutional Support for Service-Learning * Service Learning Abroad * No Child Left Behind and Service Learning * Engaging Departments

    Miller, J., Rowe, W., Rapp-Paglicci, L., Ersing, R.   (2008).   Metropolitan Universities: An International Forum.  Partners Printing.
    Prodigy is an example of a program that is successful due to its being a program that is community engaged. Prodigy is a community arts program, crime prevention and diversion program, serving ten thousand people in seven counties. This article discusses the roles, challenges, and successes of the partnerships with the School of Social Work at the University of South Florida and over 15 community agencies.

    MJSCL  (fall 2007).   Volume 14 number 1.  University of Michigan.
    Compilation of articles related to reasearch/theory, pedagogy & book reviews of emerging leaders of their field related to service-learning

    Moely, B.E., Furco, A., Reed, J.  (Fall 2008).   Michigan Journal of Community Service Learning; volume15 number 1.  OCSL Press.
    Article: Impact of Individual Preferences on Service-Learning Outcomes

    Moely, B.E., McFarland, M., Miron, D., Mercer, S., Ilustre, V.  (Fall 2002).   Michigan Journal of Community Service Learning; vol. 9 num.1.  OSCL Press.
    Article: Changes in College Students' Attitudes and Intentions for Civic Involvement as a Function of Service-Learning Experiences

    Newman, L.  (2008).   Thought & Action: The NEA High Education Journal.  National Education Association.
    Article: How California State University Faculty United to Win

    Poindexter, S., Arnols, P., Osterhout, C.  (2009).   Michigan Journal of Community Service Learning.  OCSL Press.
    Working with the State of Michigan and Michigan Townships Association, Michigan students from five universities learned about local government while helping Michigan Townships develop websites and assess project outcomes through remote communication.

    Pompa, L.  (Fall 2002).   Michigan Journal of Community Service Learning; vol. 9 num.1.  OCSL Press.
    Article: Service-Learning as Crucible: Reflections on Immersion, Context, Power, and Transformation.

    Pontuso, J.F., Thornton, S.R.  (2008).   Thought & Action: The NEA High Education Journal.  National Education Association.
    Article: Is Outcomes Assessment Hurting Higher Education?

    Primo Ventello, G.  (2008).   Thought & Action: The NEA High Education Journal.  National Education Association.
    Article: The Assessment Edict and the Love of Teaching

    Puma, J., Bennett, L., Cutforth, N., Tombari, C., Stein, P.  (2009).   Michigan Journal of Community Service Learning.  OCSL Press.
    This instrumental case study documents a CBPER project that involved a community partner, two graduate students, a faculty member, and an external funder.

    Rabin, L.M.  (2009).   Michigan Journal of Community Service Learning.  OCSL Press.
    While faculty often pair students' work in immigrant literacy programs with the classroom examination of issues of race, class, gender, and ethnicity, very little of the scholarship suggests that these students are led to critique the role of language ideologies in the U.S. society. Lisa Rabin's argument call upon sociolinguistic and historical studies of the Progressive period and examines most closely ideologies in the settlement house movement, an important origin for historians of community service-learning.

    Robert Max Schoenfeld  (2004).   Higher Education Edition.  Guide & Journal Publications.
    This journal will help students organize & document the Service-Learning projects, and help them acquire the knowledge and skills they need to become civically engaged, productive and fulfilled citizens. In addition, this new Service-Learning resource will assist you inassesing the success of your Service-Learning program. (There are 4 copies of this journal in the VSLC Library)

    Sandman, L.R., Kiely, R.C., Grenier, R.S.  (2009).   Michigan Journal of Community Service Learning.  OCSL Press.
    This work introduces program planning theory to the field of service-learning and reports findings from a comparative analysis of service-learning case studies that led to the development of a relational model of understanding program planning theory and incorporating it in service-learning research and practice.

    Sawyer, P.  (2009).   Michigan Journal of Community Service Learning.  OCSL Press.
    The author argues a systematic, institutional approach to building and administering well-articulated writing service-learning programs by considering the case of the Writing in the Majors program at Cornell University.

    Schmidt, A., Robby, M.A.  (Fall 2002).   Michigan Journal of Community Service Learning; vol. 9 num.1.  OCSL Press.
    Article: What's the Value of Service-Learning to the Community?

    Shulman, L.E.  (2008).   Metropolitan Universities: An International Forum.  Partners Printing.
    Keynote address presented at the 13th Annual Conference of the Coalition of Urban and Metropolitan Universities, October 21, 2007, in Baltimore, MD.

    Stanoyevitch, A.  (2008).   Thought & Action: The NEA High Education Journal.  National Education Association.
    Article: Controlling Grade Inflation

    Stelljes, A. D.  (Summer 2003 ).   College Partnership for Kids: The Impact of a College Tutoring Program on Undergraduate Student Development,Vol 28, #3.  National Society for Experiential Education Quarterly.
    The purpose of this research is to investigate the impact that involvement in a college-sponsored tutoring program has on college students. This qualitative study examines the perspectives of nine undergraduate participants in College Partnership for Kids, a tutoring program at the College of William and Mary. Findings suggest the significance of the experience on students’ personal and professional growth and sense of social responsibility.

    Strage, A., Nelson, C., Meyers, S.  (2008).   Metropolitan Universities: An International Forum.  Partners Printing.
    The authors present findings from in-depth interviews with mid-career faculty who describe themselves as "thriving." As the authors ground themselves in the theoretical contexts of Erikson's stage of "generativity vs. stagnation" and Dweck's construction of "growth mindsets," they discuss themes that run though their personal narratives and delineate key elements of the role campus leaders can play in maintaining the vitality of these "keystone" faculty.

    Taylor, J.  (Fall 2002).   Michigan Journal of Community Service Learning; vol. 9 num.1.  OCSL Press.
    Article: Metaphors We Serve By: Investigating the Concetual Metaphors Framing National and Community Service and Service-Learning.

    The University of Michigan  (2010).   Michigan Journal of Community Service Learning.  OCSL Press.
    Differentiating and Assessing Relationships in Service-Learning and Civic Engagement, Bringing an Ethnographic Sensibility to Service-Learning Assessment, The role of Service-Learning on the Retention of First-Year Students to Second Year, Service-Learning and the Persistence of low-income, first-generation college students, developing a faculty inventory measuring perceived service-learning benefits and barriers.

    Vayo, A.  (2008).   Thought & Action: The NEA High Education Journal.  National Education Association.
    Article: The Tangles Web of Standardized Test Culture

    Wade, A., Demb, A.  (2009).   Michigan Journal of Community Service Learning.  OCSL Press.
    This articel presents a holistic approach to the activities that constitute faculty engagement. The authors define specific activities involving service-learning, community-based research, and certain forms of service as the most relevant to engagement because of their direct connection to the teaching, research, and service functions of the professoriate.

    Wade, R.C.  (2007).   National Council for Social Studies.  NCSS.
    The mission of social studies education is informed and active citezenship, yet how often do our students get the opportunity to apply skills and knowledge learned in our social studies classes to taking action in their communities? With the proliferation of service learning programs nationally, more students are venturing out of the classroom to work on environmental problems or help those in need. Yet seldom are these efforts connected to the subject matter of the social studies curriculum.

    Wang, Y., Rodgers, R.  (2006).   Impact of Service Learning and Social Justice Education on College Student's Cognitive Development.  .
    The impact of service-learning and social justice is explored. Six service-learning courses were studeied with or without a social justice component. Results showed that students in service-learning courses with the social justice componenet had more of an impact cognitive development.

    Wiewel, W., Kunst, K.   (2008).   Metropolitan Universities: An international Forum.  Partners Printing.
    The University Real Estate Development Database is an Internet resource developed by the University of Baltimore of the Lincoln Institute of Land Policy containing over 600 cases of university expansion outside of traditional campus boundaries.The University Real Estate Development database is a searchable collection of real estate projects that provides institutional demographics, project demographics, and detailed narratives of university expansion. The database allows the user to search independently, work in conjunction with researchers at the University of Baltimore, or submit additional information or relevant cases through a dynamic interface.

    Williams, Dilafruz; Applegate, James; Loeb, Paul; Jacoby, Barbara  (2005).   Capmus Compact Reader Vol. 2, No. 2.  National Campus Compact .
    "Political Engagement and Service Learning" "Creating Engaged Disciplines" "Role Models for Engagement" Book Review: "Colleges and Universities as Citizens"

    Zlotkowski, E., Benson, L., Harkavy, I., Furco, A., Heffernan, K., Morton, K., et al  (2002).   The Journal of Public Affairs: Supplemental Issue 1: Civic Engagement and Higher Education.  Southwest Missouri State University: SMSU Printing Services..
    The essays in this issue reveal a great deal about the development and evolution of service-learning in American higher education.


    Break Away  ().   Active Citizens. Stronger Communities.
    This is a quick guide on what an Alternative Break is.

    Brooker Russell G.  (2004).   2 Copies available.  Wisconsin: Campus Compact
    Discussion Guide used in conjunction with "Why Young Americans Hate Politics" video

    Campus Compact  (2001).   A Season of Service (2 publications).  Providence, RI: Campus Compact
    A Campus compact report and review of the year of 2001

    Campus Compact  ().   Essential Service-Learning Resources.
    Contains recommended service-learning print and web-based resources. It also contains principles for good practice in service-learning, six models for service-learning, and frequently asked questions.

    Campus Compact  ().   Making Service Integral: Combining Federal Work-Study and Community Service.
    Contains information regarding federal work study and community service including community commitments and challenges.

    Campus Compact  (2003).   Up and Running: A Step by Step Guide to Organizing an Introductory Service-Learning Institute.  Providence, RI: Brown University
    Provides information regarding all of the aspects involved in creating a service-learning institution.

    Campus Compact  (2005).   2005 Service Statistics.
    Highlights and trends of Campus Compact's annual membership survey

    Cappella, E. J. & Bard, G.   (2004).   Literacy Tool Kit for Independent Living Skills for Youth. .  Buffalo, NY: Project Flight, SUNY College at Buffalo
    This is a literacy toolkit for social service workers involved in foster care. It is designed to be a resource for social workers, human service providers, and other professionals who work with foster care parents and children to provide the same great resources that other children have access to.

    Chalberg, T., McBride, A.m., Muraki, D., Nunn, M.  (2005).   Corporation for National and Community Service.

    Corporation for National & Community Service  (2006).   .
    Statistics & trends in volunteering in America from 2002-2005.

    Corporation for National Community Service  (2004).   .  RI: Campus Compact
    A resource guide for campus-based service, service-learning and civic engagement.

    Dugery, J. Ferraiolo, K., Freedman, P., Knowles, J.  (2003).   University and Community Partnerships: A New Approach. .  Charlottesville, VA: Pew Partnership for Civic Change
    As part of its solutions for America project, the Pew Partnership for Civic Change created a new model of assessment and evaluation for use by community organizations and local colleges and universities. The authors track the implementation and results of this model.

    Eisner, David  (2005).   .
    A summary report of volunteering trends and rankings obtained from the United States Census Bureau from the years 2002-2005.

    Falbo, M. & Santilli, N.  (2002).   Serving to Learn: A Faculty Guide to Service Learning.  Ohio: Campus Compact
    This is a practical guide for faculty on using an instructional strategy known as service learning. It is filled with "recipes" shared and gleaned from the teaching experiences of many innovative educators from various disciplines.

    Furco, A.  (2002).   Self Assessment Rubric for the Institutionalization of Service-Learning in Higher Education.  California: Campus Compact
    Designed to assist members of the higher education community in gauging the progress of their campus's service-learning institutionalization efforts. Contains a rubric structured by five dimensions.

    Gearan, M., & Hollander, E.  (2005).   Community.  Providence, RI: Campus Compact
    The Campus Compact Initiative encompass a wide range of activities, from conducting original research to convening stakeholders, from documenting best practices to creating tolls to help replicate those practices. All of this work has one goal: creating strong communities.

    Grimm, R., Dietz, N., Spring, K., Arey, K., & Foster-Bey, J.  (2005).   Youth Helping America.  : Corporation for National and Community Service
    The Corporation for National and Community Service, in collaboration with the U.S. Census Bereau and Independednt Sector, conducted the Youth Volunteering and Civic Engagement Survey, a national survey of American Youth. The report highlights the state of youth volunteering and the relationship between youth behavior and primary environments: family, relighious organizations, and school.

    Indiana Campus Compact  ().   .  Indianapolis, Indiana: Campus Compact
    A folder of quick reference sheets on the following topics: (1) Ways to Integrate a Service Component, (2) Benefits of Service-Learning, (3) Advice on Designing a Service-learning Course, (4) Reflection: Connecting Service to Academic Learning, (5)Examples of Service-Learning Courses Designed in Indiana, (6) Common Questions Faculty Ask about Service-Learning, (7) Guidelines for Selecting Partnership Sites, (8) National Links, (9) Bibliographic References

    Joyce, S. A., Ikeda, E. K.  (2002).   Serving Safely: A Risk Management Resource for College Service Programs. San Francisco: California Campus Compact .  San Francisco: California Campus Compact
    This resource provides service administrators with a reference point for considering risk management and liability issues in campus service programs. Special attention is given to developing a common understanding among risk managers, campus counsel, and service providers to allow organizations to develop effective service polices and procedures that reduce the risk without compromising program objectives.

    Kielsmeier, J, C., Neal, M., Crossley, A.  (2006).   Growing to Greatness .  St, Paul, MN: National Youth Leadership Council
    Explores the impact and long term effects of service learning on a wide variety of students and community member participants.

    Long, Sarah E.  (2001).   The New Student Politics.  Brown University: Campus Compact

    Solari, C.   (2000).   Five Approaches to Required Service in California Institutions of Higher Education. San Francisco, CA.: California Campus Compact..  San Francisco, CA. : California Campus Compact
    This pamphlet gives an overview of a “call to service” which motivated five universities in California to require community service as a graduation requirement.


    Central Referral Service's, Directory of Community Services in Erie County  (2004-2005)
    Central Referral Service, Inc. is a free, confidential information and referral service available to Erie County residents. Directory lists over 1,400 organizations, both public and private, which offer 6,500+ services.


    "Academic Service-Learning in Michigan: Advancing Student Achievement and Civic Engagement." 
    This is an eight minute introductory and informational video depicting K-H students in academic service-learning activities. This video provides a working definition of academic service-learning and directs the viewer to more information.

    "Education for What: Learning Social Responsibility" 
    This DVD documents the role college students play in helping solve community problems as part of their regular curriculum. It looks at how a broad range of interdisciplnary programs help engage students in service-learning on location of six urban campuses across the country. It explores the benefits and issues surrounding service learning from the perspective of students, faculty members, administrators and community organizations.

    "Why Young Americans Hate Politics." 
    This is a 25 minute video that can help start conversations about students' attitudes and perceptions regarding service, politics and citizenship. It also has a connection to the November 2004 Election. It is accompanied by a packet with discussion questions which will help to facilitate conversations with students.

    "Education for What: Learning Social Responsibility" Campus Compact
    This DVD is accompanied by a discussion guide intended to faciliate group discussion and individual reflection on the themes and topics raised in the film. The DVD and guide can be used with groups of faculty and staff, students, and community agencies - either as individual constituent groups or all together.

    "Journey's End Refugee Services" Canisius College Video Institute
    Documentary about the Journey's End Refugee Services of Western New York.

    "Misconseptions About Islam" Islamic Research Foundation
    No matter how much has been said about the positive nature of Islam most non-Muslims are not convinced about the truth of Islam, because there are some questions on the back of their minds that remain unanswered.

    "An Introduction to Service-Learning: Bring Learning to Life" 
    This video offers insights from teachers, principals and students who have experienced the benefits of service-learning, and provides an introduction to service-learning as an effective strategy to: improve academic achievement, increase student engagement, improve social behavior, build civic skills and strengthen community partnerships.

    Please contact the VSLC (878-5811) to borrow any of these resource materials.