International Service Learning : Conceptual Frameworks and Research
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| Title: | International Service Learning : Conceptual Frameworks and Research |
|---|---|
| Description: | International Service Learning (ISL) borrows from the domains of service learning, study abroad, and international education to create a new pedagogy that adds new and unique value from this combination. It is a high-impact pedagogy with the potential to improve students'academic attainment, contribute to their personal growth, and develop global civic outcomes. The international service experience provides opportunities for additional learning goals, activities, and relationships that are not available in a domestic service learning course or in a traditional study abroad course. The service experience develops reflection while shedding light on and providing an added dimension to the curricular component of the study abroad course. The international education component further broadens students'perspectives by providing opportunities to compare and contrast North American and international perspectives on course content.This book focuses on conducting research on ISL, which includes developing and evaluating hypotheses about ISL outcomes and measuring its impact on students, faculty, and communities. The book argues that rigorous research is essential to improving the quality of ISL's implementation and delivery, and providing the evidence that will lead to wider support and adoption by the academy, funders, and partners. It is intended for both practitioners and scholars, providing guidance and commentary on good practice. The volume provides a pioneering analysis of and understanding of why and under what conditions ISL is an effective pedagogy.Individual chapters discuss conceptual frameworks, research design issues, and measurement strategies related to student learning outcomes; the importance of ISL course and program design; the need for faculty development activities to familiarize faculty with the component pedagogical strategies; the need for resources and collaboration across campus units to develop institutional capacity for ISL; and the role that community constituencies should assume as co-creators of the curriculum, co-educators in the delivery of the curriculum, and co-investigators in the evaluation of and study of ISL. The contributors demonstrate sensitivity to ethical implications of ISL, to issues of power and privilege, to the integrity of partnerships, to reflection, reciprocity, and community benefits |
| Authors: | Robert G. Bringle, Julie A. Hatcher, Steven G. Jones |
| Resource Type: | eBook. |
| Subjects: | Education and globalization, Service learning, Service learning--Research |
| Categories: | EDUCATION / Schools / Levels / Higher |
| Database: | eBook Collection (EBSCOhost) |
| FullText | Links: – Type: ebook-pdf – Type: ebook-epub Text: Availability: 0 |
|---|---|
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| Items | – Name: Title Label: Title Group: Ti Data: International Service Learning : Conceptual Frameworks and Research – Name: Abstract Label: Description Group: Ab Data: International Service Learning (ISL) borrows from the domains of service learning, study abroad, and international education to create a new pedagogy that adds new and unique value from this combination. It is a high-impact pedagogy with the potential to improve students'academic attainment, contribute to their personal growth, and develop global civic outcomes. The international service experience provides opportunities for additional learning goals, activities, and relationships that are not available in a domestic service learning course or in a traditional study abroad course. The service experience develops reflection while shedding light on and providing an added dimension to the curricular component of the study abroad course. The international education component further broadens students'perspectives by providing opportunities to compare and contrast North American and international perspectives on course content.This book focuses on conducting research on ISL, which includes developing and evaluating hypotheses about ISL outcomes and measuring its impact on students, faculty, and communities. The book argues that rigorous research is essential to improving the quality of ISL's implementation and delivery, and providing the evidence that will lead to wider support and adoption by the academy, funders, and partners. It is intended for both practitioners and scholars, providing guidance and commentary on good practice. The volume provides a pioneering analysis of and understanding of why and under what conditions ISL is an effective pedagogy.Individual chapters discuss conceptual frameworks, research design issues, and measurement strategies related to student learning outcomes; the importance of ISL course and program design; the need for faculty development activities to familiarize faculty with the component pedagogical strategies; the need for resources and collaboration across campus units to develop institutional capacity for ISL; and the role that community constituencies should assume as co-creators of the curriculum, co-educators in the delivery of the curriculum, and co-investigators in the evaluation of and study of ISL. The contributors demonstrate sensitivity to ethical implications of ISL, to issues of power and privilege, to the integrity of partnerships, to reflection, reciprocity, and community benefits – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Robert+G%2E+Bringle%22">Robert G. Bringle</searchLink><br /><searchLink fieldCode="AR" term="%22Julie+A%2E+Hatcher%22">Julie A. Hatcher</searchLink><br /><searchLink fieldCode="AR" term="%22Steven+G%2E+Jones%22">Steven G. Jones</searchLink> – Name: TypePub Label: Resource Type Group: TypPub Data: eBook. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Education+and+globalization%22">Education and globalization</searchLink><br /><searchLink fieldCode="DE" term="%22Service+learning%22">Service learning</searchLink><br /><searchLink fieldCode="DE" term="%22Service+learning--Research%22">Service learning--Research</searchLink> – Name: SubjectBISAC Label: Categories Group: Su Data: <searchLink fieldCode="ZK" term="%22EDUCATION+%2F+Schools+%2F+Levels+%2F+Higher%22">EDUCATION / Schools / Levels / Higher</searchLink> |
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| RecordInfo | BibRecord: BibEntity: Classifications: – Code: 361.37 Scheme: ddc Type: prePub Languages: – Code: eng Text: English Subjects: – SubjectFull: Education and globalization Type: general – SubjectFull: Service learning Type: general – SubjectFull: Service learning--Research Type: general Titles: – TitleFull: International Service Learning : Conceptual Frameworks and Research Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Robert G. Bringle – PersonEntity: Name: NameFull: Julie A. Hatcher – PersonEntity: Name: NameFull: Steven G. Jones – PersonEntity: Name: NameFull: Robert G. Bringle – PersonEntity: Name: NameFull: Julie A. Hatcher – PersonEntity: Name: NameFull: Steven G. Jones IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2011 – D: 04 M: 02 Type: profile Y: 2014 Identifiers: – Type: isbn-print Value: 9781579223380 – Type: isbn-print Value: 9781579223397 – Type: isbn-electronic Value: 9781003445371 – Type: isbn-electronic Value: 9781000976007 – Type: isbn-electronic Value: 9781000981360 Numbering: – Type: volume Value: 00001 Titles: – TitleFull: International Service Learning : Conceptual Frameworks and Research Type: main |
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