The International Journal of Research on Service-Learning and Community Engagement (IJRSLCE)
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A Grounded Theory Investigation into the Process and Effects of Service-Learning in Counselor Education
Get PDFService-learning is an approach to experiential learning that is relatively unexplored among graduate students. The authors of this study sought to understand the process and effects of service-learning among 76 graduate counseling students enrolled in an “Introduction to Community Counseling” course over three semesters, 40 of whom engaged in service-learning. Analyzing students’ reflection papers, projects, and blog entries via a grounded-theory approach, the study generated a model of how service-learning impacted these students’ learning and sense of counselor identity. Students went through a process of development: They began with personal engagement, became overwhelmed, readjusted their expectations, and then reconstructed their individual counselor identities.
Welcome from the IARSLCE President
Get PDFA welcome to the Journal from Susan Root, IARSLCE President
Exploring Community Partners’ Perspectives of the Nature of Service-Learning Partnerships in Egypt
Get PDFWhile some attention has been paid to service-learning partnerships as the unit of analysis, past research on such partnerships focused primarily on the impacts of the collaborations and was based mostly in U.S. contexts. The underrepresentation of community voice in existing literature further complicates the problem. This qualitative study addressed these gaps by exploring community partners’ perspectives on the nature of service-learning relationships in Egypt in light of Enos and Morton’s (2003) framework. Findings indicated current transactional relationships with aspirations for transformation. Community partners’ voices provided lively examples of how transactional and transformative service-learning relationships may become actualized in practice. The outcomes of this study promote an enhanced understanding of the barriers to developing transformative partnerships between university and community partners. Data provided can be used by partners to enhance the design and implementation of service-learning collaborations. The outcomes of this study are especially useful for partners wanting to elevate their partnerships to transformation.
A Review of Democracy, Dialogue, and Community Action: Truth and Reconciliation in Greensboro (Forthcoming)
No full textA review of Spoma Jovanovic's Democracy, Dialogue, and Community Action: Truth and Reconciliation (2012) is forthcoming
Service-Learning Pedagogy, Civic Engagement, and Academic Engagement: Multiple Bidirectional Relationships in College Freshmen
Get PDFThis study begins to unravel the multiple bidirectional relationships between service-learning pedagogy and civic and academic engagement attitudes and behaviors. A quasi-experimental, nonequivalent comparison group pre- and post-test design was used with a sample of 300 first- semester freshmen participating in either a service-learning-based learning community or a learning community without service-learning. Participants completed a pre-test at the beginning of the semester measuring high school civic and academic engagement behaviors and attitudes and a post- test at the end of the semester measuring the same variables based on their first semester in college. Students with higher civic engagement attitudes and behaviors prior to college were more likely to take a service-learning course than students with lower civic engagement attitudes and behaviors. Students in service-learning were more likely to participate in community activities than students not participating in service-learning. Finally, within the service-learning groups, students who were more academically engaged had higher academic and civic attitudinal engagement at the end of the course. Students who were more civically engaged were more likely to see lower costs of helping to themselves; they did not change in terms of their beliefs about the community’s needs. This study replicates and extends previous research to demonstrate that there are multiple bidirectional relationships among these variables that need to be taken into account in research and practice.
Volume 1, Issue 1 Reviewers
Get PDFIncludes the names and affiliations of the Journal's Volume 1, Issue 1 Reviewers
Situating Civic Engagement in a Global Context: A Review of Higher Education and Civic Engagement
Get PDFSituating Civic Engagement in a Global Context: A Review of Higher Education and Civic Engagement: Comparative Perspectives. Edited by Lorraine McIlrath, Ann Lyons, & Ronaldo Munck. Palgrave Macmillan, New York. 2012. ISBN: 978-0-230-34037-4. 268 pp
From the Editors' Desk
Get PDFA welcome to the Journal from the Co-Editors, Cathy Burack and Alan Melchior, and Assistant Editor Jodi Benenson. Also includes Journal acknowledgements
A Research Agenda for K-12 School-based Service-Learning: Academic Achievement and School Success
Get PDFAbstract coming soon
Call for Journal Manuscripts
Get PDFThe Editorial Board of IJRSLCE invites manuscript submissions to the following four sections: Research Articles, Theoretical or Conceptual Articles, Review Articles, and Book Reviews. The journal is published annually