Service-Learning: Liberal Arts

This practical guide is intended for faculty and service-learning directors, combining the how-to information and rigorous intellectual framework that teachers seek. What distinguishes this volume is that the contributors are writing for their peers. They discuss how service-learning can be implemented within philosophy and what philosophy contributes to the pedagogy of service-learning. The book offers both theoretical background and practical pedagogical chapters which describe the design, implementation, and outcomes of philosophical service-learning programs, as well as annotated bibliographies, program descriptions and course syllabi.

The question that animates volume, 16th in the Service-Learning in the Disciplines Series, is: Why connect service-learning to history courses? The contributors answer that question in different ways and illustrate and highlight a diversity of historical approaches and interpretations. All agree, however, that they do their jobs better as teachers (and in some cases as researchers) by engaging their students in service-learning. An interesting read with a compelling case for the importance of history and how service-learning can improve the historian's craft.

Thirteenth in the Service-Learning in Disciplinesseries, this book provides a sound approach to the many conceptual and methodological changes that have taken place in the teaching of languages and cultures. By reviewing the accomplishments of Spanish teachers and what theory informs us, the editors have compiled a series of suggestions to help students and teachers "connect with communities in order to facilitate learning with each other rather than about each other".

The editors and authors of this book, seventh in the Service-Learning in the Disciplines Series, bring their own sociological wisdom and imagination to demonstrate how service-learning can effectively be used in the sociology curricula and in class exercises. Discussions in the introduction and chapters, along with appended syllabi, provide ways in which such programs can be adopted in undergraduate sociology courses.

This practical guide is intended for faculty and service-learning directors, combining the how-to information and rigorous intellectual framework that teachers seek. What distinguishes this volume is that the contributors are writing for their peers. They discuss how service-learning can be implemented within political science and what this discipline contributes to the pedagogy of service-learning. The book offers both theoretical background and practical pedagogical chapters which describe the design, implementation, and outcomes of political science service-learning programs, as well as annotated bibliographies, program descriptions and course syllabi.

This volume, like its series companions, goes beyond simple "how-to" to discuss the implementation of service-learning within religious studies and what that discipline contributes to the pedagogy of service learning. The volume contains both theoretical and pedagogical essays by scholar-teachers in religious studies education, plus a resource guide.

This volume, seventh in the Service-Learning in the Disciplines Series, explores the important lessons women's history and women's studies hold for the broader service-learning community and the critical opportunity for women's studies to reconnect with its activist past. The book includes essays with real examples of service-learning projects in women's studies and lists an extensive bibliography of service-learning and women's studies sources.

Tenth in the Service-Learning in the Disciplines Series, this book shows how both peace studies and service-learning have been developing new ideas of how social learning takes place as a community process in conflict situations and what the dynamics of peace building are. The process has created a new niche in academia for preparing students to become social change agents. The enthusiasm of the contributors in this book gives the reader a new vision of what is possible on college campuses in community-based peace and service-learning at a time when there is a critical need for peace-building skills.

This volume, sixth in the Service-Learning in the Disciplines Series, reflects the growing interest among psychology educators in service-learning from the perspectives of research, practice, and teaching. The first part of the book addresses how psychological theory, research, and practice bear on collaborating with communities, while the second half shows how service-learning can be effectively integrated into a variety of psychology courses to increase the breadth and depth of student learning.

The first volume in AAHE and Campus Compact's series on service-learning in the disciplines, the book discusses the microrevolution in college-level Composition through service-learning. The essays in this volume show why service-learning and communication are a natural pairing and give a background on the relationship between service-learning and communication with maps to suggest where it should go in the future.