Resources

IPACE Toolkit: Community Engagement & Service-Learning Resources

Teaching

Document

Description

Source

Models of Service-Learning in the Curriculum

This is a document that helps to integrate service-learning courses in a plan of study. It gives a description of different credit/learning options.

 

American University

Jacoby, B. (n.d.). Models of service-learning in the curriculum. https://www.american.edu/ocl/volunteer/upload/s-l-models-for-inclusion-into-classrooms.pdf

Faculty Toolkit for Service-Learning in Higher Education 

This tool gives a chapter-by-chapter guide on how to establish a service-learning course, and provides information on how to build components of it like activities, texts, evaluation, etc.

 

Seifer, S.D. and Connors, K. (Eds.). (2007). Community campus partnerships for health faculty toolkit for service-learning in higher education. National Service-Learning Clearinghouse. https://community-wealth.org/content/faculty-toolkit-service-learning-higher-education

Service-Learning Checklist for Faculty

This tool gives information regarding things to consider with the partner site, and a list of tips when conducting a course with service learning throughout the semester.

 

Rollins Center for Leadership and Community Engagement. (n.d.). Service-learning checklist for faculty. Center for Leadership & Community Engagement

Faculty Resources. https://www.rollins.edu/leadership-community-engagement/faculty/CE%20Course%20SL%20Checklist.pdf

How to Incorporate Service Learning into a Syllabus

A step-by-step guide on redesigning your syllabus to incorporate SL.

Towson University. (n.d.). How to incorporate service-learning into a syllabus. https://www.towson.edu/provost/initiatives/faculty-center/teaching/servicelearning/faculty/documents/syllabus.pdf

Service-Learning Faculty Handbook

The Service-Learning Faculty Handbook covers various topics to help faculty integrate service-learning as an effective pedagogy in course curricula.

Towson University. (n.d.) Service-learning at Towson University: A resource for faculty. https://www.towson.edu/provost/initiatives/faculty-center/teaching/servicelearning/faculty/handbook.html

Service-Learning Course Design Workbook

This workbook clarifies the conceptualization of academic service-learning, offers a set of foundational resources, states the necessary conditions for academic service-learning and takes the reader through the course planning process.

Howard, J. (Ed.). (2001). Michigan journal of community service learning: Service-learning course design workbook. Office of Community Service Learning Press. https://files.eric.ed.gov/fulltext/ED457774.pdf

A Practical Guide to Integrating Civic Responsibility into the Curriculum

Curriculum guide discusses civic responsibility, how it is tied to service-learning, how faculty can integrate concepts and exercises in a practical way, and how faculty can assess the development of civic responsibility in their students. Provides practical, easy-to-use applications and includes numerous exercises, activities, and assessment tools.

Gottlieb, K., & Robinson, G. (Eds.) (2006). A practical guide for integrating civic responsibility into the curriculum (2nd Edition). Community College Press. https://files.eric.ed.gov/fulltext/ED509538.pdf

Impacts of Sustained Institutional Participation in Service-Learning: Perspectives from faculty, staff and administrators

This study provides evidence that sustained institutional participation in service-learning can foster an understanding of the scholarly value of community-engaged teaching and research among participating faculty and increase community-engaged activities at participating academic institutions.

 

Vogel, A. & Seifer, S. D. (2011). Impacts of sustained institutional participation in service-learning: Perspectives from faculty, staff and administrators. Gateways: International Journal of Community Research and Engagement, 4, 186–202.

https://doi.org/10.5130/ijcre.v4i0.1789

Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

This paper compares the affordances of three different models of written reflection in engendering students’ higher-order thought processes.

Sturgill, A. & Motley, P. (2014). Methods of reflection about service learning: Guided vs. free, dialogic vs. expressive, and public vs. private. Teaching and Learning Inquiry: The ISSOTL Journal 2, 81-93. https://doi.org/10.20343/teachlearninqu.2.1.81

Service-learning: community-campus partnerships for health professions education

This article offers a definition of service-learning and an outline of its core concepts; it also describes how service-learning differs from traditional clinical education in the health professions.

Seifer S. D. (1998). Service-learning: community-campus partnerships for health professions education. Academic Medicine: Journal of the Association of American Medical Colleges73(3), 273–277. https://doi.org/10.1097/00001888-199803000-00015

Service Learning: A Guide for Community Partners

A comprehensive guide to partnering with faculty at anchor institutions.

Towson University. (n.d.). Community partner service-learning handbook. https://www.towson.edu/provost/initiatives/faculty-center/teaching/servicelearning/documents/slcphandbook.pdf

 

A Tool Kit for Crafting Community Engaged Teaching and Learning

This Tool Kit was developed to support professional development in carefully crafting an engaged learning course.

Welch, M. & Plaxton-Moore, S. (2019, September 27). The craft of community engaged teaching and learning: A guide for faculty development. Campus Compact. https://compact.org/craft-companion/

Resource Library Catalogue -Engaged Scholarship: Learning in Action!

A comprehensive resource guide focused on service learning

Rollins Center for Leadership and Community Engagement. (2007). Resource Library Catalogue. Center for Leadership & Community Engagement

Faculty Resources. https://www.rollins.edu/leadership-community-engagement/faculty/

Community Engaged Partnerships

Document

Description

Source

Sharing Power in Global Health Research: An Ethical Toolkit for Designing Priority-Setting Processes that Meaningfully Include Communities

This paper presents an ethical toolkit for academic researchers and their community partners to design priority setting processes that engage communities impacted by academic projects. This resource also includes four worksheets and a companion document – Sharing Power with Communities in Priority-Setting for Health Research Projects: A Toolkit – which details how to use the worksheets when engaging with community partners.

Pratt, B. (2021). Sharing power in global health research: an ethical toolkit for designing priority-setting processes that meaningfully include communities. International Journal for Equity in Health, 20 (127). https://equityhealthj.biomedcentral.com/articles/10.1186/s12939-021-01453-y

Initiating Effective Community Relationships: Guidelines from Campus Compact

This resource outlines key tips to consider when initiating relationships with potential community partners.

Campus Compact (2017, August 8).  Initiating effective community relationships: Guidelines from Campus Compact. https://compact.org/resource-posts/effective-relationships/.

 

Minimum Quality Standards and Indicators in Community Engagement

This report offers standards to support the implementation of high quality, evidenced-based community engagement in development and humanitarian contexts.

UNICEF (2020). Minimum standards and indicators for community engagement. https://www.unicef.org/mena/reports/community-engagement-standards

Toolkit: How to Do Community Academic/ University Partnerships Well.

This Toolkit contains several articles to support effective community engagement partnerships.

Campus Compact (2016, February 17). Toolkit: How to do community academic/university partnerships well. https://compact.org/trucen/research-university-engaged-scholarship-toolkit/section-a-what-is-engaged-scholarship/how-to-do-community-academic-university-partnerships-well/

Community Engagement Through Partnerships – A Primer

This article offers reflections and guidance on developing campus-community partnerships.

Carriere, A. (2008). Community engagement through partnerships – a primer. Metropolitan Universities and Community Engagement, 19(1). https://journals.iupui.edu/index.php/muj/article/view/20336

Best Practices for Meaningful Community Engagement

Tips for Engaging Historically Underrepresented Populations in Visioning and Planning.

Groundwork USA. (n.d.). Best practices for meaningful

Community engagement:

Tips for engaging historically underrepresented populations in visioning and planning. https://groundworkusa.org/eqdevtools/best-practices-community-engagement/

Evaluating Community Engagement

Document

Description

Source

A Comprehensive Model for Assessing Service-Learning and Community-University Partnerships

This resource offers an assessment framework to evaluate service-learning.

Holland, B. (2001). A comprehensive model for assessing service-learning and community-university partnerships. New Directions for Higher Education, no. 114.  https://www.uta.edu/csl/_downloads/21-Assessment%20Article%20-%20Barbara%20Holland.pdf.

Public Engagement Strategies and Evaluation

This report surveys current research practices in the evaluation of higher education community engagement initiatives. Challenges to measurement and evaluation are also discussed.

Hanover Research. (2014, October). Public engagement strategies and evaluation. https://www.hanoverresearch.com/media/Public-Engagement-Strategies-and-Evaluation.pdf

Can we Count on Counting? An Analysis of the Validity of Community Engagement.

This article assesses the validity of student survey responses used to evaluate community-based learning courses.

 

Kolek, E. (2013). Can we count on counting? Analysis of the validity of community engagement survey measures. The International Journal of Research on Service-Learning and Community Engagement, 1(1). https://journals.sfu.ca/iarslce/index.php/journal/article/view/23/17

Differentiating and Assessing Relationships in Service-Learning and Civic Engagement: Exploitative, Transactional, or Transformational

This article investigates and evaluates the nature of relationships between service-learning and community organizations using the Transformational Relationship Evaluation Scale (TRES).

Clayton, P., Bringle, R.G., Senor, B, Huq, J. & Morrison, M. (2010). Differentiating and assessing relationships in service-learning and civic engagement: exploitative, transactional, or transformational. Michigan Journal of Community Service Learning, 5-22. https://files.eric.ed.gov/fulltext/EJ904630.pdf

The BACE Scale: A New Measure for Assessing the Benefit of Community Engagement.

This article develops a methodology – the Benefits of Academic Community Engagement (BACE) scale – to assess student perceptions of community engagement on students’ professional development and social responsibility.

Miller, L., Mehta, S., & McCauley, D. (2018). The BACE scale: A new measure for assessing the benefits of community engagement. International Journal of Research on Service-Learning and Community Engagement, 6(1), Article 4.  https://www.shsu.edu/academics/cce/research-and-assessment/documents/6982-measuring-the-impact-of-community-engagement-development-of-the-bace-scale.pdf.

 

Civic-Minded Graduate: A North Star

This article identifies three tools to evaluate the Civic Minded Graduate (CMG) construct. This construct identifies and measures civic learning outcomes to evaluate the efficacy of civic engagement programs and teaching strategies.   

Steinberg, K., Hatcher, J., & Bringle, R. (2011). Civic-minded graduate: A north star. Michigan Journal of Community Service Learning, 18, 19–33. https://scholarworks.iupui.edu/handle/1805/4592

 

Uniform Assessment of Service Learning: The Development, Evaluation, and Implementation of the SELEB Scale

This research discusses the development and evaluation of the Service Learning Benefit (SELEB) scale, which measures student perceptions of service learning experiences. The scale can be used to develop specific learning objectives, to measure whether objectives have been achieved, and to alter learning experiences in response to student input.

Toncar, M. F., Reid, J. S., Burns, D. J., Anderson, C. E., & Nguyen, H. P. (2006). Uniform assessment of the benefits of service learning: The development, evaluation, and implementation of the SELEB scale. Journal of Marketing Theory and Practice, 13(3), 223-238. https://doi.org/10.2753/MTP1069-6679140304

 

Appointment, Promotion, and Tenure

Document

Description

Source

Mid-Career Faculty and High Levels of Community Engagement: International Reshaping of Meaningful Careers

This study examined the relationship between mid-career faculty and rates of participation in community engagement at three public universities. Researchers found a positive correlation between mid-career faculty who chose to participate in community engagement and high levels of vitality.

DeFelippo, A.M. & Giles, E.G. (2015).  Mid-career faculty and high levels of community engagement: International reshaping of meaningful careers. The International Journal of Research on Service Learning and Community Engagement, 3(1).

https://journals.sfu.ca/iarslce/iarslce/iarslce/index.php/journal/article/view/133   

 

Evolution of a Profession: A Review of the Community Engagement Professional in Higher Education: A Competency Model for an Emerging Field

This article reviews The Community Engagement Professional in Higher Education: A Competency Model for an Emerging Field, and notes the text offers a comprehensive list of competencies for community engagement professionals.

Kowal, M.M. (2017). Evolution of a profession: A review of The Community Engagement Professional in Higher Education:  A Competency Model for an Emerging Field. The International Journal of Research on Service Learning and Community Engagement, 5(1). https://journals.sfu.ca/iarslce/index.php/journal/article/view/301

 

Community-Engaged Scholarship Review, Promotion, & Tenure Package

This resource serves as a guide for scholars and university Review, Promotion, and Tenure (RPT) committees by defining characteristics of quality community-engaged scholarship.

Jordan, C. (Editor). (2007). Community-Engaged Scholarship Review, Promotion & Tenure Package. Peer Review Workgroup, Community-Engaged Scholarship for Health Collaborative, Community-Campus Partnerships for Health. https://communityengagement.uncg.edu/wp-content/uploads/2014/08/CCPH_CES_Review_Promotion_Tenure_Package.pdf

Intense, Pervasive and Shared Faculty Dialogue: Generating Understanding and Identifying “Hotspots” in Five Days

This case study outlines the steps taken at the University of North Carolina at Greensboro to align policies related to community engagement in the University’s promotion and tenure guidelines.

Janke, E., Holland, B. & Medlin, K. (2016). Intense, pervasive and shared faculty dialogue: Generating understanding and identifying “hotspots” in five days. Metropolitan Journal, (27)2, 19 – 35.  https://journals.iupui.edu/index.php/muj/article/view/21230/20608

Community Engagement and Participatory Health Research

Document

Description

Source

Position papers on Participatory Health Research

This series of papers describes and defines characteristics of participatory health research, offers a guide to ethical principles and practices, and discusses how to maximize the impact of participatory research.

International Collaboration for Participatory Health Research (2020). Position papers & discussion papers. http://www.icphr.org/position-papers--discussion-papers

Community-Based Participatory Research

 

This report outlines principals for community-based participatory research and identifies promising research practices. It also offers six case studies where community-based participatory research was used to effect policy change. 

University of California, Berkeley, School of Public Health (2012).  Community-Based Participatory Research: A Strategy for Building Healthy Communities and Promoting Health through Policy Change. https://www.policylink.org/sites/default/files/CBPR.pdf.

Collaboration Between Community Advocates and Academic Researchers: Scientific Advocacy or Political Research?

This retrospective study analyzes the collaborative process between a community-based advocacy group and a team of academic researchers in Philadelphia.

Stahl, R. and C. Shdaimah (2007). Collaboration between community advocates and academic researchers: Scientific advocacy or political research? The British Journal of Social Work, 38(8): 1610 – 1629. https://doi.org/10.1093/bjsw/bcm069

Understanding Structural Inequalities in Baltimore

Document

Description

Source

The Immortal Life of Henrietta Lacks

This story examines the intersection of race, ethics, and medicine. It tells the story of Henrietta Lacks, a woman whose cancerous cells were harvested by Johns Hopkins for research. Lacks was unaware of this, and her family did not receive any compensation. Her cells went on to serve as a powerful tool in medical research.

Skloot, R. (2010). The Immortal Life of Henrietta Lacks. New York, New York: Crown Publishers.

Not in my Neighborhood: How Bigotry Shaped a Great American City

This book examines housing discrimination in Baltimore. It discusses discriminatory housing practices that were used to shut African Americans and Jewish households from certain neighborhoods. Remnants of these practices are still seen today.

Pietila, A. (2010). Not in My Neighborhood: How Bigotry Shaped a Great American City. Chicago, IL: Ivan R. Dee Publishing.

Five Days: The Fiery Reckoning of an American City

This book examines the 2015 death of Freddie Gray through the eyes of Baltimoreans. It offers important context in the history of Baltimore’s racial and income inequality and the emergence of the Black Lives Matter movement.

Moore, W. & Green, E.L. (2020). Five Days: The Fiery Reckoning of an American City. New York, New York: Random House Publishing Group.

Baltimore Revisited: Stories of Inequality and Resistance in a U.S. City

Through a series of essays, this book examines Baltimore’s diverse neighborhoods, reflects on the city’s past, and envisions the city’s future.

King, P.N., Drabinski, K. et al. (2019). Baltimore Revisited: Stories of Inequality and Resistance in a U.S. City. New Brunswick, NJ: Rutgers University Press.

The Black Butterfly: The Harmful Politics of Race and Space in America

In The Black Butterfly, the author reveals that ongoing historical trauma caused by a combination of policies, practices, systems, and budgets is at the root of uprisings and crises in hyper-segregated cities around the country. The book delves into Baltimore’s history and offers a range of solutions to help heal and restore Black neighborhoods.

Brown, L.T. (2021). The Black Butterfly: The Harmful Politics of Race and Space in America. Baltimore, MD: Johns Hopkins University Press.

The Ghosts of Johns Hopkins: The Life and Legacy that Shaped an American City

In The Ghosts of Johns Hopkins, Antero Pietila weaves together a biography of the man with a portrait of how the institutions he founded have shaped the racial legacy of an industrial city to its decline and revitalization. It tells the story of how one man’s wealth shaped and reshaped Baltimore.

Pietila, A. (2018). The Ghosts of Johns Hopkins: The Life and Legacy that Shaped an American City. Lanham, MD: Rowman & Littlefield Publishers.

Other Resources

Document

Description

Source

Community Engagement Research Guide

This guide details what different academic journals and professional associations say about community engagement.

Towson University Albert S. Cook Library. (2019, July 18). Community engagement research guide. https://towson.libguides.com/c.php?g=739485&p=5288006

Guide to Community Engagement Fellows

This guide includes instructions for setting up and facilitating a series of eight two-hour meetings to help community-engaged educators improve their practices. You’ll also find instructions for shorter, stand-alone social learning events.

Tenessen, T. (2020, January 2). Guide to community engagement fellows.  https://docs.google.com/document/d/1XCg5OdX_zFVdv-n9yPqrhgS1Y23JccooX1x5OdzdqtA/edit#heading=h.htwxyh9kavb

The Cambridge Handbook of Service Learning and Community Engagement

This book offers a comprehensive look at service learning and community engagement including history, best practices, disciplinary approaches, institutional policies, and critical perspectives.

Dolgon, C., Mitchell, T.D., & Eatman, T.K. (2017). The Cambridge Handbook of Service Learning and Community Engagement. Cambridge, United Kingdom: Cambridge University Press.

The Community Engagement Professional in Higher Education: A Competency Model for an Emerging Field

This book, offered by “practitioner-scholars,” is an exploration and identification of the knowledge, skills, and dispositions that are central to supporting effective community engagement practices between higher education and communities.

Dostilio, L.D. (2017). The Community Engagement Professional in Higher Education: A Competency Model for an Emerging Field. Boston, MA: Campus Compact.

Service-Learning Essentials: Questions, Answers, and Lessons Learned

Service-Learning Essentials serves as a resource to develop high-quality service-learning experiences for college students.

Jacoby, B. (2014). Service-Learning Essentials: Questions, Answers, and Lessons Learned. San Francisco, CA: Jossey-Bass.