Cal State Fullerton has announced plans to establish a Center for Community
Service Learning at Pannasastra University in Cambodia.

The joint effort is intended to address local community needs and conduct
studies of broader issues such as HIV-AIDS education, literacy and human
rights education. The center is supported in part with a $124,000 donation
from the United States Agency for International Development.

Center officials also hope to train Pannasastra faculty to incorporate
community service learning into course work.

2) Service-Learning goes to Gambia: “Measuring Up: Research, Community
Relations, And Service Learning”
Copyright 2003 AllAfrica, Inc.
Africa News

“A major social research project, sponsored by the Government of The Gambia,
is well underway. Its goal is to determine both the number and specific
characteristics of all the people currently living in the country. The
national census provides a picture of Gambia's population every ten years.
This is a huge, costly undertaking. But valid, reliable demographic
information about Gambia is essential for providing answers to the questions
posed by government planners, donors, and academics. The task of collecting
census data has been delegated to a group of primarily young Gambians, many
of whom are students at Gambia College or the new university. In some
cases, they must face and respond to the cynicism, mistrust, and even
rudeness of people who, for whatever reasons, refuse to accept the
legitimacy of the census project or wish to remain anonymous.”

The author of this piece works in both Gambia and as a faculty member at St.
Mary's College of Maryland, and uses service-learning in both environments.
He describes one applied anthropology class he teaches, where “students who
take this course with me carry out a research project that is designed to
generate information that can be used by different local government human
services providers.” He goes on to describe how they “have studied public
transportation, social services welfare reform, and public health. The
students have an opportunity to put to the test what they've learned in the
classroom, and they gain the satisfaction of providing information to
somebody who will put it to practical use.”

“This type of approach to education is called service learning. It begins
with the premise that learning comes through experience. It stresses the
importance of making connections between the classroom and the communities
that surround the college or university. Ideally, service learning
encourages faculty and students to apply their quest for knowledge and
skills development to real-life situations where, in the process of
learning, students are able to make a connection with a community or human
services provider and contribute, however modestly, to some practical goal
or objective.”

The full article is online at:
http://allafrica.com/stories/200305130879.html

1) When, Where, What, and How Youth Learn: Blurring School and Community
Boundaries: New Directions for Youth Development #97 (2003)
Author(s): Karen J. Pittman, Ed.; Nicole Yohalem, Ed.; Joel Tolman, Ed.

This volume brings together the perspectives of a broad range of scholars
and practitioners in describing efforts to connect learning experiences that
happen inside and outside school buildings and during and after the school
day. Chapter contents: Blurring the lines: Expanding learning opportunities
for children and youth - Merita Irby, Karen J. Pittman, Joel Tolman /
Multiple pathways to adulthood: Expanding the learning options for urban
youth - Adria Steinberg, Cheryl Almeida, Lili Allen / Building
learning-centered communities through public engagement - Richard Tagle /
High school after school: Creating pathways to the future for adolescents -
Joan R. Wynn / Optimizing out-of-school time: The role of free-choice
learning - Lynn D. Dierking, John H. Falk / Blurring boundaries: The promise
and challenge of a district-community action plan for systemic high school
change in Worcester, Massachusetts - Thomas Del Prete, Laurie Ross /
Community as text: Using the community as a resource for learning in
community schools Martin J. Blank, Sheri DeBoe Johnson, Bela P. Shah /
Learning with excitement: Bridging school and after-school worlds and
project-based learning - Gil G. Noam

Source Title: New Directions for Youth Development, n.97, Spring 2003
Jossey-Bass Publishers, San Francisco, CA
http://www.jbp.com/

2) The Civic Mission of Schools (2003)
CIRCLE (The Center for Information and Research on Civic Learning and
Engagement) Carnegie Corporation of New York

Written and endorsed by a distinguished and diverse group of more than 50
scholars and practitioners, this paper summarizes the evidence in favor of
civic education in k-12 schools; analyzes trends in political and civic
engagement; identifies promising approaches to civic education; and offers
recommendations to educators, policymakers, funders, researchers, and
others. (The CIRCLE Report)

http://www.civicmissionofschools.org/

3) Making the Case for Social and Emotional Learning and Service-Learning
(2003)
Institution(s): ECS (Education Commission of the States); CASEL
(Collaborative for Academic, Social and Emotional Learning); LSS (Laboratory
for Student Success)

This issue brief provides an overview and description of both social and
emotional learning (SEL) and service-learning (S-L) as tools to improve the
lives and academic performance of students. It describes how the two
practices are interrelated and the research evidence that supports the
expanded use of both practices in the classroom. Also provided are
descriptions of the essential elements required of successful SEL and S-L
programs, examples of such successful programs that are in existence today
and a discussion of state activities and experiences. Lastly, the brief
discusses a series of likely challenges that education leaders implementing
SEL and S-L programs could face. The brief offers recommendations and advice
for addressing such challenges and provides lists of available resources
where more information can be found. (ECS)

Full-text: http://www.ecs.org/clearinghouse/44/04/4404.pdf (15 pages)

Education Commission of the States, Denver, CO
http://www.ecs.org

4) Educating Citizens: Preparing America's Undergraduates for Lives of
Moral and Civic Responsibility (2003)
Author(s): Anne Colby, Thomas Ehrlich, Elizabeth Beaumont, Jason Stephens
Institution(s): Carnegie Foundation for the Advancement of Teaching
(Sponsor)

The authors report on how some American colleges and universities are
preparing thoughtful, committed, and socially responsible graduates. They
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. Chapter titles:
Educating Citizens in a Pluralistic Society / The Broader Undergraduate
Context / When Educating Citizens is a Priority / The Multiple Dimensions of
Moral and Civic Development / Pedagogical Strategies for Educating Citizens
/ Weaving Moral and Civic Learning into the Curriculum / Faculty: The
Cornerstone / Moral and Civic Learning Beyond the Classroom / Assessment in
Moral and Civic Education / Bringing Moral and Civic Learning to Center
Stage.

Excerpt available at
www.josseybass.com/cda/cover/0,,0787965154|excerpt,00.pdf

Jossey-Bass Publishers, San Francisco, CA
http://www.jbp.com/

5) Building Partnerships with College Campuses: Community Perspectives
(2003)
Author(s): Sally Leiderman, Andrew Furco, Jennifer Zapf, Megan Goss
Institution(s): CIC (The Council of Independent Colleges) (Sponsor)

This brochure presents the highlights of a full-length monograph that
focuses on the findings of a study that explored the perspectives of a group
of community members who partner with private, independent colleges and
universities. Among the topics discussed in the brochure are the role of
power and parity in campus-community partnerships, the importance of
follow-through for building sustainable partnerships; and the ways in which
community partners weigh the costs and benefits when considering engaging in
a partnership with an institution of higher education. The brochure
includes a list of additional resources for further reading. Both the
brochure and full-length monograph are available from the Council of
Independent Colleges.

Council of Independent Colleges, Washington, DC
http://www.cic.edu/

6) Building Partnerships for Service-Learning (2003)
Author(s): Barbara Jacoby, ed.

Service-Learning has the potential to bring about positive social change by
leading colleges and universities to transform themselves into fully engaged
citizens of their communities and the world. This book assembles leading
voices in the field to bring their expertise to bear on this topic.
Contents: Fundamentals of Service-Learning Partnerships - Barbara Jacoby/
Developing a Theory and Practice of Campus-Community Partnerships - Sandra
Enos and Keith Morton / Assessment as a Means of Building Service-Learning
Partnerships - Sherrill B. Gelmon / Developing Collaborative Student
Affairs: Academic Affairs Partnerships for Service Learning - Cathy McHugh
Engstrom / Partnerships with Students - Irene Fisher and Shannon Huff Wilson
/ Developing an Infrastructure for Service-Learning and Community
Engagement - Jennifer M. Pigza and Marie L. Troppe / Partnerships Among
Colleges and Universities for Service-Learning - James Birge, Brooke Beaird,
and Jane Torres / Principles and Profiles of Exemplary Partnerships with
Community Agencies - Susan R. Jones / Partnerships with Elementary and
Secondary Education – Terry Pickeral / Empowering Residents and Students to
Rebuild Neighborhoods: A Case Study – Janni Sorensen, Kenneth M. Reardon and
Cathy Klump / Partnerships for Collaborative Action Research – Phillip Nyden
/ Involving Corporate Partners – Stacey Riemer and Joshua McKeown /
Partnerships for International Service-Learning – Linda A. Chisholm / Civic
Renewal: A Powerful Framework for Advancing Service-Learning / Elizabeth
Hollander and Matthew Hartley / Building Service-Learning Partnerships for
the Future – Barbara Jacoby.

Jossey-Bass Publishers, San Francisco, CA
http://www.jbp.com/

7) Building Community Through Service-Learning: The Role of the Community
Partner (2003)
Author(s): Susan A. Abravanel

Institution(s): ECS (Education Commission of the States); NCLC (National
Center for Learning and Citizenship)

This issue paper has been designed especially with the community partner in
mind. From the school perspective, what can be done to encourage and support
the emergence of the agency or organization as a partner? From the agency or
organization perspective, what are the significant considerations involved
in establishing successful service-learning partnerships? This paper
highlights effective strategies, using best practice examples to illustrate
the potential impact on the service-learning partnership. (ECS) The paper's
focus is on school-based, as distinct from community-based,
service-learning. A number of the strategic recommendations presented in
this paper, however, especially those dealing with changes within the
organization or agency itself, may be applicable to both situations.

Full-text: http://www.ecs.org/clearinghouse/44/03/4403.pdf (15 pages)
Education Commission of the States, Denver, CO
http://www.ecs.org

8) A Culture of Giving: Service-Learning in Native American Communities
(2003, video)
Institution(s): WKKF (W.K. Kellog Foundation) (Author)
National Commission on Service-Learning

This video, hosted by Buffy Sainte-Marie, features stories about innovative
service-learning projects in New Mexico and Northern Michigan. It includes
comments from students, teachers, and administrators on their experience
with service learning.

W.K. Kellogg Foundation, Battle Creek, MI
http://www.wkkf.org/

SERVICE-LEARNING:
Developing New Leadership for Communities, Nations, and the World

This conference addresses a wide range of service-learning issues, and
includes an opportunity to present research through informal poster
sessions. The Thailand Service-Learning Conference will begin each morning
with opportunities for participants to meet with colleagues, learn about a
variety of programs combining academic study and volunteer service, discuss
issues related to service-learning, and hear about research into the impact
of service-learning on institutions, students, agencies, and communities.

More information available at:
http://www.ipsl.org/organization/conferences.html

2) Registration Opens for the 3rd Annual International Conference on
Service-Learning Research
November 6-8, 2003
Salt Lake City, Utah
Host: Lowell Bennion Center, University of Utah

Registration is now open for the 3rd Annual International Conference on
Service-Learning Research. This year’s conference will once again convene
international scholars and practitioners who are actively engaged in
research on service-learning in K-12 education, teacher education, and
higher education. This year’s conference will feature more than 75
presentations on service-learning research and a series of featured research
forums as well as engage participants in roundtable discussions and affinity
group meetings.

Visit http://www.sa.utah.edu/bennion/sl-conf/SLConf/index.htm. To access a
copy of the conference registration form, go to the General Info icon near
the top of the page.

3) 2003 Education Leadership Colloquium (ELC)
Co-sponsored by Campus Compact and the ECS (Education Commission of the
States) National Center for Learning and Citizenship (NCLC).

This conference includes an agenda filled with research, policy and the
newest developments in K-16 citizenship education at the federal, state and
local level.

Recognizing that there is a continuum of civic education spanning the K-12
and higher education systems, the goal of this year’s ELC is to explore
three questions that are central to the civic purposes of K-16 education in
the United States:
1. What are the qualities of a civically educated student?
2. To achieve the development of these qualities, what is the appropriate
and most effective educational design?
3. To achieve these qualities, what are the education policy implications
that need to be considered?

State level legislators, college and university presidents, state and
district superintendents, scholars, researchers and students will come
together at this summer’s ELC to discuss and debate these issues. In
addition to giving you the opportunity to network with leaders in other
states, the ELC is designed to help you integrate citizenship education into
the policy and practice of your state, district, college or university or
organization.

The ELC agenda is being planned to include:
• A panel of experts to define the qualities of a civically education
students.
• Answers to the question: what do we know from the research on civic
engagement?
• A presentation by John Bridgeland, Director, USA Freedom Corps
• Presentation of the Campus Compact Humanitarian Awards
• Successful state organizations, policies and partnerships that support
citizenship education.

The ELC is being held on July 16 (1:00-5:30) p.m. and July 17
(8:30a.m.-4:30p.m.) at the Denver Marriott City Center in Denver, Colorado.
The ELC registration (no charge) will include breakfast and lunch on July
17. Please call or email Ann Rautio to register at 303-299-3606 or
arautio@ecs.org.

More information available online:
http://www.ecs.org/ecsmain.asp?page=/html/meetingsEvents/NF2003/NF2003_main.htm
or http://www.ecs.org/

4) "Practicing Liberal Education: Deepening Knowledge, Pursuing Justice,
Taking Action."
Washington, DC, January 21-24, 2004
The Association of American Colleges and Universities invites you and your
colleagues to submit a proposal for our 2004 Annual Meeting. (Proposals can
be submitted on line through July 18, 2003.)

In “Practicing Liberal Education: Deepening Knowledge, Pursuing Justice,
Taking Action,” we put our answers to the above questions to the test of
on-campus experience. At the same time, we will continue to weave together
two broad visions of liberal education. The first is that liberal education
provides the practical skills and modes of thought that best prepare
students for a complex, rapidly changing world. The second is that these
practical benefits of a liberal education carry with them ethical
obligations and civic responsibilities.

Deep knowledge is required for both educational visions. Students who
practice liberal education are inspired and empowered to take action-to
become intentional learners responsible for their own intellectual
development, to become valuable employees comfortable in the world of work,
and to become engaged citizens convinced of the profound significance of the
ways they put their knowledge to use. When we - students, faculty, and
administrators - practice liberal education in the pursuit of justice, we
combine action and knowledge in ways that truly educate as well as attend to
the work of the world.

A wide range of research on service-learning and civic engagement would fit
into the four broad paths of this conference. More information is available
on the website:
http://www.aacu.org/meetings/annualmeeting/annualproposal.cfm

Job Description: Campus Compact is looking for an energetic, well-organized,
and conscientious graduate student to support its staff person in managing
the Compact’s annual national survey on student service and analyzing the
data. Ph.D. candidate preferred, but not necessary. Concentration in
Mathematics, Statistics, or Public Health preferred. Job will involve survey
preparation, collecting and analyzing data, writing executive summary and
final report.

Candidate should be analytical, able to work independently, motivated and
have a strong understanding of statistics. Must be proficient in SPSS
software and on Macintosh platform.

Campus Compact is a national coalition of more than 900 college and
university presidents who are committed to fulfilling the civic purposes of
higher education. To support this mission, Campus Compact promotes service
initiatives that develop students’ citizenship skills, helps campuses forge
effective community partnerships, and provides resources and practical
guidance for faculty seeking to integrate civic engagement into their
teaching and research.

Resumes and inquiries should be directed to:
Pamela Mutascio, Resource Coordinator
Campus Compact
Brown University Box 1975
Providence, RI, 02912
pmutascio@compact.org

http://www.compact.org/FMPro?db=joblist_.fp3&-Max=All&-format=jobs.html&Serial==JOB771&-Find
or go to the Jobs link off of the Campus Compact home page:
http://www.compact.org/