FAQ: Principles of Good Practice

Information Specialists at the Learn and Serve America National
Service-Learning Clearinghouse have been compiling lists of resources to
answer questions frequently asked by callers on our toll-free number
(1-800-808-7378).  These questions are shared with service learning
listservs on a regular basis, along with a list of resources we have
compiled for that question.  If anyone is aware of information on a
specific program or any another valuable resource not listed with an
FAQ, we would greatly appreciate hearing about it on the listserv and we
will add it to our growing list of resources.


This week’s question:
"Where can I find information on principles of good practice in
service-learning programs?"


PUBLICATIONS

**Note: References cited below with an ED (ERIC document) number are
available in ERIC and can be purchased through EDRS at:
https://orders.edrs.com/Webstore/Default.cfm or by calling 800-443-3742
(If you have access to a college/university library they may have these
items on microfiche, ask your librarian.)  Citations with an EJ (ERIC
journal) number are available through the originating journal,
interlibrary loan services, or from the following: CARL UnCover S.O.S.:
sos@carl.org, 800-787-7979, online order form:
http://uncweb.carl.org/sos/sosform.html; or ISI Document Solution:
ids@isinet.com, 800-336-4474, 215-386-4399, online order form:
http://www.isinet.com/prodserv/ids/idsfm.html

TITLE: Principles of Good Practice for Combining Service and Learning
(Wingspread Report)
AUTHORS: Ellen Porter Honnet; Susan J. Poulson
DATE: 1996
PAGES: 15
ABSTRACT: An effective service learning program (1) engages people in
responsible, challenging actions; (2) articulates clear service and
learning goals; (3) allows those with needs to define those needs; (4)
expects genuine, sustained commitment; (5) includes training,
supervision, monitoring, support, recognition, and evaluation; and (6)
encourages participation by and with diverse populations. (ERIC)
AVAILABILITY: http://umn.edu/~serve/res/mono/wingspread.htm

TITLE: Standards of Quality for School Based and Community Based Service
Learning.
AUTHOR: Alliance for Service Learning in Education Reform
DATE: 1995
PAGES: 11
ABSTRACT: Reprints 11 standards for assessing quality in service
learning projects from the Alliance for Service-Learning in Education
Reform. Each standard provides a rationale and relevant examples.
Standards include youth being involved in the planning, program
requiring preparation and reflection, and project making a meaningful
contribution to the community. (MJP)
AVAILABILITY: http://umn.edu/~serve/res/mono/asler95.htm or for PDF:
http://umn.edu/~serve/res/mono/asler95.pdf; or contact the Learn and
Serve America National Service-Learning Clearinghouse at 1-800-808-7378.

TITLE: Essential Elements of Service Learning for Effective Practice:
Organizational Support.
AUTHOR: National Service Learning Cooperative
DATE: 1998
PAGES: 34
ABSTRACT: This guidebook is a tool for service-learning practitioners.
It defines and introduces service-learning; offers best practice
elements of service-learning and tells how to use the elements and
accompanying benchmarks; defines two sets of essential elements (one for
effective service-learning practice and the second for organizations
implementing service learning) each accompanied by benchmarks; and
provides a list of program examples to accompany each element.
AVAILABILITY: National Youth Leadership Council, 1910 W County Rd B,
Roseville MN 55113-1337; Phone: 651-631-3672; Fax: 612-631-2955; URL:
http://www.nylc.org

TITLE: Shumer’s Self-Assessment for Service-Learning Scale (SSASLS).
Third Year – Revised (Draft).
AUTHOR: Shumer, Robert
DATE: 2000
PAGES: 31
ABSTRACT: This purpose of this self-assessment is to help practitioners
gather information that will improve their service-learning
initiatives.  The assessment is divided into the following sections:
culture and context, philosophy and purpose, policy and parameters,
practice and pedagogy, and assessment and accountability. The
self-assessment is divided into two parts.  Part I is a 23-question
rapid assessment, designed to provide a quick analysis of an
initiative’s strengths and weaknesses. Part II is a much longer and more
detailed version of Part I.  While the 23 statements are the same in
both parts, Part II provides the opportunity to focus attention on
specific components of the Part I general questions.
AVAILABILITY: Learn and Serve America National Service-Learning
Clearinghouse, Phone: 1-800-808-7378, Email: serve@tc.umn.edu.

TITLE: Service Learning: Curriculum, Standards and the Community.
AUTHOR: National Professional Resources
ABSTRACT: Provides essential information to help educators develop
Service Learning experiences in their schools. A practical and valuable
staff development resource for teachers and administrators committed to
higher standards through authentic, community-based instruction.
AVAILABILITY: National Professional Resources, 25 South Regent Street,
Port, Chester NY 10573; Phone: 1-800-453-7461; URL:
http://www.nprinc.com

ERIC NO: EJ556412
TITLE: Service Learning Standards for Teachers. Guidelines for
Practitioners and Pre-Service Teacher Education Programs.
AUTHOR: Lyday, W. Jackson; Winecoff, H. Larry
DATE: 1998
JOURNAL CITATION: Community Education Journal; v25 n1-2 p43-44 Fall
1997-Win 1998
ABSTRACT: A three-round Delphi process involving more than 40 service
learning practitioners developed these service learning standards for
teachers. Standards are listed for each service learning component:
preparing, implementing, reflecting, celebrating, and evaluating. (SK)

TITLE: Service Learning: Three Principles.
AUTHOR: Robert Sigmon
DATE: 1979
PAGES: 3
ABSTRACT: Service learning focuses on both those being served and those
serving. Sigmon’s three principles of service learning are the
following: those being served control the services provided; those being
served become better able to serve and be served by their own actions;
those who serve also are learners and have significant control over what
is expected to be learned. (SH)
AVAILABILITY: Synergist p9-11 Spr 1979

ERIC NO: ED366727
TITLE: Sharing Success in the Southeast: Promising Service-Learning
Programs.
AUTHOR: Watkins, James; Wilkes, Dianne
DATE: 1993
PAGES: 79
NOTE: Cover page lists title as "Sharing Success: Promising
Service-Learning Programs."
ABSTRACT: The South Eastern Regional Vision for Education (SERVE)
Sharing Success program recognizes exemplary public school efforts and
practices in the southeastern United States for the purpose of
increasing the awareness and use of exemplary educational programs. This
document highlights more than 30 elementary- and/or secondary-level
programs that have been identified as being effective in integrating
student service into the academic curriculum. Each program listing
contains contact information, the program's instructional level and
curriculum area(s), and a program description that includes information
on some or all of the following: program time, program eligibility,
program history, program objectives, main program activities, funding,
and program effectiveness/success indicators. Programs from Florida,
Mississippi, North Carolina, South Carolina, and Georgia are described.
The following are among the curriculum areas addressed in highlighted
programs: English/language arts, multicultural education, history, arts,
environmental science, industrial arts, mathematics, reading, career
education, drama, vocational education, law, science, and business.
Several programs feature mentoring and tutoring. Appended are standards
of quality for school-based service learning. (MN)
AVAILABILITY: NEFEC/SERVE, Rt 1, Box 8500, 3841 Reid St, Palatka FL
32177

TITLE: America Reads. Principles and Key Components for High Quality
America Reads National Service Program Initiatives.
AUTHOR: America Reads Task Force
DATE: 1998
PAGES: 8
ABSTRACT: The pamphlet outlines eight key components of quality reading
tutoring activities: use of research based elements to produce reading
achievement; well structured tutoring sessions in which the content and
delivery are carefully planned; close coordination with schools, school
administration, classroom and/or reading teacher, day care provider,
pre-school, or Headstart center; intensive and ongoing training and
supervision for tutors; frequent and regular tutoring sessions; careful
evaluation, assessment, monitoring, and reinforcement of progress;
access to training and technical assistance resources; and engendering
positive, caring relationships among students, staff, and tutors. (SH)
AVAILABILITY: Corporation for National Service, 1201 New York Ave NW,
Washington DC 20525; Phone: 202-606-5000; URL:
http://www.nationalservice.gov

TITLE: AmeriCorps, Learn and Serve America: a Resource Guide for
National and Community Service Programs.
AUTHOR: Corporation for National Service
DATE: 1994
PAGES: 346
ABSTRACT: Puts forth a set of quality standards for national service
programs as a work in progress. The Corporation for National Service
hopes to enhance these standards in the future, integrating program
participant observations. The introduction is followed by an extensive
section on their national priorities of service in education, public
safety, human needs and environment. Core elements of successful
national service programs are defined as organizational strengths,
excellence in national service projects, evaluation, quality of
participant experience, partnerships and collaboration, and diversity.
Appendices include term definitions, AmeriCorps program requirements,
and examples of programs representing each of the four priority areas.
AVAILABILITY: Corporation for National Service, 1201 New York Ave NW,
Washington DC 20525; Phone: 202-606-5000; URL:
http://www.nationalservice.gov

TITLE: Building Support for Service Learning.
AUTHORS: Jill Addison-Jacobson; Don Hill
DATE: 1996
PAGES: 30
ABSTRACT: Intended as a guide for reference, this booklet is a
collection of ideas to help teachers build effective SL programs.
Organized into five sections, it also includes suggestions for
strengthening the SL field. Several illustrations present actions and
strategies that SL teachers have used successfully. Brief sections
include: Section One covers Teacher support, including specific
suggestions on training tools, exercises, elements of high quality SL
and a case study. Section Two covers Community connections and includes
how to make and keep connections. Section Three covers Reform links,
including how to link SL to other school reform efforts. Section Four
covers student support and emphasizes ideas to include youth in aspects
of program development.  Section Five covers financial support.
AVAILABILITY: Service Learning 2000 Center, 24 East 25th Ave, Suite 2,
San Mateo, CA 94403; Phone: 650-356-0288; fax: 650-572-9735; email:
sl2000@forsythe.stanford.edu

TITLE: Keys to Quality Youth Development.
AUTHOR: Minnesota Extension Services
DATE: 1996
ABSTRACT: This guide is a working tool to stimulate, challenge, and
encourage youth and adults as they work together to plan, conduct, and
evaluate quality experiences. It helps parents, teachers, volunteers,
and youth development professionals work with youth. There is a program
planning outline to replicate.
AVAILABILITY: Center for 4-H Youth Development, 340 Coffey Hall, 1420
Eckles Ave, University of Minnesota, St. Paul MN 55108; Phone:
800-444-4238, 612-625-9700; Email: 4hcenter@extension.umn.edu; URL:
www.fourh.umn.edu

TITLE: Importance of Program Quality in Service-Learning (The).
AUTHORS: Janet Eyler; Giles Dwight
DATE: 1997
PAGES: 19
NOTE: In book entitled “Service-Learning: Applications from the
Research”
ABSTRACT: From Waterman's book “Service-Learning: Applications from the
Research,” the authors try to link the literature of the service
learning practitioners with that of the service learning researcher in
order to link the "why" and "how" of the practitioner with the "what" of
the researcher. The authors review the practice literature on principles
of what makes good practice in service learning, the experiential
education literature that is derived from learning theory, and research
literature related to student growth and outcome developments. (SH)
AVAILABILITY: Lawrence Erlbaum Associates Inc., Publishers, 10
Industrial Ave., Mahwah NJ 07430-2262; Phone: 800-9-BOOKS-9; Email:
orders@erlbaum.com; URL: www.erlbaum.com

TITLE: Institutional Support for Service Learning
AUTHORS: Robert C. Serow; Diane Calleson
DATE: 1996
PAGES: 6
ABSTRACT: In recent years, the service learning (SL) movement has
achieved considerable success in integrating students' community service
projects into the formal curricula of colleges, universities and
schools. Yet, the factors associated with differences in institutional
support for SL have remained largely unexamined. Based on a
comprehensive survey of institutions of higher education in one state,
results of a multiple regression analysis show the institutionalization
of SL to be closely associated with a variety of institutional
characteristics, including the degree of faculty involvement and the
emphasis on academic goals in SL courses. While these findings point to
the increasingly tight links between academics and student service, they
also suggest that steps be taken to retain  some of the grass roots
quality that initially made service work popular among students.
(Author)
AVAILABILITY: Journal of Research and Development in Education v29 n4
p220 Sum 1996

TITLE: Maryland's Best Practices: an Improvement Guide for School Based
Service Learning.
AUTHOR: Maryland Student Service Alliance
DATE: 1995
PAGES: 69
ABSTRACT: Compiled with the assistance of eighty teachers,
recommendations are based on what is happening in the classrooms
incorporating service learning. The guide includes seven best practices
of quality programs. Each best practice is illustrated with practical
approaches and examples to provide the framework for quality service
learning. (AT)
AVAILABILITY: Maryland Student Service Alliance, Maryland State
Department of Education, 200 W Baltimore St, Baltimore MD 21201; Phone:
410-767-0358; URL: http://www.mssa.sailorsite.net

TITLE: Michigan Service Learning Principles and Practices
AUTHOR: Michigan Service Learning Leadership Council
DATE: 1996
PAGES: 25
ABSTRACT: The document provides a common language and reference for
service learning practitioners across Michigan. It provides basic
definitions, essential elements, standards of quality and examples of
implementation of service learning programs. The pamphlet includes a
list of Michigan Learn and Serve school programs, Michigan Generator
Schools, and resource organizations located in Michigan. (SH)
AVAILABILITY: Michigan Community Service Commission, George Romney Bldg,
4th Fl, 111 S Capital Ave, Lansing MI 48913; Phone: 517-335-4295; Email:
caldwellk1@state.mi.us; URL: www.state.mi.us/mjc/mcsc

TITLE: Principles for High Quality National Service Programs.
AUTHOR: Corporation for National Service
DATE: 1994
PAGES: 77
ABSTRACT: This document was developed for potential applicants to
receive funding for service projects. It is designed to bridge the gap
between organizations that have expertise meeting the needs of
communities and organizations that have expertise working with service
participants. The section on National Priority Areas describes ways in
which service can meet needs, while the section on Core Elements of
Successful Programs describes common components of exemplary service
programs.
AVAILABILITY: Corporation for National Service, 1201 New York Ave NW,
Washington DC 20525; Phone: 202-606-5000; URL:
http://www.nationalservice.gov

TITLE: Best Practices: Service Learning in Teacher Education in New
Hampshire. 1998.
AUTHOR: Debra Nitschke-Shaw
DATE: 1998
PAGES: 26
ABSTRACT: Though each experience of service learning in New Hampshire
schools is different, the document lists 17 principles that all service
learning experiences include. In order to teachers to feel comfortable
with service learning, they must be provided with support and their
efforts must be recognized. Trainers in service learning must have
subject expertise. The report concludes with the following
considerations: actual community needs must be met in a respectful way;
service learning must be integrated in academic curriculum; service
learning initiatives are defined, planned, implemented, and coordinated
in collaboration with the student, schools, and the community; service
learning provides opportunities for pre-service teachers to use newly
acquired skills and knowledge in real life situations; service learning
initiatives should provide structured time for frequent, substantive,
and creative reflection; service learning initiatives include ongoing
assessment using appropriate assessment strategies; effective service
learning initiatives recognize the individual and collective efforts of
all participants; service learning should enhance and extend the
learning for all participants; and effective service learning
initiatives help to foster the development of caring, civic
responsibility, and global stewardship. (SH)
AVAILABILITY: Campus Compact for New Hampshire, 116 South River Road
Suite D4, Bedford NH 03110-6750; Phone: 603-641-1122

TITLE: Combining Service and Learning: a Resource Book for Community and
Public Service. Volume 1.
AUTHOR: Jane C. Kendall
DATE: 1990
PAGES: 693
ABSTRACT: This publication is the first volume of a 3 volume resource
book intended for anyone who wants to start, strengthen or support a
program or course that combines community or public service with
learning. The book covers policies, issues and programs in colleges and
universities, K-12 schools, community based organizations, public
agencies at all levels, youth agencies and others. Most articles in
volume I are targeted to educators. The volume contains 76 papers
divided into 5 parts: (1) Essential Principles in Combining Service and
Learning; (2) Rationales and Theories for Combining Service and
Learning; (3) Public Policy Issues and Guides; (4) Institutional Policy
Issues and Guides; and (5) History and Future of the Service Learning
Movement. The 5 articles in part I pay out the essential principles
behind service and learning. In part II, 38 papers divided among several
subtopics discuss why the combination of service and learning is
important and powerful at this time in history. Part III contains 8
articles that take the debate to the public policy arena using summaries
of several state policies as models. The 16 papers making up part IV
concern institutional policy issues raised by combining service and
learning and how to establish the types of commitment needed for
sustaining institutional support. Finally, the 9 articles contained in
part V discuss the history and future of the service learning movement.
Contains and index and publications list (ERIC).
AVAILABILITY: National Society for Experiential Education, 3509 Haworth
Dr,, Ste 207, Raleigh NC 27609-7229; Phone: 919-787-3263; URL:
http://www.nsee.org

TITLE: Leadership Challenge: How to Keep Getting Extraordinary Things
Done in Organizations
AUTHORS: James Kouzes; Barry Posner
DATE: 1995
PAGES: 405
ABSTRACT: After surveying 60,000 leaders and constituents, Kouzes and
Posner address five fundamental practices of leadership: challenging the
process, inspiring a shared vision, enabling others to act, modeling the
way, and encouraging the heart. The following commitments are inspired
by these practices: searching out of new challenges for growth and
improvement; experimentation; envisioning an uplifting and ennobling
future; enlisting others with a common vision and values; fostering
collaboration by promoting cooperative goals and building trust;
strengthening people by giving power away; setting the example;
achieving small wins that promote consistent progress and build
commitment; recognizing individual contributions to success of a
project; and celebrate team victories. The authors include case studies
from their research that support their principles of leadership. (SH)
AVAILABILITY: Jossey-Bass Inc., Publishers, 350 Sansome St, San
Francisco CA 94104; Phone: 800-956-7739; Email: webperson@jbp.com; URL:
http://www.jbp.com/jbsearch.html


ORGANIZATIONS

The following organizations are available to provide training and
technical assistance as you work toward developing and/or improving a
quality service-learning program:

Learn and Serve America National Service-Learning Clearinghouse
University of Minnesota, 1954 Buford Avenue, R460 VoTech Building, St.
Paul MN  55108; Phone: 1-800-808-7378; Email: serve@tc.umn.edu; URL:
http://umn.edu/~serve
The Learn & Serve America National Service-Learning Clearinghouse (NSLC)
is a comprehensive information system that collects and disseminates
information on all dimensions of service-learning covering K-12, higher
education, and community-based initiatives.

Learn and Serve America Exchange
Toll-free number: 1-877-LSAEXCH (572-3924)
Led by the National Youth Leadership Council, the Exchange support
service-learning programs in school, colleges and universities, and
community organizations across the country through peer-based training
and technical assistance.  If you need assistance implementing
service-learning programs, have questions, or simply want to speak with
someone who has “been there,” you can utilize the Exchange as a
resource.

National Helpers Network
875 Sixth Avenue, Suite 206, New York, NY 10001; Telephone 212-679-2482;
URL: www.nationalhelpers.org; Email: info@nationalhelpers.org
The National Helpers Network Staff provides expert training, assistance
and on-site guidance to schools and youth serving agencies around the
country. The Network is also a national leader in the service learning
movement, supporting 6,000 adolescents around the country.

The National Service-Learning in Teacher Education Partnership
Cascade Educational Consultants, 2622 Lakeridge Lane, Bellingham, WA
98226, Phone: 360-676-9570; Email: pickeral@az.com; URL:
http://www.az.com/~pickeral/partnership.html
Seven education professionals have combined their efforts to advance
service-learning as an integral component of pre-service teacher
education programs. Each member of the National Service-Learning in
Teacher Education Partnership is experienced as a faculty member,
trainer, facilitator, presenter, and AUTHOR in education and
service-learning.  Each partner has been assigned a geographic region,
consisting of several states, in which they will work with teacher
education faculty and their institutions to consider and employ
service-learning pedagogy in their teacher education programs.

Kellogg Peer Consultant Initiative
Contact: Michelle Kamenov, PCI Coordinator, Phone: 612-624-7242; Email:
mkamenov@tc.umn.edu
Peer consultants are working in 14 states throughout the U.S. to promote
the infusion of service-learning into the core academic curricula of
schools, and in doing so they have broken new ground in developing
models of consultation. In collaboration with their State Education
Agency (SEA) and National Service-Learning Clearinghouse regional
partners, adult and youth peer consultants provide leadership to schools
in creating a shared vision of the kind of relationships necessary to
foster quality service-learning practice.

We hope this information is helpful!

Andrea Roufs
Information Specialist
Learn and Serve America
National Service-Learning Clearinghouse
1-800-808-7378
http://umn.edu/~serve