International Service Learning (ISL) borrows from the domains of service learning, study abroad, and international education to create a new pedagogy that adds new and unique value from this combination. It is a high-impact pedagogy with the potential to improve students’ academic attainment, contribute to their personal growth, and develop global civic outcomes. The international service experience provides opportunities for additional learning goals, activities, and relationships that are not available in a domestic service learning course or in a traditional study abroad course. The service experience develops reflection while shedding light on and providing an added dimension to the curricular component of the study abroad course. The international education component further broadens students’ perspectives by providing opportunities to compare and contrast North American and international perspectives on course content.This book focuses on conducting research on ISL, which includes developing and evaluating hypotheses about ISL outcomes and measuring its impact on students, faculty, and communities. The book argues that rigorous research is essential to improving the quality of ISL’s implementation and delivery, and providing the evidence that will lead to wider support and adoption by the academy, funders, and partners. It is intended for both practitioners and scholars, providing guidance and commentary on good practice. The volume provides a pioneering analysis of and understanding of why and under what conditions ISL is an effective pedagogy.Individual chapters discuss conceptual frameworks, research design issues, and measurement strategies related to student learning outcomes; the importance of ISL course and program design; the need for faculty development activities to familiarize faculty with the component pedagogical strategies; the need for resources and collaboration across campus units to develop institutional capacity for ISL; and the role that community constituencies should assume as co-creators of the curriculum, co-educators in the delivery of the curriculum, and co-investigators in the evaluation of and study of ISL. The contributors demonstrate sensitivity to ethical implications of ISL, to issues of power and privilege, to the integrity of partnerships, to reflection, reciprocity, and community benefits
Table of Contents:
Preface—Robert G. Bringle Section I. Conceptual Frameworks for International Service Learning 1. International Service Learning—Robert G. Bringle and Julie A. Hatcher 2. The Context for International Service Learning. An Invisible Revolution is Underway—William M. Plater 3. A 360-Degree View of International Service Learning—Nevin C. Brown 4. New Lines of Inquiry in Reframing International Service Learning into Global Service Learning—Nicholas Longo and John Saltmarsh Section II. How Course Design Can Inform Research on International Service Learning 5. An Analysis of International Service Learning Programs—Steven G. Jones and Kathryn S. Steinberg 6. Overcoming the Challenges of International Service Learning. A Visual Approach to Sharing Authority, Community Development and Global Learning—Hilary E. Kahn 7. Service Learning as Local Learning. The Importance of Context—Susan Buck Sutton 8. Research on and through Reflection in International Service Learning—Brandon C. Whitney and Patti H. Clayton Section III. Conducting Research on International Service Learning 9. A Research Agenda for International Service Learning—Humphrey Tonkin 10. What International Service Learning Research can Learn from Research on Service Learning—Janet Eyler 11. What International Service Learning Research can Learn from Research on International Learning—Richard Kiely 12. Quantitative Approaches to Research on International Service Learning. Design, Measurement, and Theory—Robert G. Bringle, Julie A. Hatcher, and Matthew J. Williams 13. Qualitative Research Methodology and International Service Learning. Concepts, Characteristics, Methods, Approaches, and Best Practices—Richard Kiely and Eric Hartman 14. Ethical Issues in Research on International Service Learning—Carole Wells, Judith Warchal, Ana Ruiz, and Andrea Chapdelaine Section IV. An International Perspective on North American International Service Learning 15. A South African Perspective on North American International Service Learning—Mabel Erasmus
About the Author :
Robert G. Bringle is Chancellor’s Professor Emeritus of Psychology and Philanthropic Studies and Senior Scholar in the Center for Service and Learning at Indiana University Purdue University Indianapolis. From 2012-2015, he was the Kulynych/Cline Visiting Distinguished Professor of Psychology at Appalachian State University. He was the Executive Director of the Indiana University Purdue University Indianapolis Center for Service and Learning from 1994-2012. Dr. Bringle was awarded the Thomas Ehrlich Faculty Award for Service Learning, the IUPUI Chancellor’s Award for Excellence in Teaching, and the Legacy of Service Award from Indiana Campus Compact. In 2004, he was recognized at the 4th Annual International Service-Learning Research Conference for his outstanding contributions to the service-learning research field. The University of the Free State, South Africa, awarded him an honorary doctorate for his scholarly work on civic engagement and service learning. Julie A. Hatcher is Associate Professor Emeritus of Philanthropic Studies in the Lilly Family School of Philanthropy at Indiana University Purdue University Indianapolis (IUPUI). From 2012-2018, she was executive director of the Center for Service and Learning and associate professor. Julie serves as co-editor of the IUPUI Series on Service Learning Research (Stylus, 2011, 2013, 2016). Her research focuses on the role of higher education in democracy and civil society, civic learning outcomes in higher education, philanthropic studies, and civic-minded professionals. She serves on the national advisory board for the Carnegie Foundation’s Community Engagement elective classification. Julie is the 2017 International Association for Research on Service-Learning and Community Engagement Distinguished Career Award recipient, and the 2008 Dissertation Award recipient. Julie earned her PhD in philanthropic studies with a minor in higher education at Indiana University. Steven G. Jones is the Assistant
