Book sale - December 9-31, 2014 - For each Charting the Course purchased at regular price receive the THIN book free!
Charting the Course for Service Learning: From Curriculum Considerations to Advocacy—A Faculty Development Workbook
- Campus Compact Member Price: $35.00
- Non-Campus Compact Member Price: $70.00
The THIN Book of Service-Learning for Faculty
- Campus Compact Member Price: $15.00
- Non-Campus Compact Member Price: $30.00
Book reviews by Tiffany Erk, Ed.D.
The THIN Book of Service-Learning for Faculty Coulter-Kern, M. L., Lahman, M.P., Smithson, S., Stiler, G., Winikates, D. L. (2006). The thin book of service-learning for faculty. Beilke, J. R. (Ed.). Muncie, IN: Ball State University Printing Services.
This slim, 53 page book created by the 2004-2005 class of Indiana Campus Compact Faculty Fellows provides an excellent resource for faculty members new to developing service-learning courses. Emerging faculty are the primary audience for this detailed, how-to guide to develop an effective, meaningful course with reciprocal impact within the community.
Utilizing the theoretical framework of Kolb's Learning Styles and grounded theory, the 2004-2005 Faculty Fellows group collaborated to create this concise, well-developed text. This book is a great tool to give to faculty members who are interested in service-learning but who are relatively new to the processes of development, implementation, and reflection. In particular, this text introduces a language with which to discuss the theoretical underpinnings, cumulative qualitative data, and potential for student development of service-learning experiences. Further, this book would be an excellent tool to provide faculty or student affairs administrators to introduce the key concepts of service-learning course development in a department or at an institution that is just beginning to develop this area of work.
The reader will find a step-by-step guide – each step authenticated by research – from the pre-engagement phase of service-learning to the implementation and finally reflection. Brief and concise enough to be manageable for the fledgling faculty member who wants to develop a high quality course grounded in pedagogical theory without introducing an overwhelming or unnecessary amount of information. The more seasoned service-learning faculty member will find this text useful to refresh and gauge the strength of the structure of established service-learning courses.
Charting the Course for Service-Learning: From Curriculum Considerations to Advocacy a Faculty Development Workbook Eisenhauer, M.J., Marthakis, N.J., Jamison, J.R., Mattson, M. (2011). Charting the course for service-learning: From curriculum considerations to advocacy a faculty development workbook. Indianapolis: Indiana Campus Compact.
Developed by the 2009-2010 class of Indiana Campus Compact Faculty Fellows, this comprehensive piece delves deeper into the multiple facets of successfully crafting, sustaining, and sharing the passion for service-learning and service engagement in higher education. This guide was intentionally developed to meet practitioners where they are in terms of interest and experience level and it is therefore useful to a myriad of practitioners with a breadth of experience in the field.
This comprehensive text is invaluable to faculty members with a wide range of experience in service-learning course development. Thirteen topical chapters are included and cover a range of topics, including: administrative issues, promotion and tenure, community partnerships, student benefits, syllabus design, funding options, and budget development, reflection and preflection, celebration and recognition and advocacy. Included with the workbook is a CD that contains templates for ideas presented in each of the topical chapters. A practitioner may easily pick up this text and go directly to the topic area of interest and work through that chapter or explore the book sequentially from beginning to end.
This thorough text is written by faculty and for faculty with the goal of enhancing the rewards that can be reaped through developing high-quality community engaged teaching and service. The most common barriers to implementing and expanding service-learning courses are faced (time, budget, tenure, administrative issues) and answered. This workbook is a must-have for the bookshelf of any committed service-learning professional