Perceived freedom, reinforcement schedules, and cost.

Though philosophers have invested great amounts of time and energy probing the dimensions of freedom as it relates to the human situation, psychologists have tended to avoid the topic. However, the relevance of freedom to the empirical investigations of psychology does not reside in an extension of its philosophical roots. The pertinent aspect of freedom for psychology is the freedom a person perceives himself and others to possess. Thus, it is the perception of freedom, be it valid or invalid, and how it influences behavior, that is relevant to psychology

Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies

This article proposes enhancing student learning through civic engagement by considering the advantages of integrating service-learning with study away, research, and internships and pre-professional courses into first-order, second-order, and third-order hybrid high-impact pedagogies. Service-learning contributes numerous attributes to the other pedagogies (e.g., civic learning, regular and structured reflection, reciprocal partnerships, diversity, democratic values) that can produce outcomes that are more extensive, more robust, more transformational, and more distinctive than traditional pedagogies or a single high-impact practice. Possibilities for future research and implications for course design and implementation are proffered

Bringing the Gap between Service and Learning

Learning theorists recognize that not all experiences result in learning, particularly discipline-based learning. John Dewey called for education to be deeply rooted in experience (1916), yet he acknowledged that experience in and of itself is not always educative (1933). Experiences often create controversy, and if the controversy is not reflected upon, it can be a misleading, even harmful experience, which produces a lack of sensitivity and responsiveness in the learner (Dewey 1933). Although an encounter has the potential to develop key perceptions that foster personal growth, it is only when the experience is thoughtfully considered and analyzed that generalizations are formed to influence future action (Glenn and Nelson 1988)

The Scholarship of Civic Engagement: Defining, Documenting, and Evaluating Faculty Work

Civic engagement, which is presented as teaching, research, and service in and with the community, presents new challenges for evaluating faculty work as part of the reappointment, promotion, and tenure process. The nature of service learning, professional service, and participatory action research are examined as faculty work that can be scholarly (i.e., well-informed) and the basis of scholarship (i.e., contributing to a knowledge base). As such, examples of evidence for documenting the work and issues associated with evaluating dossiers are presented

A Service-Learning Curriculum for Faculty

The development of service-learning courses is contingent upon faculty. Institutions of higher education which are interested in service-learning can engage in faculty development activities in order to (a) develop a common understanding on campus concerning the nature of service- learning, (b) establish and maintain the academic integrity of service-learning, (c) increase the confidence of faculty as they implement a new pedagogy, and (d) increase the likelihood that service-learning is institutionalized in higher education. This article describes a curriculum for a series of faculty workshops: Introduction to Service-Learning, Reflection, Building Community Partnerships, Student Supervision and Assessment, and Course Assessment and Research. Each module provides a synopsis of topics and suggested readings for participants

Reflection Activities for the College Classroom

As educators committed to strengthening the integration of service into academic study, we have provided this booklet of reflection activities as our first attempt to consolidate the collective wisdom on reflection activities that can be used in college classrooms

Educating for Informed Community Involvement

Service learning, which integrates community service into coursework, provides a pedagogical intervention that can promote the civic growth of students in unique and powerful ways. Research is reviewed that documents the capacity of service learning to meet learning objectives associated with a conceptual framework that focuses on the knowledge, skills, and dispositions of a civic-minded college graduate. The outcomes of service learning should facilitate these students assuming influential roles in helping others become empowered, and thereby are important for enhancing the quality of life in communities. We also review research that focuses on the impact of service learning for community outcomes. Finally, we present implications for teaching community psychology, and recommendations for future research on service learning and community engagement