Casey, Karen McKnight; Davidson, Georgia; Billig, Shelley H., & Springer, Nicole C. (Eds.). (2006). Advancing Knowledge in Service-Learning: Research to Transform the Field. Reviewed by Beronda L. Montgomery, Michigan State University

Casey, Karen McKnight; Davidson, Georgia; Billig, Shelley H., & Springer, Nicole C. (Eds.). (2006). Advancing Knowledge in Service-Learning: Research to Transform the Field. Charlotte, NC: Information Age Publishing, Inc. Pp. xiv + 233   ISBN 1-59311-569-2 Reviewed by Beronda L. Montgomery Michigan State University August 14, 2007 Service-learning has been touted as transformative in nature. The basis for this conjecture is the subject of ongoing research and discussion and the central topic of the latest volume in the “Advances in Service-Learning Research” Series entitled “Advancing Knowledge in Service-Learning: Research to Transform the Field”. This influential collection is derived from the predominant venue for presentations on emergent work in the arena of service-learning education and civic engagement – i.e., the Annual International K-H Service-Learning Research Conference. Contained within the included chapters are discussions on research being conducted in the United States and abroad. Section I – Service-Learning and Civic Engagement Section I focuses on the intimate relationship between service-learning instruction and civic engagement. As the building of this relationship is one of the increasing goals of service-learning education, a great deal of attention is given to exploring this topic in the text. Chapter 1 addresses the question “what is civic engagement?” While a consensus has been growing about the true meaning of service-learning, the core nature of what is meant by civic engagement continues to broaden. In “Approaching Democratic Engagement: Research Findings on Civic Learning and Civic Practice”, author Rick Battistoni discusses the meaning of civic engagement. Once primarily a measure of voter participation, Battistoni argues that civic engagement is growing into a more multifaceted concept that needs unifying language and descriptors for systematic study by investigators. Notably, Battistoni explores a burgeoning concept of active citizenship that is gaining popularity in the United Kingdom. His discussion of this issue identifies challenges and areas of growth in U.S. circles that may be helped by monitoring the strides being made in the U.K. In the second chapter “Service-Learning and Civic Outcomes: From Suggestive Research to Program Models”, authors Suzanne Pritzker and Amanda McBride explore the efficacy of service-learning as compared to other teaching methodologies for achieving student civic outcomes. Three educational approaches for civic outcomes are explored – i.e., service-learning, community service and civic education programs. Notably, all of the programs assessed by these authors were controlled studies that reported quantitative measurements of the impact of the teaching intervention on changes in civic outcomes for students. Following analyses of the rigor of the methodology used for each chosen study and the attainment of outcomes, a number of interesting findings are reported by Pritzker and McBride. Namely, results from rigorous studies on the impact of service-learning show that there is no impact of this teaching intervention on social attitudes, i.e., “a wide variety of civic outcomes related to how youth view themselves as part of a community and the importance they attribute to community service” (p. 29; for specific examples of “social attitudes” indicators see pp. 26-27). By contrast, both community service programs and civic education curricula show a significant impact on social attitudes. Thus, the summary of this chapter is that service-learning may be less effective than anticipated at effecting civic outcomes. For more definitive conclusions to be drawn, however, additional analysis and comparative studies utilizing consistent methodologies will be needed. Chapter 3, “Maximizing Civic Commitment through Service-Learning: Case Studies of Effective High School Classrooms”, focuses on two case studies on civic engagement in the high school classroom. Authors Shelley H. Billing and Susan Root describe the strengths and challenges of two programs that have been effective at attaining civic outcomes with high school students. Based on qualitative investigations with the two strongest-performing schools identified in previous studies (Billing et al. 2005, 2006), the authors report on successful parameters for instilling civic dedication and increased civic knowledge and skills in high school students through the use of service-learning education. Section II – International Perspectives on Service-Learning This two-chaptered section focuses on service-learning practices internationally. The chapters report on exploratory research in Argentina, i.e., “Service-Learning in Argentina Schools: A Descriptive Vision Based on the Projects Presented to the ‘Presidential Service-Learning Award’ (2000-2001)” and a qualitative case study of the critical thinking process in service-learning education in psychology in a private university setting in México. While the chapter on Argentinean service-learning experiences provides a foundation for study of international service-learning, Chapter 5 “Critical Thinking in a Higher Education Service-Learning Program” is basic service-learning research that happens to take place an international setting. In this regard, this section provided limited, specific insight into the particularities and potential unique aspects and challenges of international service-learning endeavors. Section III – Impacts of Service-Learning In the opening chapter of this section “An Evaluation of Academic Service-Learning: Student and Community Perspectives on Lessons Learned”, Lori Simons and Beverly Cleary examine the impact of service-learning in an educational psychology course using a quantitative, triangulation mixed-methods approach. Such an approach, which compares data from multiple data gathering approaches, is expected “to enhance the reliability of the findings for student development” (p. 115). These authors also attempted to address the impact of the service-learning on the community participants, i.e., teachers at local schools or community organizations in which the service-learning activities were conducted, using both quantitative and qualitative approaches. Simons and Cleary report that students participating in service-learning activities showed greater gains in academic, personal and social development measures. Participating teachers from the community reported that working with service-learning students was beneficial to them in terms of their classroom management, as well as allowing them to utilize beneficial pedagogical techniques. Furthermore, these community participants reported on their perceived benefit of the program for the service-learning students in regard to “providing real-life experience and exposing them to urban education” (p. 131). Chapter 7 “Impacts of a Service-Learning Seminar and Practicum on Preservice Teachers’ Understanding of Pedagogy, Community, and Themselves” extends previous research on the implications of service-learning instruction and training on preservice teachers. The authors report that simultaneous participation in a pedagogical seminar on service-learning and actual field experience through participation in a middle-school project were beneficial to preservice teachers. A number of outcomes were realized including increased understanding of service-learning pedagogy, students and community. In “Engaging Scholars in the Scholarship of Engagement: Advancing Research and Publication Knowledge and Creative Production”, authors Kecskes, Collier and Balshem review a program at Portland State University to institutionalize the support and recognition of the scholarship of engagement and the scholarship of teaching and learning. The basis of the program and an assessment of its impacts are presented. The Scholarship of Teaching and Research Team (STRT) program was initiated to assist faculty at all ranks with specific projects related to engagement and teaching and learning. The group provides facilitated support in all aspects of participant projects including project management through dissemination of scholarly work. This chapter provides needed insight into a successful program aimed at sustaining the development and productivity of engaged faculty scholars. The authors assert that this program “is a context for recognition, achievement, and acknowledgement of accomplishments in the areas of the scholarship of teaching and learning and engaged scholarship” (p. 177). Section IV – The Impact of Past Service-Learning Research on Present Thinking This section contains a single chapter “The Wisdom of Delphi: An Investigation of the Most Influential Studies in the K-12 Service-Learning Research in the Past 25 Years” by Robert Shumer. The author presents findings from a two-round Delphi study to identify the most influential studies in the service-learning research field. A Delphi study is one type of method “to capture the collective knowledge and experience of experts in a given field to improve decision making and make predictions about the future” (Gupta and Clarke, 1996). More specifically, Delphi is “a qualitative, long-range forecasting technique, that elicits, refines, and draws upon the collective opinion and expertise of a panel of experts” (Gupta and Clarke, 1996). The Delphi study described here led to the identification and evaluation of 9 research resources that were designated as having had the most impact on the field of K-12 service-learning. The chapter contains an immensely valuable list and summary of each of the nine studies. Shumer concludes that future research in service-learning should be directed at identifying factors that support the creation and implementation of “high quality” service learning programs (pg. 185). He emphasizes that “it is the quality of programs that predicts positive outcomes” (p. 202). The future charge of service-learning researchers, therefore, is to investigate “quality indicators” in service-learning instruction. Section V – Institutionalization of Service-Learning in Higher Education An examination of the progress in institutionalizing service-learning and civic engagement is the focus of the final chapter, which wholly comprises Section V. Authors Casey and Springer support institutionalization as they maintain that “noninstitutionalization can lead to fragmentation, inconsistency, perceived lack of value and rigor, and in the long-term, sustained marginalization” (pp. 209-210). Several lines of evidence of institutionalization are included in the text – e.g. the inclusion of an engagement and service criterion by a higher education accreditation commissioning body, i.e., the Higher Learning Commission of the North Central Association of Colleges and Schools. The authors state that this step speaks to the commissioning body’s “groundbreaking work in establishing and implementing criteria that speaks to service-learning, service, and engagement paves the way for institutions under its purview to articulate and forge ahead in the documentation and implementation of service-learning and civic engagement (p. 215). Also notable, as reviewed by the authors, is the development of service-learning implementation standards that they argue is a valuable sign of institutionalization. In summary, the authors argue that measures of institutionalization “help to propel and maintain the integration of civic engagement and service-learning into institutions of higher education (p. 220). Conclusion This volume covers a range of topics related to its theme “Advancing Knowledge in Service-Learning.” It contains current results from studies on a range of topics, including definitions and implications of service-learning and civic education, international perspectives on service-learning and programmatic and institutional initiatives in the service-learning arena. While some chapters (e.g. Chapter 1) read much like a written speech with many bulleted points but limited in-depth discussion of the background or implications of these points and the volume as a whole lacks a definitive cohesiveness, this is a necessary and valuable volume as the premier venue for service-learning research. Though clearly not a resource for generalists, the text is certainly an essential addition to the library of service-learning practitioners and researchers. References Billing, S. H., Root, S., and Jesse, D. (2005). The relationship between the quality indicators of service-learning and student outcomes: In S. Root, J. Callahan and S. H. Billig (Eds.), Advances in service-learning research: Vol. 5. Improving service-learning practice: Research on models to enhance impacts (pp. 97–115). Greenwich, CT: Information Age. Billing, S. H., Root, S., and Jesse, D. (2006). The impact of high school students’ participation in service-learning on academic and civic engagement. Report prepared for the Carnegie Corporation of New York. Denver, CO: RMC Research Corporation. Gupta, U. G. and Clarke, R. E. (1996) Theory and applications of the Delphi technique: A bibliography (1975-1994). Technological Forecasting and Social Change, 53(2), 185-211. About the Reviewer Dr. Beronda Montgomery teaches in the Department of Biochemistry and Molecular Biology at Michigan State University. Dr. Montgomery studies the impact of service-learning pedagogy on student learning and civic engagement in the life sciences. Her work receives support from the National Science Foundation through a CAREER award.