Academic Service Learning:
A Pedagogy of Action and Reflection

Any college faculty or staff member who has actually experimented with "service learning" or entertained the idea should find this collection of essays helpful. Beginning with the premise that academic service learning is a "movement whose time has come," the editors have collected practically- oriented essays written by faculty members experienced in integrating service with learning. As part of the series "New Directions for Teaching and Learning," this issue very clearly upholds and exemplifies the underlying goal of presenting postsecondary-education theory, research, and practice in a manner that highlights teaching itself as an integral form of scholarship. Recognizing that integrating community service into structured learning at the college and university levels is viewed as increasingly important, the editors have blended essays focusing on practical guidance, reasonable caution, and advocacy of scholarly input and output.

Why has "service learning" become such a buzzword? Among the reasons given throughout the book is its potential to be a means to the goal of liberating and broadening students (and faculty), particularly through "values" education. (It is generally assumed that values developing through service learning help balance the societal scales currently thought to be tipping toward individualism rather than community.) For faculty, service learning provides an opportunity to be involved in multiple creative relationships and to feel that teaching is really making a difference. Other major issues addressed include service learning and its relations with the following: democracy, multiculturalism, innovative teaching models, community and academy needs, and organization and faculty development. Perhaps the most significant contribution lies in the bibliography following each essay and interwoven into the final chapter. Of particular interest is the American Association of Higher Education's Series on Service Learning in the Disciplines, 1997-1998.

A few "case studies" are cited in several essays--such as realization of the East St. Louis Farmers' Market resulting from the partnership between a neighborhood organization and the University of Illinois and of anectodal documentation of the growing awareness and critical stance of a traditionally "conservative" student. But the focus is on resources for and conceptualization of the timely challenge of integrating service learning into various learning environments. In this sense, the final essay, "Resources for Research and Practice in Service Learning," by D. Scott Dixon, is particularly helpful.

The following essays make up the book:

1. K. M. Weigert, "Academic Service learning: Its Meaning and Relevance" (to community and pedagogical concerns)
2. I. Harkavy and L. Benson, "De-Platonizing and Democratizing Education as the Bases of Service Learning" (rooted in Dewey's vs. Plato's view of the people)
3. J. P. F. Howard, "Academic Service Learning: A Counternormative Pedagogy" (highly innovative)
4. M. Mendel-Reyes, "A Pedagogy for Citizenship: Service Learning and Democratic Education" (or preparation for citizenship)
5. R. A. Rhoads "Critical Multiculturalism and Service Learning" (in a Washington, D. C. homeless project)
6. D. D. Cooper, "Reading, Writing, and Reflection" (related to passion, opinions, and critical thinking)
7. K. M. Reardon, "Participatory Action Research as Service Learning" (in a specific urban environment)
8. D. E. Giles, Jr., and J. Eyler, "A Service Learning Research Agenda for the Next Five Years" (expressed in ten key questions thus far unresolved)
9. K. Ward, "Addressing Academic Culture: Service Learning, Organizations, and Faculty Work" (or how committed are the institution and its leaders?)
10. E. Zlotkowski, "A Service Learning Approach to Faculty Development" (illustrated by a conceptual matrix graphing the complexities)
11. D. S. Dixon, "Resources for Research and Practice in Service Learning" (annotated as works, journals, and sources)

Faculty and administrators across all disciplines who are interested in knowing more about what service learning is and is not and where to look for help should start here. Without denying the complexity of the concept or the difficulty of its realization, these essays offer convincing examples of the why and how of service learning and motivation for at least considering it. Roadmaps for further research--on such topics as whether it should be required or voluntary, and how to evaluate and document it--are at our fingertips in this collection.

Alice Weldon,
UNC-Asheville

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