Today’s students face the challenge of finding a career and a passion while facing economic uncertainty. Service learning has the potential to challenge and inspire students as they hone their skills. An increasingly popular subject, service and experiential learning are changing the way education is taught worldwide.

Student Experiences and Educational Outcomes in Community Engagement for the 21st Century collects and analyzes students’ experiences in diverse service-learning contexts, giving fodder for rethinking strategies and finding optimal pedagogies for successful community engagement. This unique publication is ideal for educators, administrators, policy makers, and students of education.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Civic Engagement
Community College Students
Critical Thinking
E-Service Learning
ESL Education
Experiential Learning
Leadership
Virtual Teamwork

Reviews & Statements

A 2017 IGI Global publication, Student Experiences and Educational Outcomes in Community Engagement for the 21st Century brings together service learning research through the eyes of students and examines how various models and settings effect learning. Editors Cathryn Crosby and Frederick Brockmeier worked with an editorial board to develop the most comprehensive selection of programs, models, and student encounters to understand both the optimum student learning and also the challenges in service learning.
This volume is part of the
(AEMAL) Book Series that promotes publications that address leadership, administrative management, and marketing of services in the field of education. An earlier companion volume, Community Engagement Program Implementation and Teacher Preparation for 21st Century Education, presents overlapping learning service topics such as community engagement, teacher preparation, and program implementation.
Like all books in the series, this one has a detailed table of contents with useful overviews of chapter contents. The 11 chapters are divided over three sections: Community Engagement Collaborations across Curricula and Contexts; Community Engagement Online; and Further Considerations. Chapters have introductory information which leads to the research framework followed by the results of the collected information, conclusions, and recommendations. Black-and-white figures and tables are included, and chapters close out with references, a listing of definitions, and appendixes where appropriate. Back matter includes an extensive “Compilation of References” which will extend service learning research.
Service learning gives students the hands-on opportunity to take the classroom learning and apply it in the field. The body of this book explains experiential learning in the community and what this means from the students’ experiences. Settings will vary within frameworks such as English as a second language challenges and student service learning in low economic communities. Programs may introduce learning for those in unique communities such as a literacy project for incarcerated parents. Student encounters give fodder for creating similar or new service learning in higher education facilities, and the importance of critical thinking, evaluation, and reflection reminds educators of the full spectrum of creating community learning, both in person and with the global, online community.
What does community engagement look like for the educational system where you are?Student Experiences and Educational Outcomes in Community Engagement for the 21st Centuryresearches the student experience and will be useful for K-12 and higher education teachers and administrators looking to implement change and educational opportunity far beyond the classroom. Community leaders and volunteers will also find the information here to create strong partnerships and learning engagement.

– Janis Minshull, ARBA Reviews

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Editor/Author Biographies

Dr. Cathryn Read Crosby is faculty in the TESOL/AL Program at Teachers College, Columbia University, where she also heads the MA TESOL degree. Her research interests include: preparing teachers to work with English language learners, service-learning, academic literacies, and feedback-on-feedback. Her most recent publications include: “Teaching U.S-Educated Multilingual Writers across Classrooms and Institutions”, In Teaching U.S.-Educated Multilingual Writers: Practices from and for the Classroom, (Fall 2015); “Service-eLearning in TESOL Teacher Preparation”, Ohio TESOL Journal (Winter, 2014); “Integrating Service-Learning into a Course on Teaching English Language Learners”, PACTE Journal, (Fall 2014); and “Developing Global Literacy Skills of K-12 Content-Area Teachers of English Language Learners (ELLs) through Service-Learning”, In Promoting Global Literacy Skills through Technology-Infused Teaching and Learning, IGI-Global Publishing, (2014).

Frederick Brockmeier’s career path has been as a trial lawyer, legal adviser, trial consultant, counselor and facilitator. He earned a Bachelor Degree in Philosophy from the University of Cincinnati. He served on active duty in the Navy as a Supply Officer and continued for another 22 years ending when he was selected for Captain as the Commanding Officer of Navy (combat) Cargo Handling Battalion, RCHB - 9. After the conclusion of his active duty, he graduated with a Juris Doctorate from the University of Cincinnati College of Law and began practice as an attorney specializing in medical malpractice defense. Over the succeeding years, he concluded post-graduate work at the U. S. Naval War College in Strategy and Policy and in Defense Economics and Decision Making and from the University of the South School of Theology. He returned to graduate school for a Ph.D. in Psychology from the Union Institute and University. He currently holds a full-time position at Northern Kentucky University in the Organizational Leadership program in 2005. He has published articles on the use of technology in higher education and integration of service learning into distance learning.

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