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Other Institutions' QEP Literature Reviews
Experiential Learning Theory
How We Think by
Publication Date: 1910
OFTEN CITED FOR ITS FOCUS ON REFLECTION AND LEARNING.
Dewey, John. How We Think. Boston: D.C. Heath & Co, 1910. Print.
Experience and Education by
Call Number: LB875 .D3943 1963
Publication Date: 1938
OFTEN CITED FOR ITS GROUNDBREAKING FOCUS ON EXPERIENCE AS AN IMPORTANT FORM OF EDUCATION.
Dewey, John. Experience and Education. New York: Macmillan, 1938. Print.
University/Community Engagement History
The Scholarship of Engagement by
Publication Date: 1996
FREQUENTLY CITED OVERVIEW BY GROUND-BREAKING FIGURE IN HIGHER EDUCATION.
BOYER, E.. The Scholarship of Engagement. Journal of Higher Education Outreach and Engagement, North America, 1, Jan. 1996. Date accessed: 10 Jun. 2015.
Community As Classroom
Publication Date: 2014
FOCUSES MOSTLY ON SERVICE LEARNING, BUT INCLUDES SOME GENERAL HISTORICAL INFORMATION.
"Community As Classroom." ASHE Higher Education Report 40.2 (2014): 39-63. Education Full Text (H.W. Wilson). Web. 10 June 2015.
High Impact Practices
UHD Library has a research guide focusing on high-impact educational practices at http://library.uhd.edu/highimpact.
High-Impact Educational Practices by
Call Number: LC3727 .K84 2008
Publication Date: 2008
THE SEMINAL WORK ON HIGH IMPACT PRACTICES, SEVERAL OF WHICH INVOLVE COMMUNITY ENGAGEMENT.
Kuh, George D, and Carol G. Schneider. High-impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington, DC: Association of American Colleges and Universities, 2008. Print.
Five High-Impact Practices: Research on Learning Outcomes, Completion and Quality. by
Call Number: LA227.4 .B76 2010 PERM RESERVES
Publication Date: 2010
SEVERAL OF THE PRACTICES DISCUSSED INVOLVE COMMUNITY ENGAGEMENT. LOOKS AT UNDERSERVED STUDENTS.
Brownell, Jayne E, and Lynn E. Swaner. Five High-Impact Practices: Research on Learning Outcomes, Completion and Quality. Washington, D.C: Association of American Colleges and Universities, 2010. Print.
Outcomes of High-Impact Educational Practices: A Literature Review by
Publication Date: 2009
SIMILAR TO REPORT IMMEDIATELY ABOVE, EXCEPT IT'S ONLINE AND SHORTER.
Brownell, Jayne, and Lynn Swaner. "Outcomes of High-Impact Educational Practices: A Literature Review." Diversity & Democracy 12.2 (2009): 4-6. Diversity & Democracy. Association of American Colleges and Universities. Web. 10 June 2015. .
Impact on Faculty
Ten Years In The Trenches: Faculty Perspectives On Sustaining Service-Learning by
Publication Date: 2014
NOTES THAT THERE HAVE BEEN VERY FEW STUDIES OF FACULTY INVOLVEMENT IN SERVICE LEARNING. LOOKS AT, AMONG OTHER THINGS, CHALLENGES AND REWARDS OF PARTICIPATION. CITES OTHER STUDIES.
Cooper, Jay R. "Ten Years In The Trenches: Faculty Perspectives On Sustaining Service-Learning." Journal Of Experiential Education 37.4 (2014): 415-428. Professional Development Collection. Web. 29 June 2015.
Faculty Use Of Community-Based Learning: What Factors Really Matter? by
Publication Date: 2015
ARTICLE NOT CURRENTLY AVAILABLE AT UHD, GET ON INTERLIBRARY LOAN.
The purpose of this study was to determine what factors really matter to faculty at a teaching institution in deciding whether or not to use community-based learning in their classrooms. Analyses of 142 respondents revealed that faculty involved in CBL perceived fewer classroom barriers than non-CBL faculty.
Russell-Stamp, Melinda. "Faculty Use Of Community-Based Learning: What Factors Really Matter?." Michigan Journal Of Community Service Learning 2 (2015): 37. Academic OneFile. Web. 16 July 2015.
Impact on Students
Although service learning is not the only form of community engagement, it is the most extensively researched practice that definitely includes engagement with the community.
The Effect Of Community Service Learning On Undergraduate Persistence In Three Institutional Contexts by
Publication Date: 2015
"...STUDENTS WHO ENROLLED IN CSL COURSES ARE MORE LIKELY TO REENROLL IN SUBSEQUENT TERMS....CSL IS PARTICULARLY IMPORTANT FOR STUDENT RETENTION AT A CAMPUS WITH HIGHER PERCENTAGES OF PART-TIME STUDENTS...AND COMMUTERS."
Reed, Susan C., et al. "The Effect Of Community Service Learning On Undergraduate Persistence In Three Institutional Contexts." Michigan Journal Of Community Service Learning 2 (2015): 22. Academic OneFile. Web. 20 July 2015
The Relationship Between Service-Learning And Degree Completion by
Publication Date: 2013
VERY IMPORTANT ARTICLE. LARGE LONGITUDINAL STUDY AT VIRGINIA COMMONWEALTH, WHICH IS DIVERSE. CONCLUDES THAT SERVICE LEARNING STUDENTS EARNED MORE CREDITS, HAD A HIGHER AVERAGE COLLEGE GPA, AND GRADUATED AT A SIGNIFICANTLY HIGHER RATE, EVEN WHEN TRADITIONAL PREDICTORS FOR GRADUATION ARE CONSIDERED.
Lockeman, Kelly S., and Lynn E. Pelco?. "The Relationship Between Service-Learning And Degree Completion." Michigan Journal Of Community Service Learning 20.1 (2013): 18-30. ERIC. Web. 29 June 2015.
Where's the Learning in Service-Learning? by
Call Number: LC220.5 .E95 1999
Publication Date: 1999
MUCH CITED AS SHOWING THE BENEFICIAL IMPACTS OF SERVICE LEARNING ON STUDENTS.
Eyler, Janet, and Dwight Giles. Where's the Learning in Service-Learning?San Francisco: Jossey-Bass, 1999. Print.
Does Service-Learning Increase Student Learning?: A Meta-Analysis by
Publication Date: 2012
ANALYSIS OF 11 RESEARCH STUDIES CONCLUDES SERVICE LEARNING DOES INCREASE STUDENT LEARNING AND HAS A POSITIVE INFLUENCE ON STUDENT LEARNING OUTCOMES.
Warren, Jami L. "Does Service-Learning Increase Student Learning?: A Meta-Analysis." Michigan Journal Of Community Service Learning 18.2 (2012): 56-61. ERIC. Web. 29 June 2015.
How Service Learning Affects Students by
Publication Date: 2000
OFTEN-CITED STUDY. "THIS STUDY EXPLORED THE EFFECTS OF SERVICE LEARNING AND COMMUNITY SERVICE ON COLLEGE UNDERGRADUATES' COGNITIVE AND AFFECTIVE DEVELOPMENT, INVESTIGATING HOW SERVICE ENHANCED LEARNING... THE STUDY FOUND THAT SERVICE PARTICIPATION SHOWED SIGNIFICANT POSITIVE EFFECTS ON ALL 11 OUTCOME MEASURES."
Astin, Alexander W., et al. "How Service Learning Affects Students." (2000): Higher Education Research Institute, UCLA. Web. 25 June 2015.