Practical Wisdom for Conducting Research on Service Learning

Julie A. Hatcher is Associate Professor Emeritus of Philanthropic Studies in the Lilly Family School of Philanthropy at Indiana University Purdue University Indianapolis (IUPUI). From 2012-2018, she was executive director of the Center for Service and Learning and associate professor. Julie serves as co-editor of the IUPUI Series on Service Learning Research (Stylus, 2011, 2013, 2016). Her research focuses on the role of higher education in democracy and civil society, civic learning outcomes in higher education, philanthropic studies, and civic-minded professionals. She serves on the national advisory board for the Carnegie Foundation’s Community Engagement elective classification. Julie is the 2017 International Association for Research on Service-Learning and Community Engagement Distinguished Career Award recipient, and the 2008 Dissertation Award recipient. Julie earned her PhD in philanthropic studies with a minor in higher education at Indiana University. Robert G. Bringle is Chancellor’s Professor Emeritus of Psychology and Philanthropic Studies and Senior Scholar in the Center for Service and Learning at Indiana University Purdue University Indianapolis. From 2012-2015, he was the Kulynych/Cline Visiting Distinguished Professor of Psychology at Appalachian State University. He was the Executive Director of the Indiana University Purdue University Indianapolis Center for Service and Learning from 1994-2012. Dr. Bringle was awarded the Thomas Ehrlich Faculty Award for Service Learning, the IUPUI Chancellor’s Award for Excellence in Teaching, and the Legacy of Service Award from Indiana Campus Compact. In 2004, he was recognized at the 4th Annual International Service-Learning Research Conference for his outstanding contributions to the service-learning research field. The University of the Free State, South Africa, awarded him an honorary doctorate for his scholarly work on civic engagement and service learning. Thomas W. Hahn is the Director o

• Foreword—Jeffrey Howard Series Preface—Robert G. Bringle and Julie A. Hatcher Part One. Framing the Conversation 1.1 Practical Wisdom for Conducting Research. An Introduction—Robert G. Bringle, Julie A. Hatcher, and Thomas W. Hahn 1.2 Purpose Beyond Ourselves—William M. Plater 1.3 Practical Wisdom as an Ethical Framework for Engaged Learning and Scholarship—Jay W. Brandenberger Part Two. Sharing Pathways and Perspectives 2.1 Service Learning and the Democratic Project. Building Bridges for the Next Generation Research Agenda—Nick V. Longo 2.2 A Developmental Psychologist’s Journey. How I Learned About Service Learning, Social Justice, and Community Engagement and Entered a New Research Field—Barbara E. Moely 2.3 Advancing Full Participation—KerryAnn O’Meara 2.4 Meeting the Challenges of Service Learning Research Domestically and Abroad. Field Building and Legitimacy—Andrew Furco 2.5 Integrating Social Psychology With Service Learning—Robert G. Bringle 2.6 Building and Bridging. Reflections of an Engaged Scholar—Lorilee R. Sandmann 2.7 Research for Just, Inclusive, and Sustainable Communities—Eric Hartman 2.8 The Journey of a Community-Engaged Scholar—Sherril Gelmon 2.9 A Space for Praxis. Engaging in Reflective Practice as a Scholar-Administrator—Emily M. Janke 2.10 An Unexpected Journey Toward Research—Julie A. Hatcher 2.11 Supporting Others in Research. Practical Wisdom From Emerging and Accomplished Scholars—Dan Richard 2.12 Research to Influence Change—John Saltmarsh Part Three. Deepening Collaborative Research 3.1 Practical Wisdom on Co-Inquiry in Research on Service Learning—Patti H. Clayton, Stephanie Stokamer, Leslie Garvin, Deanna Shoemaker, Stacey Muse, and Katrina Norvell About the Contributors Index

From the Foreword:“Preeminent SLCE researchers share their research stories, lessons learned, and guidance for future research and researchers. Each chapter is replete with each author's SLCE research trajectory, homespun stories of their research and campus experiences, and past and future research agendas and practice plans, in essence portraits of reflective practitioners and researchers. Although it may seem counter-normative to blend the practical and research, doing so makes perfect sense. When we read a published article, we have no idea the trials and tribulations faced by the scholar, and often do not know the role of that particular study in the author's overall research agenda. This book makes such matters and others transparent, and its focus is unprecedented in the SLCE field. If you consider yourself an SLCE researcher or a prospective one, then you will find this book a must-read because it illuminates the trajectory of some of the talented SLCE researchers' stories of becoming involved in the work. Seasoned, early career, and aspiring SLCE researchers will find this book chock-full of guidance to inform and improve SLCE research. I cannot overstate the value of this book (and the entire book series) to advancing SLCE research agenda and movement.”Jeffrey Howard, Assistant Director, Center for Learning Through Community ServiceUniversity of Michigan“Service learning pedagogy is thriving due, in large measure, to the authors of this volume, who, in aggregate, have set the standards for generating outcome-based evidence of the impact of service learning on student achievement. Instructors interested in adding practice knowledge to augment their students’ academic knowledge, will avoid many pitfalls by absorbing the “Practical Wisdom” offered for conducting service learning, community engaged research. As a result instructors and students alike will gain deeper understanding about civic engagement, collaborative inquiry, and authentic learning.”Hiram E. Fitzgerald, University Distinguished ProfessorMichigan State University“Practical Wisdom provides varied and essential guidance for those wishing to pursue service learning research. But the richness of this volume comes from the personal narratives of leaders in the field who connect that guidance to their personal journeys as service learning practitioners and scholars. The result is a compelling case for the scholarly foundation of service learning research and a call to the next generation of scholars to embrace the work.”Mel Netzhammer, Chancellor, Washington State University VancouverWashington State University Vancouver