Strengthening+the+theoretical+bases+of+research+on+service+learning+-+Research+related+to+students,+community,+faculty,+institutions,+and+partnerships

**Strengthening the theoretical bases of research on service learning: Research related** **to students, community, faculty, institutions, and partnerships** Robert G. Bringle, Executive Director, Center for Service and Learning, IUPUI [rbringle@iupui.edu] Rick Battistoni, Professor of Political Science, Providence College [RICKBATT@providence.edu] Patti Clayton, Practitioner-Scholar, PHC Ventures; Senior Scholar, IUPUI; Visiting Scholar, UNCG [patti.clayton@curricularengagement.com] Peggy Fitch, Professor of Psychology, Central College [FitchP@central.edu] Andy Furco, Associate Vice President for Community Engagement, University of Minnesota [afurco@umn.edu] Barbara Holland, Senior Scholar, IUPUI; Higher Education Consultant [holland.barbaraa@gmail.com] Barbara Jacoby, Faculty Associate for Leadership and Community Service-Learning, University of Maryland [bjacoby@umd.edu] Emily Janke, Special Assistant for Community Engagement, University of North Carolina at Greensboro [emjanke@uncg.edu] KerryAnn O'Meara, Associate Professor of Higher Education, University of Maryland [komeara@umd.edu] Roger Reeb, Professor of Psychology, University of Dayton [Roger.Reeb@notes.udayton.edu] Lorilee Sandmann, Professor of Adult Education, University of Georgia [sandmann@uga.edu]



**Keywords:** Conceptual frameworks, assessment, theory, research agendas

**Track:** Theoretical or conceptual frameworks to advance research

**Format:** Conversation hour

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**Date & time:** Friday 2:00-3:10 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**Location:** Crystal Room

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**Summary:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">One of the continuing criticisms of service-learning research is the lack of strong theoretical frameworks to support the design of studies. In this session, focused on strengthening the theoretical base of service-learning research, several authors contributing chapters to //Research on Service Learning: Conceptual Frameworks and Assessment// (Clayton, Bringle, & Hatcher, eds.; forthcoming from Stylus Publishing) will share and invite critical application of theories from various disciplines that are relevant to their respective topic area of service-learning research.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Small group discussions will form around areas of research emphasis: Students (e.g., cognition, civic learning), Community (e.g., community development), Faculty (e.g., motivation), Institutions (e.g., leadership), and Partnerships (e.g., inter-organizational relationships). Within each topic we will discuss relevant theoretical frameworks (some new to the field), critique research on the topic to date, and explore future research agendas.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">The discussion will also have implications for service-learning practice. For example, when we bring theory from the field of inter-organizational relationships to bear in the investigation of community-campus partnerships, what recommendations arise for the work of professionals in boundary spanning roles? When we bring theory related to meta-cognition and transfer to bear in the investigation of student cognitive development through service-learning, what recommendations arise for the design of courses, including assessment strategies?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">The discussion in this session will stimulate future research by offering wide-ranging theoretical frameworks and engaging participants in thinking about how they can shape their own and the field’s research agendas. Participants will:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">interact with service-learning scholars in each topic area around some of their most current work
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">be introduced to a range of theories relevant to service-learning research
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">discuss the implications of these theories for advancing research and practice
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">help shape future research in service-learning
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">obtain lists of “must read” references

<span class="apple-style-span" style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">** References: ** <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">There were no references provided with this proposal.

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