Center Library

Teaching and Learning for Social Justice and Equity in Higher Education

Parson, L., and Ozaki, C. (2020)
London, United Kingdom: Palgrave Macmillan

This book is the first of three edited volumes designed to reconceptualize teaching and learning in higher education through a critical lens, with this inaugural publication focusing on the fundamentals behind the experience. Chapter authors explore recent research on the cognitive science behind teaching and learning, dispel myths on the process, and provide updates to the application of traditional learning theories within the modern, diverse university. Through reviews of fundamental theories of teaching and learning, together with specific classroom practices, this volume applies social justice principles that have been traditionally seen as belonging to K-12 or adult education to higher education.

Community Partner Guide to Campus Collaborations

Cress, C.M., Stokamer, S.T., and Kaufman, J.P. (2015)
Sterling, Virginia: Stylus Publishing

Recognizing both the possibilities and the pitfalls of community-campus collaborations, this book demystifies the often confusing terminology of education, explains how to locate the right individuals on campus, and addresses issues of mission, expectations for roles, tasks, training, supervision, and evaluation that can be fraught with miscommunication and misunderstanding. Most importantly, it also provides a model for achieving full reciprocity in what can be an unbalanced relationship between community and campus partners so that all stakeholders can derive the maximum benefit from their collaboration.

Assessing Service-Learning and Civic Engagement: Principles and Techniques, 2nd Edition

Gelmon, S.B., Holland, B.A., and Spring, A. (2018)
Sterling, Virginia: Campus Compact

This book offers a broad overview of many issues related to assessment in higher education, with specific application for understanding the impact of service-learning and civic engagement initiatives. This revised edition includes an additional chapter that explores recent changes in the assessment landscape and offers examples and resources for designing assessment strategies for community engagement in higher education. This volume will be helpful for individuals seeking a comprehensive resource on assessment issues in higher education.

Democracy and Civic Engagement: A guide for higher education

American Democracy Project. (2004)
Washington, D.C.: American Association of State Colleges and Universities

This monograph has come out of a Wingspread meeting, held in June 2004, attended by 40 university leaders as well as scholars of civic engagement. It is intended to help senior university leaders move their institutions forward on a path toward an institution-wide vision of student civic engagement.

The First Amendment on Campus. A Handbook for Community and University Administrators

Bird, L.E., Mackin, M.B. & Schuster, S.K. (2006)
Washington, D.C.: National Association of Student Personnel Administrators (NASPA)

What should college and university administrators do when the First Amendment seemingly conflicts with tightly held institutional values? Should administrators block, discourage, or attempt to adjudicate speech because it doesn’t agree with their belief systems or institutional mission statements? This reader-friendly handbook addresses the responsibilities of administrators to balance protecting the rights of many different parties while maintaining a campus atmosphere conducive to learning. It offers practical advice and strategies for dealing with myriad First Amendment issues based on previous court cases and the experiences of administrators and campus hearing officers who have lived to tell about it.

Advancing a Civic Engagement Agenda

Bentley, C., Dunfee, R., Olsen, B. (2009)
Washington, D.C.: American Association of State Colleges and Universities

This guide draws its inspiration, and much of its practical advice, from campus coordinators of the American Democracy Project (ADP), a civic engagement initiative that began in 2003 as a partnership of the American Association of State Colleges and Universities (AASCU) and The New York Times. The goal of this monograph is to develop a broader, deeper commitment to civic engagement in American higher education. The monograph focuses on issues such as defining and marketing programs, assembling a project plan, funding the programs, developing and writing successful grant proposals, and managing and implementing resources and grants.

Becoming a Steward of Place: Four Areas of Institutional Focus

Domagal-Goldman, J., Dunfee, R., Jackson, A., Stearns, P. & Westerhof, J.M. (2014)
Washington, D.C.: American Association of State Colleges and Universities (AASCU)

The monograph, a follow-up to AASCU’s 2002 effort, Stepping Forward as Stewards of Place, explores four key areas of stewardship at state colleges and universities: civic engagement, P-12 schools, community and economic development, and internationalization. As this monograph stresses, institutional work with community is not unidirectional. It explores the collaborative nature of stewardship, and points out that institutional success is inextricably linked to the success of communities—and that communities are the living classrooms and laboratories where students and faculty learn.

New Directions in Civic Engagement: University Avenue Meets Main Street

Ferraiolo, Kathleen (2004)
Charlottesville, Virginia: Pew Partnership for Civic Change.

In this edited monograph, nearly twenty distinguished leaders in the fields of higher education and community development share their insights about how and why higher education must take a more active, engaged role in local communities. One of the major purposes of this monograph is to help both higher education stakeholders and community practitioners to envision and experience the fruits of collaboration.

Lessons Learned on the Road to Student Civic Engagement

Germond, T., Love, E., Moran, L., Moses, S., Raill, S. (2006)
Providence, Rhode Island: Campus Compact

This volume reflects on three years of success in mobilizing students at the campus, state, and national level during Campus Compact’s Raise Your Voice (RYV) student civic engagement campaign. Written by RYV student leaders, Lessons Learned includes a frank discussion of barriers to engagement and how to overcome them, including ways to collaborate, cut through bureaucracy, and mobilize students; a new working definition of civic engagement; a look at the role of higher education in fostering civic engagement and preparing students for public life; and ideas for how to begin the process of building an active, civically engaged campus.

Educating Students for Political Engagement. A Guide to Implementation and Assessment for Colleges and Universities

Goldfinger, J. & Presley, J.W. (Eds.). (2010)
Washington, D.C.: American Association of State Colleges and Universities (AASCU)

This monograph not only test the ideas, but harvested the wisdom and insights from actual campus work about how to implement civic engagement programs. This monograph, and the efforts of participating campuses, helps to realize the original dream of the American Democracy Project—to engage in work that will help America’s campuses become more intentional about their obligation to prepare the next generation to be informed, engaged citizens of our democracy.

The Stories and Lessons from Campus/Community Collaborations

Gray, C., Heffernan, J., Norton, M. Partnerships that Work
Grantham, Pennsylvania: Pennsylvania Campus Compact

It describes the $1.5 million three-year project conducted by the New York and the Pennsylvania Campus Compacts, funded by Learn and Serve America—Higher Education, entitled “Building on Our Strengths.”

Through subgrants to 16 projects, over 70 campuses and their community partners received grants to establish and expand service-learning via networks among regional partners or within academic disciplines. Valuable lessons about campus/community partnerships, the development of loosely-coupled networks, and the many variations of community-based education, civic engagement and service-learning emerged across a range of institutional types. The lessons learned should be useful to institutional leaders and policy-makers as well as to faculty and staff involved in the public mission of higher education.

Service-Learning Essentials. Questions, Answers, and Lessons Learned

Jacoby, B. (2015)
San Francisco, California: John Wiley & Sons

Service-Learning Essentials is the resource you need to help you develop high-quality service-learning experiences for college students. Written by one of the field's leading experts and sponsored by Campus Compact, the book is the definitive work on this high-impact educational practice. Service learning has been identified by the Association of American Colleges and Universities as having been widely tested and shown to be beneficial to college students from a wide variety of backgrounds.

First-Year Civic Engagement: Sound Foundations for College, Citizenship and Democracy

LaBare, M. J. (2008)
New York: The New York Times Knowledge Network

This monograph has grown from the vision and collaborations of faculty, administrators, scholars, and national higher education leaders who act on their beliefs that American colleges and universities share a mission to educate citizens for democracy. The authors take seriously the responsibility to help students, beginning in their first college year, to develop the core skills they need to exercise their moral and civic responsibility.

The New Student Politics. The Wingspread Statement on Student Civic Engagement

Long, S.E. (2001)
Providence, Rhode Island: Campus Compact.

From March 15-17, 2001, a group of 33 juniors and seniors representing 27 colleges and universities gathered at the Johnson Foundation in Racine, Wisconsin, for the Wingspread Summit on Student Civic Engagement. The students were nominated by faculty and community service directors and asked to participate in a candid group discussion focused on their “civic experiences” in higher education. This Statement is not intended to be the final word on student engagement. Instead, we hope it captures the tensions and promise surrounding meanings we, as students, assign to politics and our development as citizens of American Democracy.

The Promise of Partnerships. Tapping into the College as a Community Asset

Scheibel, J. Bowley, E.M. & Jones, S. (2005)
Providence, Rhode Island: Campus Compact

This hands-on resource offers community organizations practical guidance in establishing and sustaining effective partnerships with higher education. It was written with input from community organizations and colleges from across the country that have forged successful partnerships with each other. You’ll find valuable information on: using the local college or university to reach your organization’s goals; the ins and outs of working with college students and faculty; how to make contact at your local college; sustaining the partnership over the long haul.

Benchmarks for Campus/Community Partnerships

Torres, J., Schaffer, J. (2000)
Providence, Rhode Island: Campus Compact.

This publication outlines the essential features of genuine democratic campus/community partnerships as defined at the Wingspread Conference. It is written primarily for the higher education community, and it is intended to describe partnerships in terms of three ongoing processes—designing partnerships, building relationships, and sustaining partnerships over time. This publication is not intended to be a step-by-step guide, but rather a series of guidelines that feature the essential components of any truly democratic and genuine campus/community partnership.

Directory of Human Resources

Williams, Susan. (Ed.) (2016)
Bloomington, Illinois: Path Crisis

PATH’s Directory serves as a comprehensive source of information. It is full of resources that serve our community in the nonprofit arena. The Service Index is in line with the National Alliance of Information and Referral Systems Taxonomy that standardizes the field nationwide. As a result, the categories are more diverse and specializes.

Students as Colleagues: Expanding the Circle of Service-Learning Leadership

Zlotkowski, E., Longo, N.V., Williams, J. (Eds.). (2006)
Providence, Rhode Island: Campus Compact

This seminal volume takes service-learning to a new level by demonstrating how it can meet academic and community goals while developing student leaders in the process. Filled with student voice, including student co-authors, Students as Colleagues highlights ways to create opportunities for students to take on real leadership roles in connecting their studies with community changes. Sections on identifying and recruiting student leaders, training (including peer monitoring), using students as staff, student-faculty partnerships, and students as academic entrepreneurs offer numerous models and best practices from institutions across the country.

Responding to Campus Protests: A Practitioner Resource

Vol.1 Issue 2 (2014)
Education Law Assosiation, NASPA Research, Policy Institute

This Issue of Legal Links offers student affairs professionals with a resource for addressing campus protests. Divided into several short articles, this issue identifies key legal rules applicable to campus protests, suggests policy language for student codes of conduct, distinguishes between practices at private and public institutions, presents advice on partnering with campus police, highlights an institution’s response to civil disobedience on its campus, and presents an easy to follow guide for campus leaders through a series of questions and answers. Throughout this issue, the legal and practice-based insights honors First Amendment principles of free speech, promotes inclusion, and maintains campus safety and order.

Michigan Journal of Community Service Learning

Vol.21 Issue 1 (2014)
Michigan Journal of Community Service Learning

Launched in 1994, the Michigan Journal of Community Service Learning is an international, peer-reviewed, multi-disciplinary academic journal for college and university faculty and administrators, with an editorial board and cadre of peer reviewers representing faculty from many higher education disciplines and professional fields. It is a publication of the University of Michigan’s Ginsberg Center.

Michigan Journal of Community Service Learning

Vol.21 Issue 2 (2015)
Michigan Journal of Community Service Learning

Launched in 1994, the Michigan Journal of Community Service Learning is an international, peer-reviewed, multi-disciplinary academic journal for college and university faculty and administrators, with an editorial board and cadre of peer reviewers representing faculty from many higher education disciplines and professional fields. It is a publication of the University of Michigan’s Ginsberg Center.

Higher Education Exchange

Kettering Foundation (2014)

This annual publication serves as a forum for new ideas and dialogue between scholars and the larger public. Essays explore ways that students, administrators, and faculty can initiate and sustain an ongoing conversation about the public life they share. The Higher Education Exchange is founded on a thought articulated by Thomas Jefferson in 1820: “I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education.” In the tradition of Jefferson, the Higher Education Exchange agrees that a central goal of higher education is to help make democracy possible by preparing citizens for public life. The Higher Education Exchange is part of a movement to strengthen higher education’s democratic mission and foster a more democratic culture throughout American society. Working in this tradition, the Higher Education Exchange publishes interviews, case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies.

Higher Education Exchange

Kettering Foundation (2015)

This annual publication serves as a forum for new ideas and dialogue between scholars and the larger public. Essays explore ways that students, administrators, and faculty can initiate and sustain an ongoing conversation about the public life they share. The Higher Education Exchange is founded on a thought articulated by Thomas Jefferson in 1820: “I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education.” In the tradition of Jefferson, the Higher Education Exchange agrees that a central goal of higher education is to help make democracy possible by preparing citizens for public life. The Higher Education Exchange is part of a movement to strengthen higher education’s democratic mission and foster a more democratic culture throughout American society. Working in this tradition, the Higher Education Exchange publishes interviews, case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies.

Civic Engagement and the Copernican Moment

David Scobey (2011)
Imagining America

Civic Engagement and the Copernican Moment, by national leader in public scholarship David Scobey, provides a seeable present: the state of higher education a decade into the 21st century and sorely in need of change. Evoking a paradigm shift on the scale of Copernicus’s discovery that the sun, not the earth, is the center of the universe, Scobey adjures, “there is widespread agreement that higher education faces a sea-change in its intellectual, institutional, technological, and economic organization.”

Focusing on the ramifications of this shift for public scholarship, Scobey commends civically-engaged pedagogies as energizing responses to stultified academic practices. However, he takes engaged scholars and artists to task for not fully understanding out-of-date assumptions about undergraduate education, given that increasing numbers of students must simultaneously work, may have families, and for various other reasons may not have “the time, space, and money for intensive, unpaid community-based learning.”

Educating Citizens. Preparing America's Undergraduates for Lives of Moral and Civic Responsibility.

Anne Colby, Thomas Ehrlich, Elizabeth Beaumont, Jason Stephens (2003)
The Carnegie Foundation for the Advancement of Teaching

There is increasing attention to the idea that colleges and universities should help students become more informed, thoughtful, and engaged citizens who are prepared to navigate a complex world. These goals were central to American undergraduate education in its early years, but have been pushed aside by many institutions. Educating Citizens is a path-breaking book offering an instructive and inspiring vision of how such work can be undertaken.

What are important elements of moral and civic learning? How can higher education contribute to them effectively? What challenges do institutions face when they try to undertake efforts for moral and civic learning and how can these challenges be addressed? These are the questions that spark this book, and they are also issues at the heart of democracy's future in America. Through a grand tour of American higher education, the authors show how institutions can equip students with the understanding, motivation, and skills of responsible and effective citizenship. The book describes general principles of moral and civic learning and uses rich examples from in-depth case studies and a range of programs and approaches to consider how these goals are approached in different educational contexts. Readers gain a new vantage on the fundamental importance of moral and civic learning, the educational and developmental goals and processes it involves, and how it operates in the landscapes of higher education.

Educating Citizens is essential reading for all who believe that higher education can play a critical role in the health of American democracy by helping students become responsible citizens of the nation, the world and their own communities.

Gauisus. Selected Scholarship on Teaching and Learning at Illinois State University.

Kathleen McKinney, Patricia Jarvis (2004-2009)
Illinois State University

Gauisus is the internal, peer-reviewed scholarship of teaching and learning (SoTL) publication at Illinois State University. At Illinois State University we define the scholarship of teaching and learning as the “systematic reflection/study on teaching and learning made public.” SoTL is an action item in Illinois State University’s strategic plan, Educating Illinois. The first volume of Gauisus appeared in 2009 in print and pdf form and contained 13 traditional scholarly articles or notes. The second and subsequent volumes are multi-media publications and will appear on line every late spring. Each will contain several representations of SoTL work. Representations may be scholarly papers or notes, online posters, videos, wikis or blogs.

The purposes of Gauisus are the following: 1) to provide instructors writing about their teaching and learning a local but peer reviewed outlet to share what they and their students have done and learned and 2) to offer other instructors and students an accessible publication to read to obtain a sense of, and learn from, some of the scholarly teaching and SoTL projects conducted by their colleagues on our campus.

Deliberate Differences. Progressive and Conservative Campus Activism in the United States.

Pam Chamberlain (2004)
Political Research Associates

U.S. colleges and universities have a long tradition of political activism. They are centers of intellectual activity; concentrations of young people live in close proximity; and students can experience new ideas and constructs about the world at school. The public expects that our campuses will erupt from time to time in response to national and international crises, but many are surprised when they do. Deliberate Differences uses social movement theory to examine both conservative and progressive campus activism, activists, and their organizations and also observes the impact of rightist and leftist social movements from the larger society on student groups. The author and project staff compiled an advisory committee of experts on the study of campus activism, conducted an in-depth literature review, identified and interviewed 86 key student leaders and faculty and staff from 8 representative schools, and 20 more graduates who are now interns or staffers at movement organizations around the country.

Student Freedom Revisited: Contemporary Issues and Perspectives

Robert L Ackerman, William B. Werner & Louis C. Vaccaro, Editors (2005)
NASPA Publications

Student Freedom Revisited brings together a different, but equally diverse group of international scholars, administrators, and students, and likewise divergent views. This collection of essays focuses on the dominant themes in student freedom today, from technology and politics, to diversity, sexual mores, and the law. Two chapters by current student activists provide uncommon insight into the resurgence of campus activism. Regardless of the reader's particular interest in higher education, he or she will find in these pages both diverse perspectives and valuable analyses of the contemporary and emerging issues in student freedom.

The Elective Carnegie Community Engagement Classification

John Saltmarsh & Mathew Johnson, Editors (2018)
Campus Compact Publications

The Carnegie Engagement Classification is designed to be a form of evidence-based documentation that a campus meets the criteria to be recognized as a community engaged institution. Editors John Saltmarsh and Mathew B. Johnson use their extensive experience working with the Carnegie Engagement Classification to offer a collection of resources for institutions that are interested in making a first-time or reclassification application for this recognition. Contributors offer insight on approaches to collecting the materials needed for an application and strategies for creating a complete and successful application. Chapters include detailed descriptions of what happened on campuses that succeeded in their application attempts and even reflection from a campus that failed on their first application. Readers can make use of worksheets at the end of each chapter to organize their own classification efforts.