Michigan journal of community service learning最新文献

{"title":"We Are All Teachers: Modeling Democratic Engagement in Faculty Development","authors":"Morgan Studer, Christian Rogers, Melissa Benton, M. Quirke","doi":"10.3998/MJCSLOA.3239521.0023.213","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0023.213","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"13 1","pages":"150-153"},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80800412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Review Essay: Facing, Embracing, and Tracing Social Justice in Service-Learning","authors":"Kari Grain","doi":"10.3998/MJCSLOA.3239521.0023.221","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0023.221","url":null,"abstract":"Alan Tinkler, Barri Tinkler, Virginia Jagla, and Jean Strait, Editors Charlotte, NC: Information Age Publishing, 2016 In the weeks following an intensification of gun violence in the United States (US), a popular Internet meme emerged in 2016--\"Things are not getting worse, they are just getting uncovered. We must hold each other tight and continue to pull back the veil\" (Brown, 2016). Penned by Black Lives Matter writer-activist, Adrienne Maree Brown, the quote quickly went viral. It offered a concise and accessible way for readers to reflect upon the history of social injustices, and implored them to summon the courage to learn despite fear of what might be found through that act of seeking. To \"hold each other tight\" is to value the role of closeness and relationships as a salve to the difficult knowledge that may be revealed. It is precisely this message that Service-Learning to Advance Social Justice in a Time of Radical Inequality presents. This volume, edited by Alan Tinkler, Barri Tinkler, Virginia Jagla, and Jean Strait, reckons with the indispensability of relationships and political orientations to the field of service-learning and community engagement. As with Brown's excerpt, this book reminds readers that injustice is not new, even when it is uncovered in great waves through first-hand or vicarious experience. If Brown's suggestion is true --that the most judicious response to injustice is a turning-loward one another rather than a turningaway--then this book offers a scholarly forum for such work without sacrificing a healthy exploration of resistance and critique. Service-Learning to Advance Social Justice in a Time of Radical Inequality continues the important work of stitching together the currently fragmented relationship between social justice as a concept [and sometimes as a concept that Bocci in Chapter 9 calls \"superficially social-justice-oriented\" (p. 272)] and social justice as a lived reality in diverse service-learning programs. Although I would like to have seen the notion of social justice explored in depth from the outset, this edited volume more than compensates for this through some authors' critical engagement with the theoretical roots and practical application of social justice in service-learning. The 15-chapter book is structured into four sections: (a) Service-learning to Reach Across Disciplinary Boundaries in Higher Education; (b) Service-learning to Support a Reimagining of Teacher Education; (c) Addressing Unconscious Bias and Racial Inequality through Social Justice and Critical Service-Learning; and (d) Service-Learning to Advance Community Inquiry. Each section contains a short introduction written by one of the four editors and briefly lays out concepts and considerations that connect the chapters. This review essay elaborates on two primary strengths of the book and raises one key suggestion for how we, as a community invested in social justice and community engagement, might approach similar volume","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80368180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"First-Year Student Motivations for Service-Learning: An Application of the Volunteer Functions Inventory","authors":"Andrew J. Pearl, R. Christensen","doi":"10.3998/MJCSLOA.3239521.0023.205","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0023.205","url":null,"abstract":"This study extends a line of research focused on motivational factors that contribute to firstyear students’ reasons for engaging in servicelearning. Among firstyear students, altruisticallymotivated students (Christensen, Stritch, Kellough, & Brewer, 2015) and minority students (Pearl & Christensen, 2016) were not only more knowledgeable of servicelearning upon entering college but they were also more interested in enrolling in servicelearning. The present study employs the Volunteer Functions Inventory (VFI) (Clary et al., 1998) to explore the extent to which student traits are correlated with various motivations to enroll in servicelearning courses. We examine student responses to the VFI survey instrument using multiple analysis of variance (MANOVA). Our findings establish a foundation that better accounts for students’ “inputs” in order to better understand various servicelearning outcomes. We discuss the implications of our findings as they relate to higher education administrators and instructors in order to close the gap between servicelearning interest and enrollment, and to provide students with servicelearning experiences that satisfy their motivations and help them achieve their goals.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"102 1","pages":"66-82"},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91076410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transactional, Cooperative, and Communal: Relating the Structure of Engineering Engagement Programs with the Nature of Partnerships","authors":"Julia D. Thompson, B. Jesiek","doi":"10.3998/MJCSLOA.3239521.0023.206","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0023.206","url":null,"abstract":"This paper examines how the structural features of engineering engagement programs (EEPs) are related to the nature of their service-learning partnerships. \"Structure\" refers to formal and informal models, processes, and operations adopted or used to describe engagement programs, while \"nature\" signifies the quality of interactions or interpersonal dynamics within partnerships. We developed the Transactional, Cooperative, and Communal (TCC) framework to code interviews (N=30) with community partners, administrators, faculty members, and students at three well-developed and geographically-diverse EEPs. A thematic analysis approach was then employed to relate the three TCC partnership natures to six emergent structural themes: (a) program purposes, (b) partnership structures, (c) modes of interactions, (d) organizational partners, (e) individual partners and advisors, and (f) projects. The paper concludes by discussing specific implications of the TCC framework for educators and program administrators, the importance of recognizing both individual and organizational influences on partnerships, and the salience of engineering education as a context for service-learning and community engagement (SLCE) programs. \"When you have seen one partnership, you have seen one partnership.\" - Holland & Gelmon, 1998 Service-learning partnerships are highly contextual and linked to a host of structural factors, including the type of university, program mission(s), institutional capacity(ies), and specific challenges faced by the partner community (Holland & Gelmon, 1998). The complexity and importance of these factors is further accentuated by how partnerships, as units of analysis, are articulated and investigated in the service-learning field. Bringle and Hatcher (2002) first proposed examining partnerships in terms of individual relationships and have argued for use of the term \"partnerships\" to describe interpersonal relationships with varying degrees of equity, closeness, and care (Bringle & Hatcher, 2012; Clayton, Bringle, Senor, Huq, & Morrison, 2010; Jacoby, 2012). Alternatively, Janke (2009, 2012) and Giles and Elyer (2013) suggest analyzing partnerships in terms of organizational structure, asserting that individual relationships as a unit of analysis discount the organizational influences present in the partnerships. Organizations tend to rely on prescribed procedures, roles and responsibilities, and maintain distinct institutional identities within partnerships (Janke, 2012; Simon, 1991). In this paper, partnership refers to individuals or organizations that work together for an intended mutual benefit, thereby recognizing potential influences at both the individual and organizational levels. Additional research on the nature of partnerships has also identified important trends concerning the quality of interpersonal and intergroup dynamics within and among partnerships (Clayton et. al. 2010; Dorado & Giles, 2004; Enos & Morton, 2003; Phillip & Ward, 2","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"2009 1","pages":"83-99"},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86261677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction to Special Section: Detroit","authors":"N. Tobier","doi":"10.3998/MJCSLOA.3239521.0023.207","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0023.207","url":null,"abstract":"This special section on Detroit is about the roles large cities play in university servicelearning pedagogies and campuscommunity engagement. The University of Michigan’s three campuses sit anywhere from 5 to 75 miles from the City of Detroit today – but the founding location of the University in 1817 was in the City itself. In the intervening two centuries, the ways we think about and engage in projects with the City of Detroit has run the spectrum from intertwined to separate. over the past decade, narratives of Detroit in scholarly research and the media have ranged from the fate of the shrinking city through the drama of bankruptcy to the rising crisis of gentrification. This is reminiscent of the cultural climate of the 1970s, particularly in the United States, when academics experienced a series of radical shifts in approaches to research, practice, and relationships that reflected Detroit’s evolving presence within the region, the state, and the country. Decades later, in the midst of very different cultural, economic, and technological circumstances, and on the 50 anniversary of the Detroit rebellion, we ask how have approaches to communityengaged practice and research themselves adapted? Rhetorical shifts away from ‘community growth’ toward a proliferation of ‘creative innovation’ are occurring in academia and in urban policy. Creative and experimental modes of development have become absorbed into normative, marketdriven systems with an increasing emphasis on the value of the brand of “Detroit.” These processes may be instrumental in spurring the growth of the City, but they often occur at the expense of social values, inclusivity, and public engagement. The development of a wide variety of frameworks for university and communitybased educational and research efforts has responded to the increasing neoliberalization of Detroit on the one hand and renewed interest in radical collaborative models on the other. Social and economic developments, driven by market logic and declines in municipal funding for making, thinking, learning, and doing, occur sidebyside with ambitious grassroots projects emphasizing the social values of cocreation and social justice. What are the critical questions that need to be asked in order to promote authentic and meaningful engagement with the City today, in this rapidly evolving context? We invited proposals for Detroitfocused articles from academics, artists, educators, and researchers that comment on, propose, and reflect programs and approaches to research and practice and their relation to historical and contemporary models. By offering examples and analysis of what is happening now, we hope that the following provides some critical perspectives on this emerging work with a focus on preparing student, faculty, and community partners for authentic engagement. By building on the foundations of social justice, creativity, imagination, and experiment, we advocate for the consideration of Detroit as a point of","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84061638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Place of the Artist","authors":"Kevin Bott","doi":"10.3998/mjcsloa.3239521.0023.218","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0023.218","url":null,"abstract":"I'm trying to stay with the grief. There's an anecdote about the Dalai Lama, probably apocryphal, which I've always thought profound. Upon being asked to offer his reflections on the state of the world, the Dalai Lama presumably said nothing. He simply began weeping. Sometimes, like in yet another meeting, which is actually a pre-meeting to some other meeting we're going to have in a couple of weeks at which time we're likely to make a decision about an event speaker, or which classes count for the general education requirement ... Sometimes, in such contexts, I feel like weeping. I'll sit there, and I'll scan the faces at the table, and I'll think about the suffering that's happening right then, at that very moment, all around the world. All the trauma being experienced, all the pain. Some child, somewhere, at the very same time we're meeting, who should be in school but who's instead sifting through other people's recycling. Some woman, right now, getting punched in the gut or in the face for saying the wrong thing. Abuse. Neglect. Hunger. Young girls, children, being sold as sex slaves. Brutal, unimaginable torture. I think about the environment and my powerlessness to save it. I think about the fact that we're on a speeding train, hurtling ourselves with evermore urgency toward death. All. Right. Now. And then I'll look down at the general education requirements and I'll feel a sudden jolt of emotion. A lump in my throat. Tears stinging my lower eyelids. No one notices but I do it, I begin to cry. What are we doing, I'll ask myself? What are we all doing here? Could I stick my index finger in the air at that moment? Is it appropriate, would it be ok, to ask if we could step back from the requirements for just a second and acknowledge that this meeting is happening aboard a hurtling train? Could we give a shout out to the melting ice caps and the warming oceans? Could we give a nod to the super storms and the climate refugees? Before we decide on the gen. ed. thing, might we mention the bursting pipelines and the hydrofracking earthquakes and the oil pouring into our seas? But listen, if it's too much to confront the environmental end times thing, let's at least agree to acknowledge the death of liberal democracy and the rise of authoritarianism and oligarchy around the world, including right here in the good ole' U.S. of A. I mean, if we're going to talk about the \"general education\" that every one of our graduating students should receive, those are the two first order priorities, right? The death of our planet and the mutually reinforcing dynamics of predatory capitalism's rise and democracy's decline? And shouldn't we be asserting the importance, too, of all of our students understanding the effects of these first order priorities: mass incarceration and the rise of the police state; disinvestment from public education and the arts; poverty and food shortages; resource scarcity; addiction; health disparities defined by race and class; expl","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"8 1","pages":"175"},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91170815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Service-Learning and Graduation: Evidence from Event History Analysis","authors":"Hongtao Yue, Steven M. Hart","doi":"10.3998/MJCSLOA.3239521.0023.202","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0023.202","url":null,"abstract":"This research employed Event History Analysis to understand how servicelearning participation is related to students’ graduation within six years. The longitudinal dataset includes 31,074 new undergraduate students who enrolled in a large western U.S. public university from Fall 2002 to Fall 2009. The study revealed that servicelearning participation had a significant positive relationship with graduation for both firsttime freshmen and new undergraduate transfers. Furthermore, participation in upper division servicelearning courses had larger correlations with graduation than participating in lower division servicelearning courses, and servicelearning participation had larger correlations with graduation for new undergraduate transfers than for firsttime freshmen.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"28 1","pages":"24-41"},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84493053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can Intergroup Dialogue Combined with SLCE Answer Today's Call to Action?","authors":"Khuram Hussain, Jeremy Wattles","doi":"10.3998/MJCSLOA.3239521.0023.212","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0023.212","url":null,"abstract":"Dozens of bodies lay stiff and still. Arms and legs overlay one another. Black, Brown, and White undergraduate bodies clogged the arteries of the student center at Hobart and William Smith (HWS) Colleges in Geneva, New York. Flanking them were faculty and staff, standing in solidarity, holding block letter signs reading: \"BLACK LIVES MATTER,\" \"HANDS UP DON'T SHOOT,\" and \"I CAN'T BREATHE.\" It was the end of the Fall 2014 semester, and Black Lives Matter protests pervaded cities and campuses nationwide. This was not the first time our city had witnessed mass protest against police violence. Following the 2011 police shooting death of unarmed Black resident Cory Jackson, Geneva's Hispanic and Black community and White allies rose up in protest to demand accountability by, and greater inclusion in, city government. Such campus and community protests have guided us to reimagine service-learning as cooperative, rights-based, and dialogue-driven. At the center of our vision for the future of the service-learning and community engagement (SLCE) movement is an inextricable link between dialogue and collaborative action. In our campus-community initiative Tools for Social Change, we use intergroup dialogue (IGD) to help students, faculty, staff, and city residents co-create knowledge and expand their civic capacity. Beyond the particularities of our work, we see a universal role for dialogue in building trust and understanding between stakeholders so they can more effectively serve their communities. In his 2015 framing piece for the SLCE Future Directions Project, Zlotkowski calls for \"enhanced social efficacy\" through stakeholder inclusiveness and demonstrable community impact. This thought piece dreams out loud, with Zlotkowski and others' bold calls to develop SLCE programs for collaborative learning and social change. For us, collaborative learning requires creating conditions for stakeholders to engage in active, often difficult, conversations about identity, power, and oppression. It is not until we have named our personal experience with (or complicity in) broad and deep forces of inequality that we can begin to create community anew. What follows is an overview of our call for linking dialogue-to-action in SLCE. Throughout the piece we reference our initiative, Tools for Social Change, not as a program description but as a love story about enactments of justice and human agency that moved us to share our vision for democratic, transformative SLCE. We offer nothing prescriptive, but instead send a dispatch from the place where memory and imagination meet. Yet this is not a passive call. Any ethical pedagogy must attend to the historical moment it occupies. SLCE practitioners and scholars cannot turn away from the fierce urgency of the call to empower our communities. In their 2016 thought piece, Whitney and colleagues call for designing asset-based, collaborative programs that engage with the contexts of local places and national realities. Looking","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"17 1","pages":"145-149"},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80893043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strengthening Community Capacity in Detroit to Influence Policy Change for Health Equity","authors":"Chris M. Coombe, Angela G. Reyes, Sonya Grant, A. Schulz, B. Israel, Jaye Clement, R. Lichtenstein, Sherita Smith","doi":"10.3998/MJCSLOA.3239521.0023.208","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0023.208","url":null,"abstract":"Policy and systems change is essential to attaining public health equity, and involving communities disproportionately experiencing health inequities is critical. Successful policy mobilization requires specific community capacities, many of which exist in marginalized communities but can be strengthened and amplified. Yet attention to strengthening capacity of communities historically excluded from the policy process has been limited. This study applies a community capacity framework to analyze Neighborhoods Working in Partnership (NWP), a multiyear, community-based participatory initiative to strengthen skills and capacity of Detroit residents to equitably engage with diverse partners in all aspects of the policy process. Findings indicate NWP strengthened key dimensions of policy capacity, including skills, participation, leadership, and community power. We discuss strengths and limitations of NWP, and implications for strengthening capacity of disenfranchised communities to engage in local policy action toward the long-term goal of community well-being and equity. \"The most important thing about the training is knowing that I have power that will positively impact my neighborhood and that now I know how to use it.\" (Workshop participant) Background There is considerable evidence that stressors in the social and physical environment and lack of access to resources contribute to poorer health and widening racial/ethnic and economic inequities (Braveman, Cubbin, Egerter, Williams, & Pamuk, 2010; Israel et al., 2010; Link & Phelan, 1995; Schulz, Williams, Israel, & Lempert, 2002). Low-income urban communities and communities of color are disproportionately affected, for example, through exposure to deteriorated housing and neighborhood conditions such as blight and crime, and limited access to jobs and quality services and amenities that can help to protect health (Schulz & Northridge, 2004; Williams & Collins, 2001). These structural conditions are influenced by state and national as well as local and organizational policies, and so policy change is an important strategy to have a more sustained impact on community well-being (Phelan, Link, & Tehranifar, 2010; Williams & Jackson, 2005). Thus, addressing the underlying social determinants of health equity requires the capacity to work effectively with policy and decision makers to address factors such as housing, neighborhood conditions, education, and employment opportunities foundational to the attainment of public health. A successful policy advocacy campaign requires an essential set of skills or capacities (Freudenberg, Rogers, Ritas, & Nerney, 2005; Minkler, Vasquez, Tajik, & Petersen, 2008; Ritas, 2003). Successful models for influencing policy emphasize the need to engage communities that have historically been marginalized or excluded from this process (e.g., low-income communities, communities of color) in policy campaigns (Freudenberg & Tsui, 2014; Themba-Nixon, Minkler, & Freudenberg,","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"49 1","pages":"101"},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83161689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When Does Service-Learning Work? Contact Theory and Service-Learning Courses in Higher Education","authors":"Jerusha O. Conner, J. Erickson","doi":"10.3998/MJCSLOA.3239521.0023.204","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0023.204","url":null,"abstract":"Service-learning experiences have the potential to improve participants' attitudes and values toward those whom they serve, but if the experience is poorly designed or poorly implemented, it runs the risk of reinforcing stereotypes and deficit perspectives of the intended beneficiaries of service. This study examines the extent to which Contact Theory predicts the efficacy of service-learning courses in promoting positive attitude change among participants. Contact Theory stipulates the conditions under which attitude change toward an \"out-group\" becomes possible. Comparing pre-test and post-test scores for 220 students enrolled in service-learning courses in two different institutions, we find that courses that reflect more tenets of Contact Theory are more effective than those less aligned with Contact Theory in reducing students' overall colorblindness and improving their awareness of blatant racial issues. Many who practice service-learning have the goal of affecting participants' attitudes and values, and research suggests that service-learning has the potential to impact learners in ways other forms of teaching may not (Delve, Mintz, & Stewart, 1990; Holsapple, 2012). Service-learning has been found to be associated with a host of positive outcomes, including greater sensitivity and empathy (Bernacki & Jaeger, 2008; Wilson, 2001); increased commitments to social justice (Eppler, Ironsmith, Dingle, & Erickson, 2011; Fenzel & Dean, 2011; Simons, Blank, Fehr, Barnes, Georganas, & Manapuram, 2012); improved cultural competence or multicultural skills (Einfeld & Collins, 2008; Meaney, Bohler, Kopf, Hernandez, & Scott, 2008); and stereotype reduction (Conner, 2010a; Meaney et al., 2008; Wright, Calabrese, & Henry, 2009). However, previous research also cautions that when poorly implemented, service-learning may result in unanticipated outcomes, such as increased prejudice and bias on the part of learners toward the very groups intended to benefit from their service (Erickson & O'Connor, 2000; Erickson & Santmire, 2001; Hollis, 2004; Jones, 2002; Kendall, 1990; Sperling, 2007). Those attempting to implement service-learning in their classrooms may actually do more harm than good if they engage students in service-learning experiences that afford casual contact; that is, contact between groups that is short-term, superficial, and lacking deep mutual engagement (Erickson & O'Connor, 2000; Erickson & Santmi-er, 2001; Houshmand, Spanierman, Beer, Poteat, & Lawson, 2014). According to Allport (1984), \"Such evidence as we have clearly indicates that such contact does not dispel prejudice; it seems more likely to increase it\" (p. 263). Changing attitudes and beliefs involves substantial reflection on one's values as well as the acquisition of new knowledge and skills (Holsapple, 2012). Lasting attitude changes are very difficult to achieve, and even if the service experience is carefully designed and well implemented, change may not occur for participant","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"26 1","pages":"53-65"},"PeriodicalIF":0.0,"publicationDate":"2017-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83746401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}