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International Service Learning (ISL) borrows from the domains of service learning, study abroad, and international education to create a new pedagogy that adds new and unique value from this combination. It is a high-impact pedagogy with the potential to improve students' academic attainment, contribute to their personal growth, and develop global civic outcomes. The international service experience provides opportunities for additional learning goals, activities, and relationships that are not available in a domestic service learning course or in a traditional study abroad course. The service experience develops reflection while shedding light on and providing an added dimension to the curricular component of the study abroad course. The international education component further broadens students' perspectives by providing opportunities to compare and contrast North American and international perspectives on course content. This book focuses on conducting research on ISL, which includes developing and evaluating hypotheses about ISL outcomes and measuring its impact on students, faculty, and communities. The book argues that rigorous research is essential to improving the quality of ISL's implementation and delivery, and providing the evidence that will lead to wider support and adoption by the academy, funders, and partners. It is intended for both practitioners and scholars, providing guidance and commentary on good practice. The volume provides a pioneering analysis of and understanding of why and under what conditions ISL is an effective pedagogy. Individual chapters discuss conceptual frameworks, research design issues, and measurement strategies related to student learning outcomes; the importance of ISL course and program design; the need for faculty development activities to familiarize faculty with the component pedagogical strategies; the need for resources and collaboration across campus units to develop institutional capacity for ISL; and the role that community constituencies should assume as co-creators of the curriculum, co-educators in the delivery of the curriculum, and co-investigators in the evaluation of and study of ISL. The contributors demonstrate sensitivity to ethical implications of ISL, to issues of power and privilege, to the integrity of partnerships, to reflection, reciprocity, and community benefits
Dedication. Acknowledgements. Series Editor Foreword.- 1: Stepping Lightly, Thinking Boldly, Learning Constantly: Community and Inquiry in Teacher Education.- Section 1 visions. 2: Looking Back on the Construction of a Community of Inquiry. 3: Learning in Synchrony. 4: Seeing the Complexity of the Practicum. 5: Enjoying Their Own Margins: Narratives of Innovation and Inquiry in Teacher Education.- Section 2 improvisations. 6: In Open Spaces. 7: Practicing What We Preach: Helping Student Teachers Turn Theory into Practice. 8: Social Studies Education in School. 9: Learning by Design: A Multimedia Mathematics Project in a Teacher Education Program. 10: Teacher Educators Using Technology: Functional, Participative and Generative Competencies. 11: Virtually Aesthetic: The CITE Cohort's Experience of Online Learning. 12: Learning to Teach Technology: The Journey of Two Beginning Teachers. 13: Mid-Course Feedback on Faculty Teaching: A Pilot Project. 14: Portfolio as Practice: The Narratives of Emerging Teachers. 15: Complexity Science and the CITE Cohort. 16: "The Filter of Laws": Teacher Education and British Columbia College of Teachers' Teaching Standards.
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