Service-Learning Code of Ethics (JB - Anker) [Hardcover]

Andrea Chapdelaine (Author), Ana Ruiz (Author), Judith Warchal (Author), Carole Wells (Author)

Book Description

ISBN-10: 1882982835 | ISBN-13: 978-1882982837 | Publication Date: May 30, 2005 | Edition: 1

Envisioning a system of higher education that meets community needs by cultivating in students a commitment to civic engagement, the authors of Service-Learning Code of Ethics equip readers with the necessary insight and tools for navigating the ethical dilemmas that arise during the service-learning process. Designed for administrators, instructors, and students, the book is intended to stimulate meaningful reflection, class discussion, and values exploration. Its aim is to promote the practice of service-learning by underscoring its benefits to society and student development.

The authors offer a basic road map for practicing service-learning that includes

• An overview of service-learning and its role in American higher education
• A review of existing professional codes and ethics
• A proposed code of ethics and model for ethical decision-making
• Hypothetical dilemmas and question sets that help guide the reader to an understanding of the broader issues involved in service-learning
• Templates to measure progress in adhering to the service-learning code
• A general guideline for risk-management in service-learning

While the stated mission of many colleges and universities is to teach the democratic ideals of the nation, build moral character, and cultivate an educated and engaged citizenry, most fall short of incorporating this goal into their curricular programs. By reflecting critically upon service-learning experiences, Service-Learning Code of Ethics makes a constructive argument for change.

Editorial Reviews

From the Back Cover

By providing a basic road map for addressing the critical ethical issues in service-learning, this book will prepare students, faculty, and administrators for the sometimes difficult ethical dilemmas that arise during the service-learning process.

Divided into four parts, this book:

• Provides a synopsis of the theoretical context of maral decision-making: principles that are most relevant to ethical decision-making in service-learning; a proposed code of ethics for students, faculty, and administrators; and a model of ethical decision-making
• Presents hypothetical ethical dilemmas for students, faculty, and administrators, followed by the application of a model of ethical decision-making to resolve the dilemmas
• Reviews current literature on formative and summative assessment in service-learning, and provides an overview of risk management
• Includes an appendix of additional hypothetical dilemmas that consider several perspectives, followed by a set of questions to guide the reader through the model of ethical decision-making

About the Author

Andrea Chapdelaine received her B.A. in psychology and justice studies from the University of New Hampshire and her Ph.D. in social psychology from the University of Connecticut. Now at Albright College, she is acting vice president of academic affairs and an associate professor in psychology. Previous articles on service-learning pedagogy have appeared in Teaching of Psychology and CUR Quarterly.

Ana Ruiz is an associate professor at Alvernia College. She earned a bachelor's degree at Catholic University of Pernambuco while growing up in Brazil. She completed her master's degree in cognitive development at Federal University of Pernambuco and obtained a doctoral degree in developmental psychology from Cornell University. She has used service-learning mostly in undergraduate research courses or outcome evaluations programs. In June 2003 she received a Campus Compact grant to identify the effect of service-learning experience on alumni employment choices in community engagement. She has also participated in several conferences discussing service-learning issues in general and the ethics of service-learning in particular.

Judith Warchal earned her B.A. in elementary/special education from King's College, her M.S. in rehabilitation counseling from the University of Scranton, and her Ph.D. in counseling psychology from Lehigh University. She is an associate professor of psychology and coordinator of the Master of Arts in Community Counseling at Alvernia College. She is a licensed psychologist with a clinical practice at the Center for Mental Health at The Reading Hospital and Medical Center. Her research interests include service-learning, program evaluation, and mental health issues of the elderly.

Carole Wells is an associate professor of psychology and interim assistant dean at Kutztown University, She developed an interest in psychology while an undergraduate at LaSalle University. She received her Ph.D. in social psychology and human resource management from Temple University. In addition to service-learning as pedagogy, her research focuses on trust, strategies of influence, and leadership in organizations; post-retirement activities of leaders and nonleaders; and conflict and conflict resolution.

Product Details

• Hardcover: 250 pages
• Publisher: Jossey-Bass; 1 edition (May 30, 2005)
• Language: English
• ISBN-10: 1882982835
• ISBN-13: 978-1882982837
• Product Dimensions: 9.1 x 6 x 0.7 inches
• Shipping Weight: 15.2 ounces (View shipping rates and policies)
• Average Customer Review: 3.0 out of 5 stars  See all reviews (1 customer review)
• Amazon Best Sellers Rank: #1,111,786 in Books (See Top 100 in Books)

Customer Reviews

Most Helpful Customer Reviews

2 of 2 people found the following review helpful:

3.0 out of 5 stars very important subject, neglected, July 20, 2009

By 

Moten Swing (NYC) - See all my reviews

This review is from: Service-Learning Code of Ethics (JB - Anker) (Hardcover)

Very little has been written on ANY problems related to service learning, even potential ones.

I've done this stuff for ten years, and stuff happens.

Most book-length work on this subject offer only cheery, happy tales of students enjoying every minute of their placements, doing all the readings, having deep insights--even flashes of enlightenment-- and wishing they could take the course all over again. (See, for example, Where's the Learning in Service-Learning?)

So a very big hat tip to the authors, who point out that there are, for example, potential breaches of confidentiality that may arise. Students should know that they have to be careful what they write and say about what they see and hear in the community. Pretty basic, right? Well, this is a major step forward in the literature on this subject, the quality of which is not high. The authors explore many potentially problematic situations, and offer a useful set of guidelines for student and instructors to follow.

A quibble: some of the examples and scenarios verge on the sophomoric. Even in a book aimed at undergraduates, more complex situations and ethical dilemmas could have been explored.

That being said, this is a big step forward. When we send our students out into the community, they need to know that they should first and foremost Do No Harm.