Book Review
“Learning through Serving: A Student Guidebook for Service-Learning across the Disciplines” by Christine M. Cress, Peter J. Collier, Vicki L. Reitenauer and associates
Review by Jacquie Osborn, Saginaw Valley State University

As a member of a team that has been providing service-learning opportunities to university students for more than six years, I believe this text does an excellent job of presenting a comprehensive look at what such projects are all about.

One of the most noticeable attributes is the organization of the text.  It is well-organized with ten chapters divided into four parts, taking the student from the background of service-learning, through the nuts and bolts of processes and projects, to the end and beyond.  Each part has a clear statement of the goals.  Vocabulary, headings and key concepts are either bold-face or set off in boxes.  The stages, steps and processes that students need to know to successfully participate in service-learning are very readable and describe the variety of situations that can occur.  Especially useful are the concrete examples, case studies and samples of participants’ reflections.  Also contributing to the usability of the text is the depth and placement of the exercises.  They are labeled and divided into three groups; required, optional and for further consideration.

Another attribute is the thoroughness of the examination given to all aspects of what service-learning can encompass.  Part 1 (chapters 1, 2 and 3) provides background and clear definitions to lay the ground work.  Part 2 (chapters 4 and 5) clarifies the team aspect of service learning by examining group dynamics and cultural diversity.  Although most of today’s students have grown up with these concepts, they will still find the information illuminating as they explore the processes, steps, roles and tasks from a new perspective.  Part 3 has three chapters (6, 7 and 8).  The first will help students maximize the experience through reflection.  Especially interesting is the variety of models and modes of reflection.  The second examines the reality of problems that may occur in service–learning, from the major to the mundane.  The last presents the range of priorities and perspectives that each of the participants brings to the project.  Part 4 (chapters 9 and 10) wraps up the text with two chapters offering ways to assess or evaluate the benefits and challenges of service-learning.

I believe instructors who are willing to lead students into service-learning situations will benefit most from the central chapters; 4, 5, 6 and 7.  While chapters 4 and 5 may seem like old news, the topics are worth a fresh look to avoid the problems groups could have and ensure a successful experience for all involved.  This can be said of chapter 6 as well.  It provides the key to making the service-learning experience a major event in a student’s life.  Finally, chapter 7 will be invaluable to an instructor just starting to explore service-learning.  It provides a reality check that problems can and do occur no matter how well planned the project.

Title:  Learning through Serving:  A Student Guidebook for Service-Learning across the Disciplines
Authors:  Cress, C. M., Collier, P. J., Reitenauer, V. L., and associates
Price:  $19.95 (paperback)
Publisher:  Stylus Publishing
Year:  2005
Pages:  224

ISBN:  157922119X