International Center Board of Directors Dear Service ... - Conference.ie

International Center 

Board of Directors 

International Center for Service-Learning in Teacher Education 

Don Hill, Chair 

Jeffrey Anderson 

Jane Callahan 

John Cannings 

Marty Duckenfield 

Nancy Dunlap 

Joseph Erickson 

Andy Furco 

Gwenda Greene 

Timothy Murphy 

Susan Root 

Anne Sliwka 

Larry Winecoff, Member Emeritus 

John Potter, Member Emeritus 

Dear Service-Learning Colleagues, 

Welcome to the Second International Conference on Service-Learning in Teacher Education 

and to Galway, Ireland. The International Center Board of Directors and I are delighted that you 

decided to join us and share your interest, talent and experience with a collaborative network that 

seeks to enhance the power of service-learning around the world. 

We meet at a time that the world confronts enormous challenges. Improving the education of 

youth and tapping its energy, idealism, and creativity is essential if we are going to build a better 

tomorrow. 

We know that service-learning is a teaching strategy that has enormous potential to unleash the 

constructive power of youth to improve the planet. Our task at this conference is to work together 

to develop a stronger foundation for service-learning in teacher education. We are here to increase 

knowledge, clarify meaning, form new partnerships, create research ideas, and expand connections. 

The International Center for Service-Learning in Teacher Education is still in its infancy. We are 

pioneers together in forming an international organization with the global mission of fostering the 

sharing of experience, practice, and research. 

Let us take advantage of this wonderful Galway moment to work and play together for the benefit 

of youth everywhere. Make new friends, dream new possibilities, and commit to new responsibilities 

that will make us all justifiably proud. 

Sincerely, 

Don Hill 

Chair of the Board of Directors 

102 Tillman Hall, Clemson University, Clemson, SC 29634 USA 

Phone +864.656.6575, Facsimile +864.656.0311, Web www.Clemson.edu/ICSLTE 

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Dear Service-Learning Colleagues, 

Welcome to the Second International Conference on Service-Learning in Teacher Education, to the wonderful 

and splendid city of Galway and to the resplendent National University of Ireland Galway. A cead míle fáilte 

(A thousand welcomes!). 

We are delighted that you could join us to contribute your talent and experience to a collaborative and growing 

network of service-learning practitioners and researchers. For some of you it will be an opportunity to rekindle 

old acquaintances from the 1st International Conference in Brussels, 2007. For those of you who are 

engaging for the first time, we hope that it will be a truly memorable experience and that you will continue to 

be an active member of the global network. The initial planning for this conference commenced immediately 

after the Brussels conference, and we would like to extend a heartfelt gratitude for all those who gave of their 

time to make this event possible. 

The truly international representation should allow for a wonderful opportunity to engage in deep and 

meaningful conversations about the current status of service-learning, locally and globally, as well as possible 

future trends that may be emerging. Our conversations will be facilitated by an excellent array of presentations 

and plenary sessions. Also, the home group forums will provide an additional vehicle for continuing those 

conversations in small groups. And, the panel conversation on current issues and future trends in servicelearning 

on Friday afternoon will provide a capstone opportunity to re-visit those themes in a wider forum. A 

panel of experienced and interested service-learning practitioners will contribute to it. 

We are very privileged indeed to have three excellent keynotes from Tom Collins, Professor of Education at the 

National University of Ireland Maynooth, from Professor Anne Sliwka, Professor of Education at Heidelberg 

University of Education, and from Andy Furco, Associate Vice President for Public Engagement at the 

University of Minnesota. They will add greatly to the conference proceedings, and we hope that you will have 

the opportunity to engage with them over the course of it. 

However, it would be remiss of us not to point out that you will be located in one of the most picturesque and 

beautiful parts of Ireland, and we certainly hope that you will be able to take full advantage of the sights and 

sounds of Galway while you are here. 

Looking forward to meeting all of you during the course of the conference and for those of you who are 

travelling from afar, we wish you a safe and pleasant journey. 

Jean Strait 

Hamline University 

Conference Co-Chair 

Timothy Murphy 

Leeds Metropolitan University 

Conference Co-Chair 

102 Tillman Hall, Clemson University, Clemson, SC 29634 USA 

Phone +864.656.6575, Facsimile +864.656.0311, Web www.Clemson.edu/ICSLTE 

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25 June 2009 

Greetings to Conference Participants: 

On behalf of Clemson University, the host institution for the International Center for Service-Learning 

in Teacher Education, I bid you welcome to the Second International Conference on Service-Learning in 

Teacher Education: Conversations that Matter II (Comhráite domhanda a bhfuil brí leo in Irish). 

Clemson has been proud to host the Center since its inception in 2003, and our crowning achievement 

had been the first international conference held in Brussels in 2007; this conference brought together likeminded 

participants from six continents to clarify service-learning language, to share professional work, and 

to explore possibilities for future collaboration on issues of research, policy, and practice. The culmination of 

those activities begins today with Conversations that Matter II. To this end, we welcome you to Galway, and 

we challenge you to engage, to learn, to instruct, to grow, to nurture, to share, and to refresh body, mind, and 

spirit in this truly magical place. 

Mutability is a constant, and the Center must also adapt to change. We heed the words of Tennyson, “‘The 

old order changeth, yielding place to new, And God fulfils himself in many ways,/ Lest one good custom 

should corrupt the world.” It is time for the Center to have a new home, and we anticipate a new partnership 

in the near future. It will be bittersweet, but we can be assured that the time is right and that the new home 

will take us to the next level. 

As we review the accomplishments of the Center, from its origins in NSLTEP to becoming an international 

force for the work we hold so dear, we can be proud. We share the passion not only for the work but also for 

conveying the values of service, civic engagement, compassion, changing communities and changing lives to 

the next generation of teachers; they, in turn, will be able to touch the future through the students they reach. 

I wish to thank the Center Board members, past and present, for their outstanding work and for Peni 

Callahan’s and Don Hill’s leadership; also, many thanks to the Conference Planning Team, lead so ably by 

Timothy Murphy and Jean Strait. To our conference hosts, the National University of Ireland Galway and 

Lorraine McIlrath and Patricia Walsh, we are truly grateful. On a more personal level, I would like to thank 

Lorilei Swanson for her years of dedicated service to the Center. And our gratitude extends to our many 

wonderful partners throughout the development and growth of the Center. Finally, I offer a special thanks to 

Marty Duckenfield. If there is a heart of the Center and Conversations that Matter I and II, it is surely Marty. 

I implore you to become involved in not only the conference sessions but also in the Home Groups, the 

Special Interest Groups, and the activities that will follow throughout the year. Through the activities of 

this conference and our subsequent work, we will equip ourselves to train the future agents of change. The 

discussions will be compelling; the outcomes will resonate. 

Best wishes for a productive conference and a professional and personal experience that will enrich your lives 

in significant ways. 

With kind regards, 

Nancy Cassity Dunlap, PhD 

Associate Director 

Eugene T. Moore School of Education 

Eugene T. Moore School of Education 

Office of the Director 102 Tillman Hall Box 340702 Clemson, SC, 29634-0702 

864.656.0480 FAX 864.656.0311 

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CONFERENCE AT A GLANCE 

Thursday, 25 June 2009 

14:00 – 15:00 Registration 

15:00 – 15:15 Welcome 

15:15 – 16:45 World Café 

16:45 – 17:00 Introductions to Special Interest Groups 

17:30 – 18:30 Opening Plenary (Tom Collins) 

18:30 – 19:00 Home Group Meetings 

19:30 – 21:00 Barbecue in Student Union 

Friday, 26 June 2009 

9:00 – 9:15 Welcome 

9:15 – 10:15 Plenary Speaker (Anne Sliwka) 

10:15 – 11:00 Home Group Meetings With Coffee 

11:00 – 12:30 Concurrent and Round Table Sessions 1 

12:30 – 14:00 Lunch 


15:30 – 15:45 Coffee Break 

15:45 – 16:45 Poster Session 

16:45 – 17:45 Panel Discussion – Conversations on Service Learning II 

17:45 – 18:00 Break 

18:00 – 19:00 Special Interest Group Meetings 

19:00 Conference Dinner or Dinner on Own 

Saturday, 27 June 2009 

9:00 – 9:30 Special Interest Groups 

9:30 – 10:30 Plenary (Andy Furco) 

10:30 – 10:45 Coffee 


12:00 – 13:00 Lunch with Home Groups 


15:00 – 15:30 Conference Closing 

(ending at 3:30) 

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SPECIAL CONFERENCE FEATURES 

Thursday, 25 June 

World Café 

Thursday afternoon’s World Café is a place where 

conversations around small tables, about issues that matter 

in our service-learning work, will take place under the 

guided facilitation of Cathy Berger Kaye and Don Hill. We 

intend these conversations to stimulate creative thinking 

and nurture personal relationships as we move forward in 

productive action. 

Home Groups 

At conference registration, you will be assigned to a Home 

Group that will meet three times. The purpose of the 

Home Groups is to provide an instant friendly and personal 

environment for all participants to get to know new 

colleagues and to feel connected to the conference. There is 

no agenda other than learning from one another by sharing 

ideas and stories. 

Friday, 26 June 

SPECIAL INTEREST GROUPS 

Four choices of Special Interest Groups offer participants 

ways to continue their involvement in service-learning in 

teacher education globally. 

Research – Facilitator, Andy Furco 

The Research Special Interest Group is open to anyone 

who is interested in advancing research that focuses on the 

advancement of service-learning in teacher education. 

Technological Connections – 

Facilitator, Teddi Fishman 

In planning for post-conference connections, participants 

will be invited to join an online community of servicelearning 

teachers and practitioners. 

Citizenship Education – 

Facilitator, Timothy Murphy 

The Citizenship Education Special Interest Group is open 

to anyone who is interested in exploring global citizenship. 

Faculty and Student Exchanges – 

Facilitator, Laura Stachowski 

This Special Interest Group will focus on the connections 

we have already begun and by further exploring faculty 

and student exchanges and international service-learning 

projects. 

CONCURRENT SESSIONS 

There are four concurrent sessions featuring three types of 

presentations and one poster session at this conference. 

Panel Discussions 

Ninety-minute Panel Discussions are presentations on 

research, coursework/syllabi, and project examples. Each 

presenter will speak for 20 minutes. These will be combined 

with the work of others in similar fields with no more than 

three papers to a session. 

Workshops 

Ninety-minute Workshops develop an understanding of 

major concepts and skills for high-quality service-learning 

implementation. An individual or a team will present 

and use thoughtful questions and/or activities to stimulate 

interaction among participants. 

Round Table Sessions 

Round Table sessions are an opportunity to engage a small 

group of people (up to 10) in discussion of research, a case 

study, or an issue. Round Tables provide a focused time 

for learning from one another through brainstorming, 

questioning, and exchanging ideas. Participants will have 

an opportunity to attend two presentations within the 

90-minute session. 

Poster Sessions 

On Friday afternoon, there will be a one-hour Poster 

Session as presenters share their work. This will be held in 

the Foyer of the Arts Millennium Building. 

2007 Conference Online 

Participate in the First International Conference in Service- 

Learning in Teacher Education that was held in Brussels, 

Belgium, July 2007. Ten workshops and three keynote 

sessions can be found at the International Center Website. 

Go to : 

http://itcenter.clemson.edu/icslte/news/brussels-2007- 

virtual-conference 

You can then sign it with the userid of brussels and the 

password of belgium. 

Do enjoy the conference! 

GENERAL CONFERENCE INFORMATION 

Plenary Sessions 

The conference will have three plenary sessions with 

invited keynote speakers: Tom Collins, Anne Sliwka, and 

Andy Furco. These engaging speakers have much to share in 

their compelling and provocative sessions. 

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THURSDAY, 25 June 2009 

Thursday, 25 June 2009 

15:00–17:00 

Welcome to the Conference and World Café 

Location: 

Arts Millennium Building - O Tnuathail 

Host: 

Nancy C. Dunlap, Associate Director, Eugene T. Moore 

School of Education, Clemson University, Clemson, South 

Carolina, US, Board Member, International Center for 

Service-Learning in Teacher Education 

Welcome: 

Larry Allen, Dean, College of Health, Education, and Human 

Development, Clemson University, Clemson, SC USA 

World Café 

Location: 

15:15–16:40 

Arts Millennium Building Classrooms 

Facilitators: Don Hill, Youth Service California, Oakland, 

California, US; Chair of the Board for the International Center 

for Service-Learning in Teacher Education; Cathryn Berger 

Kaye, International Service-Learning Consultant, Los Angeles, 

California, US. 

16:40–16:50 

World Café Concluding Remarks 

Location: Arts Millennium Building – Theatre 

16:50–17:00 

Introduction to the Special Interest Groups 

Location: 

Host: 

Opening Plenary Session 

17:30–18:30 

Arts Millennium Building - O Tnuathail 

Nancy C. Dunlap, Clemson University 

Presenter: 

Tom Collins, Department of Education, National University 

of Ireland, Maynooth 

The University and the Community: 

An Evolving Relationship    

In the second half of the twentieth 

century, Irish universities began to 

explore off-campus relationships with 

constituencies and interests with 

which they had had previously little 

engagement. This presentation will 

explore the driving forces behind 

this development and look to future 

directions which it might take.  

Tom Collins 

Professor Tom Collins is Head of the 

Education Department at NUI Maynooth and Dean of 

Teaching and Learning. Prior to this he was Director, 

Dundalk Institute of Technology. He was Government 

advisor on both the Green Paper (1998) and White Paper 

(2000) on Adult Education at which time he was Director 

of the Centre for Adult and Community Education at 

NUI Maynooth. He is currently chair of the National 

Council for Curriculum and Assessment and chair of the 

Commission on Nursing. 

18:30–19:00 

Home Groups Meeting #1 

Location: 

Arts Millennium Building Classrooms 

Facilitator: Don Hill, Youth Service California 

At conference registration, you will be assigned to a Home 

Group that will meet twice. The purpose of the Home 

Groups is to provide an instant friendly and personal 

environment for all participants to get to know new 

colleagues and to feel connected to the conference. There 

is no agenda other than learning from one another by 

sharing ideas and stories. 

19:30–21:00 

Barbecue and Entertainment – College Bar 

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FRIDAY, 26 June 2009 

Location: 

Friday Plenary Session 

9:00–10:15 

Arts Millennium Building – O Tnuathail 

Host: Timothy Murphy, Conference Co-Chair; Senior 

Lecturer, Carnegie Faculty of Sport & Education, Leeds 

Metropolitan University, Leeds, UK; Board Member, 


Service Learning & School Development: 

Bridging the gap between academia and schooling. 

Presenter: 

Anne Sliwka, Heidelberg University of Education, Germany 

In my presentation, I will introduce a 

particular model of service-learning in 

teacher education which we have been 

developing over the past eight years at 

the universities of Mannheim, Trier, 

and Heidelberg. We establish close 

cooperations with partner schools 

in the region. These schools provide us 

with real-life challenges and problems, 

which we work on and try to solve 

Anne Sliwka 

in courses called “School development in practice”. The 

model is based on the idea of a horizontal developmental 

partnership between universities and schools. Students 

learn to apply research methods and scientific knowledge 

in real-life interventions in schools. I will explain the 

evolving methodology of these courses, will present some 

practical examples of what we have been doing in and with 

schools, and will share some of our evaluation and research 

results on the effectiveness of the approach in teacher 

education. 

Anne Sliwka is Professor of Education at Heidelberg 

University of Education. She was one of the initiators of 

the large German government programme “Learning and 

Living Democracy” and is a co-founder of the German 

Association for Democratic Pedagogy (DeGeDe). She was 

one of the first German professors to introduce a servicelearning 

component to her university courses. Her research 

focuses on teacher professionalism, school culture, school 

improvement, civic education and democratic pedagogy. 

She is author of the book Bürgerbildung: Demokratie beginnt 

in der Schule. (2008). She currently serves on the Board of 

Directors for the International Center for Service-Learning 

in Teacher Education. 

Concurrent Sessions 1 

Participants choose one. 

11:00–12:30 

Children’s Land: Ania’s World, Our World 

Format: 

90-Minute Workshop 

Location: Room AM 104 

Presenters: 

Carmen Clay, Casady School, Oklahoma City, OK, US 

Mackenzie Walker, Casady School, Oklahoma City, OK, US 

Jake Patton, Casady School, Oklahoma City, OK, US 

Kendall Hall, Casady School, Oklahoma City, OK, US 

Ross Wehner, World Leadership School, Denver CO, US 

Love, will, a child, and a piece of land are what is needed. 

See and hear how an intergenerational collaboration 

transformed a pile of rubble into an ecological playground. 

Ania, a cartoon character of an indigenous girl, whose 

mission is to give back to humans the love for nature and 

the drive to protected it, inspired children of low income 

Ollantaytambo Manco Inca Elementary School to dream 

of their own Children’s Land. The children connected 

to the hearts of adults and US teens to help make 

Ollantaytambo’s children’s land a reality. 

Learning to Teach for Social Justice: Lessons from 

Initial Teacher Education in Ireland 

Format: 



Presenters: 

Josephine Boland, National University of Ireland, Galway, IE 

Elaine Keane, National University of Ireland, Galway, IE 

Hannagh McGinley, Galway Traveller Movement, Galway, IE 

In “Learning to Teach for Social Justice” – an elective 

element of the Postgraduate Diploma in Education in 

NUI Galway–student teachers engage with community 

partners, supporting pupils from minority ethnic groups in 

a homework club setting. The anticipated academic and 

civic outcomes are explicitly linked to themes of diversity, 

interculturalism, and educational disadvantage. We explore 

opportunities and challenges involved in planning and 

implementing service-learning from teacher educator, 

community partner, and student teacher perspectives. 

10:15–11:00 

Home Groups Meeting #2 With Coffee 

Location: 

Foyer and Classrooms, 

Arts Millennium Building 

7

Collaboration: Why We Must; How We Can 

Format: 



Presenter: 

Cathryn Berger Kaye, CBK Associates, Los Angeles, 

California, US 

What makes collaboration essential for service-learning 

excellence? Whether planning a service-learning 

experience, developing K-20 continuums, identifying 

community partners, establishing consortia to secure 

funding and a future for programs, or infusing global 

literacy into our efforts – all require systematic thoughtful 

collaboration. The process of service-learning is 

the ultimate team sport! Participate in the dynamic 

examination of how to infuse these ideas into both teacher 

readiness and in growing locally and collectively. 

Community Builders: An Intergenerational 

Service-Learning Partnership Between Middle 

School Students, College Students, and Adult 

Community Volunteers 

Format: 



Presenter: 

Kevin Fiene, Wartburg College, Waverly, IA, US 

Fred Waldstein, Wartburg College, Waverly, IA, US 

Community Builders is a service-learning program 

developed at Wartburg College, Waverly, Iowa. 

Community Builders facilitates college students teaching 

communities of local sixth grade students about servicelearning. 

The program is also intergenerational as adult 

community volunteers are included in each community; 

each community learns about service-learning while also 

completing service work. The culminating project/focus is 

coordinated with the work of Self-Help International. This 

session will be an interactive sharing of information among 

participants. 

Powerful Voices Changing Lives 

Format: 



Presenter: 

Karen Crosby, Georgetown Alternative School, Georgetown, 

TX, US 

This workshop is for anyone who works with bored, 

uncommunicative, rebellious, but brilliant, caring 

kids. You will learn how the power of student voice in 

service-learning projects improves student character. You 

influence their growth. You’ll receive materials you can 

use tomorrow, and you will see changes in lives – theirs 

and yours. When the power of student voice is raised 

toward the common good, everything shifts. Be prepared 

to change! 

Round Table Sessions 1 

Participants choose two. 

11:00–12:30 

Location: McKenna - AM 214 

Italy Comes to Oklahoma: A Service-Learning 

Collaboration between Families, Pre-Service 

Teachers, Universities, and Communities 

Location: Table 1 

Presenter: 

Elizabeth A. Ethridge, University of Oklahoma, Tulsa OK, US 

This session highlights a collaborative project between 

Reggio Emilia, in northern Italy and Tulsa, Oklahoma, in 

the United States. Early childhood education pre-service 

teachers collaborated with schools, families, and children 

through two service-learning projects. Participants will 

have the opportunity to examine a unique model of multilevel 

collaborations, view multiple forms of documentation 

chronicling the service-learning experiences, and engage 

in dynamic dialogue about ideas for possible international 

collaborations. 

Heart to Heart Art: Campus Community Partners 

Building a Sustainable Relationship 


Presenters: 

Deborah Booth, Gonzaga University, Spokane, WA, US 

Jerri Shepard, Gonzaga University, Spokane, WA, US 

Sima Thorpe, Gonzaga University, Spokane, WA, US 

This interactive session provides components of a 

successful, sustainable, community-based service-learning 

model connecting pre-service teacher candidates from 

Gonzaga University with K-8 homeless students who are 

attending a YWCA Afterschool Arts and Enrichment 

program. Lessons teach cultural competence and combine 

emotional and academic intelligences to develop selfesteem 

and promote service to others. Participants will 

be introduced to a self-assessment tool demonstrating the 

stages of sustainability for service-learning partnerships. 

Service-Learning Through an International 

Graduate Exchange Program 


Presenter: 

Michael Padilla, Clemson University, SC, US 

Originally intended as a faculty/student exchange program, 

this program emerged as a life-changing experience for 

participating faculty and students. Through intensive 

use of reflection and immersion in local communities, 

this program prepared Thai students to become effective 

leaders, not only in their own country, but also in Englishspeaking 

countries. Both the Thai students and American 

students grew extensively as a result. 

8

Working the “Third Space” of Teacher Professional 

Experience at the University of Western Sydney 


Presenters: 

Suzanne Gannon, University of Western Sydney, AU 

Anne Power, University of Western Sydney, AU 

Loshini Naidoo, University of Western Sydney, AU 

In this presentation, we introduce the suite of servicelearning 

strands offered as Professional Experience Three 

(PE3) to aspiring secondary teachers in the Masters of 

Teaching at the University of Western Sydney and discuss 

them in terms of a “third space” for teacher education. 

Working with students “at risk,” refugees, gifted students, 

students with special needs in urban cities, rural towns, and 

overseas, pre-service teachers begin to open new ways of 

relating to diverse young people and new pedagogical spaces. 

12:30–14:00 

Lunch and Free Networking Time 

An Bhialann Restaurant, adjacent to Arts 

Millennium Building 



14:00–15:30 

Does Service-Learning Aid Retention? 

Format: 90-Minute Workshop 


Presenters: 

Jean Strait, Hamline University, St. Paul, MN, US 

Joyce Jones, Hamline University, St. Paul, MN, US 

What can schools and teachers do to encourage students 

to stay in school? One possible solution may be to look 

at experiential learning processes and civic competencies 

that help students perform in the workplace and adult life. 

Come join us to learn about these hard and soft skills and 

examine a service-learning example used to encourage this 

skill development. Journal articles, tools, and research data 

will be provided to all participants. 

Training, Implementation, and Pedagogical 

Challenges Inherent in Service-learning: Lessons 

Learned, Recommendations, and Next Questions 



Presenters: 

David Malone, Duke University, Durham, NC, US 

Jan Rigsbee, Duke University, Durham, NC, US 

Kathy Sikes, Duke University, Durham, NC, US 

The Learning to Teach, Learning to Serve Network is a 

consortium of 12 teacher education programs in the state 

of North Carolina in the Southern United States. Over 

the last three years, each campus developed between four 

9 

to six service-learning courses for pre-service teachers. 

Presenters will discuss the challenges, lessons learned, 

research outcomes, and implications for practice and 

further investigation. 

Your Burning Questions About Reflective Practice 

in Teacher Education 



Presenters: 

Brian O’Donnchadha, National University of Ireland, 

Galway, IE 

Marshall Welch, Saint Mary’s College of California, Moraga, 

CA, USA 

Are you a reflective practitioner? Do you constantly find 

that there are obstacles to reflecting on your own practice? 

Do you have burning questions about reflective practice 

within service-learning? Do you have a forum to reflect 

with your peers? Based on the principles of Open Space 

Technology, this highly interactive workshop will address 

your specific concerns about reflective practice with the 

aim of examining your questions and arriving at solutions 

through collaborative dialogue. 

Round Table Sessions 2 

Participants choose two 


A Multi-Tiered Service-Learning Model for an 

Education Faculty 


Presenters: 

Nadine Petersen, University of Johannesburg, ZA 

Helen Dunbar-Krige, University of Johannesburg, ZA 

Josef de Beer, University of Johannesburg, ZA 

Memoona Mahomed, University of Johannesburg, ZA 

We wish to invite discussion on a model of service-learning 

implemented by education faculty at a university in South 

Africa’s industrial and commercial heartland, where social 

problems are concentrated and many schools suffer and 

struggle on the margins of society. We have partnered 

11 schools and one community organization in a formal 

agreement with the local education department and a few 

school districts. In this model, services to local schools/ 

community organizations are provided by three integrated 

tiers of students, each of which is at different levels of 

academic advancement: pre-service teacher education 

students, B Ed (Hons) postgraduate students who are 

completing their internship as school counselors, and M Ed 

Educational Psychology students, who are completing 200 

hours of practicum. We wish to explore the viability of 

the model in terms not only of its structure and operation, 

but extend the conversation in terms of the challenges for 

curriculum and theoretical integration and of research.

Case Study: Honors College Civically Engaged 


Presenters: 

Lillie McCain, Mott Community College, Flint, MI, US 

Paul Rozycki, Mott Community College, Flint, MI, US 

This presentation will discuss the linkage between servicelearning 

and a triad of three elements of teacher education: 

the academic strengths of an Honors Program, the 

professional development offered by a college teacher prep 

program, and the interaction with the local community. 

Employing specific academically developed skills such as 

listening (social work), polling (political science), critical 

thinking and problem solving (all disciplines), students 

engage with grass roots and nonprofit organizations to 

contribute, support, assist, and serve. 


Critical Conversations, Professional Learning and 

the Role of International Placements in Reflective 

Pedagogy 


Presenters: 

Jon Tan, Leeds Metropolitan University, Leeds, UK 

Christine Allan, Leeds Metropolitan University, Leeds, UK 

Timothy Murphy, Leeds Metropolitan University, Leeds, UK 

This symposium provides a forum of conversations around 

the use of critically reflective approaches in Initial Teacher 

Education, drawing from examples that connect practice, 

reflection, and research from current work developed 

in the Carnegie Faculty of Sport & Education at Leeds 

Metropolitan University. Many of the foundations of 

service-learning have resonance with our international 

work, in particular the ways in which such approaches 

support the recognition of diversity and of providing 

culturally-situated learning. 

Service-Learning Enhances and Informs 

International Student Teaching: A U.S. Student 

Teacher in Ireland Shares her Experiences 


Presenters: 

Laura L. Stachowski, Indiana University, Bloomington, IN, US 

Emily Evans, Indiana University, Bloomington, IN, US 

This presentation first provides a “best practice” model for 

infusing service-learning with international student teaching 

to enrich and inform the classroom experience. Second, a 

U.S. student teacher in a rural Irish village talks about her 

service-learning project and the insights she gained about 

her pupils, teaching, and community as a result. 

Printed materials will be shared and connections fostered 

for attendees who seek to develop/expand existing programs 

combining student teaching and service-learning 

Location: McKenna AM 214 

From “Program” to “Policy:” Institutionalization 

of Service-Learning from an Administrator’s 

Perspective Resulting in Greater Student 

Connection to School and Learning 


Presenters: 

Joseph Erickson, Augsburg College, Minneapolis, MN, US 

In this presentation, we examine the critical role of 

school administrators in institutionalizing school-based 

service-learning (S-L). According to many S-L advocates, 

administrators are often the most effective advocates in 

the development of S-L in our schools. We examine how 

this works and identify the features that elicit successful 

institutionalization. We also employ the Frames of Analysis 

approach (Bolman and Deal, 1991) to fashion a leadership 

model of implementation for successful S-L initiatives. 

Integrating Service-Learning into a K-12 school – 

Case Study of an Australian Context 


Presenter: 

Ken Symonds, All Saints Anglican School, Queensland, AU 

This successful K-12 school was perhaps, after 20 years of 

operation, missing something of its earlier focus on outreach 

and civic engagement that had characterised its earlier 

years. We felt that this key quality in our graduates was 

in need of “resharpening” in terms of global citizenship 

and responsibility, especially given our privileged lives 

in Australia. Service-Learning was considered an ideal 

pedagogy to integrate into our curriculum for the thirteen 

years of schooling of our students. 

Teacher Candidates’ Development Over Time: 

Implications for a Programmatic Approach to 

Service-Learning 


Presenter: 

Mickey Fenzel, Loyola College in Maryland, Baltimore, US 

This session addresses how pre-service candidates mature 

cognitively and morally over four years in an undergraduate 

program that includes five service-learning courses. Using 

different perspectives of college student development 

and student self-perception data, I will lead a discussion 

on how to facilitate and assess students’ development 

over time. In addition, I will present how our department 

structures our service-learning courses and seek input on 

how to best structure service-learning for long-term student 

development. 

10

Are They Getting It? Using a Reflective Tool to 

Plan Service-Learning Assessment Strategies 


Presenters: 

Martina Crehan, Dublin Institute of Technology, Dublin, IE 

Catherine Bates, Dublin Institute of Technology, Dublin, IE 

Elena Gamble, Dublin Institute of Technology, Dublin, IE 

As reflection is the key to learning within the context of 

service-learning, it is vital that teachers, in tandem with 

their students, implement and model reflective practice in 

the context of course planning. This workshop will use one 

model of reflection (Gibbs Reflective Cycle, 1988) as a 

vehicle to facilitate participants in evaluating their current 

assessment strategies, and exploring and designing new 

assessment strategies for use in service-learning. 

Embedding ‘Wider Perspectives’ in the BAQTS 

Curriculum 


Presenters: 

Phil Bamber, Liverpool Hope University, UK 

John Patterson, Liverpool Hope University, UK 

This session will consider how community engagement 

and service-learning has been embedded in the newly 

written 4-year Primary BAQTS course at Liverpool 

Hope University. The structure, aims, and objectives 

of a 30-credit, third-year module, “Wider Perspectives 

in Education,” will be outlined that combines problembased 

learning with a sustained period of engagement 

with a local or international context to broaden and 

deepen the impact of the QTS course. The development 

of this module draws upon a tradition of local and global 

volunteering at this institution. It has been developed with 

funding from Department for International Development 

to support the delivery of the Global Dimension in Initial 

Teacher Education at this institution. 

Location: 

Poster Sessions 

15:45–16:45 

Arts Millennium Building Foyer 

Personal and Social Development of University 

Students through Service-Learning 

Presenter: 

Lourdes Villardón, University of Deusto, Bilbao, ES 

The Impact of International Service-Learning on 

the Personal and Professional Lives of Graduate 

Education Students: Lessons Learned in Peru and 

Mexico 

Presenters: 

Angela Spaulding, West Texas A&M University, Canyon, 

TX, US 

Eddie Henderson, West Texas A&M University, Canyon, 

TX, US 

Shona Rose-Besselman, West Texas A&M University, 

Canyon, TX, US 

Michelle Sanders, West Texas A&M University, Canyon, 

TX, US 

Deborah Johnson, West Texas A&M University, Canyon, 

TX, US 

Learning Service in Teacher Training Through 

a Journal for Values Development (RAS) 

Presenter: 


Each One, Teach One: Service-Learning in Action 

in New Orleans 

Presenters: 



Location: 

15:30–15:45 Coffee Break 


Does Participation in Signature Service-Learning 

Positively Impact Students’ Test Scores? A 

Replication Study 

Presenter: 

Mary H. McCarthy, University of Massachusetts Lowell, US 

Understanding the Implementation Barriers 

of a Service-Learning Project in South 

America: Lessons to Apply at Home and Abroad 

Presenters: 

Aaron Spaulding, West Texas A&M University, Canyon, 

TX, US 

Angela Spaulding, West Texas A&M University, Canyon, 

TX, US 

Caitlin Spaulding, Trinity University, Amarillo, TX, US 

Eddie Henderson, West Texas A&M University, Canyon, 

TX, US 

11

Secondary and College Collaborations, Struggles, 

and Successes 

Presenter: 

Susan Ward-Roncalli, Gibbs Lardner Ward Consultants, 

Alhambra, CA, US 

Maintaining Quality While Dealing With Quantity: 

How to Keep Projects Meaningful in an Age of 

Limited Staff Development Time and Funding 

Presenter: 

Susan Ward-Roncalli, Gibbs Lardner Ward Consultants, 

Alhambra, CA, US 

Working the ‘Third Space’ of Teacher Professional 


Presenters: 




Conversations on Service-Learning II 

16:45 – 17:45 

Location: Arts Millennium Building - O Tnuathail 

Host: 

Marty Duckenfield, National Dropout Prevention Center, 

Clemson University, Clemson, SC, US; Board Member, 


Facilitator: 

Joseph Erickson, Augsburg College Education Department, 

Minneapolis, MN, US; Board Member, International 

Center for Service-Learning in Teacher Education 

Format: Plenary Session - Town Hall Meeting 

We will all join together for an opportunity for real 

dialogue on current issues/future trends on servicelearning. 

Questions from your Home Groups and others 

that have arisen will be explored through an open 

discussion amongst our panel members and all conference 

participants. 

Research 

17:45–18:00 Break 

18:00–19:00 

Special Interest Groups 

Room AM 104 

Facilitator: Andy Furco 

Technological Connections 

Room AM 105 

Facilitator: Teddi Fishman 

Citizenship 

Room AM 106 

Facilitator: Timothy Murphy 

Faculty and Student Exchanges 

Room AM 107 

Facilitator: Laura Stachowski 

19:00 Conference Dinner 

Location: SAS Radisson 

(preregistration required) 

Or Dinner on Your Own 

12

Saturday, 27 June 2009 

Research 

9:00–9:30 

Special Interest Groups 

Room AM 104 

Facilitator: Andy Furco 

Technological Connections 

Room AM 105 

Facilitator: Teddi Fishman 

Citizenship 

Room AM 106 

Facilitator: Timothy Murphy 

Faculty and Student Exchanges 

Room AM 107 

Facilitator: Laura Stachowski 

Saturday Plenary Session 

9:30–10:30 


Host: Jean Strait, Conference Co-Chair; Associate Professor of 

Education, Hamline School of Education, Hamline University, 

St. Paul, MN, US 

Presenter: Andy Furco 

Research for the Future: Charting the Next Phase 

of Service-Learning in Teacher Education 

While there is a growing body of research 

that has examined a broad range of issues 

pertaining to service-learning in teacher 

education, knowledge gaps regarding best 

practices for implementation and overall 

program impacts persist. This session will 

examine what we know from the research 

and will explore what future research 

questions should be answered that can 

help chart a promising and successful 

Andy Furco 

future for service-learning in teacher education. 

Andrew Furco is Associate Vice President for Public 

Engagement at the University of Minnesota, where he also 

serves as an Associate Professor of Education and Director 

of the International Center for Research on Community 

Engagement. His publications include two co-edited books and 

more than 40 journal articles, book chapters, and technical 

reports focused on service-learning in K-12 and higher 

education. He currently serves on the Board of Directors for 

the International Center for Service-Learning in Teacher 

Education and is co-chair of the International Service- 

Learning in Teacher Education Research Affinity Group. 

Location: 

10:30–10:45 Coffee Break 




10:45–12:30 

Developing Leaders for School and Community 

Format: 



Presenters: 

Peni Callahan, Providence College, RI, US 

Brian McCadden, Providence College, RI, US 

Colleen Rost-Banik, Providence College, RI, US 

Jamie Luedtke, Providence College, RI, US 

This interactive workshop will provide a model of crossdisciplinary, 

collaborative service-learning that benefits 

teachers in training, student leaders, faculty, and public 

schools. Connections will be drawn between this program 

and those at participants’ universities. Opportunities for 

post-conference networking and collaboration among 

participants will be explored. This workshop is appropriate 

for those involved with undergraduate and graduate teacher 

education as well as K-12 faculty. 

Teaching and Reciprocal Learning about Diversity 

Through Service-Learning 

Format: 



Presenters: 

Noreen Cameron, Villanova University, Villanova, PA, US 

Jerusha Conner, Villanova University, Villanova, PA, US 

Collen Knill, Villanova University, Villanova, PA, US 

Kathleen Dempsey, Villanova University, Villanova, PA, US 

In this interactive presentation and workshop, we will share 

what we have learned from developing a partnership between 

pre-service teachers in a service-learning education course 

and high school seniors at a low-income, urban school, and 

we will engage the session attendees in thinking with us 

about the lingering questions that our experience raised. 

Service-Learning Programs Can Actually Be 

Pre-Service Teacher Education Programs, Too! 

Format: 



Presenters: 

Robert Shumer, University of Minnesota, Minneapolis, MN, US 

Michael Mulahy Morris, University of New Mexico, 

Albuquerque, NM, US 

People formulate their understanding of teaching and 

education long before they enter teacher preparation 

programs. Research on service-learning and national 

service programs indicate that participants use service 

13

experiences to make career choices and to learn academic 

and technical skills. This presentation highlights the role 

of service-learning programs, especially national service 

initiatives, as a preparatory opportunity to learn about 

teaching and to increase the number and quality of those 

who enter the teaching profession. 

Round Table Session 3 

Participants choose two, one for each 45-minute session. 

10:45 – 12:15 


Service-Learning: Is What is Good for the 

Community Always Best for the Student? 


Presenters: 

Suzanne Rocheleau, Drexel University, Philadelphia, PA, US 

Daniel Dougherty, Drexel University, Philadelphia, PA, US 

Service-learning programs provide educational benefits 

to students and connect the university to its community 

as student skills are applied to the solution of community 

problems. Although developed with clearly defined 

educational outcomes for students as programs become 

institutionalized, focus can drift from addressing student 

learning outcomes to meeting community needs. This 

roundtable will discuss best practices for developing robust 

service-learning programs with well-defined student 

learning outcomes and strong community benefit. 

The Go Global Service-Learning Initiative at West 

Texas A&M University: A Model for Extending 

the University Education Classroom into the 

Cultures of the World - Lessons Learned in Peru, 

Mexico, India, and Thailand 


Presenters: 

Eddie Henderson, West Texas A & M University, Canyon, 

TX, US 

Angela Spaulding, West Texas A & M University, Canyon, 

TX, US 

Shona Rose-Besselman, West Texas A & M University, 

Canyon, TX, US 

Michelle Sanders, West Texas A & M University, Canyon, 

TX, US 

This session will present the Go Global Initiative, a 

successful university program that promotes cultural 

understanding and respect through an innovative 

and multifaceted service-learning delivery system 

that interconnects course content with: cultural 

appreciation, group dynamics, academic research and 

writing, community partnerships, experiential learning, 

technology-rich presentation, and faculty-led field 

expeditions to international cultures. 

Service-Learning as a Teaching Strategy to 

Reduce Cultural Bias 


Presenter: 


This presentation contrasts the active learning processes 

of children and adults by chronicling a service-learning 

project in the United States in which 19 university 

students implemented an anti-bias curriculum with 112 

young children. Findings are interpreted in relation to 

David Kolb’s model of experiential learning. Implications 

for classroom practice and theory are discussed. 

Location: McKenna - AM 214 

Think Global-- Act Local: Developing Cultural 

Competencies through Refugee-Focused Projects-- 

International Service-Learning at Home 


Presenter: 

Caile Spear, Boise State University, Boise, ID, US 

Future educators need greater cultural awareness and 

competencies for teaching students in a globalized society. 

Two education faculty partnered with local refugee 

agencies. This session presents model student servicelearning 

(SL) projects demonstrating increased cultural 

competencies acquired through experiences with local 

refugee populations. Session participants will discuss how 

refugee focused SL projects can meet cultural diversity 

requirements and prepare teachers with a broader 

background to address the needs of children experiencing 

the traumas of war-torn countries. 

Tracking Service-Learning in a Design-Based 

Research Inquiry 


Presenter: 


I wish to invite discussion on a proposed research project for 

the design of a SL curriculum for social justice and care using 

the methodology of design-based research (DBR). Issues to 

be explored are research-related and thus methodological, 

e.g. the suitability of DBR; the proposed data collection 

methods (video recording to capture students’ in-situ 

learning, educational artifacts, collages and photographs, 

students’ critical reflection); and data analysis methods 

(content analysis in grounded theory mode, TRANSANA 

video analysis, and critical discourse analysis). 

14

Youth Leaders Guide Teachers in Service-Learning 


Presenters: 

Moses Kwalula, Creative Associates International, Inc., LR 

Gail vonHahmann, Creative Associates International, Inc., LR 

Hilary Collins, Cuttington University, Suakoko, LR 

Staff of the Liberian Accelerated Learning Program PLUS 

(ALP PLUS) conducted action research to look at how 

youth leaders help teachers guide students and community 

members to work together on service-learning activities. 

In its third year, ALP PLUS has helped over 40,000 overage 

students re-enter school to achieve their 6th grade 

certificate. Over 1,600 teachers have been trained in 

accelerated learning and service-learning methods. 48 

Community Youth Officers (CYOs), support teachers and 

PTA members as they work on service-learning projects 

together. We look at behaviors and attitudes and how 

service-learning may help bring the change needed for a 

closer link between youth, schools and communities in 

a post-war environment. Roundtable participants will be 

invited to review the results and share insights. 

12:15–13:15 Lunch with your Home Groups #3 

Location: An Bhialann Restaurant, adjacent to 

Arts Millennium Building 



13:30 – 15:00 

Get Engaged! Approaches to Service-Learning 

Teacher Education that Models Best Practice 



Presenter: 

Cathryn Berger Kaye, CBK Associates, Los Angeles, CA, US 

Can service-learning be taught in lecture format? What 

engaging strategies illuminate best practices and servicelearning 

standards? Whether in a teacher education 

classroom or staff development institute, how we deliver 

the service-learning message matters. Experience proven 

methodologies that showcase how service-learning is much 

more than simply adding a project to classroom learning; 

service-learning improves how we deliver knowledge as 

well as competence and confidence. A lively, engaging 

process with practical ideas! 

Building Sustainable Campus-Community 

Relationships: the Role of the Student 



Presenters: 

Lucinda Hannington, St. Lawrence University, Canton, NY, US 

Ronald Flores, St. Lawrence University, Canton, NY, US 

This is a workshop focused on an alternative approach 

to building Campus-Community partnerships in which 

students take the initiative. The model of Reading 

Buddies, a newly formed volunteer program at St. 

Lawrence University, will be used to demonstrate 

how faculty can take a back seat to students in the 

development of programming that is responsive to all 

aspects of university life and promotes service-learning 

without direct faculty involvement. 

Malawian Memories: An Active and Participative 

Workshop That Investigates the Impacts of a 

Study Visit on Post-Primary Classroom Practice 

and Beyond 

Format: 



Presenter: 

Mella Cusack, ‘Trócaire/CDVEC Curriculum Development 

Unit, Maynooth, IE 

This interactive workshop describes a climate changethemed 

study visit to Malawi organised by Trócaire (an 

Irish NGO) in February 2008 and provides an opportunity 

for workshop participants to actively engage in some of 

the issues raised in the study visit process. The session 

includes extracts from the collaborative visual and written 

records produced by the eleven participating post-primary 

teachers, and summarises research findings in relation to 

impacts on school-based practice and recommendations 

for the organisation of future study visits. 

Panel Sessions 4 

Participants choose one panel session. 

Panel #1 

Location: Room AM 250 (O’hEocha) 

Working the “Third Space” of Teacher Professional 


Presenters: 




In this presentation, we introduce the suite of servicelearning 

strands offered as Professional Experience 

Three (PE3) to aspiring secondary teachers in the 

Masters of Teaching at the University of Western Sydney 

and discuss them in terms of a “third space” for teacher 

education. Working with students “at risk,” refugees, 

gifted students, students with special needs in urban 

cities, rural towns, and overseas, pre-service teachers 

begin to open new ways of relating to diverse young 

people and new pedagogical spaces. 

15

The Global Classroom: Digital Technology as a Tool 

for Global Understanding and Service-Learning 

Presenter: 

Kenneth Carano, University of South Florida 

The digital era has enabled educators the opportunity of 

accessing information across nations and cultures. This 

session discusses the implementation of an online course 

focusing on global perspectives. As a result of breaking the 

confinement of the four walls of the traditional classroom, 

students will consult with people and access materials 

globally, review changing perspectives they are developing 

and be provided service-learning opportunities across the 

world, regardless of the classroom locale. 

Can Mindfulness Deepen Critical Reflection? 

The Use of Contemplative Tools to Foster Learning 

Presenter: 

Vanessa-Jean Merckel, University of Johannesburg, 

Johannesburg, ZA 

I plan to explore conceptually whether “mindfulness” 

practices could assist service-learning students to deepen 

their reflective skills to enhance learning. Recent theories 

acknowledge that learning is more than just a cognitive 

enterprise (Merriam, Cafferella, & Baumgartner, 2006) 

and involves the “whole” student – body, mind, and spirit. 

Drawing on the work of Kabott-Zinn (1994) and Ng 

(2005), I believe that utilising somatic awareness could 

increase students’ ability to view and critique their worlds 

more meaningfully. 

An Education that Matters: 

The Amigos Club Experience 

Presenters: 

Glenda W. Crawford, Elon University, Elon, NC, US 

April Post, Elon University, Elon, NC, US 

The Amigos Club is an academic service-learning 

initiative that builds social relationships among teacher 

education majors, Spanish conversation students, and 

adolescent English language learners (ELL) and families. 

University students use ethnographic inquiry, digital 

storytelling, and reflective journaling to gain understanding 

of diverse cultures. Faculty research measures the impact 

of university students’ personal efficacy in building crosscultural 

relationships, civic responsibility in solving 

problems of cultural disenfranchisement, and academic 

knowledge in understanding critical issues of social 

democracy. 

Panel # 2 

Location: Room AM 200 (Fottrel) 

A Comparative Examination of Outcomes 

Associated with Service-Learning in Domestic and 

International Contexts 

Presenter; 

Kari Knutson-Miller, California State University, Fullerton, CA 

This presentation examines outcomes associated with 

service learning in domestic and international contexts. 

Multiple groups of upper-division undergraduate level 

pre-service teachers participated in service-learning 

experiences in either domestic (Orange County, CA) 

or international (China) settings. Outcomes including 

mastery and understanding of course learning goals, 

cultural competencies, civic engagement, and career goal 

clarification were considered. Group differences were found 

in both quantitative and qualitative analyses of participant 

outcomes. 

Rurality: A Sense of Place and Identity 

for Student Teachers 

Presenter: 

Jane Pennefather, University of KwaZulu-Natal, 

Pietermaritxburg, ZA 

In considering the social formation of identities, this paper 

explores the implications of placing student teachers in 

a deeply rural South African context. The session will 

examine the concept of rurality as a context/a sense of 

place and the importance for Teacher Education to create 

service-learning opportunities to challenge deficiency 

discourses often associated with rural contexts in South 

Africa. Drawing from the work of Wenger, E (1998), the 

presenter will attempt to illustrate the connection between 

identity and practice. 

Preparing Elementary Teacher Candidates to Utilize 

Service-Learning as Pedagogy 

Presenter: 

Kathleen Wasserman, University of Scranton, PA, US 

This project describes how one university is purposefully 

educating its teacher candidates to view service-learning as 

a meaningful pedagogy for increasing student motivation 

and learning. Freshman, sophomore, and junior-level 

service-learning requirements will be briefly described. 

Research findings evaluating how seniors choose to 

implement service-learning into their student teaching 

experiences will be explored. 

16

Panel #3 

Location: Room AM 150 (O’Tnuthail) 

Service-Learning’s Impact on Attitudes and 

Behavior: A Review and Update 

Presenter: 


In this presentation I reexamine and update the ongoing 

discussion regarding service-learning’s impact on learners’ 

attitudes and beliefs. This presentation aims to discover 

whether the same caveats that applied to earlier attitude 

change interventions still apply to our pursuit of civically 

engaged learners. I also review the latest research in the 

social psychology of attitude change to see what impacts 

refinements in this field have for those employing servicelearning 

for attitude change. 

Social Justice Through Service-Learning: Creating 

a Sense of Community for Pre-Service Teachers 

Presenter: 

Noah Borrero, University of San Francisco, CA, US 

Focusing on new teacher training, this session addresses 

the importance of teachers starting their careers with 

a vision for social justice. Highlighting the need for 

effective teachers in America’s urban schools, an assetapproach 

to student diversity is outlined along with a 

call for community involvement by new teachers. The 

TEAMS Program at the University of San Francisco is 

presented to showcase the possibilities for equipping 

new teachers with a vision for social justice through 

service-learning. 

Integrating Service-Learning With Participatory 

Action Research: Benefits on Multiple Levels to 

Multiple Role-Players and Clusters in Society 

Presenter: 

Ronél Ferreira, University of Pretoria, ZA 

In this session, I describe the manner in which I have 

been integrating Service-Learning with an ongoing 

participatory action research project. My focus falls 

on the case of a South African informal settlement 

community’s way of coping with HIV&AIDS. In 

exploring this phenomenon, an initial doctoral study 

expanded into a broad research project that has been 

ongoing since 2003 and have involved two primary 

investigators, as well as nine postgraduate students as 

co-researchers. After introducing the research project 

and the action research methodology that have been 

employed, I highlight the manner in which Servicelearning 

has been integrated in the process. I then turn 

my discussion to the benefits that have been experienced 

on multiple levels, by multiple role-players. 

Panel #4 

Location: Room AM 214 (McKenna) 

Enhancing the Service-Learning Experience of 

Science Students– The “Science-on-a Shoestring” 

Case Study 

Presenter: 

Josef de Beer, University of Johannesburg, ZA 

Science education students at the University of 

Johannesburg are expected to plan and present science-on-ashoestring 

(also known as “zero-cost science”) interventions 

in the schools where they do their service-learning. They 

have to submit research reports, in which they critically 

reflect on the outcomes of these interventions. This paper 

discusses how this action research provided a richer servicelearning 

experience for 2008 students. 

OzanaMaths: Service-Learning in Mathematics 

Education 

Presenter: 

Tony Hall, National University of Ireland, Galway, IE 

This session will discuss the design, development, and 

evaluation of a service-learning experience for undergraduate 

mathematics education students at NUI Galway, Ireland. In 

collaboration with a local charitable organisation, students 

provide after-school mathematics tuition, where they 

have the opportunity to enhance their pedagogical skills 

in teaching mathematics. In addition to impact on civic 

engagement, students achieve academic credit in the firstyear 

Professional Studies element of their four-year, B.A. 

Mathematics and Education degree programme. 

Meeting the Challenge of Implementing Service- 

Learning with In-service Teachers 

Presenter: 

Judy Donovan, Indiana University Northwest, Gary, IN, US 

An online graduate course, “Issues in Education: Race, 

Class, and Gender,” was completed by in-service teachers. 

The goals of the course were to have students increase 

their awareness of educational inequities involving race, 

class, and gender; recognize and examine their beliefs; and 

identify ways to promote social justice in schools. Because 

practicing teachers often view the educational system 

through a lens derived from personal experience, a required 

service-learning assignment was designed to expand their 

viewpoints. 

15:00 – 15:30 

Conference Close and Looking Forward 


Hosts: 

Jean Strait and Timothy Murphy, Conference Co-Chairs 

Final Announcements: 

Don Hill, Chairman, International Center for Service-Learning 

in Teacher Education, Board of Directors 

17

Our Origins 

INTERNATIONAL CENTER FOR 

SERVICE-LEARNING IN TEACHER EDUCATION 

In 1997, the Corporation for National Service awarded two significant teacher education grants, one to the 

American Association of Colleges for Teacher Education (AACTE) and one to Dr. Rahima Wade of the 

University of Iowa. Both grants developed national partnerships that merged together in 2000 to form the 

AACTE National Service-Learning in Teacher Education Partnership (NSLTEP). This group of national 

partners created the International Center for Service-Learning in Teacher Education in 2003. The vision of the 

Clemson University President, along with the collaboration of the Provost, the Vice President for Public Service 

and Agriculture, the National Dropout Prevention Center, the College of Health, Education, and Human 

Development, and the Eugene T. Moore School of Education created a unique framework for the University to 

support the vision and goals of the International Center. Financial constraints on Clemson University that began 

in 2008 have led the Center to begin discussions on moving its central location to a new university site in 2009. 

We hope to finalize that exciting development at this conference or later in 2009. 

The International Center is committed to sharing experience, practice, and findings on service-learning 

in teacher education with colleagues throughout the world. Educators in different countries have different 

perspectives about how to offer young people the chance to learn through active involvement with their 

school and wider communities. The International Center will provide a forum for this exchange and create 

opportunities to learn from each other as we develop these concepts in service-learning. 

Our Goals 

The International Center collaborates with higher education institutions and pre-K-12 schools throughout the 

world to carry out the center’s goals and activities. These include the following: 

• Improve the quality of teaching and learning by preparing teachers and school leaders to use effective servicelearning 

methodologies. 

• Promote excellence in service-learning by supporting, conducting, and 

disseminating current research on service-learning in teacher education. 

• Endorse active civic engagement and community participation within a 

democratic framework through the dynamics of service-learning. 

• Develop and promote policies that support the implementation of 

effective service-learning guidelines in schools and colleges. 


Eugene T. Moore School of Education • Clemson University 

102 Tillman Hall 

Clemson, South Carolina, 29634-0702 

www.clemson.edu/ICSLTE • icslte-l@clemson.edu 

864-656-6575 

18

Is Teacher Education the Achilles Heel of Service-Learning? 

by Jeffrey Anderson and Andrea Yoder 

The use of service-learning in preservice teacher education 

grew rapidly in the U.S.A. from 1990 until early in the 

21st century. During the past few years, it appears to have 

languished and may even be decreasing in emphasis despite 

the fact that recent research confirms that the pedagogy 

of service-learning can help reduce the distressing number 

of school dropouts and facilitate the active engagement in 

learning of those students who stay in school. 

A featured forum at the 2009 National Service-Learning 

Conference in Nashville, Tennessee, addressed this issue 

by bringing together a diverse cross section of teacher 

educators and service-learning advocates. This group 

included Don Hill, a long-time service-learning advocate 

and teacher with Youth Service California; Professor Marcy 

Singer-Gabella, an experienced teacher educator from 

Vanderbilt University who has not been involved with 

service-learning; Andrea Yoder, a young faculty member at 

San Diego State University with considerable experience 

and a strong commitment to service-learning; Cathryn 

Berger Kaye, an international service-learning consultant 

for both K-12 and teacher education; and Jeffrey Anderson, 

an experienced service-learning teacher educator from 

Seattle University. This article summarizes key points made 

at the conference in regards to two questions: Is teacher 

education the Achilles heel of service-learning? and What 

can be done enhance both the quantity and quality of 

service-learning use with teacher candidates? 

Is teacher education the Achilles heel of service-learning? 

A recent survey of school administrators in the U.S. 

revealed that only 24% of K-12 schools now provide 

service-learning opportunities for their students 

(Corporation for National and Community Service, 

2008). A national study that included all institutional 

members of the American Association of Colleges for 

Teacher Education (AACTE) in the U.S. found that 59% 

claimed to include service-learning in the curriculum and 

37% prepared teacher candidates to use service-learning 

as a pedagogy with their future K-12 students (Anderson 

& Erickson, 2003). The conclusion suggested by these 

data—that service-learning is more prevalent in teacher 

preparation programs than in K-12 schools— needs to be 

tempered with the realization that many teacher educators 

apparently confuse service-learning with traditional student 

teaching experiences. Over half the respondents to the 

2003 survey indicated that the traditional student teaching 

internship was a form of service-learning. In addition, 

in most teacher education programs, only a few teacher 

candidates have the opportunity to participate in servicelearning, 

and of those who do, 50% serve as reading tutors 

in a K-12 school. 

It is clear that in order to advance service-learning in 

preservice teacher education key decision makers need to 

be educated regarding the distinctions between student 

teaching internships and service-learning. This difference 

is seen in the intentions behind the two practices. 

Student teaching is provided, primarily, to benefit teacher 

candidates by giving them an opportunity to develop 

professionally as they apply the methods and theories 

they learned in the university classroom. Service-learning 

includes this focus but also provides an equal emphasis on 

addressing genuine community-identified needs. Servicelearning 

also places explicit emphasis on strengthening the 

civic responsibility of the teacher candidates involved. 

The second issue also creates confusion related to the use of 

service-learning with teacher candidates. Service-learning 

can be used to assist preservice teachers to meet the goals 

of their professional courses, ranging from understanding 

theories of educational psychology to appreciating the 

diverse cultural backgrounds of their future students. This 

is the most frequent use of service-learning in teacher 

education, and perhaps the only use many teacher 

educators see. However, some argue that preparing teacher 

candidates to employ service-learning as a pedagogy with 

their future K-12 students is an even more important 

outcome. These educators note that each new teacher can 

influence from 25 to over 100 K-12 students in just one 

year by facilitating service-learning activities for them. 

Given the confusion around these key issues it is no wonder 

that “the idiosyncratic nature of its implementation makes 

widespread impact questionable” (Anderson & Erickson, 

2003). 

A related issue is the reasonableness of expecting 

innovations in the teacher education curriculum to 

be capable of driving changes in the practice of K-12 

education without the support and endorsement of K-12 

teachers, administrators, school boards, and parents. In the 

past, this relationship has much more frequently operated 

in a reverse manner: when an innovation was adopted in 

K-12 schools and administrators began expecting teachers 

to understand and apply it, teacher preparation programs 

began preparing their graduates to employ that innovation. 

Several panelists disagreed on whether teacher education 

was the Achilles heel of service-learning, while others 

discussed the issue but didn’t offer a specific opinion on 

this question. All seemed to agree that service-learning 

proponents face several key challenges in addition to 

the definitional and purpose issues raised above. These 

include a lack of time in the preservice curriculum for any 

additional content; lack of space in the K-12 curriculum 

for service-learning; lack of quality placements in K-12 

schools for teacher candidates to gain practical experience 

and guidance from master teachers knowledgeable about 

service-learning; the fact that many teacher education 

faculty and K-12 teachers and administrators are so busy 

and focused on other aspects of schools and education that 

they aren’t even aware of the potential of service-learning; 

19

and lack of knowledge and ability on the part of beginning 

teachers who use service-learning to build a support system 

for educational reform. 

What can be done to enhance the use of service-learning 

in teacher education? 

Panelists offered numerous suggestions for improving 

the status of service-learning in teacher education. One 

approach to organizing these ideas is to arrange them as: 1) 

top down; 2) bottom up; 3) outside in; and 4) inside out. 

Top down strategies 

The National Council for the Accreditation of Teacher 

Education (NCATE) has established standards that teacher 

education programs must meet in order to receive national 

accreditation, and in some states, to be accredited by the 

state to prepare and recommend teacher candidates for state 

licensure. As a result, these standards play an extremely 

powerful role in shaping the curriculum of teacher 

education programs. Very recently, NCATE has for the first 

time incorporated service-learning into Standard Three, 

which relates to field experiences and clinical practice. 

This revision of the standard has the potential to encourage 

many teacher educators to “feel safe” that using servicelearning 

is an approach that will be viewed favorably by 

NCATE and state accreditors. Service-learning advocates 

need to continue to advocate for the inclusion of servicelearning 

in additional NCATE standards—especially, 

Standard One, which relates to “Candidate knowledge, 

skills, and professional dispositions” and Standard Four 

which focuses on “Diversity.” 

Another top-down strategy involves the establishment 

of statewide task forces including students, parents, 

researchers, teacher educators, representatives of K-12 

education, and nonprofit organizations and businesses 

experienced with service-learning to develop a 

comprehensive statewide plan for implementing servicelearning 

that includes a strong teacher education 

component. This group should advocate for K-12 schools 

and teacher education programs to address a broad range of 

student learning needs ranging from academic achievement 

to civic responsibility, personal and social development, 

career exploration, and appreciation of community and 

diversity. Highlighting the civic mission of schooling will 

help bring service-learning to the forefront as a method to 

develop strong democratic citizens. 

This advocacy group also needs to focus on convincing 

policy makers to employ multiple measures to determine 

the success of students, teachers, or schools. Informal 

teacher assessments, portfolios, and community impact 

measures should be used in tandem with standardized tests 

to determine the effectiveness of our education. 

Bottom up strategies 

Students and their parents in K-12 schools who have 

experienced the benefits of service-learning need to 

advocate for its use with local school boards and school 

administrators. Teacher candidates who recognize the 

potential of service-learning should be vocal about their 

expectations for service-learning experiences and training 

in the use of service-learning as a pedagogy when they 

select a teacher preparation program. K-12 administrators 

and teachers should expect new hires to come with 

knowledge and experience with service-learning. 

Higher education institutions that prepare administrators 

for K-12 schools need to be sure their graduates understand 

what service-learning is, how it can benefit all students and 

communities, and what they need to do as administrators 

to facilitate successful service-learning at the building and 

district level. 

Teacher educators and those who conduct research 

on teacher education can support service-learning by 

conducting studies that demonstrate the impacts of 

service-learning participation on K-12 students, teacher 

candidates, and communities. Research is also needed to 

help determine the best methods to implement servicelearning 

in teacher education, and how to institutionalize it 

to ensure its sustainability in a teacher education program. 

Outside in strategies 

Teacher education is a complex undertaking that involves 

numerous stakeholders, including K-12 schools, teachers, 

administrators, districts, institutions of higher education 

that have teacher preparation programs, state departments 

of education, national accreditation agencies, national 

professional organizations, and the U.S. Department 

of Education, among others. Service-learning is also 

complex and involves a wide variety of stakeholders. 

To make changes in both these areas is going to require 

systems thinking that will necessitate bringing together 

representatives of all the groups listed above. The 

Corporation for National and Community Service (CNCS) 

must work in close collaboration with the U.S. Department 

of Education (USDoE), NCATE, AACTE, and other 

organizations to develop the will and specific plans to 

support the integration of service-learning into teacher 

preparation programs. In the past, service-learning has been 

seen by too many educators as a “nice” add-on activity that 

might do good but was a distraction from the real work of 

schools. This understanding and attitude must be changed 

at all levels, ranging from the CNCS and USDoE to local 

elementary schools and colleges of education. 

One way to begin this process is to establish an Office of 

Service-Learning or Community-Engaged Learning in 

the USDoE. Another approach is to revive the CHESP 

grants—funds from the CNCS that required K-12, 

20

community, and higher education partners to work together. 

NCATE and state departments of education can be added 

to these partnerships. 

Inside out strategies 

Teacher educators can support service-learning by taking on 

the role of “faculty champion” within their program. These 

champions are necessary to promote service-learning and 

ensure its expansion, especially in the early stages of servicelearning 

inclusion in a teacher education program. They 

can develop a service-learning advisory committee that 

includes students, faculty, K-12 teachers and administrators, 

teacher education administrators, and community agencies 

representatives. They should advocate for the creation of 

a service-learning faculty fellows program that prepares 

faculty to integrate service-learning pedagogy into their 

courses, and support them in their use. This group can work 

to establish successful service-learning experiences that 

directly address state and national accreditation standards 

as a central component of teacher education programs, and 

not a peripheral add-on. They also will need to help develop 

high-quality clinical experiences for all teacher candidates 

so those candidates may practice and learn about servicelearning 

from a master K-12 teacher. 

Conclusion 

The integration of high quality service-learning into 

teacher education on a large, national scale is a challenging, 

massive undertaking. It will involve the restructuring of not 

only teacher education programs and the higher education 

world in which they reside, but also K-12 education and 

the many agencies and organizations that support, regulate, 

and/or collaborate with them. It is an undertaking that 

is worth the time and effort because of the powerful 

benefits that will flow to K-12 students and communities 

from regular, high-quality interaction on service-learning 

activities. A worthwhile goal is to ensure that every teacher 

candidate participates in multiple, diverse service-learning 

experiences, and is prepared to employ service-learning 

as a pedagogy by receiving instruction at the university 

and working with a service-learning master teacher for an 

extended period in a K-12 setting. 

Research indicates that, even with a lack of support for 

service-learning in K-12 schools, approximately one-third 

of new teachers who have been prepared to use servicelearning 

as a pedagogy do so in their first years of teaching. 

As these teachers move through their careers, many 

of them support service-learning as department chairs, 

principals, and central office administrators. It appears that 

education reformer and theorist Michael Fullen was correct 

when he said “Teacher education has the honor of being 

simultaneously the worst problem and the best solution in 

education.” (Fullan, 1993). 

References 

Anderson, J.B. & Erickson, J.A. (2003). Service-learning in 

preservice teacher education. Academic Exchange Quarterly, 

5, 111-115. 

Corporation for National and Community Service. (2008). 

Issue brief: Community service and service-learning in America’s 

schools. Washington, DC. 

Fullan, M. (1993). Change forces: Probing the depths of 

educational reform. Bristol, PA: Falmer Press. 

21

Participants 

A 

Christine Allan, Leeds Metropolitan University, Leeds, UK 

c.allan@leedsmet.ac.uk 

Lawrence Allen, Clemson University, Clemson, SC, US 

lalln@clemson.edu 

B 

Phil Bamber, Liverpool Hope University, UK 

bamberp@hope.ac.uk 

Catherine Bates, Dublin Institute of Technology, Dublin, IE 

catherine.bates@dit.ie 

Josephine Boland, National University of Ireland, Galway, IE 

josephine.boland@nuigalway.ie 

Deborah Booth, Gonzaga University, Spokane, WA, US 

boothd@gonzaga.edu 

Noah Borrero, University of San Francisco, CA, US 

neborrero@usfca.edu 

Erin Bremer, Waverly-Shell Rock Community School, Osage, IA, US 

erin.bremer@wsr.k12.ia.us 

C 

Peni Callahan, Providence College, RI, US 

jcalahan@providence.edu 

Noreen Cameron, Villanova University, Villanova, PA, US 

noreen.cameron@villanova.edu 

John Cannings, International Community School, Zurich, CH 

jcannings@icsz.ch 

Kenneth Carano, University of South Florida, Tampa, FL, US 

kcarano@mail.usf.edu 

Carmen Clay, Casady School, Oklahoma City, OK, US 

clayc@casady.org 

Hilary Collins, Cuttington University, Suakoko, LR 

nzuo_ba@yahoo.com 

Tom Collins, NUI Maynooth, Kildare, IE 

Tom.Collins@nuim.ie 

Jerusha Conner, Villanova University, Villanova, PA, US 

jerusha.conner@villanova 

Glenda W. Crawford, Elon University, Elon, NC, US 

gcrawford@elon.edu 

Martina Crehan, Dublin Institute of Technology, Dublin, IE 

martina.crehan@dit.ie 

Karen Crosby, Georgetown Alternative School, Georgetown, TX, US 

crosbyk@georgetownisd.org 

Mella Cusack, ‘Trócaire/CDVEC, Maynooth, IE 

mella.cusack@cdu.cdvec.ie 

D 

Josef de Beer , University of Johannesburg, ZA 

josefdb@uj.ac.za 

Kathleen Dempsey, Villanova University, Villanova, PA, US 

Kathleen.dempsey@villanova.edu 

Judy Donovan, Indiana University Northwest, Gary, IN, US 

jkdonova@iun.edu 

Daniel Dougherty, Drexel University, Philadelphia, PA, US 

dd446@drexel.edu 

Helen Dunbar-Krige, University of Johannesburg, ZA 

helenk@uj.ac.za 

Nancy Cassity Dunlap, Clemson University, Clemson, SC, US 

ndunlap@clemson.edu 

E 


erickson@augsburg.edu 


ethridge@ou.edu 

Emily Evans, Indiana University, Bloomington, IN, US 

evans.e@lynchburg.edu 

F 

Mickey Fenzel, Loyola College in Maryland, Baltimore, US 

lfenzel@loyola.edu 

Ronél Ferreira, University of Pretoria, ZA 

Ronel.Ferreira@up.ac.za 

Kevin Fiene, Wartburg College, Waverly, IA, US 

kevin.fiene@wartburg.edu 

Teddi Fishman, Center for Academic Integrity, Clemson University, 

Clemson, SC, US 

tfishma@clemson.edu 

Ronald Flores, St. Lawrence University, Canton, NY, US 

rflores@stlawu.edu 

Andy Furco, University of Minnesota, Minneapolis, MN, US 

afurco@umn.edu 

G 

Elena Gamble, Dublin Institute of Technology, Dublin, IE 

elena.gamble@dit.ie 


s.gannon@uws.edu.au 

H 

Kendall Hall, Casady School, Oklahoma City, OK, US 

jchall@cox.net 

Tony Hall, National University of Ireland, Galway, IE 

tony.hall@nuigalway.ie 

Lucinda Hannington, St. Lawrence University, Canton, NY, US 

lhannington@stlawu.edu 

Eddie Henderson, West Texas A & M University, Canyon, TX, US 

ehenderson@wtamu.edu 

Don Hill, Youth Service California, Oakland, CA, US 

don@yscal.org 

J 

Deborah Johnson, West Texas A&M University, Canyon, TX, US 


joyce.jones14@gmail.com 

K 

Cathryn Berger Kaye, CBK Associates, Los Angeles, California, US 

cbkaye@aol.com 

Elaine Keane, National University of Ireland, Galway, IE 

elaine.keane@nuigalway.ie 

Collen Knill, Villanova University, Villanova, PA, US 

Colleen.Knill@villanova.edu 

Kelsi Knutson, University of Wisconsin, Madison, WI, US 

kaknutson2@wisc.edu 

Kari Knutson-Miller, California State University, Fullerton, CA, US 

kkmiller@fullerton.edu 

Moses Kwalula, Creative Associates International, Inc., LR 

moses@lr.caii.com 

22

L 

Jamie Luedtke, Providence College, RI, US 

jluedtk1@providence.edu 

M 

Memoona Mahomed, University of Johannesburg, ZA 

mmahomed@uj.ac.za 

David Malone, Duke University, Durham, NC, US 

dmalone@duke.edu 

Brian McCadden, Providence College, RI, US 

bmccadde@providence.edu 

Lillie McCain, Mott Community College, Flint, MI, US 

lmccain@edtech.mcc.edu 

Mary H. McCarthy, University of Massachusetts Lowell, US 

mmccarthy@hudson.k12.ma.us 

Hannagh McGinley, Galway Traveller Movement, Galway, IE 

hannaghmcginley@hotmail.com 

Michael McRuiz, Tulsa Community College, OK, US 

mmcruiz53@hotmail.com 

George Mehaffy, American Association of State Colleges and Universities, 

Washington, DC, US 

mehaffyg@aascu.org 

Vanessa-Jean Merckel, University of Johannesburg, Johannesburg, ZA 

vanessam@uj.ac.za 

Michael Mulahy Morris, University of New Mexico, Albuquerque, NM, US 

mmmorris@unm.edu 

Timothy Murphy, Leeds Metropolitan University, Leeds, UK 

T.Murphy@leedsmet.ac.uk 

N 


l.naidoo@uws.edu.au 

O 

Brian O’Donnchadha, National University of Ireland, Galway, IE 

b.odonnchadha@gmail.com 

P 

Michael Padilla, Clemson University, SC, US 

padilla@clemson.edu 

Jake Patton, Casady School, Oklahoma City, OK, US 

patton816@mac.com 

Jane Pennefather, University of KwaZulu-Natal, Pietermaritzburg, ZA 

pennefatherj@ukzn.ac.za 


nadinep@uj.ac.za 

April Post, Elon University, Elon, NC, US 

apost@elon.edu 

Patti Powell, Trinity Christian College, Palos Heights, IL, US 

patti.powell@trnty.edu 


am.power@uws.edu.au 

R 

David Raphael, William Clarke College, Kellyville, NSW, AU 

dpr@wcc.nsw.edu.au 

Jan Rigsbee, Duke University, Durham, NC, US 

jrigg@duke.edu 

Suzanne Rocheleau, Drexel University, Philadelphia, PA, US 

Rocheleau@drexel.edu 

Shona Rose-Besselman, West Texas A&M University, Canyon, TX, US 

Colleen Rost-Banik, Providence College, RI, US 

crostban@providence.edu 

Paul Rozycki, Mott Community College, Flint, MI, US 

Paul.Rozycki@mcc.edu 

S 

Michelle Sanders, West Texas A & M University, Canyon, TX, US 

michellesanders@amaisd.org 

Jerri Shepard, Gonzaga University, Spokane, WA, US 

shepard@gonzaga.edu 

Robert Shumer, University of Minnesota, Minneapolis, MN, US 

rshumer@umn.edu 

Kathy Sikes, Duke University, Durham, NC, US 

kls41@duke.edu 

Anne Sliwka, Pädagogische Hochschule Heidelberg, DE 

sliwka@ph-heidelberg.de 

Bill Soesbee, Wartburg College Waverly, IA, US 

bill.soesbe@wartburg.edu 

Aaron Spaulding, West Texas A&M University, Canyon, TX, US 

aspaulding@srph.tamhsc.edu 

Caitlin Spaulding, Trinity University, Amarillo, TX, US 

caitlin.spaulding@trinity.edu 

Angela Spaulding, West Texas A & M University, Canyon, TX, US 

aspaulding@wtamu.edu 

Caile Spear, Boise State University, Boise, ID, US 

cspear@boisestate.edu 

Laura L. Stachowski, Indiana University, Bloomington, IN, US 

stachows@indiana.edu 


jstrait02@gw.hamline.edu 

Ken Symonds, All Saints Anglican School, Queensland, AU 

ksymonds@asas.qld.edu.au 

T 

Jon Tan, Leeds Metropolitan University, Leeds, UK 

j.tan@leedsmet.ac.uk 

Siva Gopal Thaiyalan, Ministry of Education, SG 

siva_gopal_THAIYALAN@moe.gov.sg 

Sima Thorpe, Gonzaga University, Spokane, WA, US 

thorpe@gonzaga.edu 

V 


lvillar@ice.deusto.es 

Gail vonHahmann, Creative Associates International, Inc., LR 

gailv@lr.caii.com 

W 

Fred Waldstein, Wartburg College, Waverly, IA, US 

fred.waldstein@wartburg.edu 

Mackenze Walker, Casady School, Oklahoma City, OK, US 

clayc@casady.org 

Susan Ward-Roncalli, Gibbs Lardner Ward Consultants, Alhambra, CA, US 

swrerhs@aol.com 

Kathleen Wasserman, University of Scranton, PA, US 

wassermank2@scranton.edu 

Ross Wehner, World Leadership School, Denver CO, US 

Ross@worldleadershipschool.com 

Marshall Welch, St. Mary’s College of California, Moraga, CA, US 

mjw6@stmarys-ca.edu 

23

National University of 

Ireland Galway 

Campus Map 

24

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