Below is a description of the work of the P3 Service-Learning Group, including a history and case examples of partnering in the local community.

History of the Service-Learning Group

Map of P3 teams in local communities

Case Summaries

Note: Many of these reports are PDF files, which require Adobe Acrobat Reader. If you do not have Adobe Reader, download it here

The outcomes of the APA/Campus Compact grants to establish and assess service-learning partnerships are presented on this page. Projects were developed and implemented over a period of 12 months. In the first phase (January 2000-January 2001), six P3 Service-Learning Group members reported on the development of their local team and outcomes of their projects (see map).

In the second phase, dissemination of the grant work was the primary goal. Rather than produce a written document (i.e. monograph) that would have limited exposure to the psychological community, the decision was made to disseminate via the APA website where thousands of readers could be reached. During the summer of 2001, three P3 SL members were interviewed to systematically gather their reflections on the process of team formation and project development. In the three cases below, you will find their report and their interviews. These three projects were selected to represent partnerships in extensive, long-term projects across the three academic settings (high school, community college, 4-year college/university). Following the three cases, the interviewer reports the qualitative outcomes of three cases, e.g. lessons learned and commonalities.

Building Service-Learning into a Capstone Course [.pdf 14kb]
Lani Fujitsubo, Southern Oregon University (OR)

Expanding Partnerships in an Advanced High School Psychology Course [.pdf 16kb]

Barbara Loverich, Hobart High School (IN)

An Interdisciplinary Community Gardening Project [.pdf 16kb]

Beverly Burton, Piedmont Technical College (SC)

Lessons Learned from these Cases [.pdf 9kb]

The two cases below represent service-learning projects that can be implemented on a time-limited basis (i.e., one semester). These cases are particularly helpful for psychology educators new to service-learning and/or who have limited time and few or no current partners.

Adapting Service to a Two-Week Course [.pdf 4kb].
Susan E. Dutch, Westfield State College (MA)

Service-Learning Option for a Nine-Week Psychology High School Course [.pdf 7kb]
Jeanne Turner, Linn-Mar High School (IA)

As part of the APA/Campus Compact grant work, a new partnership emerged with faculty involved in the Preparing Future Faculty (PFF) program at the University of Georgia. The following case studies link service-learning to the Preparing Future Faculty program and to graduate courses.

The Role of Service-Learning in Preparing Future Faculty: The UGA Model

Preparing Future Faculty [PFF] for Psychology
Meeting of the Southeastern Psychology Association -- March 2001

The Role of Engagement in Doctoral Student Training:
Insights from an Engaged Scholar and Student
Kecia M. Thomas, Ph.D., Harriet Landau, Ph.D., Department of Psychology University of Georgia

Organizational Effectiveness and Change (OEC)
Instructor: Kecia M. Thomas, Ph.D. -- Fall 2001

The Role of Service-Learning in Training Industrial-Organizational Psychologist [.pdf 65kb]
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Community Based Research (CBR) provides a concrete way to incorporate community experiences into research courses.  In the following partnership, supported by a grant from the Massachusetts Campus Compact, a psychologist-sociologist team describe their integration of CBR into undergraduate research courses.

The Infusion of Community-Based Research into Undergraduate Research Courses
Michelle Ramirez, Ph.D. and Robert Shea, Ph.D.