The Generator
The Generator is NYLC's quarterly publication exploring service-learning practice featuring research, practical ideas, and profiles of service-learning in action.
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Past Issues
The Generator, Spring 2010
In this issue of The Generator, we delve into the first step of the Service-Learning Cycle, identifying academic goals. Mike VanKeulen's cover story explores how schools can be responsive to natural disaster needs such as fundraising for Haiti and Chile post-earthquakes, and still address existing academic goals. Rochester, N.Y. superintendent Jean-Claude Brizard speaks broadly about his district's integration of service-learning, and Common Cents' approach to youth philanthropy is profiled through their Penny Harvest.
The Generator, Summer 2009
This issue of The Generator focuses on "duration and intensity," one of the eight service-learning standards for quality practice. While there is no magic number of hours that results in optimal service-learning, longer and more in-depth experiences tend to result in greater gains for all involved. Learn about the research that supports this standard, read about a powerful middle school environmental program, and learn how to move your program from direct service to advocacy.
The Generator, Spring 2009
In this issue of The Generator, we explore partnerships for service-learning, an evidence-based standard that distinguishes service-learning from other forms of service. Read about teacher and professional development tools rooted in new K-12 Standards for Service-Learning Quality Practice; a dynamic partnership that undergirds a social justice and service-learning program in Chicago; and the research that supports the importance of partnerships in service-learning.
The Generator, Winter 2009
Meaningful service is at the heart of quality service-learning. As one of the eight K-12 Service-Learning Standards for Quality Practice, it is critical to the initial stage of assessing community needs. While it is central to the entire experience, it can also play a critical role in a secondary service-learning experience -- at the "now what?" stage. Students who've been through an initial experience are then poised to go deeper in their next experience, building off the experiences of the first, and addressing root causes of an issue.
The Generator, Fall 2008
The diversity standard in quality service-learning practice is closely tied to community involvement. It distinguishes service-learning from other community service experiences in that it reminds practitioners that the proverbial "missionary ideology" has no place in service-learning. Outcomes for those offering and receiving service of are equal importance.
The Generator, Summer 2008
Progress monitoring is the standard that guides service-learning practitioners in assessing student learning, evaluating the quality of program implementation, and using results for improving and sustaining service-learning. In the Summer 2008 issue of The Generator, we offer perspectives on how to make progress monitoring an integral part of any service-learning experience.
The Generator, Spring 2008
In this issue of The Generator, we explore youth voice, an evidence-based service-learning standard that often distinguishes service-learning from other forms of service. Read about teacher and professional development tools rooted in new K-12 Standards for Service-Learning Quality Practice; a dynamic youth-led theater and arts literacy program in St. Paul, Minn.; and the evidence that supports the importance of youth voice in service-learning.
This issue is alternately titled as the March 2008 issue.
The Generator, December 2007
The Generator helps teachers and other service-learning practitioners make use of current service-learning research and keep up with policy innovations. This issue focuses on curriculum integration. Articles include an announcement on Maine incorporating service-learning into its social studies standards, a research summary on how integrating service with curriculum can be highly effective in helping students make academic progress, and a spotlight on a PlayPumps service-learning project Madison, Wisc., students undertook to improve water access in Africa.
