Jameson, J. K., Clayton, P. H., & Jaeger, A. J. (2011). Community engaged scholarship as mutually transformative partnerships. In L. Harter, J. Hamel-Lambert, & J. Millesen (Eds.), Participatory partnerships for social action and research (pp. 259-277). Dubuque IA: Kendall Hunt.

Whitney, B. C. and Clayton, P. H. (2011). Research on the role of reflection in international service learning. In R. G. Bringle, J. A. Hatcher, & S. G. Jones, (Eds.). International service learning: Conceptual frameworks and research (pp. 145 -  187). Sterling, VA: Stylus.

Hartley, M., Saltmarsh, J., & Clayton, P. H. (2010). Is the civic engagement movement changing higher education? British Journal of Educational Studies, 58(4), 391-406.

Jameson, J. K., Clayton, P. H., & Bringle, R. G. (2008). Investigating student learning within and across linked service-learning courses. In M. Bowden, S. Billig, & B. Holland (Eds.), Scholarship for sustaining service-learning and civic engagement (pp. 3-27). Charlotte, NC: Information Age.

ABSTRACT :This chapter summarizes the design, preliminary results, and primary challenges of a multi-year investigation of student learning within and across a sequence of service-learning enhanced courses. The investigators are assessing written student reflection products that are guided by specific prompts designed to facilitate higher order reasoning in the context of specific learning objectives, which are shared by multiple courses in a nonprofit studies minor. The results of the research, based on independent assessment of student products and in line with the intent of the minor’s developmental design, demonstrate that student learning in later courses is more advanced in terms of Bloom’s Taxonomy than student learning in earlier courses. Although limited in scope, this study represents the first evidence we are aware of in the research literature demonstrating that instructional methods intentionally designed to build upon earlier service-learning enhanced courses do lead to higher order thinking and progressively more sophisticated understanding of course material. This ongoing research project demonstrates an intentional, analytical process of curriculum design and evaluation that should lead to the sustainability of the minor. The chapter examines the challenges that underlie the limitations of the study and suggests practical implications for continued SoTL work and for the institutionalization of other interdisciplinary programs.

Whitney, B., McClure, J., Respet, A., & Clayton, P. (2007). Service-learning as a shared developmental journey: Tapping the potential of the pedagogy. In L. McIlrath & I. MacLabhrainn (Eds.), Higher education and civic engagement: International perspectives (pp. 185-196). Burlington, VT: Ashgate.

ABSTRACT: Service-learning can be a powerful vehicle for advancing civic engagement in higher education, in large part because of its intensely reflective, critical nature. This chapter is an embodiment of this essential characteristic of the pedagogy, and it is the product of in-depth individual and collaborative reflection, not on service per se but rather on the nature and evolution of the particular service-learning experiences of students at an institution of higher education in the USA. The four authors, who include two alumi, an undergraduate, and an academic staff member, have all been involved in service-learning over several years with gradually increasing levels of contribution, investment, responsibility and ownership. Reflection on this involvement has enhanced our understanding of how and why we have found service -earning to have extraordinarily powerful outcomes. Together, we have undertaken, and are still engaged in, a shared developmental journey that has transformed us, our relationships, our fellow students and academic staff/faculty, and our service-learning programme itself. In this chapter we examine the student dimensions of this mutually-transformative journey, drawing closely on our personal experiences, in an attempt to give a student voice to the developmental potential of service-learning.

ABSTRACT: Civic engagement, which is presented as teaching, research, and service in and with the community, presents new challenges for evaluating faculty work as part of the reappointment, promotion, and tenure process. The nature of service learning, professional service, and participatory action research are examined as faculty work that can be scholarly (i.e., well-informed) and the basis of scholarship (i.e., contributing to a knowledge base). As such, examples of evidence for documenting the work and issues associated with evaluating dossiers are presented.

Clayton, P. H., & McClure, J. (2006). Advancing engagement at NC State: Reflection leader training and support. In E. Zlotkowski, N. Longo, & J. Williams (Eds.), Students as colleagues: Expanding the circle of service-learning leadership (pp. 77-88). Providence, RI: Campus Compact.

Ash, S., Clayton, P., & Atkinson, M. (2005). Integrating reflection and assessment to capture and improve student learning. Michigan Journal of Community Service Learning, 11(2), 49-60.

ABSTRACT: Intentionally linking the assessment of the student learning outcomes of service-learning with its reflective component allows each to inform and reinforce the other. This paper traces the evolution of a strategy that uses reflection products as data sources to assess and improve both individual student learning and program-wide approaches to reflection. Two tools were developed in response to an earlier, unsatisfactory, assessment of students’ work. Students and instructors then used these tools to guide the process of reflective writing in two courses. Associated rubrics evaluated the quality of thinking demonstrated in the written products. Results suggest that these tools can improve students’ higher order reasoning abilities and critical thinking skills relative to academic enhancement, civic engagement, and personal growth, and as a result, can improve the overall quality of their thinking and learning. However, this assessment has also surfaced the need for further improvement, particularly with respect to academic learning outcomes.

Clayton, P., Ash, S., Bullard, L., Bullock, B., Moses, M., Moore, A., O’Steen, W., Stallings, S., & Usry, R. (2005). Adapting a core service-learning model for wide-ranging implementation: An institutional case study. Creative College Teaching, 2(1), 10-26.

ABSTRACT: Service-learning is a highly adaptable pedagogy, well-suited to fulfill a variety of objectives with a range of student populations across the spectrum of disciplines. This article shares the experience of a large institution’s Service-Learning Program that has developed a core model for service-learning and that supports instructors across campus in customizing it for their own unique implementation. The core model consists of a baseline definition, a standard approach to curricular design, and a simple but well-structured reflection process. Discussion of this core model is followed by the presentation of seven examples of courses that have been reworked accordingly with a service-learning component, from the small-scale module to the semester-long project to the entirely project-based course. The experiences of students and faculty across this spectrum of approaches reveal some of the benefits and the challenges associated with adaptation of a core model in implementing service-learning across the disciplines.

Clayton, P. H., & Ash, S. L. (2005). Reflection as a key component in faculty development. On the Horizon, 13(3), 161-169.

ABSTRACT: Reflection is key to learning from experience, including the experience of teaching. We suggest that critical reflection is as important in faculty development as it is in student learning and offer our experience with a service-learning program as a case study of the benefits and challenges of structuring faculty development around reflection. Reflection on our teaching both deepens our understanding of our roles as educators and allows us to model those abilities and perspectives we want our students to develop. Further, collaborating with our students in the reflective process promotes a strong sense of learning community, positioning students and faculty alike as engaged in collaborative inquiry.

Clayton, P. & Ash, S. (2004). Shifts in perspective: Capitalizing on the counter-normative nature of service-learning. Michigan Journal of Community Service Learning, 11(1), 59-70.

ABSTRACT: Service-learning is a unique pedagogy, and its very differences from traditional teaching and learning strategies make it both appealing and challenging to implement. Students and faculty alike are the products of traditional learning environments and often find service-learning unfamiliar and, as a consequence, experience dissonance, discomfort, and uncertainty. Confronting the difficulties students and faculty at our institution have faced in adjusting to these differences has helped us to realize the importance of making “shifts in perspective” in how we understand and enact teaching and learning and service. This article shares our emerging understanding of these “shifts” and of how we can support students and faculty in undertaking them effectively. The central conclusion is that reflecting on the differences between service-learning and more traditional pedagogies and on ways to make the associated shifts in perspective and practice can help practitioners to implement service-learning successfully and to more fully tap its power to nurture the capacity for self-directed learning. 

Ash, S. & Clayton, P. (2004). The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 29(2), 137-154.

ABSTRACT: The value of reflection on experience to enhance learning has been advanced for decades; however, it remains difficult to apply in practice. This paper describes a reflection model that pushes students beyond superficial interpretations of complex issues and facilitates academic mastery, personal growth, civic engagement, critical thinking, and the meaningful demonstration of learning. Although developed in a service-learning program, its general features can support reflection on a range of experiences. It is accessible to both students and instructors, regardless of discipline; and it generates written products that can be used for formative and summative assessment of student learning.