The book, “Service Learning and the Liberal Arts: How and Why It Works,” authored by members of the HWS community, has been so successful its publisher, Lexington Books, will reprint the book and release it as a paperback in July. The publisher notes the decision to also release a paperback will “open the book to even more markets.”
Professor of Public Policy Studies and Political Science Craig Rimmerman, editor of the book, explains that service learning provides, “an opportunity for students and faculty to apply a rigorous pedagogical framework to the work that we all do in our individual courses and how those courses might connect to the surrounding Geneva, New York community.”
In addition to a foreword by President Mark D. Gearan and an introduction from Rimmerman, “Service Learning and the Liberal Arts” includes chapters from 11 HWS faculty members and several staff members. Center for Community Engagement and Service Learning Director Katie Flowers and Professor of Education Charlie Temple co-wrote “America Reads as Service-Learning: A Stereophonic Report.” Professor of Religious Studies Michael Dobkowski wrote “Teaching the Unteachable: Service-Learning and Engagement in the Teaching of Genocide and the Holocaust.” These are only two of the multifaceted perspectives included in the publication.
Others include: “Service-Learning in an Ethics Course” by Professor of Philosophy Steven Lee; “Service-Learning: Process and Participation” by Professor of Sociology Jack D. Harris; “Understanding Service at the Service of Understanding: An Exploration of Service-Learning in the Arts” by Professor of Education Patrick Collins; “Service-Learning and Public Policy” and “Service Learning Lessons” by Rimmerman; “Incorporating Service-Learning in Quantitative Methods Economics Courses” by Associate Professor of Economics Jo Beth Mertens; “The Evolution of a Service-Learning Course” by Former William Smith Dean and Professor of Psychology Debra DeMeis and Professor Emerita of Education Cynthia Sutton; “Learning about Student Alcohol Abuse and Helping to Prevent It through Service-Learning Initiatives: The HWS Alcohol Education Project” by Professor of Chemistry David Craig and Professor of Sociology H. Wesley Perkins; and “HWS Responds: A Case Study of How the Civic Engagement Office and Co-curricular Service-Learning Can Enhance the Liberal Arts” by former staff member W. Averell H. Bauder ’81.
“I wanted to do something very serious on service learning that involved my colleagues at Hobart and William Smith who I knew were engaged in service learning in their courses,” explained Rimmerman when the book was originally released in hard cover. “It occurred to me that an interdisciplinary volume on service learning would represent the best of what Hobart and William Smith have to offer-faculty interrogating their pedagogical practices in light of what we perceive are the goals of a liberal arts education and what the literature says about using service learning as a pedagogical strategy.”