The articles in this volume, seventh in a series of monographs on service learning and the academic disciplines, discuss service learning in sociology or students engaging in sociological analysis through projects designed to make a positive impact on communities. The discussions consider ways that service learning projects can be adapted in most undergraduate curricula in sociology. The chapters are: (1) “Service-Learning: Not Charity, but a Two-Way Street” (Judith R. Blau); (2) “Service-Learning and the Teachability of Sociology” (James Ostrow); (3) “Sociology’s Essential Role: Promoting Critical Analysis in Service-Learning” (Sam Marullo); (4) “Building Campus-Community Connections: Using Service Learning in Sociology Courses” (J. Richard Kendrick, Jr.); (5) “A Multicultural and Critical Perspective on Teaching through Community: A Dialogue with Jose Calderon of Pitzer College” (Sandra Enos); (6) “Service-Research Projects in the Urban School: A Dialogue with Frank Furstenberg, Jr., of the University of Pennsylvania” (Sandra Enos); (7) “Service-Learning as Symbolic Interaction” (Barbara H. Vann); (8) “The Joys of Your Troubles: Using Service and Reflection To Enhance Learning in the Community College Classroom” (Martha Bergin and Susan McAleavey); (9) “Service-Learning through Meta-Reflection: Problems and Prospects of Praxis in Organizational Sociology” (Hugh F. Lena); (10) “Action Research: The Highest Stage of Service Learning?” (Douglas V. Porpora); (11) “Examining Communities and Urban Change: Service-Learning as Collaborative Research” (Garry Hesser); (12) “Sociology, Service, and Learning, for a Stronger Discipline” (Carla B. Howery); and (13) “Sociology and Service-Learning: A Critical Look” (Kerry J. Strand). Each chapter contains references. An appendix contains an annotated bibliography of 81 items, 3 sample syllabi, and a list of contributors to the volume. (SLD)

Los artículos de este volumen, el séptimo de una serie de monografías sobre el aprendizaje servicio y las disciplinas académicas, analizan el aprendizaje servicio en sociología o el compromiso de los estudiantes con el análisis sociológico a través de proyectos diseñados para tener un impacto positivo en las comunidades. Las discusiones consideran las formas en que los proyectos de aprendizaje servicio pueden adaptarse en la mayoría de los planes de estudio de pregrado en sociología. Los capítulos son: (1) “Aprendizaje-servicio: Not Charity, but a Two-Way Street” (Judith R. Blau); (2) “Service-Learning and the Teachability of Sociology” (James Ostrow); (3) “Sociology’s Essential Role: Promoting Critical Analysis in Service-Learning” (Sam Marullo); (4) “Building Campus-Community Connections: Using Service Learning in Sociology Courses” (J. Richard Kendrick, Jr.); (5) “A Multicultural and Critical Perspective on Teaching through Community: A Dialogue with Jose Calderon of Pitzer College” (Sandra Enos); (6) “Service-Research Projects in the Urban School: A Dialogue with Frank Furstenberg, Jr, of the University of Pennsylvania” (Sandra Enos); (7) “Service-Learning as Symbolic Interaction” (Barbara H. Vann); (8) “The Joys of Your Troubles: Using Service and Reflection To Enhance Learning in the Community College Classroom” (Martha Bergin y Susan McAleavey); (9) “Service-Learning through Meta-Reflection: Problems and Prospects of Praxis in Organizational Sociology” (Hugh F. Lena); (10) “Action Research: The Highest Stage of Service Learning?” (Douglas V. Porpora); (11) “Examining Communities and Urban Change: El aprendizaje-servicio como investigación colaborativa” (Garry Hesser); (12) “Sociología, servicio y aprendizaje, por una disciplina más fuerte” (Carla B. Howery); y (13) “Sociología y aprendizaje-servicio: Una mirada crítica” (Kerry J. Strand). Cada capítulo contiene referencias. Un apéndice contiene una bibliografía comentada de 81 artículos, 3 modelos de programas de estudios y una lista de colaboradores del volumen. (SLD).

Les articles de ce volume, le septième d’une série de monographies sur l’apprentissage par le service et les disciplines universitaires, traitent de l’apprentissage par le service en sociologie ou de l’engagement des étudiants dans l’analyse sociologique par le biais de projets conçus pour avoir un impact positif sur les communautés. Les discussions portent sur les façons dont les projets d’apprentissage par le service peuvent être adaptés à la plupart des programmes d’études de premier cycle en sociologie. Les chapitres sont les suivants (1) “L’apprentissage par le service : Not Charity, but a Two-Way Street” (Judith R. Blau) ; (2) “Service-Learning and the Teachability of Sociology” (James Ostrow) ; (3) “Sociology’s Essential Role : Promouvoir l’analyse critique dans l’apprentissage par le service” (Sam Marullo) ; (4) “Construire des liens entre le campus et la communauté : Using Service Learning in Sociology Courses” (J. Richard Kendrick, Jr.) ; (5) “A Multicultural and Critical Perspective on Teaching through Community : Un dialogue avec Jose Calderon du Pitzer College” (Sandra Enos) ; (6) “Service-Research Projects in the Urban School : Un dialogue avec Frank Furstenberg Jr. de l’Université de Pennsylvanie” (Sandra Enos) ; (7) “Service-Learning as Symbolic Interaction” (Barbara H. Vann) ; (8) “The Joys of Your Troubles : Using Service and Reflection To Enhance Learning in the Community College Classroom” (Martha Bergin et Susan McAleavey) ; (9) “Service-Learning through Meta-Reflection : Problems and Prospects of Praxis in Organizational Sociology” (Hugh F. Lena) ; (10) “Action Research : The Highest Stage of Service Learning ?” (Douglas V. Porpora) ; (11) “Examining Communities and Urban Change : Service-Learning as Collaborative Research” (Garry Hesser) ; (12) “Sociology, Service, and Learning, for a Stronger Discipline” (Carla B. Howery) ; et (13) “Sociology and Service-Learning : Un regard critique” (Kerry J. Strand). Chaque chapitre contient des références. Une annexe contient une bibliographie annotée de 81 articles, 3 exemples de syllabus et une liste des contributeurs à l’ouvrage. (SLD)