Service-learning, with a longstanding history in American higher education (Burkhardt & Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system – Carnegie Community Engagement Classification – for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton & Crosby, 2011; Hurtado & DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, & Korn, 2007). Community engagement "is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening – rhetoric versus reality" (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types – a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders.

Indiana University-Purdue University Indianapolis (IUPUI) / This dissertation analyzes the efforts to develop a pluralistic political culture and democratic practices of governance through the training of democratic leaders in Germany's first school of public affairs, the German School of Politics. The investigation of the thought-leaders that formed this school illustrates two main points. First, through the prism of the School, I detail the efforts to develop a conception of civil society that, by being grounded in civility, could retie social bonds and counter the brutalization of politics characteristic of the post-World War One years. By providing practical knowledge, courses in public affairs could not only free Germans from the blinders of ideologies, but also instill in them an ethos that would help viewing the political enemy as an opponent with an equal right to participate in the political process. Secondly, I point to the limits of trans-national philanthropy in supporting the development of civil society in young democracies. By analyzing the relationship between U.S. foundations and the School, I focus on the asymmetry that existed between American ideals of democracy and the realities of the German political system. This study thus focuses on the dynamics between the actions of institutions and organizations, and the broader social behaviors that constitute public life.

Includes Van Allen thesis (M.S.)--University of Iowa, 1936, and thesis (Ph.D.)--University of Iowa, 1939.