This article provides an overview of current practice and essential infrastructure of campus community engagement centers in their efforts to establish and advance community engagement as part of the college experience. The authors identified key characteristics and the prevalence of activities of community engagement centers at engaged campuses by reviewing the professional literature and analyzing over 100 successful applications for the Carnegie Foundation for the Advancement of Teaching elective Community Engagement Classification. These data can be used as a baseline for centers and institutions of higher education to assess their current structures and programs and to assist in strategic planning for the future.

This article reports the results of a descriptive analysis of team teaching in two classrooms. The study employed a relatively new approach to field-based research, referred to as formative experiments, to conduct formative and summative evaluation procedures. Results of quantitative and qualitative analyses to assess student outcomes, teaching procedures, and teacher impressions are presented. Descriptive information regarding planning time, type of instructional format of team teaching, student groupings, and follow-up evaluation time was obtained through weekly teacher logs. Focus groups and written teacher comments provided information regarding teacher satisfaction of the teamteaching experience. Performance of typical students and students with learning disabilities on curriculum-based assessment measures given pre-and post team teaching suggest academic gains in reading and spelling for all students. The results of this study are discussed, and recommendations for further research are given.riculum and classroom so students rotate from one station to the other.3. In parallel teaching, both teachers jointly plan the instruction but divide the class into two

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This article defines service learning and describes service learning as a distinct pedagogy from field-based professional programs. Fundamental components of service learning courses and guidelines for developing, implementing, and evaluating service learning courses in special education programs to majors and non-majors are presented.