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Service-learning practitioners design community engagement activities to affect students in powerful and even transformative ways. This qualitative study explores the long-term impacts (3-16 years after graduation) of participation in a senior-level service-learning course. Through interviews with 20 randomly selected participants, the researchers explored whether and in what ways graduates continued to experience impacts from the course, including those that have become interwoven with other life experiences or have catalyzed altered perspectives and/or actions. Graduates were first asked to identify their most significant learning experiences in college in order to gauge the relative importance, if any, of the service-learning course in their college education. Then graduates were asked to recall their experiences in the course and to share what impacts those experiences had at the time and in the intervening years. Findings are discussed through the lens of transformational learning processes and outcomes.

In the past twenty years, much research has been conducted into the effects of community-based learning and service-learning on students, but studies into the long-term impacts that persist after graduation have been fewer in number. In this article, the authors share perspectives from Portland State University alumni on the lasting significance of their participation in a community-based learning course that has been operating continuously for more than two decades and the key features of significant learning experiences more generally.

If classroom teachers are among the greatest determinant of student learning, then teacher preparation programs have a role to play improving educational outcomes for struggling learners. There are currently three established teacher preparation program models: (1) "discrete"; (2) "integrated"; and (3) "merged." In the "discrete" model, which is the most widely implemented of the three, general and special education programs are separate. In the "integrated" model, separate programs are retained but faculty work together to develop some courses and/or field experiences in which special education candidates learn about the general education curriculum while general education candidates learn about inclusive education. In "merged" programs, "faculty prepare general and special educators, using a single curriculum in which courses and field experiences are designed to address the needs of all students, including those who have disabilities." While most integrated or merged programs are at the elementary level, there are a few examples in secondary education. Many questions arise regarding the capabilities that might distinguish graduates of merged programs, the program design needed to develop these capabilities, and the impact graduates could have in schools and classrooms. In order to address these questions, research regarding the development, design and evaluation of merged programs is needed. The authors describe the development and initial implementation of the Secondary Dual Educator's Program (SDEP), a merged secondary education program. SDEP is a full-time graduate program culminating in licensure as a secondary educator in a content area (authorization to teach mid-level and/or high school), licensure in secondary special education, and a Master in Education (M.Ed.). This article uses data from multiple stakeholders to evaluate whether SDEP candidates and graduates are meeting program goals. This initial evaluation suggests that graduates of a merged secondary program developed competency in differentiated planning, assessment, and instruction in content area classrooms and embedded the provision of accommodations into their planning process.

As middle and secondary classrooms become increasingly inclusive, some special educators may not be prepared to teach content, and some general educators may not be prepared to address diverse learning needs. This mismatch between the reality of today's schools and traditional teacher preparation has led to the development of new models for teacher education that integrate or merge special education and general education. Integrated and merged models are two approaches to combining special and general education pedagogy for teacher education. In merged programs, faculty in general and special education collaborate to develop one program in which all candidates receive licensure in both general and special education. Merged programs are developed through the extensive and deliberate collaboration of general and special education faculty to redesign the teacher education curriculum and field experiences. However, while several merged programs have been developed to prepare elementary candidates, programs for middle/secondary candidates are scarce. When faculty from Curriculum and Instruction and Special Education consider creating a merged secondary program, many questions and issues arise. These questions and issues were addressed in the development and implementation of the Secondary Dual Educator's Program (SDEP). The overall purpose of SDEP is to develop strategic teachers with the versatility to meet the learning needs of all secondary students. This article describes the process used by cross-department faculty to develop the program design and components and how program evaluation led to revisions that strengthened the program. (Contains 3 figures.)

A study examining outcomes of a free camp for low-income families in Oregon surveyed 19 participant families. Enjoying the outdoors, spending time together as a family, and meeting new people from their communities were significant outcomes. A 5-month follow-up survey found positive program outcomes that continued after the experience. (TD)

A study of 743 disabled and nondisabled youth in inclusionary outdoor programs at 12 resident camps and 2 resident outdoor schools found that disabled youth significantly increased their social interactions with peers and their active participation in the program. Youth without disabilities improved their social interactions and developed greater understanding and respect for persons different than themselves. (TD)

Case studies in the National Camp Evaluation Project and National Inclusive Camp Practices project used interviews with counselors and parents about camper's growth to yield qualitative data for camp program evaluation. The importance, methods, and benefits of case studies are described. Sidebars give examples of comments on perceived camper growth. (SAS)

The effect of a program to develop knowledge and skills for self-determination in adolescents with autism was examined through students' in-class contributions and through pre-post interviews with 23 adolescents and parents. Following the program, students initiated more discussion and used a number of skills and concepts in other settings. (Author/CR)

A project to promote self-determination for young people with autism is described. Project activities included the development and field-testing of a curriculum for high school students with autism to learn self- and life-knowledge skills. Field testing suggested that the curriculum increased knowledge and self-determination skills in students with autism and their peers. (Author/DB)