and learning. This volume stands out as a sentinel work in the area for three reasons. First, it is a comprehensive account of sustainable assessment across educational institutions. In this regard it looks at assessment not so much as something that occurs in universities and colleges but as something that defines them. Second, it provides a range of practical strategies that have been well tested at the “coalface” of learning, that is, with students in classrooms and other educational settings. Finally, it provides a well-grounded practical focus without sacrificing conceptual depth. The book provides a wealth of theoretical material which creates and sustains a strong context for learning. The conceptual model followed throughout is based on developing a strong, ongoing instructional commitment to learning and assessment. This draws on the Bologna Process as a key instrument in defining institutional culture. In this model all members of the learning com- munity – administration, faculty, and stu- dents – have a role to play in developing a culture of learning. At the same time, it allows for different modes of assessment to match with the particular needs of a learning community. Each chapter con- tains a series of useful appendices which give concrete examples of assessment tem- plates in a variety of settings, for instance, projects developed by the Geography Department at the University of Washington or the learning demands of the Masters of Accountancy curriculum at the University of Western Florida. In addi- tion, some chapters succinctly address perennial issues in assessment and learn- ing such as how to reach consensus about assessment criteria and standards of judge- ment. The conclusion that Maki reaches in these sections is in keeping with her overall framework which recognizes the need for flexible solutions that respect the diversity of learning communities. A new feature of this edition is the expanded section on direct and indirect assessment methods, such as raising and pursuing open-ended research or study questions. There is a strong emphasis on a range of assessment techniques that are enabled by new multimedia technologies. There is also a new chapter on backward design problem-based assessment pro- cesses. This chapter is especially helpful for those wishing to develop a new frame- work for learning, one that builds on exist- ing programs. In a similar vein, a range of specific case studies are given which relate to undergraduate, graduate, and cross cur- ricula teaching. Best practise models of particular universities and colleges are presented throughout. These provide good illustrations of commitment to institutional learning and assessment in differing edu- cational contexts. The book moves easily between micro assessment strategies designed for focused, often classroom- based, assessment to systems-wide processes that examine educational management. A useful feature of the book are the examples provided throughout which help practitioners to meet assess- ment demands set by external agencies such as accrediting professional bodies, scholarly associations, and disciplinary committees. This book is highly recommended. Richard Rymarz St Joseph’s College, University of Alberta Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education. By Dan W. Butin. New York, N.Y.: Palgrave Macmillan, 2010. xx + 174 pages. ISBN 978-0-230- 62251-7. $84.00. Dan W. Butin’s Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Reviews © 2013 Blackwell Publishing Ltd 188