Andrew Furco University of Minnesota April 16, 2010

1. Building the Case for Service-Learning Andrew Furco University of Minnesota April 16, 2010

2. Campus Compact. (1998). Service matters: Engaging higher education in the renewal of America's communities and American democracy. Providence, RI: Campus Compact. Campus Compact, (2001). Campus service participation survey 2000-2001. Providence, RI: Campus Compact. Campus Compact (2005). Campus service participation survey 2005-2005. Providence, RI: Campus Compact. Gray, M.J., Ondaatje, E.H., Fricker, R., Geschwind, S., Goldman, C.A., Kaganoff, T., Robyn, A., Sundt, M., Vogelgesang, L., & Klein, S.P. (1998). Coupling service and learning in higher education: The final report of the evaluation of the Learn and Serve America, higher education program. Santa Monica: The RAND Corporation. National Center on Educational Statistics. (1997). Student participation in community service activity. Washington, DC: U.S. Department of Education. National Youth Leadership Council (2005). Growing to Greatness. Minneapolis, MN: National Youth Leadership Council. Skinner, R. and Chapman, C. (1999). Service-learning and community service in K-12 public schools. National Center for Education Statistics. NCES 1999-043, Washington, DC: U.S. Department of Education. Learn and Serve America, 2008 GROWTH OF COMMUNITY SERVICE AND SERVICE-LEARNING IN THE UNITED STATES (1997-2008)

3. Building the Case Fact #1: Service-learning incorporates educational elements that help prepare students for success in the contemporary global job market.

4. Successful Global Workforce Success in the global workforce will be marked by one’s: • ability to make connections across the disciplines; • ability to apply knowledge to address complex situations; • people skills that allow him/her to work effectively in diverse group settings; • capacity for higher order thinking in ways that enhance problem solving and analysis; • knowledge about and facility with the global society (e.g. conversing in different languages, having intercultural competencies, etc.); and • facility in organizing and utilizing increasing sources of knowledge and information effectively. (New Commission on the Skills of the American Workforce, 2006)

5. Building the Case Fact #2: Service-learning is composed of the elements that define quality teaching and successful learning.

6. Instruction that Promotes Successful Learning • In terms of classroom learning, students learn best when the curriculum: • emphasizes learning over teaching • engages students as active participants in the learning process • is student-centered rather than teacher-centered; • promotes the development of students’ higher order thinking skills; • focuses on making connections among the disciplines; • connects new knowledge to what student know by having students construct meaning; • is meaningful and/or of interest to students; • is brain-based; • is socially constructed; and • is practiced and used Sources:Slavkin (2004); Marzano, Pikering, and Pollock (2001);Bransford, Brown, and Cocking (1999); Oakes and Lipton (1999).

7. Essence of Effective Teaching & Learning Expands Boundaries Personalized Empowering Constructivist Collaborative Authentic Active

8. Programmatic Approaches Service-learning is part of a suite of experiential instructional strategies that promote successful learning Instructional Strategies: • problem-based • project-based • service-based • work-based • adventure-based • game-based

9. Essence of Effective Teaching & Learning Expands Boundaries Personalized Empowering Constructivist Collaborative Authentic Active

10. Building the Case Fact #3: Service-learning promotes the civic involvement of young people.

11. Knowledge of National & Global Issues of Importance What percentage of young Americans (ages 18-24) can accurately identify the following places on a map? Iraq Afghanistan New York State 33% 12% • 50% Wh\

12. Building the Case Fact #4: Service-learning creates conditions and opportunities that support students’ academic achievement and educational success.

13. Student Outcomes

14. Impacts of Service-Learning Mediating Factors Self-Esteem Empowerment Prosocial behaviors Motivation Engagement Service-Learning Academic Success High Quality Components

15. Preferences