Service-Learning

1. Service-Learning December 4, 2012 Adam Crawford, Zachery Holder, Katelynn James, and Riley O’Dell

2. Overview of the Issue • Developing the students as a “whole.” • One area that we found was lacking in our institution was the implementation of service-learning into the academic setting. • this new implementation would provide a bridge between academic and student affairs at the university; something that has constantly shown to be disconnected.

3. Service-learning • Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities (Flecky, 2011). • By designing and implementing the appropriate interventions, relationship the school could build within its community is one of great strength. • While doing so, the student is also growing as an individual and applying classroom material in a real-world situation.

4. Setting • Small to Medium sized university • Roughly 10,000 enrolled students • Larger city setting with surrounding area primarialy low income families • Interventions we have designed will specifically connect with community partners for service-learning opportunities • Interventions will implement the service-learning component into the academic side of the university

5. Review of Literature • Service-learning provides a structured opportunity for students, faculty, and community partners to reflect on their interactions and activities. • To be successful, a balance must exist between the service and the learning in the outcomes resulting from the experiences within the partnership. • David Kolb, expanding the concepts of reflective thinking presents the opportunity to process and adapt to the learning styles (Flecky, 2011).

6. Review of Literature cont. • The challenge is that few colleges and universities require service-learning in the academic core • A barrier of students, faculty, and staff members’ perception on the rewards of service-learning (Eyler, Giles, Stenson, & Gray, 2001). • Both long-term community enhancement and shorter-term service projects can make considerable contributions to communities in both direct and indirect ways, providing the opportunity for students to engage with others rather than working to gain something for themselves.

7. Review of Literature cont. • Study of Service-learning • Outlining positive personal, social, career, and institutional highlight areas for learning outcomes are key factors in our intervention (Eyler et al., 2001). • To do this the programs must be intentionally designed, guided by theories and knowledge of learning and development.

8. Theoretical Analysis • Several student development theories could be applied to the issue of hazing: • Kolb’s Theory of Experiential Learning • Chickering’s Theory of Identity Development

9. Kolb’s Theory of Experiential Learning • Concrete experience • involves hands-on learning • Reflective observation • consists of watching and absorbing • Abstract conceptualization • describes the integration and analysis of ideas • Active experimentation • involves decision-making and problem solving. • Kolb emphasized that effective learning occurs when learners move through each step in the cycle

10. Kolb’s Theory of Experiential Learning • Converging individuals enjoy technical tasks and practical solutions. • Diverging individuals prefer using their imaginations and generating alternatives. • Assimilating individuals are drawn to logic and inductive reasoning. • Accommodating individuals are action-oriented problem-solvers. • “Individuals need flexibility in style in order to have the competencies needed to be contextually adaptive” (Evans et al., 2010, p. 141).

11. Kolb’s Theory and Service Learning • Service-learning is by nature more typical of the active experimentation and concrete experience steps. • individuals who prefer reflective observation and abstract conceptualization are not going to be as attracted to hands-on opportunities • Students need to be able to utilize all four skillsets of the learning cycle in order to be effective and dynamic learners. • Service-learning provides opportunities for reflection, observation, and analysis

12. Chickering’s Theory of Identity Development • Chickering enumerated seven key influences in an individual’s environment • Curriculum • Teaching • Collaboration of faculty and staff • Chickering also three admonitions that contribute to powerful educational environments. • Work and Learning

13. Chickering’s Theory of Identity Development • Developing Competence Intellectual & interpersonal competence, physical & manual skills • Developing Mature Interpersonal Relationships Develop intercultural & interpersonal tolerance, appreciate differences; create healthy, intimate relationships

14. The Intervention

15. Developmental Context • Institution draws freshmen from small towns in surrounding area and the state • Surrounding community’s socioeconomic status falls between lower to lower-middle class • Students are not completely emotionally independent and have not been challenged to develop intercultural and interpersonal tolerance (Evans et al., 2010). • Entering the college setting will be the first time that students have a chance to actively explore their learning style (Evans et al., 2010).

16. Targeted Audience • Freshmen business students • typically around the age of 18 or 19 • All genders, races • prefer active experimentation as well as concrete experience • Classroom setting is grounded in lecture based learning • Chickering’s Theory of Identity Development, our students would usually be placed in vectors three and four

17. developing the individuals socially and personally, make individuals more engaged in their academics integrate service-learning into the campus as a whole. Intervention Goals

18. Intervention Methods • Service-Learning Coordinator • Database • Academic Integration • Reflections & Surveys • Analysis & Expansion

19. Service-Learning Coordinator • Office of Student Development and Activities to take on the additional responsibilities of the Service-Learning Interim Coordinator • Due to lack of funding and jump starting the program • Responsibilities • (a) develop the service-learning program requirements for our pilot focus, the Business Department • (b) develop service-learning orientations/presentations for the university student introduction class, along with lecture guidelines, readings, and resources for additional support; and • (c) recruit faculty and academic departments to buy into service-learning and create relationships for future incentives incorporating service-learning within the classroom

20. Database • Common online place for students to go to and find service-learning opportunities outside of the classroom. • Campus Labs/Collegiate Link • Typically used for student org, but can be adapted to service-learning • require some financial backing • Service-Learning Hub • submission of any hours in relation to a service-learning trip, or project. • Track and document service hours • Provide a resource and reference for oppotunities

21. Academic Integrations • Business Department • including a service-learning component into at least one 100-, 200-, and 300-level class • freshman students will comprise the participants for a four-year study on the service-learning program • Community Partner • Instructors can then develop their syllabi, incorporating the ten hours of service for the class. • Additional lecture guidelines to prepare the students for service-learning in the community, readings, and resources will be provided to the instructors who are opting to include service-learning in their curriculum.

22. Reflections & Surveys • Reflective Journals • Curriculum assistance • help the students process what he/she has experienced • The reflection piece of service-learning is important as students learn more about themselves, as individuals, along with what he/she is learning in the academic setting. • Survey • Beginning and end of semesters • gages the learning experience and the progression of the students.

23. Analysis & Expansion • Completion of four year study • Assess how can it benefit all students • Important to continuously assess and evaluate the program throughout • Success • Provide encouragement to engage other departments • Expanding the service-learning experience into a student affairs office would be ideal

24. Rationale • Chickering’s Key Influences • Curriculum • Teaching • Collaboration between faculty and staff • Service-learning database • ease and incentive for students to not only participate, but to value and utilize their experiences in the future. • Kolb’s Experiential Learning • Service-learning provides a great opportunity to complete the cycle

25. Evaluation plan • Program will utilize pretests and posttests to evaluate student development • Surveys designed to quantify students’ progress toward our identified learning outcomes • Some questions will also address students’ perceptions of the program’s relevancy, helpfulness, and effectiveness. • Student reflection assignments, such as journals and essays, will also be used to evaluate the program’s effectiveness at student development.

26. Evaluation plan • Faculty and community partners will also be administered surveys for their participation • Students will also complete the Adaptive Style Inventory • beginning and end of the service-learning program • assessment has the ability to assess learning flexibility,

27. Conclusions • Utilizing service-learning with help develop the students as a “whole.” • Provide a bridge between academic and student affairs at the university • Success of program will than further implementation across campus to address the needs of all students

28. References Bringle, R. & Hatcher, J. (1999). Reflection in service-learning: Making meaning of experience. Educational Horizons, 2, 179-185. CampusLINK database [software] (2012). Retrieved from http://missouristate.edu CollegiateLink(2012). Campuslabs. Retrieved from http://www.campuslabs.com/products/collegiatelink/ Cone, D. & Harris, S. (1996). Service-learning practice: Developing a theoretical framework. Michigan Journal of Community Service-learning, 3, 31-43. Retrieved from http://ginsberg.umich.edu/mjcsl/ Council for the Advancement of Standards in Higher Education (2011). Service- Learning Programs. (2011). Retrieved from www.cas.edu/getpdf.cfm?PDF=E86EC8E7-9B94-5F5C-9AD22B4FEF375B64 Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college (2nd ed.).San Francisco: Jossey-Bass. Eyler, J. S., Giles, D. E., Stenson, C. M., & Gray, C. J. (2001). At a glance: What we know about the effects of service-learning on college, students, faculty institutions, and communities, 1993-2000. (3rd ed.). Nashville: Vanderbilt University. Flecky, K.(2011). Foundations of service-learning. In Flecky, K., & Gitlow, L. (Eds.), Service-learning in occupational therapy education: philosophy and practice. (pp. 2-18). Sudbury, Mass.: Jones and Bartlett Publishers. Gateway Technical College, Service Learning Center (2012). Instructor survey. Retrieved from http://www.gtc.edu/service-learning

29. References Cont. Jacoby, B. (1996), Service-Learning in Higher Education: concepts and practices. San Francisco: Jossey-Bass. National Service-Learning Clearinghouse (2012a). Community partner survey. Great Cities Great Service. Retrieved from http://www.servicelearning.org/sample_form_template/community- partner-survey National Service-Learning Clearinghouse (2012b). Student post-service survey. Center for Learning Through Service. Retrieved from http://www.servicelearning.org/sample_form_template/student-post- service-survey Northeastern University (2012). Associate director & service-learning coordinator. HigherEdJobs. Retrieved from http://www.higheredjobs.com/ Religious Lives of Ozarks Women Collection (2012). Missouri State University. Retrieved from http://library.missouristate.edu/archives/speccoll/m040.htm Werder, K. P. & Strand, K. (2011). Measuring student outcomes: An assessment of service-learning in the public relations campaigns course. Public Relations Review, 37, 478-484. doi:10.1016/j.pubrev.2011.09.0