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GROWTH OF COMMUNITY SERVICE AND SERVICE-LEARNING IN THE UNITED STATES
(1997-2008)
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
1997 1999 2004 2008
Community Service
All Primary & Secondary Schools 42% 64% 70% 68%
Secondary Schools 71% 83% 89% 81%
Colleges and Universities 45% 70% 78% 89%
Service-learning
All Primary & Secondary Schools 23% 32% 28% 24%
Secondary Schools 28% 38% 31% 25%
Colleges and Universities 22% 40% 43% 51%
Building the Case
Fact #1: Service-learning incorporates educational
elements that help prepare students for success in the contemporary global job market.
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)
Building the Case
Fact #2: Service-learning is composed of the
elements that define quality teaching and successful learning.
Instruction that Promotes Successful Learning In terms of classroom learning, students learn best when the In terms of classroom learning, students learn best when the
curriculum: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).
Essence of Effective Teaching & Learning
Authentic Active
Constructivist
Personalized
Collaborative
Empowering
Expands Boundaries
Programmatic ApproachesProgrammatic ApproachesService-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
Essence of Effective Teaching & Learning
Authentic Active
Constructivist
Personalized
Collaborative
Empowering
Expands Boundaries
Knowledge of National & Global Issues of Importance
Wh\
What percentage of young Americans (ages 18-24) can accurately identify the following places on a map?
33%
12%
50%
Iraq
Afghanistan
New York State
Building the Case
Fact #4: Service-learning creates conditions and
opportunities that support students’ academic achievement and educational success.
Student Outcomes
DOMAIN OUTCOMES
ACADEMICIncreased retention; content knowledge and skills; higher order thinking
CIVICCivic responsibility; commitment to service
CAREER Career awareness and skillsETHICAL/MORAL Values development
PERSONAL & SOCIAL
Self-esteem, empowerment, motivation, engagement (academic, civic, social); prosocial behaviors
Impacts of Service-LearningImpacts of Service-Learning
Service-Learning Academic
Success
Self-EsteemEmpowerment
Prosocial behaviorsMotivation
Engagement
High Quality Components
Mediating Factors
PreferencesTYPE EXAMPLE
Charity Serve food to the homeless on Saturdays
Empowerment Service
Educate the homeless about social services available to them
Public Work Facilitate the opening of a homeless shelter
Participatory Democracy
Work to secure legislation and citizen support that will secure rights for persons.
Social Action Students organize a camp out on campus to raise awareness about homeless
Social Change Work to reduce the number of homeless persons; train homeless persons for jobs
Social Justice Secure legal assistance for a homeless person who was denied health services