Investigating the Impacts of an Experiential Service-learning

Course

Nagwa Kassabgy & Yasmine Salah El-Din

The American University in Cairo

IARSLCE

Chicago, IL

November 2-4, 2011

“Educating the mind without educating the heart is no

education at all”.

---Aristotle

Outline of presentation

• Theoretical background• Context of the study• Participants• Procedures• Data collection instruments• Results• Findings• Recommendations and conclusion

Theoretical Background

“…service learning is a teaching strategy that enhances students’ learning of academic content by engaging them in authentic activities in which they apply the content of the course to address identified needs in the local and broader community.”

(Howard 1998, in Furco 2001).

Theoretical Background

There are several ingredients that service learning courses require:• Faculty time and expertise• Coordination and planning• Community time• Student time and commitment• Resources to fund supplies, materials

and products(Holland, 2001)

Theoretical Background“As a pedagogy, service-learning is education that is grounded in experience as a basis for learning and on the centrality and intentionality of reflection designed to enable learning to occur.” (Jacoby, 1996).

What distinguishes service learning from other community service or volunteer experiences is the intentional integration of service and learning, the reciprocal involvement of both the student and the community, and the degree and quality of reflection. (Brody and Wright, 2004)

Theoretical Background

Significant studies point to the value of service learning, but the field needs more experimental research to firmly establish the value of this approach (Furco and Root, 2010).

Most of the research has focused on the impacts of service learning on the providers of the service. Not enough attention has been given to the recipients of the service.

Research Questions

1. What is the impact of the service-learning/CBL component of the course on the students’ academic enhancement?

 

2. What is the impact of the service-learning/CBL component of the course on the students’ concept of civic engagement?

3. What is the impact of the service-learning/CBL component of the course on the students’ personal growth?

 

4. What are the attitudes and perceptions of the AUC workers of the experience?

Context of the StudyService-learning as a pedagogy at AUC:

The Community-Based Learning (CBL) program was established in Fall 2008 as part of the campus infrastructure to forward civic engagement.  The program is aligned to the institutional mission which states that “AUC builds a culture of leadership, lifelong learning, continuing education and service among its graduates, and is dedicated to making significant contributions to Egypt and the international community in diverse fields.”

Context of the StudyMISSION of CBL program at AUC:

The CBL program empowers the AUC students, faculty and partners to create community-engaging learning environments across the disciplines, environments which facilitate student academic excellence, personal growth and civic engagement, and build sustainable community capital.

VISION of CBL program at AUC:

The CBL program envisions an engaged academic curriculum – one that acknowledges the value of and integrates community knowledge to strengthen student learning, while employing student competencies to address community-defined needs.

Context of the Study• LING 268 Principles and Practice of Teaching English

• A Community-Based Learning course, minimum 8 hours of actual teaching in the community.

• Course introduces some theories about the principles and the techniques of teaching English.

• Students are given practice by engaging in peer teaching, observing others teach, as well as doing actual teaching in order to learn to reflect and evaluate critically.

Context of the Study

Class activities:

• Teacher presentations• Peer teaching followed by feedback from teacher and peers• Group discussion and reporting• Readings from textbooks• Observation of EFL teaching• Student-teacher consultation• Teaching English in a community-based setting—minimum eight hours

 

Participants• 74 LING 268 students in their junior or senior year (Providers of the service)

• 19 AUC workers, including custodians, housekeeping staff, and security guards (Recipients of the service)

HR recruited/selected/enrolled the workers, gave them a placement test, organized the classes, schedule, and rooms, and provided all of the materials needed for the EFL course.

Data Collection Instruments

Providers of the service (LING268 students)• 3 Reflection Papers N=74:

o Academic enhancemento Civic engagemento Personal growth

• Online student survey N=19 (15 statements 5-point scale)• Interviews N=17

Recipients of the service (AUC workers)• Interviews N=19 (in Arabic)

Results

1. Connection between classroom and real world/

experiential learning

2. Characteristics of a good student

3. Characteristics of a good teacher

4. Characteristics of a good lesson/course

5. Awareness-raising0

4

8

12

16

20

24

28

32

36

40

44

48

52

56

60

64

68

72

61

41

70

62

14

1- Academic EnhancementN = 74

Results

08

1624324048566472

44

5969

2- Civic engagementN = 74

Results

1. P

erso

nal s

treng

ths yo

u be

cam

e aw

are

of

2. P

ositi

ve a

ttitu

des d

evel

oped

3. N

egat

ive

attit

udes

dev

elop

ed

4. S

kills

dev

elop

ed0

8

16

24

32

40

48

56

64

72

51

65

0

47

3- Personal growthN = 74

Online Survey• Dear LING268 Students,

• Please respond to the following statements by indicating to what extent you agree with each:

 • SA= Strongly Agree• Agree=Neutral• N= Neutral• D= Disagree• SD= Strongly Disagree

  

1. Teaching the AUC workers helped me make the connection between the classroom and the real world.

2. I learned how to write a good lesson plan.

3. I know that different learners have different learning styles.

4. I know what makes a good student.

5. I know what makes a good teacher.

6. I have become a better student myself.

Online Survey7. Teaching the AUC workers was a challenging experience.

8. I feel I have become more tolerant.

9. I am now aware of the poorer segment of the society.

10. It made me a more self-confident person.

11. I feel I can make a difference in my society.

12. The course helped me develop my communication skills.

13. Teaching the workers made me perceive the world in a different way.

14. I am willing to go through this experience again.

15. I have developed some negative attitudes towards this poorer segment of the society.

Results

Student interview questions1. Why did you enroll in LING268?

2. What do you think were the most important teaching skills you developed as a result of the experience?

3. How did the experience change you as a person? What particular skills/traits have you developed?

4. How would you describe the relationship between you and the workers? 

5. What was the most interesting thing about the service-learning part of the experience?

6. What difficulties/challenges did you encounter?

7. How would you assess the whole experience?

Student Interview Results• 1- Why did you enroll in LING268?

Student Interview Results• 2- What do you think were the most important teaching skills you developed as a result of the experience?

Student Interview Results• 3- How did the experience change you as a person? What particular skills/traits have you developed?

Student Interview Results4- How would you describe the relationship between you and the workers?

Student Interview Results5- What was the most interesting thing about the service-learning part of the experience?

Student Interview Results• 6- What difficulties/challenges did you encounter?

Student Interview Results• 8- How would you assess the whole experience?

Workers’ Interview Questions1. How did you enroll in the program?

2. How many courses have you completed?

3. What level did you start with?

4. What do you think of the courses?

5. Have they helped you at work? What about outside the University?

6. How do/did you feel about the fact that your teachers are actually students, not professional teachers?

7. What did you like the most about these courses?

8. What did you like the least?

9. What are your suggestions to improve the courses?

10. Do you recommend these courses to your colleagues?

Workers’ Interview Results• 1- How did you enroll in the program?

Workers’ Interview Results• 2- How many courses have you completed?

Workers’ Interview Results• 3- What level did you start with?

Workers’ Interview Results• 4- What do you think of the courses?

Workers’ Interview Results• 5- Have they helped you at work? What about outside the University?

Workers’ Interview Results• 6- How do/did you feel about the fact that your teachers are actually students, not professional teachers?

Workers’ Interview Results• 7- What did you like the most about these courses?

Workers’ Interview Results• 8- What did you like the least?

Workers’ Interview Results• 9- What are your suggestions to improve the courses?

Workers’ Interview Results• 10- Do you recommend these courses to your colleagues?

Findings

In response to research question 1

What is the impact of the service-learning/CBL component of the course on the students’ academic enhancement?

 The study found that the students (providers of the service) were able to a) link theoretical to experiential learning, b) develop effective teaching and learning skills; c) identify the characteristics of a good teacher, student and lesson; and d) became aware of the challenges/difficulties teachers normally encounter while teaching.

FindingsIn response to research question 2What is the impact of the service-learning/CBL component of

the course on the students’ concept of civic engagement?

The study found that the providers of the service engaged/empathized with the recipients of the service, and became aware of their role in the society. The experience enhanced their sense of civic responsibility.

FindingsIn response to Research Question 3

What is the impact of the service-learning/CBL component of the course on the students’ personal growth?

 

The study found that students developed positive attitudes toward the experience. Positive attitudes they reported included tolerance, patience, self-esteem, and trust. They also reported that certain personal skills were developed, e.g., self-confidence, organization, communication skills, and time management skills.

FindingsIn response to research question 4

What are the attitudes and perceptions of the AUC workers of the experience?

The recipients of the service (workers) reported positive attitudes towards the experience. Still, they were aware of some drawbacks, and provided suggestions to make the learning experience more useful.

Implications

• It would be interesting to investigate whether or not the students pursued this kind of community-engagement after they graduated.

• There should be better coordination with the community partner—in this case the Human Resources Department in organizing the classes, the schedule, etc.

• It would be interesting to investigate to what extent the HR Department were satisfied by the partnership and the service the AUC students provided to the workers.

By the studentsFrom their academic enhancement papers:• “An amazing experience showing me and my fellow classmates how difficult it is to be a teacher and the rewards gained from being one.”

• “For once, instead of learning information from textbooks involving equations, numbers, facts and their scientific approach, we are actually learning how to educate, teach, and tutor others.”

• “In my first class, I was very frustrated when the teacher announced that we have to teach workers in order to pass the course, but actually after my first class of teaching, I found it very challenging and rewarding.”

By the studentsFrom their civic engagement papers:• “The experience was very touching and fulfilling knowing that by

helping people in need, you are giving them hope and joy for future days to come.”

• “I felt a link between me and the workers coming to learn, and it gave me a stronger urge to try to relate to them and their learning abilities.”

• “My civic engagement ethic has been nurtured by this exercise and I aim to continue to develop it after the activity ends.”

• “If every student can teach one worker in AUC, we would make a great achievement to Egypt.”

• “Thank you for preparing me for the real life!”

By the studentsFrom their personal growth papers:• “….; actually this course was one of the few courses that added value to me and

enhanced my personal skills. I feel more responsible now in serving the community I live in and the people around me and the burden is getting heavier.”

• “The most attractive personal growth for me was that I could proudly point out someone whom I have taught and know that I have made a difference in his life.”

• “Some courses have had little influence on my life; others had a huge impact and one of those courses that have changed a lot the way I look at things is this CBL course.”

• “One last thought to share is that although I took this course as an elective and many told me it’s easy, I have found that it’s not like any other course. I think the real purpose of the course is to play a role in changing others’ lives.”

• “May God help me implement everything I learnt in this class outside the class for the benefit of other people and my whole society.”

By the workers(Translated from Arabic)

• The most interesting thing about the experience is the attention the University gives the workers.

• There is love and understanding between the students and the workers; we are like friends.

• I benefit because I want to help my children in the future.

• The students explained well; they wanted us to understand.

• The courses helped me with my work at the University; I can now give directions to foreign professors.

By the workersSuggestions to improve the courses (Translated from Arabic):

• More time so that we can benefit more• I wish there were specialized/professional

teachers.• More conversation• Shorten the gap between each semester and the

following one• Better have one Egyptian and one foreign teacher• They should choose efficient students to teach us.

References• Billig, S. H. (2004). The Research on K-12 Service-Learning. Denver: RMC Research Corporation.

• Brody, S. M., & Wright, S. C. (2004). Expanding the self through service-learning. Michigan Journal of Community Service Learning, 11(1), 14-24.

• Community-Based Learning Program. http://www.aucegypt.edu/research/gerhart/CBL/Pages/Home.aspx

• Dewey, J. (1916). Democracy and education. In The middle works of John Dewey: vol. 9. Carbondale, Ill.: Southern Illinois University Press.

• Furco, A. (2001). Advancing service-learning at research universities. New directions for higher education, no. 114, Summer 2001.

• Furco, A., & Root, S. (2010). Research demonstrates the value of service learning. Phi Delta Kappan, 91(5), 16–20.

• Holland, B. (2001). A comprehensive model for assessing service-learning and community-university partnerships. New directions for higher education, no. 114, Summer 2001.

• Howard, J. (1998). Academic service learning: A counternormative pedagogy. In Furco, A. (2001). Advancing service-learning at research universities. New directions for higher education, no. 114, Summer 2001.

• Jacoby, B. (1996). “Service-Learning in Today's Higher Education”. In Barbara Jacoby and Associates, Eds., Service-Learning in Higher Education: Concepts and Practices, San Francisco CA: Jossey-Bass. www.servicelearning.org/library/resource/2675

AcknowledgmentsWe would like to express our gratitude to

• AUC’s Center for Learning and Teaching for their invaluable support in helping us analyze the results of this study, and in helping us present the results in this PowerPoint. Particularly, we would like to thank Dr. A. Ellozy, Mr. Mohammad Saleh, and Ms. Ramya Sampath.

• The LING268 students who participated in this study

• The AUC workers who participated in this study