Service-Learning

Adam Crawford, Zachery Holder, Katelynn James, and Riley O’Dell

December 4, 2012

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.

Overview of the Issue

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.

Service-learning

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

Setting

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).

Review of Literature

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.

Review of Literature cont.

Study of Service-learningOutlining 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.

Review of Literature cont.

Several student development theories could be applied to the issue of hazing:Kolb’s Theory of Experiential Learning Chickering’s Theory of Identity

Development

Theoretical Analysis

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

Kolb’s Theory of Experiential Learning

Convergingindividuals enjoy technical tasks and practical solutions.

Diverging individuals prefer using their imaginations and generating alternatives.

Assimilating individuals are drawn to logic and inductive reasoning.

Accommodatingindividuals 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).

Kolb’s Theory of Experiential 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

Kolb’s Theory and Service Learning

Chickering enumerated seven key influences in an individual’s environmentCurriculum Teaching Collaboration of faculty and staff

Chickering also three admonitions that contribute to powerful educational environments. Work and Learning

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

Chickering’s Theory of Identity Development

The Intervention

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).

Developmental Context

Freshmen business studentstypically around the age of 18 or 19All genders, racesprefer active experimentation as well as

concrete experienceClassroom setting is grounded in lecture

based learningChickering’s Theory of Identity Development,

our students would usually be placed in vectors three and four

Targeted Audience

Intervention Goals

a) developing the individuals socially and personally,

b) make individuals more engaged in their academics

c) integrate service-learning into the campus as a whole.

Service-Learning CoordinatorDatabaseAcademic IntegrationReflections & SurveysAnalysis & Expansion

Intervention Methods

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

Service-Learning Coordinator

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 Hubsubmission of any hours in relation to a

service-learning trip, or project. Track and document service hoursProvide a resource and reference for

oppotunities

Database

Business Department including a service-learning component into at least

one 100-, 200-, and 300-level classfreshman 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.

Academic Integrations

Reflective Journals Curriculum assistance help the students process what he/she has

experiencedThe 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.

Reflections & Surveys

Completion of four year studyAssess 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

Analysis & Expansion

• 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

Rationale

• 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.

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,

Evaluation plan

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

Conclusions

ReferencesBringle, 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-9AD22B4FEF375B64Evans, 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

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-surveyNational 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-surveyNortheastern University (2012). Associate director & service-learning coordinator. HigherEd Jobs. 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.htmWerder, 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