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Griffith University Service Learning. EM: [email protected] PH: 07 3382 1781)

WIL Plus

I don‟t know what your destiny will be, but one

thing I do know; the only ones among you who

will be really happy are those who have sought

and found how to serve.

Albert Schweitzer

Carol-joy Patrick Coordinator, Service Learning

Senior Lecturer


Transformation testimonials

“Community Internship was THE best thing I’ve done in my life! It broadened my

social conscience; I saw how my actions can make a real impact on a child’s life; and

it influenced my career. It opened my eyes to inclusive practice which is now a life-

long commitment for my personal and professional life.” Phillip Poulton, Bachelor

of Music (Southbank)

“My internship with Student LINX greatly improved my English, and my engagement

with Australian people. I did something of value for the environment and I also helped

other international students socialise with Australians. My internship is one of the key

reasons I recently won a graduate internship with one of the world’s leading

banks.” Kang Sik Jo, Bachelor of Business (Gold Coast) International Student

“I expected to learn and I expected to grow in my Community Internship but it was

much more than I expected. I wasn’t expecting to see that my internship would make

such an impact on a whole family’s circumstances and future. That impact has

continued way past my internship. It was just fantastic. The internship also gave me

an insight into how I want to operate as a professional in the future.” Liz Wigan,

Bachelor of Social Work (Logan)


Today

1. Role of the University

2. On the same page: Service-learning (SL) definitions and alignment of SL

with WIL

3. Growth of SL and WIL in the North American and Australian contexts

4. Research from the literature that demonstrates students‟ personal and

professional development through SL

5. The Griffith University experience - Community Internship

6. Encore: But wait … there‟s more …


Role of the university

“The sole purpose of the university is to pursue academic

research and to train future researchers. Any attempt to

concern ourselves with students‟ lives outside the classroom

amounts to discipleship and indoctrination.”

Kiss, E, Euben, J.P. (2010) Aim high: A response to Stanley Fish in Kiss, E, Euben, J. P. Eds.

Debating Moral Education: Rethinking the Role of the Modern University)



”... attempts to prescribe a single overriding aim or to limit the

purposes of college to the realm of intellectual development take too

narrow a view of the undergraduate experience and threaten to

impose a moratorium on efforts to nurture some extremely important

human qualities during four formative years of students‟ lives.

Instead, colleges should pursue a variety of purposes,

including a carefully circumscribed effort to foster generally

accepted values and behaviours, such as honesty and racial

tolerance...

Bok, Derek (2006) Our underachieving colleges. A candid look at how much students learn and why they should

be learning more. Princeton University Press, New Jersey



“Educating citizens is one of the oldest aims of liberal learning

in the Western tradition, but it has not always coexisted

peaceably or on a par with other goals that higher education

also serves. Now, after a longish lull, “citizenship” is back on

the agenda, and a large and diverse group of educators have

signed on.”

Huber, M. T. & Hutchings, P. (2010) Civic Learning: Intersections and Interactions in Eds Smith,

M. B., Nowacek, R. S. & Bernstein, J. Citizenship across the Curriculum. Indiana University

Press. Bloomington Indiana



“...no one is born a citizen. Citizens have to be made. We become not

merely rights-bearing humans but public selves through a complex

socialization that endows us with the knowledge , capacities, values, and

habits that we need for the reflective practice of democratic life.. „[w]e

must learn to be free,‟ argues the political theorist Benjamin Barber:

The literacy required to live in civil society, the competence to

participate in democratic communities, the ability to think critically

and act deliberately in a pluralistic world, the empathy that permits

us to hear and accommodate others, all involve skills that must be

acquired.

...there is no citizenship without education for citizenship.”

Scobey , D. (2010) Across: The Heterogeneity of Civic Education in Smith, M. B., Nowacek, R. S.

& Bernstein, J. Citizenship across the Curriculum. Indiana University Press. Bloomington Indiana)



“In 1996 Ernest Boyer exalted American colleges and universities as

“one of the greatest hopes for intellectual and civic progress in this

country.” But, he went on to say, “...for this hope to be fulfilled, the

academy must become a more vigorous partner in the search for

answers to our most pressing social, civil, economic and moral

problems, and must reaffirm its historic commitment to what I call the

scholarship of engagement.”

Sandman, L. R, Thornton, C. H & Jaeger, A. J. Eds. (2009) New Directions for Higher Education: Institutionalizing Community

Engagement in Higher Education: The First Wave of Carnegie Classified Institutions. Jossey-Bass



“[W]hat universities … are mandated to make or to help to make is

human beings in the fullest sense of those words – not just trained

workers or knowledgeable citizens but responsible heirs and

members of human culture … Underlying the idea of a university –

the bringing together, the combining into one, of all the disciplines –

is the idea that good work and good citizenship are the inevitable by-

products of the making of a good – that is, a fully developed – human

being.”

Palmer, P., Zajonc, A., with M. Scribner. (2010) The Heart of Higher Education: A Call to Renewal: Transforming the Academy through

Collegial Conversations. Jossey-Bass. San Francisco. P 3. Quoting “Wendell Berry - The Loss of the University.” Home economics.

San Francisco: North Point Press, 1987. P. 77



“One of the central problems facing the academy is how

disconnected many students feel their classroom learning is from

what so many of them refer to as “the real world.” The problem for

these students is ... a sense that their education is unfolding in

isolation from the world beyond the boundaries of their

campuses. If students feel their learning is often disconnected, if

they are not sufficiently engaged in the world with a fully developed

sense of agency, faculty bear some responsibility for this.”

Smith, M., Nowacek, R. S., and Bernstein, J. L. (2010 ) Introduction: Ending the Solitude of Citizenship Education in Smith, M. B.,

Nowacek, R. S. & Bernstein, J. Citizenship across the Curriculum. Indiana University Press. Bloomington Indiana



“The moral climate on campus today is not healthy. Students face

more complex and perplexing ethical challenges than ever, but they

receive scarcely any guidance from the adults with whom they

interact each day on how to cope with them. ... The new treatments

offered by our culture are no more effective. Student needs for

direction are not well served by a narrow construal of ethics as

following the rules of a profession or by seat-of the pants newspaper

advice columns. We need stronger medicine than this.”

Hoekema, D. (2010) Is there an ethicist in the house? How can we tell? in Kiss, E, Euben, J. P. Eds. 2010 Debating Moral Education:

Rethinking the Role of the Modern University


Service-learning is ...

WIL: an umbrella term

a range of approaches and strategies

integrates discipline theory with the practice of work

within a purposefully designed curriculum

(Patrick, Peach, Pocknee, 2008)

Academic service-learning

a pedagogical model

intentionally integrates

academic learning and relevant community service

(Howard, 2003)



“..an active, creative ...[pedagogy] that integrates community service

with academic study in order to enhance a student‟s capacity to think

critically, solve problems practically , and function as a life-long

moral, democratic citizen in a democratic society.”

In most cases, service-learning takes place within an academic

course ....Service-learning also involves student reflection on the

service experience, an emphasis on providing genuine service to the

community, and the development of democratic, mutually beneficial,

and respectful relationships between the students and the community

members with whom they work.”

Benson, L., & Harkavy, I. (2003) Service-learring. In K. Christian & D. Levinson (Eds.), Encyclopaedia of community: From the village to the

virtual world (p. 1223). Thousand Oaks, CA: Sage.



“Real” work – not just shadowing or observation

Conducted in not-for-profit organisations

Students are not paid

Is not “just” work-integrated learning

Reciprocal – benefit to student and to community

Learning is structured

Reflection is central



Service-LEARNING: Learning goals primary; service outcomes

secondary

SERVICE-Learning: Service outcomes primary; learning goals

secondary

service learning: Service and learning goals completely

separate [- sic]

SERVICE-LEARNING Service and learning goals of equal weight

and each enhances the other for all

participants.

Sigmon, R. (1994). Serving to Learn, Learning to Serve. Linking Service with Learning. Council for Independent

Colleges Report.



Internships

Practicum

Clinical practice

Cooperative education

Fieldwork education

Service Learning

Real world learning

Placements

Experiential learning

Work experience

Industry experience

Professional practice Academic service learning, adult learning,

clinical attachments, clinical experience, competency assessment, corporate business management, employment experience, engaged learning, experiential placements, faculty internships, field placements, industry experience, industry links, industry placement, learning in the workplace, operational performance, practical projects, practical training, practice based education, practice-based learning, problem-based learning, professional experience, professional learning, sandwich, site visits, structured workplace learning, student employability, volunteering...

•

Patrick, Cj, Peach, D., Pocknee., Webb, F., Fletcher, M., & Pretto, G. (2008). The WIL Report: A National scoping

study. Brisbane Australia; Australian Learning & Teaching Council

WIL typology


Growth of WIL & SL: North America

Extra-curricular and curricular service

Dewey‟s experiential education notions

Wisconson Idea – early 19thC – to improve society & democracy

Cooperative education – developing at the same time and really taking off

Engineering Coop – 1972)

1960‟s & 70‟s - – Political and social upheaval. Kennedy Peace Corp.

1964 - VISTA. 70‟s National Centre for Service-Learning.

1990‟s – National and community service act passed by congress – funding to

support service - National SL Clearing house, Americorp, etc

1985 Campus Compact established

Proliferation of SL activities on college campuses from the late 80‟s, early 90‟s

onward – ie – 25 year history

1993 – National Service Learning Clearinghouse and combined services –

Americorps, VISTA, Learn and Serve America into one agency.

NOW – WIL-type curriculum when class-based SL (missing WIL literature)

Some taken from Chapter 1: Understanding Service-Learning: History, Pedagogy, Philosophy.

http://nlu.nl.edu/cec/upload/Chapter-1.pdf


Growth of WIL & SL: Australia

1983 - World Council and Assembly on Cooperative Education Conference in Melbourne.

At that time, Coop being used by predecessors to VU and Swinburne – then UTS and RMIT.

1987 Bob Laslett – WACE award to look at coop worldwide

1990 first Australian Coop conference in Melbourne – ACE

NZACE established 1991

Disincentives to academics to engage in scholarship of Coop

Late 1990‟s & early 2000‟s – Generic Skills agenda – demand for work-ready graduates;

growing use of “new” WIL – not just “old” WIL – i.e. Eng, Nursing, Teaching.

2005 – DEST CGS requirements for WIL experiences

2005– discussions with WACE – launch of ACEN in 2006

2008 – Macquarie introduces compulsory volunteering and other unis start thinking about

service institutionally (UWA, Griffith, QUT, UWS, Newcastle etc)

Increasing use as an institutional & secondary school strategy

2010 - Launch of SL chapter of ACEN and EA

2011 – Griffith first SL Summit

2013 – Griffith second SL Summit

Some taken from Patrick, C-j, & Kay, J. (2004) Establishing a New Nationwide Network for Promoting Cooperative and Work-

Integrated Education. In (Coll, R (eds)2004, International handbook for cooperative education: an international perspective of the

theory, research and practice of work-integrated learning, WACE, Boston.


Alignment of WIL and SL

WIL: an umbrella term

a range of approaches and strategies

integrates discipline theory with the practice of work

within a purposefully designed curriculum

(Patrick, Peach, Pocknee, 2008)

Academic service-learning

a pedagogical model

intentionally integrates

academic learning and relevant community service

(Howard, 2003)



Challenges of WIL

Ensuring equity and access

Managing expectations and competing demands

Improving communication & coordination

Ensuring worthwhile WIL (SL) placement experiences

Adequately resourcing WIL (SL)

Patrick, Peach, Pocknee, 2008



VOLUNTEERISM

Doing something altruistic

INTERNSHIP

Structured for student

learning benefit

SERVICE-LEARNING

Equal reciprocity.

Integrated within a

course.

COMMUNITY SERVICE

Structured Volunteerism

FIELD EDUCATION

Specific learning

acquisition in a field of

study

Furco, Andrew. “Service-Learning: A Balanced Approach to Experiential education.” Expanding Boundaries: Service Learning.

Washington DC: Corporation for National Service, 1996. 2-6.



Some goals and outcomes are similar:

Learning through application of content

Work place skills and attributes

Team/group work is common

Communication and Reflection skills

Self confidence and identity

Respect for others; cross cultural competence

Value of education as door to opportunity (self and society)

Barbara Holland



Some goals and outcomes are different:

WIL is focussed on

Development of student as future professional

Practice of professional skills and culture

„Practical skills‟ – techniques, practices

SL is focused on

Development of student as a future member of local/global

community

Practice of personal and professional values

„Affective‟ skills – ethics, social responsibility, diversity, culture,

equality

Barbara Holland



Flinders – Work-Integrated Learning (Service-learning) is an

intentional, organized, supervised and assessed educational

activity that integrates theoretical learning with its applications

in the workplace (community).

Canberra - Work Integrated Learning (Service-learning) is a

deliberate and intentional learning in work (community),

supported by appropriate induction for students and

supervisors, and imaginatively embedded assessment.



Purdue – Service learning (WIL) is an educational methodology

which combines community service (workplace experience) with

explicit academic learning objectives, preparation for community

(delete community) work, and deliberate reflection.



RMIT - “Work integrated learning (WIL) is the umbrella term used at RMIT

to describe all educational programs, major learning activities and

assessments which combine and integrate learning and its workplace

application, regardless of whether this integration occurs in industry, in

the community or in the university and whether it is real or simulated.”

WIL can occur in the classroom. Can Service Learning?



UWS Definition

Community-engaged or work-integrated learning:

A unit or component of a unit that enables a student to participate

in an approved learning activity that involves an interactive

learning partnership with external community organisations

(business, industry, government, not-for-profit or educational

sectors). The learning activity can be done individually or in

groups, must provide a clear knowledge benefit to student(s) and

the partner(s), and is linked to specific learning objectives

including the demonstration of academic knowledge/professional

skills related to the course of study.


SL Student outcomes research (Citizenship)

“... the findings of researchers indicate that colleges do produce

significant results in preparing students as citizens. ... studies

“almost invariably indicate changes during the college years in

students‟ political attitudes and values toward ... greater interest in

social and political issues and greater interest in and involvement in

the political process. ... More precisely... “net of other factors,

including prior levels of involvement, individuals with a bachelor‟s

degree (compared to those with only a high school diploma) were 1.8

times more likely to be frequently involved in political activities, 2.4

times more likely to be involved in community welfare groups, 1.5

times more likely to be highly committed to community leadership,

and 2.5 times more likely to vote in a national, state, or local election.”

Hoekema, D. (2010) Is there an ethicist in the house? How can we tell? in Kiss, E, Euben, J. P. Eds. 2010

Debating Moral Education: Rethinking the Role of the Modern University



“... researchers have shown that college graduates are much more

active civically and politically than those who have not attended

college (even after controlling for differences in intelligence, parental

education, and socio-economic background). In fact, political

scientists find that formal education is the most important factor in

explaining who does or does not go to the polls. Several studies

also suggest that certain courses and concentrations, notably in the

social sciences, and certain outside activities, such as

community service programs, have a positive effect on students‟

willingness to vote or to work to improve their communities following

graduation.”

Bok, Derek (2006) Our underachieving colleges. A candid look at how much students learn and why they should be learning more.

Princeton University Press, New Jersey



“Higher education benefits the public in other ways, such as higher

volunteering rates, more civic behaviour, and greater cultural

acceptance.”

“The increase comes primarily from people with degrees in

education, social sciences, agriculture or health.”

Graduate Winners: Assessing the public and private benefits of higher education. Grattan Institute.)



“... we contend that service-learning provides the most important vehicle

of community engagement because „when service-learning is

institutionalized, then it is part of the academic culture of the institution, aligns

with the mission, becomes an enduring aspect of the curriculum that is

supported by more than a few faculty, improves other forms of pedagogy,

leads to other forms of civic scholarship, includes faculty roles and rewards,

is part of the experience of most students, and has widespread support,

understanding, and involvement of students, faculty, administration, and the

community. This leads us to the conclusion that service-learning, is, thus,

a necessary component of effective civic engagement and, if one cannot

measure and evaluate every aspect of civic engagement, then service-

learning is the most important critical indicator of a campus‟s civic

engagement.”

Bingle, Hatcher, Hamilton & Young quoted in Sandman, L. R, Thornton, C. H & Jaeger, A. J. Eds. (2009) New Directions for Higher

Education: Institutionalizing Community Engagement in Higher Education: The First Wave of Carnegie Classified Institutions. Jossey-Bass


SL Student outcomes research (Range of developments)

“Among other things, the study found that service participation

positively affects students‟ commitment to their communities, to

helping others in difficulty, to promoting racial understanding, and to

influencing social values. In addition, service participation directly

influences the development of important life skills, such as

leadership ability, social self-confidence, critical thinking skills, and

conflict resolution skills. Service participation also has unique

positive effects on academic development, including knowledge

gained, grades earned, degrees sought after, and time devoted to

academic endeavours.

.

Astin, A W, Sax, L J and Avalos, J. (2003). Long-Term Effects of Volunteerism during the Undergraduate Years in Campus Compact


SL Student outcomes research (Skill development)

“...controlling for students‟ pre-college disposition toward service,

students who spend time volunteering during college, compared

to those who do not volunteer, become more convinced that

individuals can change society, feel more committed to personally

affecting social change, and develop stronger leadership skills.”

Quoting Sax & Astin, Hoekema, D. (2010) Is there an ethicist in the house? How can we tell? in Kiss, E, Euben, J. P. Eds. 2010

Debating Moral Education: Rethinking the Role of the Modern University


SL Student outcomes research (Contextual learning)

Learning Course Content:

“As long as faculty members related the service learning experience

directly to the course curriculum, service learning aided students in

learning more than in courses without service learning. Students

repeatedly mentioned the benefits of relevancy, enthusiasm, and

application of textbook material.”

Student voice: Service learning is different because “when you‟re

doing a project like simulations or case studies, you don‟t have to

worry about an end result” in terms of impact on real people.

American Association of Community Colleges. 2010. Improving Student Outcomes with Service Learning.


SL Student outcomes research (Increased learning)

Learning skills and knowledge:

“Students mentioned increases in reasoning, logic, leadership, and

confidence.”

Student voice: “I really think that people don‟t realize until they‟ve

done something like this what they‟re capable of doing.”



SL Student outcomes research (Increased learning)

Benefits of service learning:

Student comments revealed that service learning increased retention

of academic content because it provided students with experiences

that had real-life consequences. Students enjoy “group-based”

learning in service-learning.



SL Student outcomes research

Value of service learning:

Student voice: “Service learning is important for the benefit of

society in the long run because it builds character in us. It gets us

out there and makes us realize the difference between the teachings

and the potential that we have.”



SL Student outcomes research (Retention)

Retention and persistence:

Student voice: ”It‟s helped me want to pursue my education in

that field and move on and get as high as I can.” Student voice:

“I‟ve seen them change their mind from merely wanting a two-

year degree to wanting a four-year degree, and from only

wanting a four-year degree to wanting a doctorate. And it‟s all

because of certain aspects of service learning we‟ve done. They

would sit there and they‟d say, „Wow! That is really cool! I want

to know more about that.‟”



Community Internship (3002GIH)

Multi-disciplinary

10 Credit Point

Free-choice elective

Discipline-based or not – depends on student choice

People or planet (equalise disadvantage)

50 hrs (minimum) volunteering activity (Project, role, research)

Alignment with a personal Academic Advisor

Enrolments – GBS, Psych, International (30-40%), Masters (5%),

Overload (5%+)

2012 - 230 students; Circa 12,000+ hours volunteering; 70% of

students self-report continued volunteering


Community Internship (3002GIH)

Assessment:

Assessment - Internship Plan, Peer Discussion, Internship Report

Focus on personal and professional development

Assessment aligned with and supported by 3 Lectures, 3 tutorials,

4 self-paced modules and Academic Advisor consultations.

Modules that support student development

Reflections and discussion central to the course

Transformative learning results

Future Plans:

a) Ist semester 1st year group unit; b) led by senior year students

working as Teaching Assistants in a Civic Leadership unit; and c)

Overseas development aid unit, and/or service study tours.


Encore

“Community service and community service-learning also offers

valuable spaces for college students to engage in identity

exploration. Erikson (1965, 1968) famously characterized

adolescence as the period in the lifespan in which individuals move

beyond a blind adherence to the beliefs, values, and worldview of

their parents and mentors and begin to seek out their own

understandings of the world around them. Erikson labelled this

exploration the adolescent “identity crisis” and characterized this

process as crucial to an individual‟s development of a mature adult

identity.

Seider, S., & Butin D. W. (2012) Introduction to Special Issue on “The Future of Community Engagement in Higher Education”. Journal

of College & Character. Vol 13, No 1, Feb 2012.


Encore

“More recently, Arnett (2000, 2004) has asserted that the period of

primary identity exploration for many individuals has shifted from

adolescence to emerging adulthood - the period in the lifespan from

approximately 18 to 26 years old. According to Arnett and

colleagues, it is this period of emerging adulthood “during which

youth are[most] free to explore potential identify alternatives without

having to assume permanent adult commitments” (Schwartz, Cote,

& Arnett, 2005, p. 204).

Seider, S., & Butin D. W. (2012) Introduction to Special Issue on “The Future of Community Engagement in Higher Education”. Journal

of College & Character. Vol 13, No 1, Feb 2012.


Encore

“Community service and community service-learning experiences

represent some of the most important spaces for college students to

encounter new and different understandings of the world. ... These

experiences offer emerging adults powerful „participatory

experiences‟ with both the recipients of the service as well as the

professionals organizing the service experiences. These

experiences „can promote a heightened and broadened sense of

connection to other people ...[and] encourage reflections on moral

and political questions‟ (Yates & Younnis, 1996, p. 87)

Seider, S., & Butin D. W. (2012) Introductin to Special Issue on “The Future of Community Engagemen tin Higher Education”. Journal of

College & Character. Vol 13, No 1, Feb 2012.


Encore

“Transformative learning involves experiencing a deep, structural

shift in the basic premises of thought, feelings, and actions. It is a

shift of consciousness that dramatically and irreversibly alters our

way of being in the world. Such a shift involves our understanding of

ourselves and our self-locations; our relationships with other humans

and with the natural world; our understanding of relations of power in

interlocking structures of class, race and gender; our body

awareness, our visions of alternative approaches to living; and our

sense of possibilities for social justice and peace and personal joy.”

O‟Sullivan, E. (2003). “Bringing a perspective of transformative learning to globalized consumption.” International Journal of Consumer

Studies, 27 (4), 326-330.


Encore

Nicolas

Hemal

Extended family volunteering


SL Student outcomes research

LOW SES SL impacts

Increases aspirational goals to attend university

Increases gpa for university participants

Increases retention at university

Increases graduation rates

A promising connection: Increasing College Access and Success. Cress et al. (2010) Campus Compact. www.compact.org.


Encore

“More recently it has emerged that high-quality civic engagement

also increases access and student success ... Many colleges and

universities are responding by deliberately tying civic engagement

activities into access and success initiatives.

“Findings from these and similar programs show that intentionally

designed and well-executed efforts result in increased student

learning, retention, and graduation rates. In short, civic engagement

works.”

Cress, C., Burack, C, Giles, D., Elkins, J. & Stevens, M. (2010),. A promising Connection: Increasing College access and success

through civic engagement. Campus compact.


Encore

“Community Internship was THE best thing I’ve done in my life! It broadened my

social conscience; I saw how my actions can make a real impact on a child’s life; and

it influenced my career. It opened my eyes to inclusive practice which is now a

life-long commitment for my personal and professional life.” Phillip Poulton,

Bachelor of Music (Southbank)

“My internship with (please insert name of org/activity) greatly improved my English,

and my engagement with Australian people. I did something of value for the

environment and I also helped other international students socialise with

Australians. My internship is one of the key reasons I recently won a graduate

internship with one of the world’s leading banks.” Kang Sik Jo, Bachelor of

Business (Gold Coast) International Student

“I expected to learn and I expected to grow in my Community Internship but it was

much more than I expected. I wasn’t expecting to see that my internship would make

such an impact on a whole family’s circumstances and future. That impact has

continued way past my internship. It was just fantastic. The internship also gave

me an insight into how I want to operate as a professional in the future.” Liz

Wigan, Bachelor of Social Work (Logan)


Encore

...”service-learning [is] an important tool in the development of

employment choices and civic leadership. Alumni with a history of

high-quality service-learning experiences were more likely to accept

employment in service-related fields. In addition, alumni with a

history of service-learning did increasingly more volunteer service as

they got older.

Warchal, J & Ruiz, A. (2004). The long-term effects of undergraduate service-learning programs on postgraduate

employment choices, community engagement, and civic leadership. In Service-Learning: Research to advance the field

(Eds Welch, M & Billig, S. IAP, Greenwich, Connecticut.(p104)


WIL and SL alignment

In their extensive review of the literature on service-learning, Eyler, Giles, Stenson,

and Gray (2001) found a range of benefits for students:

As noted by both students and faculty, service-learning has a positive impact on students‟

academic learning and on their ability to apply what they have learned in the “real world.”

Service-learning improves student satisfaction with college, and students engaged in service-

learning are more likely to graduate.

Service-learning has a positive effect on students sense of personal efficacy, personal

identify, interpersonal development, ability to work well with others, spiritual and moral

development, and leadership and communication skills.

Service-learning has a positive effect on reducing stereotypes and facilitating cultural

and racial understanding.

Service-learning has a positive effect on social responsibility and citizenship skills.

Finally, work in the community [volunteering] can give students a leg up in gaining

employment after graduation.

Cress, C., Burack, C, Giles, D., Elkins, J. & Stevens, M. (2010),. A promising Connection: Increasing College

access and success through civic engagement. Campus Compact.


Resources

1. Campus Compact www.compact.org (An association of 1200 University and College

Presidents in the U.S.A. to promote service learning. A huge range of resources on service

learning including books, and syullabus (unit/subject) outlines.)

2. National Service Learning Clearinghouse www.servicelearning.org (Covers service learning

from primary school through university and a range of resources available here.)

3. Service Learning Handbook (Diana Whitton and Catherine Walbank) Pearson. 2011. (A very

good book for use by students, but also a great “how to” book for practicalities of service

learning.)

4. Yorio, P., & Feifei, Y. (2012). A Meta-Analysis on the Effects of Service-Learning on the Social,

Personal, and Cognitive Outcomes. Vol 11, No 1, 9-27 (A good recent compilation of service

learning outcomes.)

5. A promising connection: Increasing College access and success through civic engagement.

Campus Compact 2010 (A document originating from a President’s council at Campus

Compact which demonstrates the power of service in positively impacting aspirations and

retention of low SES college/university students.)

6. At a Glance: What we Know about the effects of service-learning on college students, faculty,

Institutions and communities, 1993-2000: Third Edition (NCLLLL clearing house source.A

national study of college students‟ search for meaning and purpose. (2006?)Principal

researchers – Astin W, and Astin H.

http://www.compact.org/

http://www.servicelearning.org/


Resources

7. Simonet, D. (2008) Service-Learning and academic success: The links to retention research.

Minnesota Campus Compact.

8. Zlotkowski, E., Longo, N., & Williams, J. (Eds) 2006) Students as Colleagues. Campus

Compact Boston (A fantastic book that promotes the idea of thinking of students as colleagues

in the design and delivery of service learning activities.)

9. Brewis, G., Russell, J & Holdsworth, C. (2010) Bursting the Bubble: Students, Volunteering and

the Community. Institute for Volunteering Research

10. Atelier Learning Solutions PL. (2006) A national role for further development of service

learning in Australia. Final Report. Prepared for DEST. (A report commissioned by the

Australian Government to explore how service learning might be applied in Australia.)


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