dr. moely's keynote: service learning and retention

8/8/2019 Dr. Moely's Keynote: Service Learning and Retention

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R esearch-based discussion of

Service-learning outcomes, including persistence in college (retention)

Importance of high-quality service learning

Fostering high-quality service learning through

Faculty development initiativesInstitutionalizing service learning on campus


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Service Learning is a course-based, credit-bearingeducational experience in which students

participate in an organized service activity thatmeets identified community needs , and

reflect on the service activity in such a way as to gainfurther understanding of course content , a broaderappreciation of the discipline , and an enhancedsense of civic responsibility.

(Bringle & Hatcher, 1995)


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O nly about 55.9% of U. S. students graduate

from college within six years from initialenrollment (including 59% of Caucasians and41% of both African Americans andHispanics). -- Reported by The National Center for HigherEducation Management Systems (NCHEMS), 2009


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A fter participation in a service-learning course,students have shown:

Enhanced Civic Attitudes

Greater Interpersonal, Communication,and Leadership SkillsCareer DevelopmentIncreased Academic EngagementGreater Satisfaction with College and

Plans to Continue Studies ( R etention)


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R esearch Participants333 Tulane University undergraduates

142 in service-learning courses171 in other academic courses

70% female, 79% whiteEqual representation across 4 years of college

Mean college GP A = 3.33 86% planning advanced degrees

Courses represented 9 academic disciplines


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Students completed a survey assessingtheir views of the impact of servicelearning on their

R etention PlansAcademic EngagementCommunity Engagement

Interpersonal EngagementA s well as the Academic Challengeoffered by their courses


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Students in service-learning courses evaluated theircourses more positively than did students in non-service-learning courses. Specifically,

They said their course made themmore likely to

continue their studies at the university.They said the course positively affected theircommunity engagement and interpersonalengagement .A nd they were more positive about the courseseffect on their academic engagement and the extentto which they felt challenged by their course .


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AcademicEngagement

AcademicChallenge

Plans for RETENTION

SERVICELEARNING


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Georgia Nigro and her students (2009), for the Northern NewEngland Campus Compact

401 students from colleges and universities in ME, NH, VTengaged in Low (0-1 hours/week), Medium (2- 3 hrs/wk),or High (4+ hrs/wk) amounts of service in SL courses

Students completed the scales used by Gallini and Moely

Findings:More intensive SL participation predicted plans to continuestudies;A gain, Academic Engagement and Challenge mediated therelationship between service learning and retention .


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AcademicEngagement

AcademicChallenge

Plans for RETENTION

Frequency of SERVICE-

LEARNING

Participation


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First-year students from 11 HE institutions in Indiana

Students were enrolled in service-learning (N = 534) ornon-service-learning (N = 271) courses during their first

semester in collegeA ttitudes were assessed at the beginning and end of thecourses.

Information on re-enrollment in college the followingfall was obtained.


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Intentions to graduate and actual persistence incollege into the sophomore year was predictedfrom involvement in service learning.

These effects were mediated by the students

report of a high quality course experience.


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Q uality of theLearning

Environment

Intent toRe-enroll

andACTUAL

RE-ENROLLMENT

SERVICELEARNING


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Seven institutions collaborated in a 3-yearproject aiming to institutionalize service

learning on each campus.1,611 students were surveyed at the beginning

and end of their service-learning courses.

Courses were 7 3 new offerings created by facultywho had participated in service-learningseminars.


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Students described their service-learning courses interms of several characteristics of good practice usinga scale called Service Learning Course Quality .

This measure predicted several outcomes thatstudents said resulted from their participation inservice learning:

Learning about the CommunityInterpersonal Effectiveness, andSatisfaction with College (including R etention Plans )


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Q uality of the service experience: Well-prepared student and community organization,worthwhile service, students work wasappreciated;

Oral and written reflection experiences;

Integration of service with course content;Opportunities for peer and faculty interaction;


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Meaningful Service

Linked to Curriculum

Opportunities for R eflection

A ppreciation of Diversity

Student V oice

Partnerships

Progress Monitoring

Duration and Intensityhttp://www.nylc.org/objects/publications/StandardsDoc0508.pdf


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Essential Elements of program development, fromFurcos Self- A ssessment Rubric :

Institutional Philosophy and Mission thatsupports community engagement efforts

Competent and committed faculty

Involved and respected community partnersInstitutional support through

Institutional structuresResources provided


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Challenges:

Are faculty members sufficiently knowledgeable aboutservice learning pedagogy to implement courses?

How can faculty interest and involvement be encouraged?

What are barriers to faculty involvement?

How do community engagement efforts fit into the facultyreward system (promotion and tenure, yearly evaluations)?


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Goal: Build faculty expertise in and support forservice-learning

(Modeled on Dale Rices work at Eastern Michigan U.)

Seminar Participants : 6-8 faculty members. Led by SLprogram coordinator and faculty co-facilitatorGuests : Community partners, students, service-learning staff membersWeekly 2-hour meetings for 8-10 weeksFaculty members create new SL course syllabus.


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Conceptual Basis for Service LearningThinking about Teaching

Building Community PartnershipsReflectionEncouraging Civic EngagementDiversity

Community-based ResearchEvaluating Student OutcomesInstitutionalization and Sustainability


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Seminar participants reported significant gains in

Understanding the value of service learningExpertise in designing a service-learning courseSkills for effective community collaborationValue of service learning for professional developmentViews of institutional support for service learning.


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Upon seminar completion:

82% of the 152 participants had completed atleast one syllabus for a service-learning course61% had modified an established course42% had created a new course39% had enhanced an existing service-learning

course


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Creates faculty interest and involvement throughgroup discussion of important issues

Offers a support group of colleagues withshared interests

A llows dialogue across disciplines, offeringopportunities for collaboration beyond theseminar


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Perceived Barriers to service-learning participation:Workload 55%Lack of institutional support 42%Departmental Resistance 32%Lack of Funding 12%Student Resistance 3%

Anticipated R ewards for service-learning participation:Benefits to Students 70%Intrinsic Rewards 41%Benefits to the Community 29%Extrinsic Rewards 3%


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From the Furco Rubric : Institutional

Philosophy and Mission

Strategic Planning

Alignment with Institutional Mission

Alignment with O ther Educational

Enhancement Efforts


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Strengths and Challenges

Is service learning, or community engagement moregenerally, important to your institution?

Does/can community engagement serve the educationalmission?

How does/can community engagement fit with othereducational reform efforts on your campus?


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From the Furco Rubric : Institutional Support

Coordinating EntityPolicy-making EntityStaffing Funding

Administrative SupportDepartmental SupportEvaluation and Assessment


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Strengths and Challenges Where do/should the community engagement efforts belocated? E.g., within an existing/new Center or O ffice? Underwhat administrative unit(s)?

What kind of staffing/funding is needed?

Where is the support for this initiative in the administration, atthe departmental level?

How do/will you assess progress toward an engaged campus?


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From the Furco Rubric : Community

Community Partner Awareness

Mutual Understanding

Community Partner V oice andLeadership


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Strengths and ChallengesHow does the community view the college/university?

What campus-community collaborations are alreadyactive?

What new collaborations need to be nourished?

Can the community partner serve as a co-educator what does this mean and how does/will it work on yourcampus and in your community?


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Student Awareness

Student O pportunities

Student Leadership

Student Incentives and Awards


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Strengths and ChallengesHow do students find out about engagement opportunities?

Are there enough service-learning courses and otherengagement opportunities to meet student demand?

How can students leadership skills be encouraged?

Are students achievements formally recognized and rewarded?


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Service learning course experiences can increase studentsatisfaction with college, intent to continue their studiesat the same campus, and actual re-enrollment.It is important that the service-learning experience besubstantial and of high quality.Faculty development efforts can increase expertise forand appreciation of the value of service learning.Institutional support is necessary to encourage andsustain faculty and community involvement.


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dr. moely's keynote: service learning and retention

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