Service-Learning for Student Success at Alabama State University

Service-Learning and Student Success April 25, 2011 Alabama State University Presenter: Barbara Jacoby, Ph.D. 1

Introduction Overview of Agenda III. How to support service-learning IV. Resources to help I. Service-learning at the intersection II. What is (and is not) service-learning 2

I. Setting the Context: Service- Learning at the Intersection A. Reaffirming the public purpose of higher education B. Student engagement in learning C. Learning outcomes and assessment 3

A. Reaffirming the Public Purpose of Higher Education Social problems are growing locally and globally Higher education particularly research universities are being called on to respond 4

Center for Information and Research on Civic Engagement (CIRCLE) www.civicyouth.org Campus Compact www.compact.org 5

B. Student Engagement in Learning High Impact Practices First-year seminars Learning communities Collaborative assignments Diversity/global learning Service-Learning Undergraduate research Capstone courses 6

Service-Learning and Retention Direct relationship to success and graduation S-L students are more likely to re-enroll, interact with faculty, and study S-L provides sense of purpose S-L enables students to retain course content, develop the habit of critical thinking, and seek to be part of the solution to social problems 7

C. Learning Outcomes and Assessment Learning outcomes : State what a student is expected to know or be able to do Are expressed in terms of knowledge, skills, or attitudes 8

The focus of student assessment has shifted from an emphasis on inputs to an emphasis on outputs. 9

In service-learning, outcomes are established and assessed for students and communities. Intentions are not enough; results are what matters. 10

II. What Service-Learning Is (and Is Not) A. What is unique about service-learning B. Basic principles of service-learning 1. Reflection 2. Reciprocity C. Models of service-Learning in the curriculum 11

Service-Learning: A Balanced Approach (A. Furco, 1996) Recipient BENEFICIARY Provider Service FOCUS Learning SERVICE-LEARNING COMMUNITY SERVICE VOLUNTEERISM FIELD EDUCATION INTERNSHIP 12

Definition of Service-Learning Service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities for reflection designed to achieve desired learning outcomes. B. Jacoby, Service-Learning in Higher Education, 1996 13

Key Principles of Service-Learning Reflection Reciprocity 14

Service-Learning Models 1. Course where service-learning is optional 2. Service-learning/fourth-credit option 3. Service-learning course 4. First-year experience 15

Service-Learning Models 5. Service-learning internship or independent study 6. Field work service-learning 7. Community-based research 8. Service-learning capstone 16

Service-Learning Models 9. International service-learning 10. Course sequencing 11. Engaged department or program 12. Engaged university 17

III. Institutional Support for Service- Learning Faculty development Faculty support Faculty recognition 18

Service-Learning Offices and Centers Provide faculty development and support Serve as liaison with the community Coordinate logistical issues Offer a continuum of co-curricular activities 19

IV. Resources Campus Compact CAS www.servicelearning.org Online providers (e.g., Magna, Academic Impressions) 20

Thank you! bjacoby@umd.edu 21