Student Development and Experiential Learning I mpact

1. Student Development and Experiential Learning Impact UC San Diego Experiential Learning Conference January 26th, 2012

2. Sessions • From Community Service to Service Learning: Unlocking the Educational Impact of Student Service ActivitiesPenny RueVice Chancellor, Student Affairs • Student Expectations and Workforce Realities: Experiential Learning from an Employer PerspectiveAndy CeperleyAssistant Vice Chancellor, Experiential LearningDirector, Career Services Center • Sixth College Practicum AssessmentDiane A. Forbes BerthoudPracticum Director, Sixth CollegeDaisy RodriguezPracticum Program Coordinator, Sixth College • Academic Integrity: Making Meaning from the Experience of CheatingPatricia MahaffeyDean of Student Affairs, Muir College

3. From Community Service to Service Learning:Unlocking the Educational Impact of Student Service Activities Penny Rue, Ph.D. Vice Chancellor, Student Affairs University of California, San Diego

4. Corporation for National ServicePresident’s Higher Education Community Service Honor Roll of Distinction: University of California, San Diego • Scope, innovativeness, and evidence of effectiveness of the service • Level of student participation in service activities • The institution's Federal Work-Study community service participation rate. • Whether the institution has at least one fulltime staff member responsible for coordinating student community service. • Whether the institution provides scholarships as a reward for service, such as "matching" the Segal AmeriCorps Education Award. • The extent to which the institution offers academic service-learning courses. • Whether the institution requires service-learning courses as part of the core curriculum of at least one major or discipline. • Whether the institution rewards the use of service-learning by faculty.

5. Chancellor’s Challenge Volunteer 50

6. Clinton Global Initiative – University comes to UC San Diego Chancellor funds partnership between Student Affairs and Research Affairs to pair students with faculty to enact their commitments

7. What Service-Learning Looks Like • If students collect trash out of an urban stream bed, they are providing a valued service to the community as volunteers. If students collect trash from an urban stream bed, analyze their findings to determine the possible sources of pollution, and share the results with residents of the neighborhood, they are engaging in service-learning. • In the service-learning example, in addition to providing an important service to the community, students are learning about water quality and laboratory analysis, developing an understanding of pollution issues, and practicing communications skills. They may also reflect on their personal and career interests in science, the environment, public policy or other related areas. Both the students and the community have been involved in a transformative experience.

8. Wingspread’s Principles of Good Practice for Combining Service and Learning • An effective program engages people in responsible and challenging actions for the common good. • An effective program provides structured opportunities for people to reflect critically on their service experience. • An effective program articulates clear service and learning goals for everyone involved. • An effective program allows for those with needs to define those needs. • An effective program clarifies the responsibilities of each person and organization involved. • An effective program matches service providers and service needs through a process that recognizes changing circumstances. • An effective program expects genuine, active, and sustained organizational commitment. • An effective program includes training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals. • An effective program insures that the time commitment for service and learning is flexible, appropriate, and in the best interests of all involved. • An effective program is committed to program participation by and with diverse populations.

9. A Service and Learning Typology • Service and learning goals separate • Learning goals primary; service outcomes secondary • Service outcomes primary; learning goals secondary • Service and learning goals of equal weight; each enhances the other for all participants • service learning • Service-LEARNING • SERVICE-learning • SERVICE-LEARNING

13. High impact programs and outcomes Program Characteristics Service Learning Outcome Personal development Interpersonal development Closeness to faculty Citizenship Learning, understanding, applying Problem-solving, critical thinking Stereotyping, tolerance Perspective transformation • Placement quality • Application • Reflection: writing • Reflection: discussion • Diversity • Community voice

14. Enhancing Intercultural Competence Through Civic Engagement • Provide a thorough introduction to the community • Work to dispel myths and negative, inaccurate stereotypes • Consider the multidimensionality of the social factors and systemic issues affecting the community • Take into account the intragroup diversity that exists between the community and those engaged with the community • Attempt to develop trust gradually and over extended period of time

15. International engagement

16. Institutional Organization and Transformation • Coordinated community engagement beyond student volunteer service enhances the role of the University in the community • Leveraging and building upon existing service and service learning programs can create a more strategic relationship with local and state governments and civic organizations • Organizational structures evolve based upon mission, strategy, and/or leadership • Universities with renowned service-learning programs utilize differing models • Strong academic leadership enhances faculty involvement • Regardless of model, coordination of efforts is essential

17. References • Astin, A. Vogelgesang, L,.J. Ikeda, E.K. and Yee, J.A. (2000). How service learning affects students. Los Angeles: Higher Education Research Institute, UCLA. • Delve, C.I., Mintz, S.D. and Stewart, G.M. (1990). Promoting values development through community service: A design. In Delve, C.I., Mintz, S.D. and Stewart, G.M. (Eds.) Community service as values education. New Directions for Student Services, 50. San Francisco: Jossey-Bass. • Dunlap, M.E. and Webster, N. (2009). Enhancing intercultural competence through civic engagement. In . In Jacoby, B. (Ed.), Civic engagement in higher education: Concepts and practices. San Francisco: Jossey Bass. • Eyler, J.S. and Giles , D.E. (1999). Where’s the learning in service-learning? San Francisco: Jossey-Bass. • Eyler, J.S., Giles, D. E., Stenson, C.M. and 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: Third Edition. Nashville, TN: Vanderbilt University. • Global Health Minor (2012). Retrieved January 22, 2012, from http://roosevelt.ucsd.edu/global-health/index.html. • Keen, C. and Hall, K. (2009). Engaging with difference matters: Longitudinal student outcomes of co-curricular service-learning programs. The Journal of Higher Education, 80, (1), pp. 59-79. • Kuh, G.D. (2008). High Impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: AAC&U. • Mintz, S.D. and Hesser, G.W. (1996). Principles of good practice in service-learning. In Jacoby, B. (Ed.), Service Learning in higher education. San Francisco: Jossey Bass. • National Service-Learning Clearinghouse (2012). Washington, D.C.: Corporation for National Service. • Organizing, defining and assessing service-learning programs (2010.) Custom research brief. Washington, D.C. Education Advisory Board Student Affairs Leadership Council. • Pizga, J.M. and Troppe, M.L. (2003). Developing an infrastructure for service-learning and engagement. In Jacoby, B. (Ed.), Building partnerships for service Learning. San Francisco: Jossey Bass. • Sigmon, R. (1996). The problem of definition in service-learning. In R. Sigmon et al., The journey to service-learning. Washington, D.C.: Council of Independent Colleges.

18. From Community Service to Service Learning:Unlocking the Educational Impact of Student Service Activities Penny Rue, Ph.D. Vice Chancellor, Student Affairs University of California, San Diego

19. Student Expectations & Workforce Realities: Experiential Learning from an Employer Perspective Andy Ceperley Assistant Vice Chancellor, Experiential Learning Director, Career Services Center University of California, San Diego

20. Experiential Learning and Recent UC San Diego Graduates

21. Graduates’ Chosen Fields of Employment

22. Most Popular Strategies Used to Secure Employment • Internships/previous work experience (29%) • Employer websites and direct employer contact (22%) • Online job boards and Port Triton (20%) • Networking (14%)

23. What Students Want in Their First Jobs • Opportunity for personal growth • Job Security • Employee Benefits • Friendly co-workers • High starting salary • Chance to improve community • Recognition for performance • Location close to home • Opportunity for rapid advancement • Diversity

24. Employers’ Hiring Priorities • A student’s academic major and leadership experience are meaningful influencers on employers’ hiring decisions • 73% of employers screen by GPA • Relevant work experience represents the highest influencer employers are seeking in college graduates (76%)

25. Resume Reviews: Top Attributes Employers Seek

26. Student Affairs Learning Outcomes Framework • Intrapersonal, interpersonal, and intergroup competencies • Social justice and community responsibility • Personal skill development • Effective communication • Intellectual growth • Leadership skills

27. References • UC San Diego Student Affairs Learning Outcomes Framework (2010) http://students.ucsd.edu/student-life/_organizations/student-affairs/strat-plan.html. • UC San Diego Survey of Recent Graduates (2010) http://career.ucsd.edu/alumni/alumni-survey/index.html. • NACE Research Class of 2011 Student Survey Report www.naceweb.org. • NACE Research Job Outlook 2012 www.naceweb.org.

28. Student Expectations & Workforce Realities: Experiential Learning from an Employer Perspective Andy Ceperley Assistant Vice Chancellor, Experiential Learning Director, Career Services Center University of California, San Diego

29. Sixth College Practicum Assessment Diane A. Forbes Berthoud Practicum Director Daisy Rodriguez Practicum Program Coordinator University of California, San Diego

30. Sixth College Practicum • Unique to the Sixth College curriculum • Sixth College upper-division GE requirement • Integration of theory and practice by making connections between classroom learning and community experiences

31. Sixth College Practicum • Research reveals that students greatly benefit from experiential learning: • Essential leadership skills • Better communication skills • Increased self-awareness • Enhanced multicultural and global understanding

32. Sixth College Student Enrollment Practicum Courses 2010-2011

33. Assessing Experiential Learning at Sixth • Pre- and Post-Practicum Survey • Modified from a Rockquemore and Schaffer (2000) study • Measures attitudinal changes in students, their learning process, and how that process is unique to experiential learning

34. Practicum Pre- and Post- Survey

35. Student Participation Spring 2011 • CAT 124 Courses Offered • CAT 124: Torrey Pines Elementary • CAT 124: Urban Discovery Academy • CAT 124: Coaching the Craft of Writing • CAT 124: Online Tutoring • CAT 124: Spanish Civil War Memory Project • 48 students (21%) enrolled in CAT 124 courses • Pre-Survey: 44% Response Rate • Post-Survey: 35% Response Rate

36. Student Participation Summer & Fall 2011 • CAT 124 Courses Offered Summer 2011 • CAT 124: Solar Energy and Student Life • 33 students (48%) enrolled in CAT 124 course • Pre-Survey: 55% Response Rate • Post-Survey: 42% Response Rate • CAT 124 Courses Offered Fall 2011 • CAT 124: Coaching the Craft of Writing • CAT 124: Online Tutoring • 19 students (9%) enrolled in CAT 124 courses • Pre-Survey: 58% Response Rate • Post-Survey: 53% Response Rate

37. Pre- and Post-Survey Themes • Career preparedness and success • Attitudes towards community service and civic responsibility • Academic connection to life • Attitudes towards equality of opportunity • Connection between career and community • Understanding of community resources • Attitudes towards social justice

38. CAT 124 Spring 11 Data Impact: Career Preparedness & Success

39. CAT 124 Spring 11 Data Impact: Attitude Change Toward Community Service & Civic Responsibility

40. CAT 124 Spring 11 Data Impact: Academic Connection to Life

41. CAT 124 Summer 11 Data Impact: Attitude Change Towards Social Justice

42. CAT 124 Fall 11 Data Impact: Attitude Change Towards Social Justice

43. CAT 124 Fall 11 Data Impact: Attitude Change Toward Community Service & Civic Responsibility

44. Areas for Exploration: Communicating with Authority I feel uncomfortable presenting/speaking in front of a group of individuals in positions of authority (Q21)

45. Areas for Exploration: Community Resources I have a good understanding of the strengths and resources of the community in which I live (Q16)

46. Next Steps • Analyze data for differences in response based on ethnicity/race • Expand survey to non-CAT Practicum Courses • Education Studies courses (22%) • Independent Studies (14%) • Academic Internship Program (8%) • Continue assessment for a full academic year and work toward publication

47. Sixth College Practicum Assessment Diane A. Forbes Berthoud Practicum Director Daisy Rodriguez Practicum Program Coordinator University of California, San Diego

48. Academic Integrity: Making Meaning from the Experience of Cheating Patricia Mahaffey, Ed.D. Dean of Student Affairs, Muir College University of California, San Diego

49. Prevalence of Academic Cheating • Studies have cited statistics as high as 2/3rds of college students and 74% of high schools students reporting having engaged in academic cheating (Angell, 2006; Callahan, 2004; Hughes & McCabe, 2006; McCabe, 2007; Whitley, 2998). • The problem starts as early as middle school and continues into high school with roughly 1/3 of students indicating they would be willing to cheat if it increased their chance of attending college (Finn & Frone, 2006; Levy & Rakovski, 2006). • Roughly 44% of faculty fail to report cases of academic misconduct (McCabe, 2009)

50. What Influences Cheating?