1 / 20

The Benefits of Service Learning in Higher Education

Higher education is uniquely positioned to help Americans understand the histories and contours of our present challenges as a diverse democracy. It is also uniquely positioned to help both students and our communities to explore new ways of fulfilling the promise of justice and dignity for all, bot

hanh
Download Presentation

The Benefits of Service Learning in Higher Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


    1. The Benefits of Service Learning in Higher Education Victoria Steel Service Learning Coordinator Central Missouri State University steel@cmsu.edu

    3. Service Learning at CMSU A method: Under which students learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs and that are coordinated in collaboration with the school and community; That is integrated into the student’s academic curriculum or provides structured time for a student to think, talk, or write about what the student did during the actual service activity; That provides students with opportunities to use newly acquired skills and knowledge in real-life situations in their own communities; and That enhances what is taught in school by extending student learning beyond the classroom and into the community and helps to foster the development of a sense of caring for others.

    4. Overall Research (and Limitations) Research on service learning shows that it can have multiple positive outcomes for its participating students, schools, and communities. The best service- learning programs are linked to standards, related to specific outcomes, involve writing and discussion, and are of sufficient duration and intensity. Scales, P., Blyth, D., Berkas, T., & Kielsmeier, J. (2000)

    5. Student Effects (1) Service-learning has a positive effect on student personal development such as sense of personal efficacy, personal identity, spiritual growth, and moral development. Service-learning has a positive effect on interpersonal development and the ability to work well with others, leadership and communication skills. Service-learning has a positive effect on reducing stereotypes and facilitating cultural and racial understanding. Eyler, J., Giles, D., Stenson, C. , & Gray, C. (2001)

    6. Student Effects (2) Service-learning has a positive effect on sense of social responsibility and citizenship skills. Service-learning has a positive effect on commitment to service Volunteer service in college is associated with involvement in community service after graduation. Students and faculty report that service-learning has a positive impact on students’ academic learning. Eyler, J., Giles, D., Stenson, C. , & Gray, C. (2001)

    7. Student Effects (3) Students and faculty report that service-learning improves students’ ability to apply what they have learned in ‘the real world’. Service-learning participation has an impact on such academic outcomes as demonstrated complexity of understanding, problem analysis, critical thinking, and cognitive development. Service-learning contributes to career development. Eyler, J., Giles, D., Stenson, C. , & Gray, C. (2001)

    8. Faculty Findings Faculty using service-learning report satisfaction with quality of student learning. Faculty using service-learning report commitment to research. Faculty increasingly integrate service-learning into courses. Faculty report lack of resources as barrier to providing service-learning. Lack of faculty reward is a barrier to service and service-learning partnerships. Eyler, J., Giles, D., Stenson, C. , & Gray, C. (2001)

    9. Effective Programs (1) Placement Quality Refers to the establishment of community connections that will provide productive learning situations for students as well as genuine resources useful to the community. Application Refers to the degree to which students can link what they are doing in the classroom to what they are experiencing in the community and vice versa. Eyler, J., Giles, D., Stenson, C. , & Gray, C. (2001)

    10. Effective Programs (2) Reflection Associated with academic learning outcomes: deeper understanding and better application of subject matter and increased knowledge of social agencies, increased complexity of problem and solution analysis, and greater use of subject matter knowledge in analyzing a problem. Community Voice Predictor of tolerance, a cultural appreciation, reward in service, valuing a career in service, better understanding of the community, and identifying with community partners. Eyler, J., Giles, D., Stenson, C. , & Gray, C. (2001)

    11. Good Practice (1) Academic credit is for learning, not for service Do not compromise academic rigor Set learning goals for students Establish criteria for the selection of community service projects Provide educationally sound mechanisms to develop the community learning Howard, J. (1993)

    12. Good Practice (2) Provide supports for students to learn how to make the most of the community learning Minimize the distinction between the student’s community learning role and the classroom learning role Re-think the faculty instructional role Be prepared for uncertainty and variation in student learning outcomes Maximize the community responsibility orientation of the course Howard, J. (1993)

    13. Planning – Syllabi/Projects (1) Include service as an expressed goal Clearly describe how the service experience will be measured and what will be measured Describe the nature of the service project Specify the roles and responsibilities of students in the project. Define the need that the service placement meets Heffernan, K.(2001)

    14. Planning – Syllabi/Projects (2) Specify how students will be expected to demonstrate what they have learned in the project (journal, papers, presentations) Present course assignments that link the service project and the course content Include a description of the reflective process (SL web) Include a description of the expectations for the public dissemination and use of students’ work Heffernan, K.(2001)

    15. Service Learning Cautions (1) The demands a learning orientation places on service limits its effectiveness and its ability to address community needs at a structural level. The service students do is often ameliorative and the explanations of social issues gained through service-learning are often individualistic. Through participation in service-learning, students may develop truncated understandings of the nature of social problems and of strategies for fundamental social change. Eby, J. (1998)

    16. Service Learning Cautions (2) Service-learning grows from mixed motives Institution, students, instructors, discipline/program, agencies and the community Service-learning can foster a simplistic understanding of service, need, and appropriate responses Not everyone can serve well and need-as-a-deficit often does not address complex root causes and solutions Eby, J. (1998)

    17. Service Learning Cautions (3) Service-learning diverts attention from social policy to volunteerism Volunteerism and private programs cannot substitute for appropriate governmental action and social policy Service-learning diverts agency efforts Although students are skilled and (often) well-motivated they do require agency personnel energies and present structural issues (schedules, grading) that can limit effectiveness. Eby, J. (1998)

    18. Summary Service-learning has multiple aspects and therefore multiple possible outcomes. The challenge is to determine academic needs and instructor goals and to then find balance with service, academics and civic development.

    19. Further Resources – Web (1) http://www.compact.org  Campus Compact is a national organization dedicated to promoting service learning. On their website you can find additional information about past projects performed on campuses across the United States. http://missouricompact.smsu.edu  Missouri Compact is the state organization dedicated to service learning. At their website you can find additional information about projects that are going on in the state of Missouri, as well as past projects.

    20. Further Resources – Web (2) http://www.learnandserve.org  Learn and Serve America is a website dedicated to getting people involved in their community. At their website you can find information about service learning, service learning programs and scholarship information. http://www.nslexchange.org/   The National Service-Learning Exchange supports service-learning in schools, colleges and universities, and community organizations. On this website is a wealth of information about service-learning partnerships.

More Related