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Service-Learning at OCU. Faculty S-L Survey Dann May Campus Compact Conference , OCU April 24th, 2009. AMGT service-learning dance students at Positive Tomorrows, Spring 2008. REL 2513 service-learning students at the Buddha Mind Monastery, Spring 2008. Faculty S-L Survey from Fall 2008.

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Service-Learning at OCU

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Service-Learning at OCU

Faculty S-L Survey

Dann May

Campus Compact Conference, OCU

April 24th, 2009

AMGT service-learning dance students at Positive Tomorrows, Spring 2008

REL 2513 service-learning students at the Buddha Mind Monastery, Spring 2008


Faculty S-L Survey from Fall 2008

31 surveys

26 distinct courses: representing 60 total courses taught

19 out of 57 S-L faculty:

12 women, 7 men

- Survey was first distributed in Fall of 2008

Students working with Blue Thumb stream assessment, BIOL 1015


Faculty S-L Survey:Academic Rank of Faculty Completing Surveys


S-L Faculty Surveys: Distribution of S-L Courses Taught

26 Distinct Courses

REL:6

SPAN:6

EDUC:2

NURS:2

AMGT:2

THRE:2


Service-Learning (S-L) Faculty Comments

“The course (NURS 3701) was already in existence, but no faculty member volunteered to do it. It is sad to say that is how I got involved, but it really did change my life!!! It was a wonderful experience.” -- Susan Barnes, spring 2008

“Richer context for student learning.”

-- Donna Hodkinson, teaches 6 different Spanish courses as service-learning, fall 2008


Service-Learning Faculty Comments

“It is quite difficult for college students to fully understand the difference between children’s cognitive processes and abilities and their own when students only study theory. It is also difficult for college students to appreciate the power and benefits of folk tales and fairy tales ‘in theory.’ college students also listen with skepticism when told reading to children helps a child succeed in school. All three of these theories become visible and comprehensible to college students as they participate in children’s education at Wilson Elementary School.” -- Judith Palladino, THRE 2941: Children’s Theatre Lab/Storytelling, spring 2008


Faculty S-L Survey:Q1: Service learning enhanced my ability to communicate the core competencies of the subject matter I teach.


Faculty S-L Survey:Q2: The service helped my students see the relevance of the course subject matter.

Range 1-6

31 Respondents

Mean 4.5

94% Agree or

Strongly

Agree


Faculty S-L Survey:Q3: The service aspect of this course helped my students see how the subject matter they learned can be applied to everyday life.


Faculty S-L Survey:Q4: The service my students completed was beneficial to OCU.

Range 1-6

31 Respondents

Mean 4.3

81% Agree or Strongly

Agree


Faculty S-L Survey:Q5: The service my students completed was beneficial to the community.

Range 1-6

31 Respondents

Mean 4.6

97% Agree or

Strongly

Agree


Faculty S-L Survey:Q6: The service my students completed interfered with their other academic responsibilities.

Range 1-6

31 Respondents

Mean 3.0

26% Agree or

Strongly

Agree

58% Disagree

or

Strongly

Disagree


Student S-L Survey:Pg 4 Sect 3 Q5: Compared to regular classes, I found that service-learning interfered with my other academic responsibilities.

Range- 1-5

218 Respondents

37% Agree

or Strongly

Agree

36% Disagree

or Strongly

Disagree


Faculty S-L Survey:Q7: Using service learning required more of my time as a teacher.


S-L Faculty Survey:Q8: Using service learning was worth the effort.


Student S-L Survey:Pg 4 Sect 3 Q6: Compared to regular classes, service-learning was worth the effort.

Range- 1-5

218 Respondents

55 % Agree and Strongly Agree


S-L Faculty Survey:Q9: I will use service learning as a teaching strategy with future courses.


S-L Faculty Survey:Q10: Service-learning helps fulfill OCU’s mission.


S-L Faculty Survey:Q11: There should be more courses offering service-learning at OCU.


S-L Faculty Survey:Q12: I am satisfied with the assistance I received with the mechanics of service-learning.

Range 1-6

31 Respondents

Mean 4.0

61% Agree or

Strongly

Agree


S-L Faculty Survey:Q13: What were your top reasons for deciding to teach a course using service-learning as a teaching method?

  • Highest:Enhance student learning (61%)

  • 2nd Highest:Encourage civic responsibility (44%)

  • 3rd Highest:Desire for increased relevance of course (61%)

  • Only 7 out of 82 entries (7.4%) indicated faculty incentive money (i.e., stipends) as a top reason, and only 1 entry listed it as the top reason.


S-L Faculty Survey:Q13: What were your top reasons for deciding to teach a course using service-learning as a teaching method?

#1 Top Reason: Enhanced student learning – 59%

29 entries


S-L Faculty Survey:Q13: What were your top reasons for deciding to teach a course using service-learning as a teaching method?


S-L Faculty Survey:Q13: What were your top reasons for deciding to teach a course using service-learning as a teaching method?


S-L Faculty Survey:Q13: What were your top reasons for deciding to teach a course using service-learning as a teaching method?


S-L Faculty Survey:Q14: Teaching a course that incorporates service-learning has affected the following (check all that apply)

91 entries


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