ACADEMIC SERVICE-LEARNING IN HIGHER EDUCATION

1. ACADEMIC SERVICE-LEARNING IN HIGHER EDUCATION Dr. Chad Audi Modern University For Business and Science draudi@drmm.org Audi HEIC Conference, Beirut, Lebanon 2010

2. Seminar Objectives • Understand critical elements of Academic Service-Learning (AS-L) • Define critical elements for success • Define the partners

3. Academic Service-Learning A Powerful Teaching Tool for Students • Real World Skills • Academic Understanding of Course Content

4. What Does Academic Service-Learning Look Like? • Accounting students work with community residents who develop a financial plan • Computer science students design a charity web-site • Statistics students poll neighborhood residents and release survey results to businesses

5. The Educational Roots “Philosophers of education have (for thousands of years) repeatedly argued that a central goal of learning is the creation of citizens prepared to serve the community . . . a goal that included both the knowledge and disposition to act on that knowledge in pursuit of good ends.” Susie Michaeilidis, Ph.D.

6. Research Basis of AS-L “Academic service-learning projects develop students into stronger citizens and leaders capable of addressing rapidly changing and demanding concerns of the world, as well as meeting the obligation that institutions have to contribute back to the communities that support them”. (Barber, 1994; Saltmarsh, 1996; Stanton, 1990; Zlotkowski, 1996)

7. Service Learning is Not • Student Volunteer Projects • Internship • Group Community Service Projects

8. What Makes AS-L Unique? • Reciprocal learning and reflection by students, faculty and community • Community groups function as integral partners in defining goals and objectives

9. Essential Elements Organized learning activities to provide: • ‘Real-life’ experiences that exercise academic skills and knowledge; • Actual community needs are met; • University/community institution partners; • Fosters civic responsibility; • Grading based on reflection activities clearly connected to the academic curriculum.

10. Impact on Community • Hundreds of students. • Thousands of hours of academic service-learning. • Engagement of 30 or more faculty members from 15 or more academic disciplines brought to bear on community issues.

11. The Student’s Contribution • Typically ranges from a minimum of 20 hours to up to 100 hours over a term.

12. How Students Benefit • Academic outcomes – especially problem solving, depth of applied knowledge. • Career development. • Personal efficacy. • Interpersonal skills. • Real world skills.

13. Community Benefits • They design the project to address their needs. • They educate future leaders on their sector’s needs. • Reciprocal learning between college and community. • University resources brought to bear.

14. University Benefits • Students learn - which motivates faculty • Students are attracted and retained at college. • More competent students = more prestige and recognition of the college’s degree

15. The Pivotal Faculty Role • Articulate learning outcomes. • Work with community agency to design relevant learning assignments. • Address the service project’s logistics. • Work with university personnel to address risk and liability issues.

16. Other Faculty Responsibilities • Assure student’s understand role of service learning in course and how service connects to the course content itself. • Feedback to students. • Design reflection assignments.

17. Student Reflection Assignments ‘Gold Standard’ To assure that students are developing an appropriate connection between the service they are performing and the academic content of the course they are studying.

18. The Power of Academic Service-Learning • It transforms the community. • It transforms the university. • It transforms the student.