Overview of Service-Learning at OCU. Campus Compact Conference, OCU April 24th, 2009 Dann J. May, M.S., M.A. Adjunct Professor & Director Vivian Wimberly Center for Ethics and Servant Leadership Wimberly School of Religion, OCU email@example.com Lea Anne Burgess
Campus Compact Conference, OCU
April 24th, 2009
Dann J. May, M.S., M.A.
Adjunct Professor & Director
Vivian Wimberly Center for Ethics and Servant Leadership
Wimberly School of Religion, OCU
Lea Anne Burgess
Graduate student in religion & research assistant, OCU
A Methodist Affiliated Institution
Overview and General Comments
Service-learning religion students at the OK Buddhist Conference, Fall 2007
Oklahoma City University embraces the United Methodist tradition of scholarship and service and welcomes all faiths in a culturally rich community that is dedicated to student welfare and success. Men and women pursue academic excellence through a rigorous curriculum that focuses on students' intellectual, moral, and spiritual development to prepare them to become effective leaders in service to their communities.
Service-learning student at the
OKC Bombing Memorial
Service learning is an educational methodology that integrates community service with academic instruction as it focuses on critical, reflective thinking and civic engagement. Students participate in organized community service that addresses community needs, while developing their academic skills, sense of civic responsibility, and commitment to the community. -- en.wikipedia.org/wiki/Service_learning
Volunteerism primarily benefits the community
Internships primarily benefits the student
Service-learning combines service to the community with academic learning in order to benefit both society and the student.
Since the inception of the service-learning (S-L) program in the 2002 fall semester, OCU has offered 179 service-learning courses.
the Buddha Mind
Starting in fall 2003, a S-L course was made part of the general education requirement for all undergraduates.
OCU was the first in OK to have this requirement. East Central is the second.
Faculty who submit proposals for new S-L courses are eligible for stipends ranging from $500-$2000.
Some Statistics (2006-2007):
26.7% of students in 2006-2007 completed a S-L course (of 1726 full-time undergraduates)
41 S-L courses were taught (3% of total courses offered)
24 separate academic programs (70%) and departments offer S-L courses
156 full-time faculty
Homeless students dressing up for Halloween at Positive Tomorrows, OCU Dance School S-L Project, Spring 2008
Some Statistics (F2008-S2009):
26% of students in 2008-2009 completed a S-L course (of 1942 FTE undergraduates)
39 S-L courses were taught (3% of total courses offered)
13 separate academic programs and departments offered S-L courses
24 faculty (4 adjuncts) / 241 FTE faculty
Students working with Blue Thumb Stream assessment, BIOL 1015
39 separate courses across 6 Schools & Colleges
(no S-L courses in Law or Music)
At least 50 separate courses across 6 Schools & Colleges (no S-L courses in Law or Music)
At least 50 separate courses across 24 academic units and programs.
60 General Education Courses Taught as S-L
26 of 179 S-L Courses taught by Adjuncts
At least 61 community partners have been served:
16+ Religious organizations (Buddhist, Christian & Islamic)
10+ Schools (e.g., Gatewood Elem., Positive Tomorrows)
9+ OCU programs & events (Powwow, recycling program)
7+ Health related (e.g., Camp Wildfire, ROC Medical Center)
6+ Nonprofits (Butterfield Foundation, GSA, Gold Dome Multi)
4+ Government agencies (e.g., DEQ, Dale Rodgers T.C.)
4+ Other (e.g., Epworth Villa, OpenHouse.com, OSN)
3 Museums (e.g., Bombing Memorial, Overholser Mansion)
1 International: Manos Juntas health clinic in Nicaragua
Note: a few partners are listed in more than one category
52 full-time faculty have offered a S-L course:
38 women & 14 men
Fig. 7: Service-Learning
Fig. 8: 206 Full-Time Faculty at
OCU in 2007-08
24 Faculty taught a S-L course
Facul t y
Female Faculty More Likely to Repeat a S-L Course
Includes Full-Time, Adjunct & Dean of SOR
Facul t y
Female Faculty More Likely to Repeat a S-L Course
57 faculty have taught at least one S-L course:
52 full-time & 5 adjuncts: 39 women & 18 men
Female Faculty More Likely to Receive a Stipend
36 full-time faculty have received a S-L stipend:
25 women and 11 men
# of Faculty
111 of 179 S-L courses taught by women:
Female faculty members are more likely to offer service-learning courses and to teach such courses repeatedly.
1. Female faculty members may have different teaching styles.
2. Female faculty may be more open to newer and more engaging teaching practices.
3. Female faculty members teach courses that are more conducive to service-learning.
4. If Carol Gilligan is correct, women are more likely to have an “ethic of care” based on relationships, community and service. Men, on the other hand, have an “ethic of justice” that is based on impersonal and abstract principles. (In a Different Voice: Psychological Theory and Women's Development, 1982)
“My experience at the Buddhist Mind Monastery was like nothing I could have predicted. I thought we would just do a few hours of volunteer work. . . . Instead, I got the opportunity to meet two insightful nuns, learn more about Buddhism, learn how to meditate… I even got to try eggplant for the first time ever. I was given the opportunity to do some rewarding work inside and outside the monastery. My service learning project at the Buddha Mind Monastery was an interesting and insightful experience.” - V. Nsikak, OCU student
“The common misconception that I have been exposed to from society about Islam being a frightening religion was totally diminished while conducting our service learning. By no means should people be afraid of this wonderful religion.” - A. Raygoza, OCU student
“It surprised me that there were more tangible similarities between Islam and Christianity than I originally thought. There is a strong sense of community, there are visible professions of faith, and zeal to believe as they do. Also, some of the common misconceptions that I had were dispelled.”
- E. Brown, freshman religion major
“I felt a sense of accomplishment after we were done. I felt all my preconceived notions about the nature of Muslims leave me as they welcomed me and all the other people from our group. This service project helped me understand the Islamic religion by sitting down with an actual Imam from a mosque and asking him questions…. I got to learn the reason for a lot of the things that Muslims do.”
- A. Nelms, freshman religion major
Islamic Center of OKC
Faculty who taught: