Service-Learning and Student Success April 25, 2011 Alabama State University Presenter: Barbara Jacoby, Ph.D.

Introduction Overview of Agenda I. Service-learning at the intersection II. What is (and is not) service-learning III. How to support service-learning IV. Resources to help

I. Setting the Context: Service-Learning at the Intersection Reaffirming the public purpose of higher education Student engagement in learning Learning outcomes and assessment

A. Reaffirming the Public Purpose of Higher Education Social problems are growing locally and globally Higher education—particularly research universities—are being called on to respond

Center for Information and Research on Civic Engagement (CIRCLE) www.civicyouth.org Campus Compact www.compact.org

B. Student Engagement in Learning High Impact Practices First-year seminars Learning communities Collaborative assignments Diversity/global learning Service-Learning Undergraduate research Capstone courses

Service-Learning and Retention Direct relationship to success and graduation S-L students are more likely to re-enroll, interact with faculty, and study S-L provides sense of purpose S-L enables students to retain course content, develop the habit of critical thinking, and seek to be part of the solution to social problems

C. Learning Outcomes and Assessment State what a student is expected to know or be able to do Are expressed in terms of knowledge, skills, or attitudes

The focus of student assessment has shifted from an emphasis on inputs to an emphasis on outputs.

In service-learning, outcomes are established and assessed for students and communities. Intentions are not enough; results are what matters.

II. What Service-Learning Is (and Is Not) What is unique about service-learning Basic principles of service-learning 1. Reflection 2. Reciprocity C. Models of service-Learning in the curriculum

Service-Learning: A Balanced Approach (A. Furco, 1996) Recipient BENEFICIARY Provider Service FOCUS Learning SERVICE-LEARNING COMMUNITY SERVICE FIELD EDUCATION VOLUNTEERISM INTERNSHIP

Definition of Service-Learning “Service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities for reflection designed to achieve desired learning outcomes.” − B. Jacoby, Service-Learning in Higher Education, 1996

Key Principles of Service-Learning Reflection Reciprocity

Service-Learning Models Course where service-learning is optional Service-learning/fourth-credit option Service-learning course First-year experience

Service-Learning Models Service-learning internship or independent study Field work service-learning Community-based research 8. Service-learning capstone

Service-Learning Models International service-learning Course sequencing Engaged department or program Engaged university

III. Institutional Support for Service-Learning Faculty development Faculty support Faculty recognition

Service-Learning Offices and Centers Provide faculty development and support Serve as liaison with the community Coordinate logistical issues Offer a continuum of co-curricular activities

IV. Resources Campus Compact CAS www.servicelearning.org Online providers (e.g., Magna, Academic Impressions)

Thank you! bjacoby@umd.edu