A College-level Analysis of Service-Learning at CUNY, Queensborough Community College IARSCLE 2011 Nov. 3, 2011 Chicago, IL Sharon S. Ellerton, PhD Assoc.Prof. Biology, CUNY- QCC Michael Bradley New York University

interdisciplinary faculty cohort developed common survey instruments administered and assessed within different classrooms purpose: –facilitate the research process –encourage faculty to participate in service- learning research –help validate institutionalization of service- learning

pilot 3 courses at QCC data collected: – two semesters – two time points/semester (pre- & post-service). Mean GPAM/F Ratio Basic Skills (Kemmerer) /31 Anatomy & Physiology (Ellerton) /45 Sociology (Traver) /25

153 students participated. 140 completed pre-surveys, 95 completed the post-survey.  Gender  35% males / 65% females  136 students reported ethnic background  22% White/European  25% Black/African-American  27% Hispanic/Latino  16% Asian-American  10% “other”

pre/post-survey design compared responses to identical questions using a 5 point Likert scale post-survey questions asked student opinion on the effects of the service-learning experience. » yes/no questions » scaled questions

pre- and post-responses for each student responses of service-learners vs non- service-learners responses based on gender, GPA and ethnicity

pre- and post-survey questions measured positive changes in students’: –interest in volunteerism –ability to connect academics to the “real world” analysis of all SL students: pre/post-changes –paired samples t-tests; significant results limited to: pPre- mean Post- mean I enjoy doing volunteer work I am very likely to participate regularly in community service/service learning in the coming year

% agreement My service learning participation showed me that (content area) are relevant to my life and the lives of others. 94% My service learning participation showed me that the skills/knowledge of (content area) are of professional significance. 85% My service learning participation deepened my interest in (content area). 80% My service learning participation influenced my career and/or college plans. 63%

Control Group Study –students within same classes that did not participate in service learning independent samples t-tests - compare differences in responses relatively small sample size of control students who completed a post-survey (N=22)

n SL Mean n Non -SL mean Sig (p<.05) I will continue in this field of study I have become more confident in my ability to perform well in this field of study I will be more likely to keep going to college at this institution

NSL Mean non -SL Mean Sig (p<.05) I learned to apply concepts from my course to real situations I have more useful skills and knowledge I better understand the role of a professional in this field N

N SL mean N Non- SL mean Sig (p<.05) I learned how to work effectively with others I feel comfortable asking questions and talking with the instructor outside of class I increased my awareness of the problems facing our community

Upper 1/3 GPALower 1/3 GPA pPrePostpPrePost I enjoy doing volunteer work Community service/ service-learning can help me learn about specific academic areas that I am interested in I think I will enjoy a course that includes service-learning or community service

Item on pre-surveypMale mean Female mean I enjoy doing volunteer work I plan to volunteer in the community in the coming year It is important for me to find a career that provides opportunities to be helpful to others or useful to society Independent samples t test; sample size sufficient.

pre-survey females, significantly more than males, indicated an interest in service-learning and civic engagement post –survey: differences between males and females disappeared. both male and female service-learners agreed with questions that they enjoy service and consider it important males experienced a greater change in opinion after experiencing service-learning Service-Learning Positively Impacts Male Attitude Toward Civic Engagement

Current semester broadened to include: – Biotechnology, Education, English, Massage Therapy, Nursing, Speech pre- and post-surveys have been reworded to ensure student comprehension; questions revised to cover areas of research interest, i.e., civic engagement; academic gain; gain in general education objectives; professional gain Interdisciplinary Study Continues at CUNY, Queensborough Community College

Josephine Pantaleo, Director of Service- Learning, CUNY - Queensborough Community College Arlene Kemmerer, Adjunct Lecturer,Basic Educational Skills Mary Bandziukus and Cristina diMeo, Office of Service Learning, CUNY - Queensborough Community College Deborah Hecht, PhD, Center for Advanced Study in Education, CUNY Graduate Center AACC’s Community Colleges Broadening Horizons through Service Learning grant supported by the Corporation for National and Community Service under Learn and Serve America.