Abstract Service Learning is a useful avenue in developing agency in college students, giving them the opportunity to interact with issues linking course content and professional training with community issues. For some students, those experiences can empower them as agents of social change and give them a venue to find their voice on community issues. Although much of the focus is on student learning outcomes, the current study was interested in the faculty-generated Service- Learning opportunities in classes at Saint Louis University, a Catholic, Jesuit university. We propose that by determining the structural attributes of the Service-learning experience, which are more or less effective at fostering the development of civic agency in college students, we might be able to develop a replicable service-learning model to promote such development. Our goal for the current research was to describe the differences and similarities among service- learning courses at SLU, and how their structure, conveyed through syllabi, course assignments, and faculty self-report, may encourage students’ agency. Abstract Service Learning is a useful avenue in developing agency in college students, giving them the opportunity to interact with issues linking course content and professional training with community issues. For some students, those experiences can empower them as agents of social change and give them a venue to find their voice on community issues. Although much of the focus is on student learning outcomes, the current study was interested in the faculty-generated Service- Learning opportunities in classes at Saint Louis University, a Catholic, Jesuit university. We propose that by determining the structural attributes of the Service-learning experience, which are more or less effective at fostering the development of civic agency in college students, we might be able to develop a replicable service-learning model to promote such development. Our goal for the current research was to describe the differences and similarities among service- learning courses at SLU, and how their structure, conveyed through syllabi, course assignments, and faculty self-report, may encourage students’ agency. Conclusions What’s in a name? Courses designated as service learning provided different goals for students. Service-learning courses promote civic engagement and social responsibility. Other community–based learning courses are used for professional and skill development. There is a similarity in faculty rankings among service-learning courses as reported; for other community-based learning courses, there is a hierarchical structure in faculty rankings. Site selection If a primary goal is to give students opportunities to promote understanding of diverse groups, then using an existing university partnership may be beneficial. Students, if given the opportunity to choose their own site, may not be as willing to expose themselves to people different than themselves. Encourage students to stay involved with their sites The correlation between encouraging students to stay involved in working the service site and the degree that the service- learning experience is integrated into classroom lecture and discussion suggests those two factors may create a sense of investment in students. Conclusions What’s in a name? Courses designated as service learning provided different goals for students. Service-learning courses promote civic engagement and social responsibility. Other community–based learning courses are used for professional and skill development. There is a similarity in faculty rankings among service-learning courses as reported; for other community-based learning courses, there is a hierarchical structure in faculty rankings. Site selection If a primary goal is to give students opportunities to promote understanding of diverse groups, then using an existing university partnership may be beneficial. Students, if given the opportunity to choose their own site, may not be as willing to expose themselves to people different than themselves. Encourage students to stay involved with their sites The correlation between encouraging students to stay involved in working the service site and the degree that the service- learning experience is integrated into classroom lecture and discussion suggests those two factors may create a sense of investment in students. Key Findings A significant difference was found comparing Service Learning course (M = 5.18, SD = 2.22) rankings and Field/Practicum course (M = 3.33, SD = 1.22) rankings on the civic engagement and social responsibility item, t(16.02; Welsh’s t test used) = 2.22, p =.032. Further analyses (repeated measures ANOVAs) revealed that, for Service Learning courses, no significant differences between rankings occurred, F(7, 70) = 1.16, p =.337 However, for Field/Practicum courses, significant differences between rankings were found, F(7, 56) = 5.21, p <.001, as well as for “Other” courses, F(7, 49) = 3.20, p =.007 Correlation analyses revealed higher promotion of civic engagement was associated with a greater perceived degree of diversity understanding (r =.51, p =.004) and stronger encouragement to maintain involvement in the service site after the course (r =.47, p =.01) A greater degree of encouragement to maintain involvement with the site was associated with more integration of the experience into the classroom (r =.45, p =.03), a greater degree of diversity understanding (r =.60, p =.001), and more opportunity for faith reflection (r =.48, p =.03) Key Findings A significant difference was found comparing Service Learning course (M = 5.18, SD = 2.22) rankings and Field/Practicum course (M = 3.33, SD = 1.22) rankings on the civic engagement and social responsibility item, t(16.02; Welsh’s t test used) = 2.22, p =.032. Further analyses (repeated measures ANOVAs) revealed that, for Service Learning courses, no significant differences between rankings occurred, F(7, 70) = 1.16, p =.337 However, for Field/Practicum courses, significant differences between rankings were found, F(7, 56) = 5.21, p <.001, as well as for “Other” courses, F(7, 49) = 3.20, p =.007 Correlation analyses revealed higher promotion of civic engagement was associated with a greater perceived degree of diversity understanding (r =.51, p =.004) and stronger encouragement to maintain involvement in the service site after the course (r =.47, p =.01) A greater degree of encouragement to maintain involvement with the site was associated with more integration of the experience into the classroom (r =.45, p =.03), a greater degree of diversity understanding (r =.60, p =.001), and more opportunity for faith reflection (r =.48, p =.03) Promoting Civic Agency Through Service Learning: An Exploration of Syllabi, Course Assignments, and Faculty Self-Report Contributors: Leah Sweetman, Bryan Sokol, and Peter Marle – Center for Service and Community Engagement Special thanks to: Katelyn Poelker, Michael Sauceda, Nicole Yong – Department of Psychology Presented at the International Association for Research on Service Learning and Community Engagement conference; November 17, For more information, contact Leah Sweetman at Introduction Service Learning holds opportunities for both self- and community improvement, stressing active learning, and it gives students a chance to develop their ideas beyond the classroom. Empirical research has supported theoretical claims with students engaged in service-learning reporting advances in five domains not reported by others in control groups (Cielo, Durlak, & Dymnicki, 2011): Attitudes toward the self Attitudes toward school and learning School achievement Civic engagement Social skills Civic agency may be facilitated by helping the individual to understand their role and breadth of impact within the immediate environment. Past research suggests that civic agency can be fostered through an education aimed at promoting understanding of the civic or democratic system (Bergan, 2005). Method Participants Data from 31 university faculty members who taught a service- learning course Materials and Procedure Course Syllabi Faculty sent course syllabi via to researchers Syllabi were coded: Categories were determined a priori Elucidated aspects of service-learning courses that promote agency Survey 42 items, addressed information about the course and motivations for teaching service-learning courses Assessments of faculty-perceived student experiences with service-learning courses Suggestions for Future Research 1.Explore the balance between faculty as autonomy-granters and the prioritization of the faculty organizing and facilitating the Service- Learning experience and subsequent learning outcomes, especially their sense of personal and civic agency. For example, does too much autonomy limit student outcomes? Does too much faculty-control limit student outcomes? What is the right balance? In addition, what is the appropriate balance between allowing students to engage in autonomous and agentic learning with practical considerations for faculty? 2. Assess student outcomes from service-learning courses. In particular, is there congruence in faculty perceptions of the course and actual student learning outcomes? Do faculty perceptions match student outcomes on continued involvement? Survey students in these courses to examine congruencies 3.Further examine the differences among service-learning courses and other community-based learning courses. Specifically, examine differences in faculty rationale and description of expected student-learning outcomes. To give students exposure to specific environments or populations To enhance student's professional and/or vocational development To enrich students' self- knowledge and self-awareness To promote multicultural competence and awareness To give back to the service/ community learning site To promote civic engagement and social responsibility To live out the University, Jesuit mission (relationship between faith and justice) To promote teamwork/ collaboration among classmates To give students exposure to specific environments or populations To enhance students’ professional and/or vocational development To enrich students' self- knowledge and self-awareness To promote multicultural competence and awareness To give back to the service/ community learning site To promote civic engagement and social responsibility To live out the University, Jesuit mission (relationship between faith and justice) To promote teamwork/ collaboration among classmates * p =.032 Service Learning (N = 11)Field Experience (N = 9)Other (N = 8) 1 To give students exposure to specific environments or populations To enrich students' self- knowledge and self-awareness 2 To promote multicultural competence and awareness To enhance students’ professional and/or vocational development To give students exposure to specific environments or populations 3 To promote civic engagement and social responsibility To give back to the service/ community learning site To enhance students’ professional and/or vocational development