Exploring a Critical Model of Service- Learning: Implications for Faculty & Staff Travis York & Jessica Bennett The Pennsylvania State University

Introduction Feb. 2nd 2012 York & Bennett

Service-Learning Unwrapped “Service-learning is defined through the Learn and Serve America statute as an educational method under which students or participants learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of a community; (1) is coordinated within an elementary school, secondary school, institution of higher education, or community service program, and with the community; (2) helps foster civic responsibility; (3) is integrated into and enhances the academic curriculum of the students, or the educational components of the community service program in which the participant is enrolled; (4) and provides structured time for the students or participants to reflect on the service experience.” [42 U.S.C ] (CNCS, 2008, p. xiv) Feb. 2nd 2012 York & Bennett

Service-Learning Outcomes for Students Service-Learning Outcomes for Students positive effect on student personal development such as sense of personal efficacy, personal identity, spiritual growth, and moral development positive effect on interpersonal development and the ability to work well with others, leadership and communication skills PERSONAL OUTCOMES positive effect on reducing stereotypes and facilitating cultural & racial understanding Service-learning may subvert as well as support course goals of reducing stereotyped thinking and facilitating cultural & racial understanding Service-learning has a positive effect on commitment to service SOCIAL OUTCOMES Feb. 2nd 2012 York & Bennett

Service-Learning Outcomes for Students Service-Learning Outcomes for Students Students or faculty report that service-learning has a positive impact on students' academic learning Students or faculty report that service-learning improves students' ability to apply what they have learned in “the real world” The impact of service-learning learning as measured by course grades or GPA is mixed The impact of service-learning on student cognitive moral development is mixed LEARNING OUTCOMES Service-learning contributes to career development CAREER DEVELOPMENT OUTCOMES Students engaged in service-learning report stronger faculty relationships than those who are not involved in service-learning Service-learning improves student satisfaction with college RELATIONSHIP WITH INSTITUTION Feb. 2nd 2012 York & Bennett

Critical Theory & Pedagogy Unwrapped Critical Theory & Pedagogy Unwrapped Critical Theory Examines the lived experiences of people as situated in their lives Focuses on the historical and material realities that have contributed to their experiences Concerned with examining power inequalities Focused on the redistribution of power or creating change in society Hopes to raise consciousness Critical Pedagogy Raise consciousness about oppressive social conditions Seeks to create new knowledges, grounded in experiences, in partnership between teachers and students in dialogue Feb. 2nd 2012 York & Bennett (Freire, 1970; Ladson-Billings, 1998; Lather, 1998)

Critical Theory & Service-Learning Critical Theory & Service-Learning Issues of “difference” and encountering the “other”… Where’s the Leanring in Service-Learning (Eyler & Giles, 1999) How might a traditional model further entrench students in ideologies and habits of power and privilege? What kind of questions does a Critical lens create when engaging with areas of difference? Would these questions help to cultivate particular outcomes? How do we as faculty and practitioners validate and work from the lived experiences of our community partners? Feb. 2nd 2012 York & Bennett

Critical Theory & Service-Learning Critical Theory & Service-Learning Feb. 2nd 2012 York & Bennett Mitchell (2008)

Small Group Activity Feb. 2nd 2012 York & Bennett Small Groups o Identify how this partnership would work in a traditional model o Discuss the potential learning and other student outcomes of a traditional service learning model in this course Small Groups o Identify how this partnership would work in a traditional model o Discuss the potential learning and other student outcomes of a traditional service learning model in this course Large Group Discussion o How feasible did the changes in the model seem? o What challenges might exist for incorporating (or encouraging faculty to incorporate) a critical approach? o What benefits? Large Group Discussion o How feasible did the changes in the model seem? o What challenges might exist for incorporating (or encouraging faculty to incorporate) a critical approach? o What benefits? Small Groups o Propose changes to the model to engage with a critical approach o Discuss the potential learning and other student outcomes of a critical service learning model in this course. Small Groups o Propose changes to the model to engage with a critical approach o Discuss the potential learning and other student outcomes of a critical service learning model in this course.

Moving Forward Lingering questions? The conversation doesn’t have to stop here: Wiki: Feb. 2nd 2012 York & Bennett

Thank you!