1. Service Learning in a Learning Community: Combining High-Impact Learning Experiences for Success in Two Courses Amy E. Traver, Ph.D. Assistant Professor of Sociology City University of New York, Queensborough Community College ATraver@qcc.cuny.edu

2. Beginning in the fall of 2009, all first-time full-time Queensborough students participate in a Freshman Academy. Academies enroll students based on their chosen field of study (Business; Education; STEM; Liberal Arts; Visual & Performing Arts; Health Related Sciences). Academies provide students with coordinated services, interventions, and educational experiences during their first two semesters. Academies aim to improve rates of student retention and graduation, as well as students’ commitment to education and future careers. Freshmen Academies at Queensborough Community College

3. In their first 30 credits, Academy students participate in at least two high-impact learning experiences that have been shown to benefit student engagement and success (Kuh 2008). Cornerstone Courses E-Portfolio Learning Communities Writing-Intensive Courses Service Learning Many faculty combine high-impact learning experiences to maximize student engagement and success. Freshmen Academies & High-Impact Learning Experiences

4. Learning Communities are a pedagogical strategy that: enroll a cohort of students in “two or more courses linked by integrated themes and assignments” (Visher, Wathington, Richburg-Hayes, and Schneider 2008:iii). Learning Communities are high impact because they: encourage students to “become more engaged in learning and in college life… form stronger relationships with faculty, and make connections across disciplines and between their academic and personal experiences” (Fisher et al. 2008:2); improve students’ “academic outcomes, including passing courses, persisting to the following semester, and earning a degree or certificate” (Visher, Schneider, Wathington, and Collado 2010:iii). Learning Communities have the most impact when they employ engaging pedagogies, like service learning (Brownell and Swaner 2009). Learning Communities as High Impact

5. Writing-Intensive section of Introduction to Sociology and English 101 linked in “Global America” Learning Community for full-time, first-semester, first-year community college students. Each course addresses content through synchronized focus on the globalization of cultures, markets, and people. Spring 2010 and Fall 2010: “Global America” concludes with a service-learning project designed in collaboration with a community- based immigrant-rights organization. This use of multiple high-impact strategies reflects course and general education outcomes, as well as LEAP’s (2007) essential learning outcomes for the new global century: knowledge of human cultures; intellectual and practical skills; personal and social responsibility; “deep”/integrative learning. “Global America” Learning Community

6. Students research and write an article on immigration reform for a community-based immigrant-rights organization’s bi-annual newsletter. What are the academic benefits? Students learn: to research a topic discussed in the Learning Community; to critically assess information on immigration; to write according to the conventions and standards taught and expected in a Writing-Intensive Learning Community; that the academic content of the Learning Community is relevant, and that social change is within their power. What are the community benefits? The organization receives a well-written/researched article on the topic. The newsletter’s readers are educated about the topic. Service Learning in “Global America”

7. In the Spring of 2010, a Queensborough Community College Pedagogical Research Challenge Award encouraged service-learning faculty from a variety of disciplines to participate in service-learning research. This award facilitated the:  construction of a research protocol;  construction of assessment tools relevant to a variety of courses and disciplines (pre- and post-tests);  simplification of the IRB process for faculty incorporating this protocol and assessment into their classrooms. Service-Learning Research at Queensborough Community College

8. Students are more engaged and energized in their studies because of their involvement in service-learning projects (Stavrianopoulos 2008). A first year student’s service-learning experience positively correlates with his/her intentions to enroll at the same campus next year (Bringle, Hatcher, and Muthiah 2010). After participating in our service-learning project, students enrolled in “Global America” indicated that they: understood better or more deeply what they learned in class; learned about specific academic areas in which they were interested. Research Findings on Service Learning in “Global America”

9. Service learning is an effective way of enhancing students’ development of a sociological orientation and meeting the discipline’s original goals of understanding and eradicating social ills (Hollis 2002; Hironimus-Wendt and Lovell-Troy 1999). After participating in our service-learning project, students enrolled in “Global America” indicated that they were more likely to: know how to find relevant community service opportunities; regularly participate in community service; feel helping other people is important. Research Findings on Service Learning in “Global America”

10. Faculty find that service learning enhances student learning, facilitates students’ development of unique skills, and benefits faculty-student relationships (Prentice and Robinson 2010). After participating in a service-learning project, the faculty of “Global America” realized that: service learning promotes the use of multiple high-impact strategies and the synthesis of multiple course and general education outcomes ; service learning permits the easy integration of student services (e.g., library; learning center; writing center); service learning develops students’ critical-thinking, time-management, group-work, and problem-solving skills; service learning encourages student-faculty collaboration by situating students as “experts.” Faculty Reflections on Service Learning in “Global America”

11. Dr. Zivah Perel, Associate Professor of English, City University of New York, Queensborough Community College Ms. Josephine Pantaleo, Director of Service Learning, City University of New York, Queensborough Community College Ms. Michele Cuomo, Associate Dean of Academic Affairs, City University of New York, Queensborough Community College Mr. Michael Bradley, Graduate Student, New York University Acknowledgements