Exploring Service-Learning and Student Success in Higher Education

This presentation by Dr. Barbara Jacoby delves into the intersection of service-learning and student organizations, emphasizing the public purpose of higher education, student engagement in learning, and the importance of learning outcomes and assessment. It covers fundamental principles, designing activities for student groups, and resources for effective service-learning. The discussion highlights the impact of service-learning on student retention, critical thinking skills development, and fostering a sense of purpose. The session also stresses the significance of establishing and assessing outcomes for communities in service-learning initiatives.

• Service-learning
• Student success
• Higher education
• Student engagement
• Learning outcomes

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1. Service-Learning and Student Organizations April 25, 2011 Presenter: Barbara Jacoby, Ph.D. 1

2. Overview of Agenda Service-learning and student success Fundamental principles of reflection and reciprocity How to design service-learning activities and reflection for student groups Resources 2

3. Setting the Context: Service-Learning at the Intersection A. Reaffirming the public purpose of higher education B. Student engagement in learning C. Learning outcomes and assessment 3

4. 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 4

5. Center for Information and Research on Civic Engagement (CIRCLE) www.civicyouth.org Campus Compact www.compact.org 5

6. B. Student Engagement in Learning High Impact Practices First-year seminars Learning communities Collaborative assignments Diversity/global learning Service-Learning Undergraduate research Capstone courses 6

7. 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 7

8. C. Learning Outcomes and Assessment Learning outcomes : State what a student is expected to know or be able to do Are expressed in terms of knowledge, skills, or attitudes 8

9. In service-learning, outcomes are established and assessed for communities. Intentions are not enough; results are what matters. 9

10. What Service-Learning Is (and Is Not) Volunteerism providing service, no reflection, often one time, limited benefits Community service activities designed to meet human and community needs, usually no reflection 10

11. 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 11

12. Key Principles of Service-Learning Reflection Reciprocity 12

13. Examples of Co-Curricular Service-Learning Days of service Orientation Residence halls Student groups Leadership programs Alternative breaks 13

14. PARE Model Preparation Action Reflection Evaluation 14

15. Preparation Establish desired outcomes for individuals, group, community Meet with community partner(s) Learn about the community and the issues Determine what tools, materials, training are needed 15

16. Action Do the work! 16

17. Reflection What did I learn? So whatdoes it mean? Now whatwill I do about it? 17

18. The Power of One 18

19. Reflection is the hyphen: Service-Learning 19

20. What is Reflection? Reflection is the process of analyzing, reconsidering, and questioning one s experiences within a broad context of issues and content knowledge. 20

21. Example of Reflection: Forced Choice Activity It s OK to expect to get something back when you do community service. 21

22. Reflection Activity Why can t Pat read? 22

23. Thank you! bjacoby@umd.edu 23