Transcript
Promoting Service Learning at MWCC: Leadership Through Service Proposal
Service learning is a crucial component of President Asquino’s
ten year vision.
Service learning is a crucial component of President Asquino’s
ten year vision.
The Center for Democracy and Humanity understands the
benefits, recognizes the
challenges, and has developed a
coordinated response to service
learning (SL) at Mount Wachusett Community College.
Benefits Challenges Response Students
Benefits Challenges Response
Abes & Jones (2004)
I’m more socially and emotionally mature because of my service.
I’m more civically
engaged.
Students
Benefits Challenges Response
I have improved retention of
course content.
Students
Benefits Challenges Response
I’m more attractive to employers
because I have practical service
experience.
Students
Benefits Challenges Response
Faculty participating in SL show increases in job satisfaction, a re-energized
classroom approach, and demonstrations of improvement in evaluations even for
courses without a SL component. (Campus Compact, 2007)
Faculty
Benefits Challenges Response Faculty
I am more likely than my colleagues who don’t
participate in SL to receive recognition
outside my field. (Boyer, 1990).
Benefits Challenges Response Faculty
When I conduct research in the future, it will be influenced by a
community context because of my
participation in SL (Eller, Giles, & Stenson (2001).
Benefits Challenges Response Community Sites
Benefits Challenges Response Community Sites
Service learning is a vehicle for social change.
Benefits Challenges Response Community Sites
Service learning allows me to reach more people.
Benefits Challenges Response Community Sites
Jacoby (2003)
Service learning allows me to share my passion for my
mission with the next generation.
Benefits Challenges Response Billing, Root, & Jesse (2005)
Why are only some service learners engaged?
There is some confusion between service learning
and volunteerism.
Benefits Challenges Response Billing, Root, & Jesse (2005)
Why are only some service learners engaged?
Volunteerism unconnected to classroom objectives results in a poor quality
experience.
Benefits Challenges Response Billing, Root, & Jesse (2005)
Many host sitesare not prepared to
“land”students.
Why are only some service learners engaged?
Benefits Challenges Response Billing, Root, & Jesse (2005)
Why are only some service learners engaged?
There is little support or training for students
participating in service learning.
Benefits Challenges Response BoyBoyer (1990)
“Service learning requires additional time, effort, and (sometimes) additional bureaucratic hoops.”
Why aren’t more faculty interested in service learning?
Benefits Challenges Response BoyBoyer (1990)
“Service learning restricts academic freedom.
Even the ‘pressure’ to change approaches to teaching feels like an
encroachment on faculty rights.”
Why aren’t more faculty interested in service learning?
Benefits Challenges Response BoyBoyer (1990)
“Service learning takes resources that should be
used elsewhere, for other purposes.”
Why aren’t more faculty interested in service learning?
Benefits Challenges Response BoyCordone (2009)
True organizational capacity building is poorly
understood in general and is inadequately measured
overall in the field of nonprofit management.
Why don’t all SL projects have lasting benefits for community partners?
Benefits Challenges Response BoyCordone (2009)
Service learning/volunteerism is
increasingly touted as a cure for society’s ills—with little attention to
training for either volunteers or leaders of
community agencies.
Why don’t all SL projects have lasting benefits for community partners?
Benefits Challenges Response BoyCampus Compact (2007)
What are the risks to the college?
The administration looses some control over
messaging and public relations.
Benefits Challenges Response BoyCampus Compact (2007)
What are the risks to the college?
Community partners may have quite disparate
experiences with faculty and students. Once trust is
broken, it is difficult to repair.
Benefits Challenges Response BoyCampus Compact (2007)
Some communities may not want to be the “objects” of
learning for students.
What are the risks to the college?
Benefits Challenges Response BoyCampus Compact (2007)Campus Compact (2007)
Quality service learning requires additional support for faculty, students , and host sites; this requires
commitment and resources.
What are the risks to the college?
Benefits Challenges Response
Program Proposal: Leadership Through Service
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•1500 student participants
•Development for adjunct faculty who will incorporate SL into at least 30 courses
•Deployment of a comprehensive leadership programs for students, student clubs, and community based organizations
•Creation of a mini-grant program for SL classes and clubs to design and implement quality projects
Benefits Challenges Response
Leadership Through Service: Evaluation Questions
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Student Impact
To what extent did SL have an impact on the
civic, social and academic attitudes and skills of
participating students?
Benefits Challenges Response
Leadership Through Service: Evaluation Questions
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Faculty Impact:
To what extent did the program have an impact on
teaching and learning in the classroom?
Benefits Challenges Response
Leadership Through Service: Evaluation Questions
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Community Impact:
To what extent did the program increase the
capacity of community based organizations, and
help meet community needs.
Benefits Challenges Response
Leadership Through Service: Evaluation Questions
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College Impact:
To what extent did LTS lead to increased use of and support for SL at MWCC
and increase partnerships between CBO’s & MWCC?
Benefits Challenges Response
Leadership Through Service: Outcome Indicators
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