Andrew Furco University of Minnesota April 16, 2010 Building the Case for Service-Learning.

Andrew Furco

University of Minnesota

April 16, 2010

Building the Case for Service-Learning

GROWTH OF COMMUNITY SERVICE AND SERVICE-LEARNING IN THE UNITED STATES

(1997-2008)

Campus Compact. (1998). Service matters: Engaging higher education in the renewal of America's communities and American democracy. Providence, RI: Campus Compact.Campus Compact, (2001). Campus service participation survey 2000-2001. Providence, RI: Campus Compact.Campus Compact (2005). Campus service participation survey 2005-2005. Providence, RI: Campus Compact.Gray, M.J., Ondaatje, E.H., Fricker, R., Geschwind, S., Goldman, C.A., Kaganoff, T., Robyn, A., Sundt, M., Vogelgesang, L., & Klein, S.P. (1998). Coupling service and learning in higher education: The final

report of the evaluation of the Learn and Serve America, higher education program. Santa Monica: The RAND Corporation. National Center on Educational Statistics. (1997). Student participation in community service activity. Washington, DC: U.S. Department of Education.National Youth Leadership Council (2005). Growing to Greatness. Minneapolis, MN: National Youth Leadership Council.Skinner, R. and Chapman, C. (1999). Service-learning and community service in K-12 public schools. National Center for Education Statistics. NCES 1999-043, Washington, DC: U.S. Department of

Education.Learn and Serve America, 2008

1997 1999 2004 2008

Community Service

All Primary & Secondary Schools 42% 64% 70% 68%

Secondary Schools 71% 83% 89% 81%

Colleges and Universities 45% 70% 78% 89%

Service-learning

All Primary & Secondary Schools 23% 32% 28% 24%

Secondary Schools 28% 38% 31% 25%

Colleges and Universities 22% 40% 43% 51%

Building the Case

Fact #1: Service-learning incorporates educational

elements that help prepare students for success in the contemporary global job market.

Successful Global Workforce

Success in the global workforce will be marked by one’s: • ability to make connections across the disciplines; • ability to apply knowledge to address complex situations; • people skills that allow him/her to work effectively in diverse

group settings; • capacity for higher order thinking in ways that enhance problem

solving and analysis; • knowledge about and facility with the global society (e.g.

conversing in different languages, having intercultural competencies, etc.); and

• facility in organizing and utilizing increasing sources of knowledge and information effectively.

(New Commission on the Skills of the American Workforce, 2006)

Building the Case

Fact #2: Service-learning is composed of the

elements that define quality teaching and successful learning.

Instruction that Promotes Successful Learning In terms of classroom learning, students learn best when the In terms of classroom learning, students learn best when the

curriculum:curriculum: emphasizes learning over teaching engages students as active participants in the learning

process is student-centered rather than teacher-centered; promotes the development of students’ higher order

thinking skills; focuses on making connections among the disciplines; connects new knowledge to what student know by

having students construct meaning; is meaningful and/or of interest to students; is brain-based; is socially constructed; and is practiced and used

Sources: Slavkin (2004); Marzano, Pikering, and Pollock (2001);

Bransford, Brown, and Cocking (1999); Oakes and Lipton (1999).

Essence of Effective Teaching & Learning

Authentic Active

Constructivist

Personalized

Collaborative

Empowering

Expands Boundaries

Programmatic ApproachesProgrammatic ApproachesService-learning is part of a suite of experiential

instructional strategies that promote successful learning

Instructional Strategies:

• problem-based • project-based

• service-based• work-based

• adventure-based• game-based

Essence of Effective Teaching & Learning

Authentic Active

Constructivist

Personalized

Collaborative

Empowering

Expands Boundaries

Building the Case

Fact #3: Service-learning promotes the civic

involvement of young people.

Knowledge of National & Global Issues of Importance

Wh\

What percentage of young Americans (ages 18-24) can accurately identify the following places on a map?

33%

12%

50%

Iraq

Afghanistan

New York State

Building the Case

Fact #4: Service-learning creates conditions and

opportunities that support students’ academic achievement and educational success.

Student Outcomes

DOMAIN OUTCOMES

ACADEMICIncreased retention; content knowledge and skills; higher order thinking

CIVICCivic responsibility; commitment to service

CAREER Career awareness and skillsETHICAL/MORAL Values development

PERSONAL & SOCIAL

Self-esteem, empowerment, motivation, engagement (academic, civic, social); prosocial behaviors

Impacts of Service-LearningImpacts of Service-Learning

Service-Learning Academic

Success

Self-EsteemEmpowerment

Prosocial behaviorsMotivation

Engagement

High Quality Components

Mediating Factors

PreferencesTYPE EXAMPLE

Charity Serve food to the homeless on Saturdays

Empowerment Service

Educate the homeless about social services available to them

Public Work Facilitate the opening of a homeless shelter

Participatory Democracy

Work to secure legislation and citizen support that will secure rights for persons.

Social Action Students organize a camp out on campus to raise awareness about homeless

Social Change Work to reduce the number of homeless persons; train homeless persons for jobs

Social Justice Secure legal assistance for a homeless person who was denied health services