Service Learning at MWCC

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

Boy

•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

Boy

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

Boy

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

Boy

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

Boy

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

Boy

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