Creating a Climate for Service Learning Success
Susan Reed, Suzanne Buglione, Amanda Wittman and Jeffrey
Howard
IARSLCE Annual Conference September 25, 2012 Baltimore, MD
Leveraging adult students connected knowing and prior community
relationships to strengthen their community engagement, retention
and success:
What we know and need to know
1Session OutlineWhos in the room and why
What we know about CBSL with adult students Analyzing student
experience from qualitative dataBest practices for CBSL faculty
working with adult studentsDiscussion: Identifying a research
agenda for the future
2Non-traditional Student Characteristics (% undergrads)25+ years
of age (43%)Part time students (38%)Employed full time (39%)Parents
(27%)First-generation college (47%)
(U.S. Department of Education, 2001; 2002; 2011)
3Characteristics of Adult LearnersAdults negotiate multiple
roles and responsibilitiesWith age, individual differences become
more distinctAdults seek learning that is relevant to real
lifeAdults new learning builds on prior learningAdults participate
in decision making about learningAdults learn in dialogue with
others(MacKeracher, 2004)
4CBSL with Adult Students: QuantitativeAdults and working
students appreciate CBSL but less likely to strongly agree that
project enhanced learning and skills (Rosenberg, Reed, Statham and
Rosing, 2011)
Service learning promotes persistence toward degree complete for
students of all ages (Reed, Rosenberg, Rosing and Statham,
2012)
Student engagement in active learning varies across the lifespan
with adults being more or less engaged at different ages
(Southerland, 2010)
5CBSL and Adult Students: QualitativeAdult students feel that
they have a wealth of experience that should be taken into
consideration (Largent and Horinek, 2008)
Adults appreciate community involvement as a lifelong
practice.want flexibility (Reed, Rosing, Rosenberg and Statham,
2011).
Bugliones (2012) indepth study of adult service learners 6CBSL
and Adults: Guidance for practitionersEngage students of all ages
in reflection on their knowledge and skills (Largent and Horinek,
2oo8)
Encourage working students to participate in CBSL and make sure
options are flexible (Holland and Robinson, 2008)
Allow students to tap into existing social and political
networks (Reed, Rosing, Rosenberg and Statham, 2011)
Campus Compact (2012) indepth study of experience
faculty7Suzanne Buglione, Ed.D. Dean of Teaching and Learning,
Bristol Community College Principal, CommunityBuild
IARSLCE 2012Nontraditional Students & Connected
KnowingInvitation to crique; about me10/17/2012 8:26 PM 2007
Microsoft Corporation. All rights reserved. Microsoft, Windows,
Windows Vista and other product names are or may be registered
trademarks and/or trademarks in the U.S. and/or other countries.The
information herein is for informational purposes only and
represents the current view of Microsoft Corporation as of the date
of this presentation. Because Microsoft must respond to changing
market conditions, it should not be interpreted to be a commitment
on the part of Microsoft, and Microsoft cannot guarantee the
accuracy of any information provided after the date of this
presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR
STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.
8The Study: Objective/Purpose
Isolation -Lack of Social NetworkPart-time Enrollment(NCES)
Low-incomeFinancially Independent (NCES)of Parent (NCES)First
Generation College StudentsAdult Learning NeedsCommuter
StudentsHave Dependents Other Than Spouse (NCES)ExperienceAre
Single Parents(NCES)Work Full-time While Enrolled (NCES)Lack of
Standard High School Diploma(NCES)UNIVERSEOF THE NONTRADITIONAL
STUDENTOver-represented Racial MinorityImmigrantsDelayed Enrollment
in Postsecondary Education (NCES))NCES (2002) Special Analysis:
Nontraditional UndergraduatesThe Study: Objective/PurposeRisk
factors of sort; ovals = NCES, Squares from related risk factor
lit; triangles=ALTComplex Demands (Selingo, 2006; ; Lundberg, 2003;
NCES, 2006; Anderson, 2003; NCES, 2002)Isolation (Selingo, 2006;
Act on Fact, 2006; Bowl, 2002)Part Time Faculty (Selingo, 2006;
Bowl, 2002)Limited Course Offerings (Selingo, 2006; NCES,
2002)Increasing Numbers (Selingo, 2006; NCES, 2006; Anderson, 2003;
NCES, 2002)Classroom & Classroom Only (Bowl, 2001)
Challenged by the Characteristics that Define Them(NCES,
2005)Higher Ed Not Responsive (Lundberg, 2003)
10/17/2012 8:26 PM 2007 Microsoft Corporation. All rights
reserved. Microsoft, Windows, Windows Vista and other product names
are or may be registered trademarks and/or trademarks in the U.S.
and/or other countries.The information herein is for informational
purposes only and represents the current view of Microsoft
Corporation as of the date of this presentation. Because Microsoft
must respond to changing market conditions, it should not be
interpreted to be a commitment on the part of Microsoft, and
Microsoft cannot guarantee the accuracy of any information provided
after the date of this presentation. MICROSOFT MAKES NO WARRANTIES,
EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS
PRESENTATION.
9Highly Nontraditional Students in Higher Education(NCES,
2002)
Minimally Nontraditional (one characteristic)Moderately
Nontraditional (two to three characteristics)Highly Nontraditional
(four or more characteristics)4 or More:
Delayed enrollment in postsecondary education
Currently enrolled part-time
Financially independent of parent(s)
Currently works full time
Have dependents other than a spouse
Is a single parent
Did not receive a standard high school diploma (got a GED)11%
attain a Bachelors degree (NCES, 2002)
10 of all US undergrads Participants
(13)AgeGenderRaceDisciplineNCES Nontraditional Characteristics Work
Course50MWPsychology4Utility Co
ManagerInternship50FWGerontology5Waitresss-l 49FBCriminal
Justice4Office Workers-l 48FWNursing6NurseOnline s-l 42FWSocial
Work5Retails-l 42MWPhotography4Technicians-l
41MBManagement4Militarys-l 40FWPsychology5Consultantvol/s-l
hybrid39MWEducation4Cookpre-practicum 39MMultiHistory6Cooks-l
38MWComputer Science4TechnicianCapstone s-l 34FBPsychology4Psych
Unit Workers-l 30FWPsychology4Child Carevol/s-l hybridNCES
Characteristics13Ages 30-507Works Full Time6College Part
Time12Financially independent8Has dependents other than spouse2No
standard high school diploma4Single Parent8Delayed college 11=1st
s/l course5=Senior3= Jun/Senior2 = Soph/Junior1=First Year2=
Junior3 institutions public in MA; 30-50; BachelorsComplexity of
risk factors intersectionality3 institutions public in MA; 30-50;
BachelorsDimensions of Adult Learner Experiences (Saddington, 2000)
& Identity Development Theory Constructs (Tajfel & Turner,
1996) and Weil and McGills Villages 3 & 4 (1989) EL toward
personal growth/self awareness & Consciousness raising in
EL
10/17/2012 8:26 PM 2007 Microsoft Corporation. All rights
reserved. Microsoft, Windows, Windows Vista and other product names
are or may be registered trademarks and/or trademarks in the U.S.
and/or other countries.The information herein is for informational
purposes only and represents the current view of Microsoft
Corporation as of the date of this presentation. Because Microsoft
must respond to changing market conditions, it should not be
interpreted to be a commitment on the part of Microsoft, and
Microsoft cannot guarantee the accuracy of any information provided
after the date of this presentation. MICROSOFT MAKES NO WARRANTIES,
EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS
PRESENTATION.
11Connected Knowing Adults Bring: Convergence of Life
Experience, Past & Current
History of ChallengeLack of Family Support/Discouragement,
Perceived Academic Failure, Health/Social Challenges, Immigration,
Recovery, Juvenile Justice involvement, Disability, Unplanned
Pregnancies, Job LossKnow themAs a foster child, first to go to
college, one of two siblings in a family of eight that graduated
high school, childrens academic failure, theres a lot of pressure:
Im the one RaineMy momdidnt encourage me, she said I dont want you
to be upset when you failshe was trying to be helpfulI am a grown
up and Im going to do this for me JacquiRealities elements of their
identity; History of challenges (9) know them!10/17/2012 8:26 PM
2007 Microsoft Corporation. All rights reserved. Microsoft,
Windows, Windows Vista and other product names are or may be
registered trademarks and/or trademarks in the U.S. and/or other
countries.The information herein is for informational purposes only
and represents the current view of Microsoft Corporation as of the
date of this presentation. Because Microsoft must respond to
changing market conditions, it should not be interpreted to be a
commitment on the part of Microsoft, and Microsoft cannot guarantee
the accuracy of any information provided after the date of this
presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR
STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.
12Positive Worker IdentityConnecting Work to Student
IdentityConnected Knowing Adults Bring:Convergence of Life
Experience, Past & Current
My background is in culinary artshands on real time kind of
worktransferred over well to academiaa kind of intensity strong
work ethicScottI decided I dont want to sit in a cube all daythat
motivated me to go back to school...Im pretty dedicatedthe first
time around I was just getting a degree basically to get a job. Im
definitely putting more effort into it this time aroundJenniferI
think of our generation at the work placewe work extra, hard
working, loyal and even at my waitressing jobI see the young people
come in, do what they have to do andleave; and don't feel guilty
about thatI'll just do it. It's different JaneGood Worker Qualities
(7); Desire for Job Change (3) but moreso doing this for
self10/17/2012 8:26 PM 2007 Microsoft Corporation. All rights
reserved. Microsoft, Windows, Windows Vista and other product names
are or may be registered trademarks and/or trademarks in the U.S.
and/or other countries.The information herein is for informational
purposes only and represents the current view of Microsoft
Corporation as of the date of this presentation. Because Microsoft
must respond to changing market conditions, it should not be
interpreted to be a commitment on the part of Microsoft, and
Microsoft cannot guarantee the accuracy of any information provided
after the date of this presentation. MICROSOFT MAKES NO WARRANTIES,
EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS
PRESENTATION.
13Identity Connections to Service-Learning CourseMeaning Drawn
from Life ExperiencesService Resurrected Positive Worker
IdentityEnabled Application of Experience & LearningConnected
Knowing
As an addict, [this course and I] are connected youre the only
one that Ive told that toSteven I can share my own experiencebeing
an older studentwho has been around a little bit and then coming
back into a classroom setting RaineConstructionwaitressedmanaged a
restaurantretailI could not keep the job The woman at the
pantrysaid that I should be in a managerial positionI was very good
at what I diddelegated very wellat seeing the whole pictureI didnt
realize I was doing thatI guess it just comes outJacqui10/17/2012
8:26 PM 2007 Microsoft Corporation. All rights reserved. Microsoft,
Windows, Windows Vista and other product names are or may be
registered trademarks and/or trademarks in the U.S. and/or other
countries.The information herein is for informational purposes only
and represents the current view of Microsoft Corporation as of the
date of this presentation. Because Microsoft must respond to
changing market conditions, it should not be interpreted to be a
commitment on the part of Microsoft, and Microsoft cannot guarantee
the accuracy of any information provided after the date of this
presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR
STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.
14Identity Connections to Service-Learning CoursePlace a sense
of Home Connected Knowing
I grew up in the areathere were a lot of Portuguese people
there, Im Portuguese sobasic customs that we talked aboutJenniferI
go to the libraryI knew that people hanging out there were homeless
and after the experience (course)these people have a face and a
name and it made it really different .. If I went to do an errand,
I would see... my peopleJaneI made my opinion known that we should
try this project because this particular group that we were
researching is in my community. So the closeness, the proximity,
the timing, it all just seemed to work out Robert(4) helped
challenges [time/juggling], added meaning to service, my
cultureReconnection10/17/2012 8:26 PM 2007 Microsoft Corporation.
All rights reserved. Microsoft, Windows, Windows Vista and other
product names are or may be registered trademarks and/or trademarks
in the U.S. and/or other countries.The information herein is for
informational purposes only and represents the current view of
Microsoft Corporation as of the date of this presentation. Because
Microsoft must respond to changing market conditions, it should not
be interpreted to be a commitment on the part of Microsoft, and
Microsoft cannot guarantee the accuracy of any information provided
after the date of this presentation. MICROSOFT MAKES NO WARRANTIES,
EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS
PRESENTATION.
15Identity Connections to Service-Learning CourseComing
HomeCivic/Community Identity: Current, Lost!Plans to
ContinueConnected Knowing
I think if you want to live in a good community you have to make
it a good community. It doesnt happen by itself. It takes people to
be active, to be passionate and supportive and understandingRobert
When I went to nursing schoolhad my youngest child..I kind of lost
my sense of community... that's why I'm continuing my community
service because it almost felt like I was home again; when I walked
in, I was like: I miss this. This is me, like I felt comfortable; I
want to be involved againJane Hard to grasp Civic ID; Current
Identity (6), Lost (due to parenting/school) and Found Coming Home
(7) reconnection can find the time, Plan to continue (7),
10/17/2012 8:26 PM 2007 Microsoft Corporation. All rights reserved.
Microsoft, Windows, Windows Vista and other product names are or
may be registered trademarks and/or trademarks in the U.S. and/or
other countries.The information herein is for informational
purposes only and represents the current view of Microsoft
Corporation as of the date of this presentation. Because Microsoft
must respond to changing market conditions, it should not be
interpreted to be a commitment on the part of Microsoft, and
Microsoft cannot guarantee the accuracy of any information provided
after the date of this presentation. MICROSOFT MAKES NO WARRANTIES,
EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS
PRESENTATION.
16Connected KnowingUnderstanding Societal Context &
Consciousness Raising-Social Mobility-Personal Growth &
AwarenessUnderstand the field and my fit in itUnderstand my
community betterAffirmed my path
Made me more determinedSoniaIt was nice as I was learning things
either I have already done or been in some of those situations and
be able to you know directly where I can apply
thatNicholasEspecially [important] since I am at the end [of
school]GeorgetteNew Learning Surprises!I didnt know everythingLiked
it, Felt Good, Could Manage itBroken Stereotypes related to
SelfLiked what it was doing for me as a person RaineIt was a
blessing in disguise for meJacquiIncludes: SADDINGTON & Village
3 Understand the field & my fit in it (7), Understand my
community better [tie to place] (2), Understand how to apply what I
know, find like-minded people, see need for volunteers;
Advocacy/Political & Systems Awareness- for first time (6),
Affirmed my path (5)
17Vehicle for Student Identity DevelopmentMotivator/Incentive
for Retention Lack of College Connections Faculty
RelationshipsJuggling Stop/Start EducationsRisks & Losses, Can
PassChoose Placements with a MenuConnected Readings, Reflection
Connected KnowingSocial Creativity Outgroup Experiences
AnalyzedI sacrificed a lot to be here and I have to make it work
StephenSomething inside of me clickedthats why Im still here
plugging alongJaqui[I] question why I do this others discourage me
RaineService reassured me, given me an incentive to finish
GeorgetteDiscouragement from others, Dont see others, Feel
parental, Can pass (look young), Lack of College Connections (10),
Stop/Start Education (8), Risk and Loss of Returning as Students
(6), Juggling (4), - shouldnt need help18Service-Learning with
Nontraditional LearnersHow is it different?How do we do it? How do
we identify and understand this group?
Significance & Further Inquiry My other classes that I had
to take seemed better because of it Sonia[s-l course] makes me more
well rounded RaineThe project excited me to push forward - it was
the right direction, right thing RobertCultural broker adults as
cultural/identity group; pedagogy of place home; Connected
identities foster student development (not independent, primary for
adults); Identity Connections added motivation, reassurance,
incentive to finish (6) [s-l as a new way to retention]Lessons
learned along the way: not counted, s-l, adults, registrar; private
(a lot of adults) not using s-l; difference in ages -?
10/17/2012 8:26 PM 2007 Microsoft Corporation. All rights
reserved. Microsoft, Windows, Windows Vista and other product names
are or may be registered trademarks and/or trademarks in the U.S.
and/or other countries.The information herein is for informational
purposes only and represents the current view of Microsoft
Corporation as of the date of this presentation. Because Microsoft
must respond to changing market conditions, it should not be
interpreted to be a commitment on the part of Microsoft, and
Microsoft cannot guarantee the accuracy of any information provided
after the date of this presentation. MICROSOFT MAKES NO WARRANTIES,
EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS
PRESENTATION.
19Connected Knowing: Service-Learning Practitioners and Adult
LearnersAmanda Wittman, PhDDirector of Academic and Strategic
Initiatives, Campus [email protected] only national
higher education association dedicated solely to campus-based civic
engagement
Campus Compact envisions colleges and universities as vital
agents and architects of a diverse democracy, committed to
educating students for responsible citizenship in ways that both
deepen their education and improve the quality of community life.
We challenge all of higher education to make civic and community
engagement an institutional priority.
Presidential organization, 1200 members, technical assistance,
education, convening, connecting21Commitment to providing resources
and best practices
Dedication to research-based practice
Increasing population of adult/non-trad learners
We believe that faculty are one of the key connecters to higher
education for adult studentsImportant for retentionImportant for
student developmentImportant for institutional growthThe Campus
Compact Connection
22Research Questions23Differences of adults from traditional
students
Benefits that come with using Service-Learning with adult
students
Specific strategies that work well with adult learners.
Practitioners discuss their experiences using Service-Learning
with adult and non-traditional learners in three primary ways:
24Motivation is different, and often higher than found with
traditional students
Adult learners come to class with more life experience, which
leads to specific differencesThey are more comfortable with
diversity, and bring diversity to the classroomThe become leaders
and mentors in the class with other students and in relation to
community partnersThey have unique skills in management, community
engagement, conflict resolution and problem solving that separate
them from traditional studentsAdult learners already have
connections and experience with community partners
Differences of adult learners from traditional learners
25Career development
ReflectionDesigning for the margins (Ceasar McDowell, 2011)
Benefits of using service-learning with adult learners
26Strategies that work well with adult learners in a s-l
contextCurriculum redesign
Rethink partnerships
Connect to Career Services
Use storytelling techniques
Enable family service
Talk about disruptive moments Randy Bass27Adults have less time
to spend on serviceAdults have competing priorities to their
education
Drawbacks of using service-learning with adult learnersOne has
not only an ability to perceive the world but an ability to alter
ones perception of it; more simply, one can change things by the
manner in which one looks at them. Tom Robbins, Even Cowgirls Get
the Blues
These drawbacks were mostly perceived, all articulated
strategies to overcome them
28Service-Learning and the Nontraditional Student:Developing a
Research Agendajeffrey howarddirector, faculty developmentsteans
center, depaul universityadjunct facultyschool for new learning,
depaul universityeditormichigan journal of community service
learning
29GoalsStimulate thinking about potential research questions /
topics / areas of interestGenerate those questions / topics /
interestDetermine next step(s), if any30Process / Plan1. Stimulate
Thinking about Potential Research Questions/Topics/Areas of
Interesta. General Research Areas in Service-Learningb.
Nontraditional Student Characteristicsc. Potential Intermediary
Variablesd. Potential Dependent Variablese. Sample Article Titles2.
Generate Research Questions/Topics/Interests(Journals Devoted to
Service-Learning / Community-Engagement)3. Next Steps?
31Environmental ScanHow many of you are interested in pursuing
research related to service-learning and the nontraditional
student?Ask a few volunteers to identify their particular research
interests related to nontraditional students?Well come back later
to generate research topics/questions/interests 32General Research
Possibilities Related to Service-LearningRESEARCH ON
SERVICE-LEARNINGFACULTYMotivationImpedimentsSTUDENTSAcademicCivicMulticultural
OthersCOMMUNITIESImpactsPartnershipsINSTITUTIONS
SERVICE-LEARNINGDISCIPLINESComparing expressions of community
involvement
33Nontraditional Student Characteristicsas Potential Research
Study FactorsMORE LIKELY TO BE:Older (delayed college)EmployedFirst
Generation To Go to College in their FamilyLow-IncomeSingle
ParentPart-Time StudentRacial MinorityFinancially
IndependentCommuter StudentImmigrantNon-Standard High School
EducationMore MatureMORE LIKELY TO HAVE:A History of ChallengesMore
Life ExperiencesA More Permanent Geographic CommunityPrior
(Full-Time)Work ExperienceMORE LIKELY TO TAKE:Online CoursesLonger
to Graduate
34Independent VariableService-Learning(Ensure High
Quality)35Potential Intermediary Variables(Variations on
Service-Learning)Direct v. Project-Based v. Capacity-Building
Community ServiceService in Ones Own Community v. Outside Ones Own
CommunityTraditional v. Critical Service-LearningStudent- v.
Faculty-Selected Community PlacementsTraditional v. Nontraditional
Students
36Potential Student Dependent VariablesAcademic LearningCivic
LearningMulticultural LearningPersonal DevelopmentIdentity
DevelopmentCareer DevelopmentPersonal ValuesSocial Justice
ValuesSocial DevelopmentPersistence / Retention37Recent Michigan
Journal of Community Service Learning Articles Related to
Nontraditional Students
Service-Learning and Persistence of Low-Income, First Generation
(LIFG) Students: An Exploratory StudyJustice Learning: Exploring
the Efficacy with Low-Income First Generation (LIFG)
Students38Research Categories Related to Service-Learning and
Nontraditional Students
Students (Nontraditional; nontraditional v. traditional)Faculty
Community College/University39Generating
ResearchQuestions/Topics/Areas of Interest40
Journals Publishing Community-Engaged ScholarshipMichigan
Journal of Community Service Learning (University of
Michigan)Journal of Higher Education Outreach and Engagement
(University of Georgia)Metropolitan Universities (Coalition of
Urban and Metropolitan Universities)Gateways: International Journal
of Community Research and Engagement Journal of Community
Engagement and Scholarship (University of Alabama)Journal of Public
Scholarship in Higher Education (Missouri Campus
Compact)International Journal of Service-Learning in
EngineeringReflections (writing and rhetoric) (Syracuse
University)Partnerships: A Journal of Service-Learning and Civic
Engagement (University of North Carolina - Greensboro)Partnership
Perspectives (Community Campus Partnerships for Health)Journal for
Civic Commitment (Mesa Community College)Florida Journal of
Service-Learning in Teacher EducationAcademic Exchange Quarterly
and others have done special issues on service-learningSee Campus
Compact website for
others:www.compact.org/resources/service-learning_resources/
41Next Steps?42For More Information Suzanne Buglione, Bristol
Community College [email protected]
Jeffrey Howard, DePaul [email protected]
Susan Reed, DePaul [email protected]
Amanda Wittman, Campus [email protected]
43