THE NUTS AND BOLTS OF CREATING AND MAINTAINING SERVICE-LEARNING RESIDENTIAL COMMUNITIES Brian Collins, Kathleen Edwards, and Chrissy Orangio
Jan 12, 2016
THE NUTS AND BOLTS OF CREATING AND MAINTAINING
SERVICE-LEARNING RESIDENTIAL COMMUNITIES
Brian Collins, Kathleen Edwards, and Chrissy Orangio
Here’s what we hope to discuss today: What does a Service Learning Community look
like? Its purpose, the students, the support Various roles for students – participants and
leaders Relationship with Residence Life and other
areas of the university The advantages and disadvantages of a
learning community Some resources, problem-solving and ideas
sharing between institutions on the call.
The Service Learning Community (SLC) at Elon University
Purpose: Introduction to service
done the Elon way Leadership training
ground for the Kernodle Center
Intentional living learning environment that increases student engagement, academic success, and connection to the university
The Numbers
12 first year students, selected through application process
3 sophomore Service Learning Leaders (SLLs) who live on the floor
1 senior SLC Director 1 advisor 25 hours of service p/person, p/semester 3-4 service themes a semester 17 SLC Corps members 2 academic courses 3 day orientation before school begins 1 overnight retreat in the spring semester Weekly meetings – SLC members, SLLs, SLC-D 4 social issues dinners a year
SLC History
SLC began in fall 1994; 1st LC at Elon SLC members – anywhere between 12-50 Service Learning Leaders – between 3-8 Has rarely looked the same from year to year
Service weekends, one service project a semester Committees for the participants, no committees SLLs SLMs SLLs Two serious conversations in the past five years
about whether or not to continue
Benefits of SLC
For the students:
Decrease in high risk behavior - In 2007 44.4% of LC students reported having an average of zero drinks p/wk, while only 11.7% of non-LC students reported zero drinks. (2007 CORE results)
Higher GPA - In 2007 average GPA of LC student was 3.29; non-LC average was 3.18 (internal research)
100% of SLC members said that they would recommend a LC to a friend (RL survey)
Leadership experience Core social group
For the University
Currently 25 of the 80 Kernodle Center’s student leaders were/are members of the SLC
Recognition in US News & World Report, Presidential Honor Roll, etc.
Strong retention tool Curricular/co-curricular
hybrid
Challenges of the SLC
For the students
Time consuming investment for student leaders
Recruitment Accountability Isolation, perception on
campus Higher standards of
behavior Disengaged students No common space
For the university
Time consuming investment for advisor
Expensive Recruitment Accountability
Levels of Student Involvement:Service Learning Community Members Roles
Attend weekly meetings Perform 25 hours of
service , 10 individual Apply knowledge to
courses: call to service, global
Develop personal philosophy of service
Creates core social group important for first year students
Levels of Student Involvement:Service Learning Leaders (SLLs)
Training Service planning, group dynamics,
diversity, time management, growth and development, calendar planning, SLC orientation planning
Responsibilities Service coordinating: structure,
theme choice, PARE Meetings: SLL, SLC Residential: consistent interactions,
high availability, positive reinforcement, building and maintaining trust
Assessment of Student Leadership:Learning Outcomes Group Development
Giving & receiving feedback, strategic planning, goal setting & shared ownership, teambuilding, trust building, support + challenge, effective collaboration, seeking diversity
Individual Development Effective communication, self-awareness,
problem-solving, time management, PARE, program management, volunteer coordination, defining a personal ethic of service
Community Engagement Valuing and seeking multiple perspectives,
promoting a participatory democracy, ethical decision-making, programmatic sustainability
Levels of Student Involvement:Service Learning Community Director Responsibilities
Fall and Spring training Weekly meetings Monthly feedback sessions Conflict resolution workshops Semesterly evaluations
Learning outcomes Leadership model Experience/training for future Develop and implement training sessions
Levels of Student Involvement:Service Learning Community Corps Purpose: maintain involvement in SLC
Pros Service projects Social events SLC alumni projects
Cons Communication errors Two separate organizations to manage Competitive levels of ownership (with SLLs)
Future: stay connected with SLC alumni even post graduation, possibility for various leadership roles
Assessment of Student Leadership:Values and Challenges Values: The Legacy
Post graduate service
Ownership over LC
Strong leadership development
Challenges Time consuming
for leaders and advisor
Hard to see immediate effect of commitment
Time Management Higher standards
of behavior
Residence Life and Learning Communities at Elon University Key Concepts Structure and Components Lessons learned
Residential Learning Community – (noun) a cohort of students residing in the same residential area, interacting together and with faculty through a shared class, academic major, or intellectual interest.
Key Concepts
Community and Collaboration
Advisor’s job: (1) assist students in getting to know each other, you, and other faculty – particularly in your field/discipline (2) create unique opportunities for students to collaboratively practice/engage in your academic discipline or intellectual theme
Connection to Elon’s mission: Engaged learning, intentionality, seamless in/out of classroom learning
Structure and Components
Faculty Advisors and departmental support Syllabus, money, Service credit
LC Leadership Group Overall direction of LCs, training, budget
Residence Life support Staff, housing, programming
Other Faculty fellow, LC Challenge, LC Council,
ACUHO-I
Lessons
Clearly defined roles- advisors and Res Life staff
Departmental support- financial, time
Clear syllabus – goals, learning outcomes
Assessment- demonstrate benefits to institution
Growing pains- 2-3 years to success
Faculty engagement- monthly contact
Collaboration- faculty and Res Life
Student buy-in-program planning, decision-making
Streamlined finances- make it easy to spend money
Resources
Elon’s Residence Life webpage – look at different learning communities, link is on right hand side of page www.elon.edu/residencelife
ACUHO-I – Annual Living Learning Programs Conference
National Study of Living Learning Programs – www.livinglearningstudy.net
Smith, B., MacGregor, J., Matthews, R., Gabelnick, F. Learning Communities: Reforming undergraduate education. 2004. San Francisco: Jossey-Bass.
Laufgraben, J. & Shapiro, N. Sustaining and improving learning communities. 2004. San Francisco: Jossey-Bass.
Levine, J. & Shapiro, N. Creating learning communities. 1999. San Francisco: Jossey-Bass.