Service Learning

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					Service Learning
 Higher Education
 Closing The Gaps

  It’s no surprise that Texas is in the
  bottom 10 states in the percentage of
  students who go to college or, in other
  words, the percentage of adults 25 or
  over who hold college degrees.
 In Texas – only 5 out of 10 hs
  graduates or 50% go on to college
  within 15 months of graduation

  Sends 2 out of 3 hs graduates to college
   within 15 months of graduation; it’s no
   coincidence that they also have the
   largest economy

  Only 6 out of 10 hs graduates or 60% go
   on to college within 15 months of

  The American College Testing Service –
   2007 annual survey of college readiness
   found that only 18% of Texas hs
   graduates are college ready.
So What Do We Need To Do?

 • As Educators . . .
 • As Administrators . . .
 • As Faculty Members . . .
Make Going to College a
Primary Value
  Ysleta school district in El Paso has their
   kinder kids walk across the stage to
   receive their diplomas, wearing sashes
   bearing the name of the college /
   university they want to attend
Some Challenges in Higher

      Developmental Education

           Financial Aid
 11% of students who go into developmental
  math in college never complete a college
  credit bearing course successfully

 33% of students who go into developmental
  reading in college never complete a college
  credit bearing course successfully

 24% of students who go into developmental
  writing in college never complete a college
  credit bearing course successfully
 If you come from a poor family – in the
  bottom quintile – you have a 15%
  chance of completing your B.A. degree
 If you come from a well-off family – in
  the top quintile – you have a 75%
  chance of completing your B.A. degree
  If you are African American, Latino,
   Native American – your odds of
   completing college decline dramatically

  80% of all growth in Texas over the next
   25 years will be in our Latino population
More Importantly
  White adults, 25+, have completed 12.9
   years of education

  African American adults, 25+, have
   completed 12.1 years of education

  Latino adults, 25+, have completed 9.9
   years of education; the average has NOT
   completed 9th grade
Texas Population Increase

  By 35% between 2000 and 2015
  Texas’ Hispanic population is expected to
   grow from 32% to more than 42% in the
   same period
  African Americans and Hispanics will
   comprise 53% of our projected
   population by the year 2015
 According to the National Survey of
  Student Engagement [NSSE] “historically
  underserved students benefit more from
  engaging in [educationally effective
  practices] . . . “in terms of earning higher
  grades and persisting to the second year
  of college.”
The important aspect of these
projections by state demographer Steve
Murdock is that both of these ethnic
groups have been historically under-
represented in institutions of higher
education. These groups account for
51% of the population age 15-34, but
only 36% of the state’s college
Today . . .
   More students are entering college than
   ever before. However, according to the
   Education Trust, only 60% of students
   enrolled in a four-year college earn a
   degree within 6 years. Of the African
   American and Latino students at these s
   schools, more than half fail to graduate.
   Even more disturbingly, only 7% of
   young people from the poorest one-
   quarter of American families currently
   earn a bachelor’s degree by age 26.
Economic Competitiveness
= Education
  Vote More
  Exercise More
  Eat Healthier
  Safer Cities; Austin is #5 in the country
   in terms of educational attainment and is
   the 5th safest city in the U.S.
  Volunteer and contribute more to
In Contrast . . .

  Cameron County is the 7th poorest
   county in Texas with a 40% high school
   drop out rate
Service Learning

  In the face of this troubling trend, more
  colleges and universities are looking to
  service learning as a means to stem the
  tide of attrition
A Vital Force for Educational
  The current movement is best
   understood as an aspiration to bring
   theory and practice, schools and
   communities, thought and action, closer
   together – connecting the community
   experience with academic learning and
   linking social action with critical reflection
 Service learning advocates differentiate
  their practice from volunteer service by
  evoking the concept of reciprocity
  between server and the served. In other
  words, I serve you in order that I may
  learn from you. You accept my service in
  order that you may teach me. The
  essence of service learning is team work
  – collaboration – as opposed to
  egocentric and the individual
 For many faculty members, it’s a creative
  method for relating the abstractions of
  disciplinary study to the realities of
  human need

 For community based organizations, it is
  an invitation to participate in the process
  of higher education and as a mechanism
  to enlist the talents of student volunteers

 For students, it is an opportunity to
  integrate the life of the mind with the
  habits of the heart
“Service learning rests on the cognitive
 tenet that while, “we remember only 10%
 of what we hear, 15% of what we see,
 and a mere 20% of what we see and
 hear, we retain 60% of what we do, 80%
 of what we do with civic guided reflection,
 and 90% of what we teach or give to
 others” (Alamo Community College Faculty
 Handbook for Understanding and
 Implementing Service Learning in the
 Classroom, 2003).
“An academically rigorous instructional
method that incorporates meaningful
community service into the curriculum.
Focusing on critical, reflective thinking and
civic responsibility, service-learning
involves students in organized community
service that addresses local needs, while
developing their academic skills, sense of
civic responsibility, respect for others, and
commitment to the community” (Academy
of Management, 2002).
Five Components of Quality
Service Learning

   Vision and Leadership
   Curriculum and Assessment
   Community-School Partnerships
   Professional Development
   Continuous Improvement

    Pickeral, Terry. Service-Learning Policies and Practices: A Research-
    Based Advocacy Paper. 2008.
Vision and Leadership
 Leadership is shared by many people on a
  university or community college campus. For
  successful engagement and learning, it is critical
  that the president, board members, faculty,
  administrators, students, and community
  partners contribute meaningfully to the
  leadership picture. This kind of multi-level
  leadership effort is characterized by a well-
  understood plan, clear and consistent
  communication, and a pervasive sense that
  service learning is not just an option, but an
  essential and necessary part of every student’s
  educational experience.
 Student achievement and success is therefore
  contingent upon the institutionalization of

 Institutionalization was more likely to occur
  when leaders connected service learning with
  other campus reforms, endorsing service
  learning as a strategy to implement the mission

 To illustrate, Billig found when there was
  “consistent support from the” campus and
  “leadership,” and when service learning was
  included in the schools mission, strategic plan or
  policies,” the institutionalization of service
  learning resulted.
Curriculum and Assessment
Alignment of Service-Learning with Standards

 Billig, Root, and Jesse (2005) found that using service
  learning to teach standards or curricular objectives was
  the strongest predictor of all academic outcomes.
  Instructors who aligned their service learning activities
  with standards had students who scored higher on
  measures of academic efficacy and engagement than
  those who did not.

Clarity of Goals and Learning Connections

 Ammon, Furco, Chi, and Middaugh (2002) found that
  the factors that seemed related to higher academic
  impacts were clarity of academic goals, clear
  connections between goals and activities, reasonable
  scope and support through reflection activities.
Community Partnerships

  Sally Berman (2006) reported that community partners benefited
   from attendance at professional development sessions on service-
   learning. Practice was better supported and more consistent when
   community partners were present at these sessions

  Emphasize Teacher Quality and Link to Teacher Performance

  Teacher quality influences student achievement more than many
   other factors, including class size and student demographics

  More specifically, teachers must ensure consistency with goals and
   available materials and resources
Professional Development
  Whether novices or experienced service-learning practitioners,
   they need structured time to learn new skills, explore possible
   projects, share insights with colleagues, and develop curriculum
   and assessments.

  Since service-learning is a teaching methodology, not a
   prepackaged curriculum, service-learning professional
   development can be found in different forms, including seminars,
   one-on-one work between faculty and service-learning coaches,
   and coursework for professional certification and graduate credit.

  In a study of districts in California that implement service-
   learning, Ammon et. al (2002) reported that teachers who
   received structured professional development experiences before
   implementing service-learning projects were more likely to report
   greater success and fewer challenges.
Continuous Improvement

  Provides an opportunity for faculty, students
   and community members to learn from and
   support each other on a regular basis, to
   improve practice, to take responsibility for their
   own learning, to celebrate successes and to
   reflect upon student contributions

  It is important to think strategically and
   comprehensively about the manner in which
   continuous improvement efforts are structured
 Assessment and Evaluation

 Billig, Root and Jesse (2005) found that
 service-learning assessment and program
 evaluation, including progress and
 process monitoring, were related to
 students’ enjoyment of subject matters,
 civic knowledge and efficacy.
 Written Feedback and Reflections

  Shumer (1997) concluded “the process of learning from
  experience is dynamic; it requires methods of reflection
  and feedback to continually monitor its flow and

  Greene and Diehm (1995) demonstrated that students
  who received more frequent written feedback on their
  written reflections were more likely to find their
  experiences valuable than those who received
  checkmarks or non-written reflections. Research also
  indicated that students were more personally
  invested in the service.

  Schunk and Pajares (2002) reported that students
  developed a sense of efficacy based, in part, on feedback
  and whether they are given enough opportunity to
  improve to meet standards.
 Curriculum-Based Measurement

 One form of scientific progress monitoring is
 curriculum-based measurement (CBM).
 Research on CBM shows its utility for:
 identifying students in need of additional or
 different forms of instruction and its
 effectiveness in helping teachers plan more
 successful instructional approaches and
 programs of instructional components, specific
 teaching and learning strategies, assessments,
 classroom management, school climate and
 personal relationships
Service Learning Models

    Pure
    Discipline-Based
    Problem-Based
    Capstone Course
    Service Internship
    Undergraduate Community-Based Action

 These are courses that send students out
 into the community to serve. These
 courses have as their intellectual core the
 idea of service to communities by
 students, volunteers, or engaged
 citizens. They are not typically lodged in
 any one discipline.

 In this model, students are expected to
 have a presence in the community
 throughout the semester and reflect on
 their experiences on a regular basis
 throughout the semester using course
 content as a basis for their analysis and

 According to this model, students (or teams of
 students) relate to the community much as
 "consultants" working for a "client." Students
 work with community members to understand
 a particular community problem or need. This
 model presumes that the students will have
 some knowledge they can draw upon to make
 recommendations to the community or develop
 a solution to the problem: architecture
 students might design a park; business
 students might develop a website; or botany
 students might identify non-native plants and
 suggest eradication methods.

  Designed for majors and minors in a given
  discipline and offered almost exclusively to
  students in their final year. They ask
  students to draw upon the knowledge they
  have obtained throughout their coursework
  and combine it with relevant service work in
  the community. The goal of capstone courses
  is usually either to explore a new topic or to
  synthesize students' understanding of their
  discipline. These courses offer an excellent
  way to help students make the transition
  from the world of theory to the world of
  practice by helping them establish
  professional contacts and gather personal

 Students work as many as 10 to 20 hours a week in a community
 setting and are charged with producing a body of work that is of
 value to the community or site.

 Unlike traditional internships, service internships have regular and
 on-going reflective opportunities that help students analyze their
 new experiences using discipline-based theories. These reflective
 opportunities can be done with small groups of peers, with one-
 on-one meetings with faculty advisors, or even electronically with
 a faculty member providing feedback.

 Service internships are further distinguished from traditional
 internships by their focus on reciprocity: the idea that the
 community and the student benefit equally from the experience.

     A relatively new approach that is gaining popularity,
     community-based action research is similar to an
     independent study option for the rare student who
     is highly experienced in community work.

     Community-based action research can also be
     effective with small classes or groups of students. In
     this model, students work closely with faculty
     members to learn research methodology while
     serving as advocates for communities.

Heffernan, Kerrissa. Fundamentals of Service-Learning Course Construction. RI:
 Campus Compact 2001,pp. 2-7, 9.
Frequently Asked Questions

  Does SL change or modify the course objectives /

   No. SL is a pedagogy – to achieve the existing course

  Are students receiving academic credit for community
   service hours?

   No. Students are given credit for the learning, not the

  Is student “reflection” required?

   Yes. This is a central aspect that distinguishes
   SL from other forms of education. This feature
   is important because “reflection” enables
   students to integrate their experiences with the
   curriculum content. Reflection is a tool used
   by the instructor to evaluate student learning

  Should all faculty members use SL?

   No. It is recommended that any interested
   faculty member explore and investigate a
   suitable need and format for SL in their
   respective courses. As a pedagogy, it is
   important to understand the theoretical
   underpinnings and practical application of SL

  Is service learning applicable in all disciplines
   or is it discipline specific?

   SL can be applied to ALL disciplines. What is
   essential is recognition of the particular
   objectives of a course and the degree to which
   these objectives might be met and / or
   enhanced through SL

  Is SL just “busywork” assigned to students so
   that faculty members have more free time?

   No. Faculty should engage in SL out of a
   commitment to student serving and learning.
   Quality SL is not easy; faculty who engage in it
   should be recognized, commended and
   rewarded by their colleagues and campus.
Certificates, Minors, and Majors
in Service Learning
    Assumption College           Emory & Henry
     Minor in Community SL          Major & Minor, Public Policy
    Bryant University             and Community Service
      Major, Sociology and SL     George Mason U
    CSU – Monterey Bay             Major, Concentration in
      Minor, SL Leadership         Public and Community
    College of St. Catherine      Engagement
     Minor, Civic Engagement      Humboldt State University
    Colorado School of Mines       Minor, Leadership Studies
     Minor, Humanitarian          Indiana University
                                    Minor, Leadership, Ethics,
    DePaul University             and Social Action
      Minor, Community Service
     Studies                      Kansas City Art Institute
                                    Certificate, Community Arts
                                   and SL
  Murray State University        Slippery Rock University
   SL Scholars Certificate         Minor, Community Service &
  Northwestern University
                                  SUNY-Stony Brook
   Certificate in SL
                                   Minor, Community SL
  Portland State University
                                  University of Baltimore
   Minor, Civic Leadership
                                   Major, Community Studies &
  Providence College              Civic Engagement
   Major & Minor, Public and      UCLA,
   Community Service Studies
                                   Minor, Civic Engagement
  Saint Louis University
                                  University of Kansas
   Certificate, SL
                                   Certificate, SL
  San Jose State University
                                  University of Massachusetts-
   Minor, SL                       Boston
  Salt Lake Community College      Major, Community Studies
   Certificate, SL Scholars       University of Missouri
                                    Minor, Leadership & Public

  University of North Carolina-     4 Basic Tenants
   Chapel Hill
   Certificate, SL
                                    Students introduced to
  University of San Francisco       issues
   Minor, Public Service
  University of Wisconsin-River
   Falls                            Use of particular
   Certificate, Public Service
   Scholars Program
  Vanderbilt University            Field-based experience
   Major, Concentration in
   Community Leadership &           Capstone academic
   Development                       experience
Service Learning Goals

  Implement programs and activities to
   ensure that every student has at least 2
   service learning experiences prior to

  Support faculty in developing SL courses
   and designate those in the courses in the
   course catalogue
 Promote faculty research and scholarship
  in SL and ensure that your institution
  develops a statement on SL and
  recognizes it in the tenure process

 Develop an institutional infrastructure
  supportive of an Office for SL and CE
SL Courses should

  Promote civic engagement by extending
   academic learning from the classroom into the
  Help students understand the course principles
   by recognizing their knowledge application
   through community service
  Engage students to examine and inquire about
   real life community issues, i.e. hunger, poverty,
   obesity so that they can begin to effect change
5 Step SL Process

  Preparation

  Planning service activities and making
  sure that each faculty member, student,
  and community partner understands
  what is expected
 Action
  This is the actual service activity.
  Meaningful action means that the service
  is necessary and valuable to the
  community. Effective SL projects should
  challenge and stretch the students both
  cognitively and intellectually. The action
  should include the task to be completed,
  when it should be completed, and the
  person responsible for ensuring its
  completion. There should be clear links
  between the service activity and the
  objectives of the course.
   Offers students the opportunity to critically
   think about their SL experience and how to
   apply their respective insights to broader
   academic and social contexts.

   It can occur through individual and / or group
   or oral and / or written communication such as

   Students discuss and consider their values,
   ideals, and opinions related to SL action.

  This step recognizes the contributions made by
   faculty, students, and community agencies and
   provides a sense of closure to the SL activity.

   It helps the partners to feel good about their
   accomplishments; students are more likely to
   stay involved if they take ownership and feel
   good about their involvement.
Student Assessment & Project
  Student assessment addresses how faculty will
   assess student learning to ensure that learning
   objectives are met. Assessment methods may
   include student program evaluations,
   community partner surveys, and personal
   meetings with stakeholders. Pre and post
   examinations can be constructed to show how
   much students learn during the semester.

  A SL class evaluation may take a number
   of forms such as tests, quizzes, essays,
   papers, reports, oral presentations,
   portfolios, of the service performed,
   reflection journals, e-journals, threaded
   discussions, focused web-based chats,
   exhibits, and / or demonstrations.

  Assessment / Evaluation should be integrated
   throughout the process rather than be
   considered as the last step. The SL Planning
   Committee asks each faculty administering a
   SL class to assess the student learning and
   document the SL project by including the
   student, faculty, and community partner
   representative. Feedback and suggestions are
   gathered for future improvement.

  Austin Community College
Our Lady of the Lake University
      Prairie View A & M
        Rice University
Southern Methodist University
    Texas Tech University
      Tulane University
        UT Brownsville
Stem in Action Community
Impact Program Model
  Texas Campus Compact [TXCC] and Austin
   Community College District (ACC) present the
   STEM in Action Community Impact (STEM in Action CI)
   program model for incorporating civic engagement
   (CE) and service learning (SL) components into
   science, technology, engineering, and math (STEM)
   curriculum at the high school, community college, and
   university levels. The program, funded by The Office of
   the Governor with Wagner-Peyser funds in the amount
   of $102, 040, will develop a model of civic engagement
   and service learning opportunities for students
   pursuing education degrees with certifications in STEM
 The program is designed to provide
  opportunities for college students at ACC
  pursuing teaching degrees with
  certifications in STEM areas to participate
  in CE / SL projects and to receive
  scholarships for continuing their
  education at a four-year institution,
  ultimately receiving a bachelor’s degree
  in education.
 STEM in Action CI will develop a peer
  mentoring network for students pursing
  education degrees in STEM areas, allowing
  participants at the community college level to
  connect with and form a relationship with
  another education student seeking certification
  in a STEM area at a four-year institution.
  Likewise, ACC students participating in the
  STEM in Action CI program will serve as
  mentors to high school students interested in
  pursuing STEM educator careers. The STEM in
  Action CI project will develop informal faculty
  mentoring networks between instructors at
  four-year institutions and the community
 STEM in Action CI will provide online and
  classroom-based professional development
  opportunities for high school and community
  college instructors on how to incorporate
  effective and meaningful SL and CI
  opportunities into STEM curriculum courses.
  These new professional development programs
  will be incorporated into pre-existing successful
  teacher training programs offered through
  programs at ACC: The Capital Area Technical
  Preparation Consortium (Tech Prep) and the
  Texas Regional Collaborative for Excellence in
  Science Education. These programs will also
  help to establish best practices in the field of
  CE and SL, to be replicated around the state.
 STEM in Action CI will recruit individuals historically
  under-represented in STEM education and
  employment. ACC programs, from learning labs,
  supplemental instruction, the GET SMART program,
  developmental education, and career and academic
  advising will support their success. The STEM in Action
  CI Coordinator at ACC will assist individuals in
  accessing these and other College support systems, as
  needed. The future impact of successfully contacting,
   encouraging, enrolling, and supporting these students
  is great, as it will increase the number of workforce
  professionals from under-represented groups, and
  eventually establishes a pipeline of public school and
  college teachers prepared to teach in STEM areas.
Population to be Served
    STEM in Action CI will serve high school instructors through the
     Texas Regional Collaborative for Excellence in Science Education
     and through the Tech Prep Summer Institute.

    In 2007, these programs served approximately 100 instructors.
     STEM in Action CI will serve these instructors and additional
     high school teachers, as the online modules are made available
     todifferent schools in different school districts throughout ACC’s
     service area.

    The program will serve ACC students enrolled in the education
     department and its GET SMART program. In fall 2006, the
     department served 168, 27% received Pell grants and 29%
     were from groups traditionally under-represented in STEM
     educator training.

    The online STEM in Action CI resource center will expand the
     potential number of individuals served under the program, as
     will faculty and student peer mentoring.

    Ultimately, the gains in STEM-knowledgeable educators and
     employees throughout central Texas will be greatly expanded
     and enhanced.
First Year Outcomes

  Total Number of Students Enrolled and Served: 7,650

  150 currently enrolled ACC Education Instruction
   students will be served by the STEM in Action-CI
   program, and eight of these students will receive STEM
   in Action-CI scholarships.

  7, 500 high school students (with the potential to reach
   9,000) whose instructions receive the STEM in Action-
   CI professional development offering and implement
   SL/CE opportunities in their classrooms.
 Total Number of Instructors Trained by STEM in
  Action-CI Professional Development Curriculum: 148
 115 high school instructors through the Tech Prep
  Summer Academy (75) and the Texas
 Regional Collaborative for Excellence in Science
  Education (40).
 8 Education Instruction faculty at ACC
 25 additional high school instructors, as the online
  professional development modules are
 offered through one additional ISD
 Total Number of Individuals Participating in
  Mentoring: 32
 8 Four-year institution to community college
  student peer mentoring participants.
 8 Community College students will mentor high
  school students.
 16 Four-year institution to community college
  informal faculty mentoring participants.
 Our STEM in Action CI program model is a
  direct response to the predicament our nation
  is experiencing with minority under
  representation in science, technology,
  engineering, and math fields. The
  incorporation of service learning into STEM
  education will enable us to positively impact
  the future productivity of Texas’ economy.
  Community-based civic engagement
  opportunities, centered around STEM
  competencies, will reinforce to participants the
  strong correlation that exists between STEM
  and workforce development.
Our Lady of the Lake University

  SL Student Council
  Youth & Families: Martinez Street Women’s
   Center – students teach girls to enhance their
   self-esteem by providing clinics
  Senior Citizens: Meals on Wheels – students
   serve as drivers and volunteers
  Affordable Housing: SA Alternative Housing –
   students build wheelchair ramps and complete
   small repair projects
Prairie View A & M

  A faculty member in the Department of
   Nursing partnered with Phillis Wheately
   high school in Houston and engaged her
   students to teach parenting skills to the high
   school students
  A faculty member in the School of Architecture
   assisted his students in developing a feasibility
   study for the city of Prairie View to consider
   what types of businesses would be most
   successful in the area
  A faculty member partnered with the FBI
   Collegiate Marketing & Recruitment Program to
   give her students the chance to develop and
   execute their own marketing campaign that
   addressed the recruitment needs of the FBI.
   Her students created a student-run marketing
   agency to research, develop, implement, and
   evaluate a recruitment campaign for the

  A faculty member in the Justice Studies
   Program helped his students to understand
   crime and delinquency by requiring them to
   tutor and mentor students at Jones Elementary
   School in Prairie View, Texas.
Rice University

  25 SL Courses
  10 Departments
  Community Partners: Texas Children’s
   Hospital, Houston Area Women’s Center,
   Houston Zoo, City of Houston Mayor’s
   Office, Houston Endowment, Technology
   for All, AMIGO’s de las Americas
COURSE: Hurricane Risk
Assessment & Design of Evacuation
Policies for Houston
  This course provides students an opportunity
  to learn about and apply tools and technologies
  from civil and environmental engineering,
  political science and computer science to
  evaluate plans for Houston’s response to a
  major hurricane and flood hazards. Course
  included field work to survey residential
  neighborhoods, and visits to the Emergency
  Management Operations Center of the City of
Southern Methodist University

  Course: Sociology of Aging
   Students are required to complete 10 hours of
   civic participation in an assisted living facility.

  Students gather data and turn in field notes.

  Compilation of final report documenting
   experiences, observations, likes / dislikes,
   within the framework of 4 classroom
Texas Tech University

  Service Learning Faculty Fellows Program

   Designed for faculty new to the SL pedagogy in
   mind. Up to 6 Fellows are awarded a $1,500
   stipend; a part-time graduate assistant to help
   implement; comprehensive in-service training;
   and one-on-one consultation with SL mentors
Texas Tech – Faculty Fellows
Mentor Program
  6 Faculty Fellow Mentors are offered to faculty
   who have demonstrated both excellence in SL
   and who have encouraged colleagues new to
   the pedagogy

  Benefits include: $500 stipend; comprehensive
   training in SL philosophy and implementation;
   and one-one consultation with a SL Faculty
Nationally: Tulane
  First major research university to require SL / public
   service into the curriculum
  Offered 67 courses across the curriculum last year and
   this year 107
  Freshman or sophomore year – each student takes his
   / her first SL course
  Junior or senior year – students can take SL internship,
   public service capstone, or independent study.

    RESULT: Applications have doubled from 17,000 to
                     34,000 this year
UT Brownsville

  114 SL courses
  6 Colleges Involved
   Business, Liberal Arts, Science / Math /
   Technology, Education, Health Sciences,
   and General Education
  65 Departments Involved
UT Brownsville continued

  Community Partners:

  Good Neighborhood Settlement House; United
  Way; The Chamber; Healthy Communities of
  Brownsville; Ozanam Center, Inc.; Catholic
  Social Services; Girl Scouts; and the Ronald
  McDonald House
 Scholarship of Community Engagement
  [SOCE] links scholarship, teaching and
  civic engagement to encourage faculty in
  academically relevant work that
  simultaneously fulfills UTB/TSC’s service
  and research mission while meeting
  community needs.
 Mini-grants of $500 are awarded
 Selection by community advisory board
 UTB Volunteers Day
  Every April, UTB students,
  administrators, faculty, and staff from
  universities and community colleges
  around the county celebrate National
  Volunteer Week. All UT campuses
  participate via the UT System-wide
  initiative “United to Serve.”
 Alternative Spring Break
  UTB students are encouraged to spend
  time volunteering in the community
Service Learning Benefits
for Students
  Increases relevancy of education by
   bringing academic instruction to life
  Enhances learning of values, citizenship
   and leadership skills
  Provides platforms to analyze and discuss
   civic values
  Prepared students to participate in
   internships and research programs
  Allows exploration of career options
  Creates a sense of community an civic
  Develops contacts within the community
  Provides opportunities to accommodate
   different learning styles
  Develops connections with people of diverse
   cultures and lifestyles
  Produces a sense of self-efficacy, analytical
   skills, critical thinking, and social development

  Not only has research linked service
   learning with a variety of direct students
   learning outcomes – including enhanced
   student retention, academic
   performance, deep understanding, and
   leadership and team building skills
   (Friedman, 1996; Astin et al., 2000;
   Eyler, 2002)
Recent findings

  Have shown that the increased civic
  engagement and social networks
  (Putnam, 2000; Astin et al., 2000) that
  go along with service learning can have
  powerful implications for long-term
  career success
Service Learning Benefits for
  Provides open, more diverse learning
  Opens avenues for research opportunities
  Provides a connectedness with the community
  Facilitates teaching, research, and program
  Engages faculty and students in the community

  Assists in the development of innovative
   approaches to instruction
  Provides an additional method by which
   students are able to understand the course
  Provides an additional method by which
   students are able to understand course content
  Facilitates stronger relationship with students
Service Learning Benefits for
the University / Community
  Furthers attainment of mission, goals,
   and values
  Positions the institution as an active and
   engaged partner in the community
  Increases student retention
  Enriches the quality and relevancy of the
   education provided

  Improves the campuses awareness of societal
   issues as they relate to academic areas of

  Provides opportunities for collaborative
   community research and project development

  Enhances opportunities to extend to the
   institutions knowledge and resources
Service Learning Benefits for
the Community
  Increases positive relationship opportunities
   with the campus
  Provides awareness of community issues,
   agencies, and constituents
  Creates affordable access to professional
  Develops short and long term solutions to
   pressing community needs

  Enhances human resources for problem
  Opens opportunities for participating in
   the educational process
  Enriches roles for site-supervisors
  Contributes to positive exposure in the
   When campuses engage with their
    communities they create a culture of civic-
    mindedness that has a lasting impact.
    Students receive real-world experience that
    enriches their academic learning and develops
    leadership skills; campuses create close ties
    with surrounding communities, which in turn
    become stronger; and higher education is seen
    as contributing to the public good.
 The role of higher education in building a
  stronger state, healthier communities,
  and a more engaged citizenry has been
  gaining increased attention in recent
  years. This increase can be witnessed
  both in pedagogy and in practice. The
  number of educators employing tools of
  service, service learning, and civic
  education in their courses and in their
  classrooms has grown dramatically.
 Moreover, colleges and universities
  throughout Texas have continued to
  form important partnerships while
  creating valuable practices that serve to
  strengthen both communities and
  campuses. If we don’t find creative and
  innovative solutions to helping our state
  “Close the Gaps,” then we will find that
  the majority of our population and
  workforce will be uneducated.
 For every dollar invested into higher
  education, approximately, $8.00 is
  returned back to the Texas economy.
  Texas Campus Compact is proud to be
  part of a national movement that
  promotes service learning and civic
  engagement; together we are helping to
  increase retention rates.
 "In this resolution, the seventy-eighth
  legislature of the state of Texas hereby urges
  public and private institutions of higher
  education in the state of Texas to adopt
  Service-Learning as an important pedagogical
  tool and a central form of engagement, civil
  outreach and citizenship education."

  - Gwyn Shea, former Texas Secretary of State
Service Learning Resources
  Association for Experiential Education
  Campus Compact
  Center for Community Service Learning
  Consortium for the Advancement of Private
   Higher Education
  Corporation for National and Community
  Educators for Community Engagement

  International Partnership for Service Learning
  I support Service Learning
  National Service Learning Clearinghouse
  National Service Learning Exchange
  Service Learning Student Guides and Journal
  Texas Campus Compact
  International Association of Research Service Learning
   Civic Engagement
Resources on SL in Faculty
Review, Tenure & Promotion
Resources continued
The following are all published by Anker Publishing

   Serving on Promotion, Tenure, and Faculty
    Review Committees: A Faculty Guide (2003).

   Aligning Faculty Rewards with Insitutional
    Mission: Statements, Policies & Guidelines

   Preparing for Promotion and Tenure Review: A
    Faculty Guide (1995).
       Patricia Paredes, M.A.
         Executive Director
      Texas Campus Compact
 702 Colorado Street, Suite 1.118
        Austin, Texas 78701
         512.579.5022 (O)
         210.602.4023 (M)

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