service-learning research: toward an exploration of links between student and community outcomes

Service-Learning Research: Toward an Exploration of Links Between Student and

Community Outcomes

Symposium Chair: Roger N. Reeb, Ph.D., University of Dayton

Presenters:– William S. Davidson II, Ph.D., Michigan State University– Gretchen E. L. Suess, Ph.D., University of Pennsylvania– Theo Majka, Ph.D. & Linda Majka, Ph.D., University of Dayton

Discussants:– Brother Raymond L. Fitz, S.M., Ph.D., University of Dayton– Stacey Langsner, M.A. & Brigitte Beale, M.A., University of Dayton

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Presented at the Tenth Annual International Research Conferenceon Service Learning and Community Engagement

Introduction

Roger N. Reeb, Ph.D.Professor of Psychology

University of Dayton

Relative to the wealth of research on student outcomes, there is a lack of published research on community outcomes of service-learning.

The following presentations focus on ongoing projects that demonstrate positive outcomes for both students and community.

The need for future research to examine links between student and community outcomes will also be explored in this symposium.

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Michigan State University

Adolescent Project

William S. Davidson IIUniversity Distinguished Professor

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Adolescent ProjectWhat’s the University Doing Here Anyway?

▪ Research

▪ Teaching

▪ Community Collaboration

▪ University Unique Role4

Adolescent Project Model of University Outreach Scholarship

Stages of Program Development

▪Collaboration on important issues

▪Development of alternative approaches

▪Testing of the alternative – science is skeptical

▪Replication – science remains skeptical

▪Continuation of successes – ongoing monitoring

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Adolescent Project Timeline of Implementation

▪1976 /1990 - NIMH Funded (3 Grants)▪3 Longitudinal Experiments

▪Impact on Adolescents, Students, and Community

▪1985/Present – Community/MSU Funded▪Impact on Students

▪Replicate Outcomes

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Adolescent ProjectHistorical Context Leading to Program Development

▪Crime a major issue

▪Crime largely a adolescent issue

▪Ineffectiveness of existing programs▪

▪High cost of residential treatment

▪Led to search for alternatives7

Adolescent ProjectWhat Did We Bring to the Collaboration

▪MSU▪Faculty and student time▪New Course▪Theory and research acumen

▪Community

▪Community Board

▪Referrals and Access

▪Experiential Expertise 8

Adolescent ProjectKey Community Partners

▪Community Partners

▪Chief Judge, Administrator, P.O.’s, Intake staff

▪Chief of Police

▪County Board of Commissioners

▪School Administrators

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Adolescent ProjectHow do the adolescents get involved?

What are the characteristics of the adolescents?

What does the program involve?

How does it affect future crime? 10

Adolescent ProjectSystem Location

PlacementProbation/

MSUAPRefer toDismiss

CourtPetition to

Juvenile OfficerDecision by

ReleaseWarn &

ArrestComplaint/

Illegal Behavior

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Adolescent ProjectWho Are the Adolescents

▪Over 4100 since 1976▪Average Age - 15; Range 9-16▪Gender – 74% Males 26% Females▪Ethnicity – 60% White 40% African American▪Average Grade Completed - 8th▪Average # of Arrests - 2.16▪Common Offenses

– Larceny in Building; B & E

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Adolescent Project

Program Model

▸ Two semester Course

▸ 10 Wks of Manual Based Training -18 Wks of Intervention (8 Hrs/Wk)

▸ One-on-one Student/Adolescent Match

▸ Student Change Agents/Weekly Supervision & Training

▸ Cognitive Behavioral and Environmental Resources Theories

▸ Transfer/Self Advocacy Component 13

MSU Adolescent Project – Effect on Crime – 30 Month Follow-up

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MSU Adolescent Project – Effect on School Attendance – 4 Semester Follow-up

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Adolescent Project

How do the students get involved?

What are the characteristics of the students?

What does the program involve?

How does the experience affect students?

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Adolescent ProjectHow do the students get involved?

RecruitmentCollege wide email

Contacts with advisors

SelectionMaking it a challenge

Interviews17

Adolescent ProjectWho are the Students?

Graduate StudentsDoctoral students in Psychology, CJ, & Social Work

Undergraduate StudentsJuniors and Seniors (Avg. Age = 21.5)

Psychology (41%), CJ (18%)

Plan graduate school or human service career

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Adolescent ProjectWhat’s the Student Experience

Graduate StudentsYear long assistantshipCourse instructor (In pairs)Weekly supervision – 3 hours per week

Undergraduate StudentsTwo semesters2.5 hours class meeting per week8 - 10 hours of work in community per week

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Adolescent ProjectWhat’s the Effect on Students

Graduate Students34 years – 208 grad assistant years (119 Individuals)42 in Faculty Positions w Outreach/Engagement focus

Undergraduate Students34 years – over 4100 involvedCompared to randomized control group

More likely to work in human servicesMore positive evaluation of undergraduate educationGreater sense of political efficacy and commitment

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Adolescent ProjectWhat’s the Effect on The Community Partner

Partnership with University

Benefit of 3 five year federal grants

Safer community – recidivism cut in half

Over 4000 youth diverted (saving $5000 per)

More efficient targeting of court resources

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Adolescent ProjectLinks Between Student Outcomes and Community

Direct effect of program outcomes

Students involved in social improvement effortsGraduate School

Jobs

Bridging the town-gown chasm

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Adolescent ProjectWhat’s the Effect on The University Partner

Partnership with Community for 34 yrs

3 five year federal research grants

25 year fiscal collaboration

Impact on students

Scholarly productivityBook, 44 Articles, 41 presentations

Awards 23

Gretchen E. L. Suess, PhDDirector of Evaluation

Netter Center for Community Partnerships10/29/2010

Other contributors: Ira Harkavy, Matt Hartley, Frank Johnston, Moelis Access Science partners, and a host of Penn student and faculty researchers.

Academically-Based Community Service – University of Pennsylvania

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Overview • ABCS at Penn • Effects on Penn Students• Benefits for Public School Partners• Evaluation Framework• Discussion 

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ABCS at Penn• “Service rooted in and intrinsically tied to

teaching and research” (Harkavy, 1996)• Collaborative Community-University

Partnerships• Research, Participation and Action• Focus on helping to solve significant

structural problems [at Penn and] in the community• e.g., elitist, nondemocratic schooling,

failing public schools & poor health care

Harkavy, I. (1996). Service Learning as a Vehicle for Revitalization of Education Institutions and Urban Communities. APA Meeting Paper. 

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A Model of ABCS

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Effects on Penn Students• ABCS versus non-ABCS Students

• Problems that impact society as a whole

• Individual concerns• Moelis Access Science Students

• Communication skills/public speaking• Communicating science/math to non-

academicians and children• Career in teaching• Public education

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Benefits for Public School Partners

• Academics

• Attendance

• Health and Nutrition

• College and Career Guidance

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Evaluation Framework

• Longitudinal Evaluative Research

• Context/Community

• Implementation/Process

• Impact/Outcomes

• Data Management and Capacity

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Discussion

Linking:• Research/Theory • Teaching & Learning• Practice• Service• Evaluation

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Tell me and I’ll forget, show me and I may remember involve me and I’ll understand (Chinese Proverb)

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Challenging Institutional Disadvantage in an Inner-city

Neighborhood: Service-Learning Projects and their Community

Outcomes

Theo Majka, Ph.D. & Linda Majka, Ph.D.Department of Sociology, Anthropology, and

Social Work

University of Dayton

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Service Learning: Relevant Characteristics

Students perform a valuable service which has real consequences for the community.

The goal of service-learning is to empower students and those being served, with the needs of the community dictating the service being provided.

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Service-Learning project

17-year project in two mostly lower-income neighborhoods of predominantly (98%) African-American residents in west Dayton – the Roosevelt & Westwood neighborhoods.

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Background A. Dayton typical of older industrial upper

Midwestern cities with loss of manufacturing jobs in past 35 years.

B. Dramatic reduction in population from 262,000 (1960) to 182,000 (1990) to 155,460 (2007) (41% decline since 1960).

C. Decline in median income of City households relative to metro area.

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Roosevelt neighborhood(2000 Census)

Population: 1073 (98% black) (nearly 100% native born)

Household income: 34% below $10,00033% between $10,000 & $25,000Median income: $19,630

Poverty: 37% of households (11.3% nationally in 2000)

Disability: 38% reported – sensory, physical, mental, self-care, go-outside-home & employment

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Roosevelt neighborhood(2000 Census)

Education (ages 25 and over): No H.S. diploma: 43%; H.S. grad/G.E.D: 35%

Employment status (ages 16 and over):Males: Unemployed: 14%

Not in labor force: 48% Females: Unemployed: 15%

Not in labor force: 44%

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Roosevelt neighborhood(2000 Census)

Housing: Owner occupied: 39%Renter occupied: 38%Vacant: 23% (many dilapidated and unkempt)

56% in same house for previous 5 years

Households with residents under 18: 3-1 ratio of non-married households to married ones 39

Service-learning project Service-learning project of annual

door-to-door neighborhood surveys begun in 1992 in response to the neighborhood association beginning to explore strategies to reverse decline.

Survey asked about neighborhood problems and businesses needed.

Problems most frequently mentioned have been crime-safety, drug trafficking, and vacant houses & unkempt lots.

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Accomplishments and improvements

Answers served as guides for neighborhood leaders to prioritize goals & focus energies.

Results leveraged with local public & private officials.

A. Helped achieve needed businesses: laundromat, drug store, gas station with convenience store, and sit-down restaurant.

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Accomplishments and improvements

B. Construction of a recreation center (opened 10/10) and adjacent K-8 all-boys school (opening 1/11)

Potential to serve as a community center or at least a locus for community events, projects & programs.

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Accomplishments and improvements

C. Plans by the City to remove 80 vacant & mostly derelict houses in several block radius of new school with 40 new houses in their place.

The area where drug dealing has been concentrated.

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RecognitionA. Neighborhood won the grand prize of

“Neighborhood of the Year” award for 2001 & 1st place in the “Multi-Neighborhood Project Partnerships – Physical Revitalization” category at the Neighborhoods USA (NUSA) organization.

B. Neighborhood Assn. president whom we worked with, Annie Bonaparte, received Univ of Dayton’s Community Builders Award in 2005.

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Two “Learning Incidents for Students”: Corporate Power

1. National drug store chain reneged on commitment to open drug store community mobilized for protests survey results used to demonstrate residents support for a pharmacy drug store built (but closed summer 2008 due to corporate strategy of closing a number of urban stores).Note: independent pharmacy recently opened nearby.

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Two “Learning Incident for Students”: Applicability of Assets-Based Approach

2. Potential Neighborhood Asset Not Utilized: Dayton School Board left former Roosevelt high school vacant surveys in past 5 years showed overwhelming residents’ support for a community center School Board voted (1/08) to demolish building and construct all-male K-8 school (to open 1/11) Dayton Parks & Recreation opened this month (10/10) a Rec Center adjacent to school.

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New Recreation Center: pool, gym, senior room, fitness room, computer lab, etc.

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New Recreation Center: Pool

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Central-City Neighborhood Projects: Student Outcomes

Several consequences for achieving goals of service learning.

These projects can illustrate for students:

A. The larger context of neighborhood decline. Can connect with readings.

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Central-City Neighborhood Projects: Student Outcomes

B. Community engagement can result in beneficial changes.

Shows how grass-roots initiatives undertaken by residents can make some differences that can contribute to neighborhood livability.

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Central-City Neighborhood Projects: Student Outcomes

C. Process of change a continuous struggle - gains can be undercut (drug store closing).

Social Justice: a process with specific content or goals created through interaction among stakeholders and interested parties. 51

Central-City Neighborhood Projects: Student Outcomes

D. “Stereotype buster” for students.Many (mostly very worthy) S-L projects

have students interact with people in more passive roles: 1) in an institutional setting and/or 2) needing individual assistance.

In contrast, our students sought opinions & observations of neighborhood residents as people having useful and important knowledge & experiences. 52

Central-City Neighborhood Projects: Student Outcomes

Students could see that the vast majority of residents did not fit inner-city stereotypes.

Never had a negative incident created by a resident (or anyone else, except a police officer who stereotyped the neighborhood as a violent & dangerous place).

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Central-City Neighborhood Projects: Preconditions and

Factors

Cooperation of neighborhood leaders essential.

Projects that offer the possibility of support from public officials important.

Need for continuous involvement, with at least annual projects that build on each other spread over a number of years.

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Central-City Neighborhood Projects: Preconditions and

Factors

Such long-term efforts increase probability of substantial success in situations where residents and neighborhood organizations do not generally have access to centers of power or economic clout.

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Future Challenges: in Roosevelt/ Westwood & elsewhere

Continued population loss and lack of sufficient employment opportunities - related to regional and national patterns and economies.

Service-learning projects cannot address or counter these patterns.

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Future Challenges: in Roosevelt/ Westwood in

particular Existing neighborhood

organizations do not have the organizational resources or capacities necessary to implement needed after-school programs for young people – or many other programs/services.

Need to mobilize broader community resources & public/private organizations to realize vision.

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Discussant

Brother Raymond L. Fitz, S.M., Ph.D.Fr. Ferree Professor of Social Justice

University of Dayton

Advancing Urban Justice – Human Capabilities; Changing Institutional Structures

Long-term neighborhood change comes from a sustainable partnerships involving neighborhood leadership, public entities (city, schools, etc), community assets, and a partner or Center within the University

– Focused Agenda that drives the change process– Requires University investment

Student learning requires structured inquiry into the experience (both cognitive and affective dimensions) and the relevant knowledge -- resulting in new practical knowledge and judgments that guide the student’s future

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Discussant

Brigitte Beale, M.A.Graduate Student in Clinical Psychology

University of Dayton

As students engage in service-learning, the following is important: – Encourage students to become familiar with the Millennium Development Goals.– Encourage students to understand ways in which their own community projects

are related to the Millennium Development Goals.– If this is accomplished, students will not only be prepared for service in their own

community, but they will be more prepared for engaged scholarship at the international level.

This is an important initiative, since recent research (e.g., Reeb & Mason, in progress) suggests that many young adults are not very familiar with the Millennium Development Goals.

One possible direction for future research would be to determine the extent to which knowledge regarding the Millennium Development Goals predicts future service at national or international levels.

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Discussant

Stacey Langsner, M.A.Graduate Student in Clinical Psychology

University of Dayton

As service-learning projects are designed and implemented, it is important to consult conceptual frameworks that are meant to guide community interventions.

An example of a conceptual framework for this purpose is the Psycho-Ecological Systems Model for Engaged Scholarship and Service-Learning.

This framework, which was designed to guide service-learning interventions in the community, attempts to integrate three theoretical developments:– Biopsychosocial Model (Kiesler, 2000)– Principle of Reciprocal Determinism (Bandura, 1978)– Ecological Model (Bronfenbrenner, 1979)

We invite you to learn more about the Psycho-Ecological Systems Model in a poster session held on Saturday:

– Reeb, R.N. & Folger, S.F. The Psycho-Ecological Systems Model for Engaged Scholarship and Community-Oriented Service-Learning

– Time: 10:20 – 11:50 am Location: East Exhibit Hallway60

Concluding Remarks

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