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 Compactawittman@compact.org20The 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 Suzanne.Buglione@bristolcc.edu

Jeffrey Howard, DePaul Universityjhowar15@depaul.edu

Susan Reed, DePaul Universitysreed@depaul.edu

Amanda Wittman, Campus Compactawittman@compact.org

43