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

Session Outline

Who’s in the room and why

What we know about CBSL with adult students

Analyzing student experience from qualitative data

Best practices for CBSL faculty working with adult students

Discussion: Identifying a research agenda for the future

“Non-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)

Characteristics of Adult Learners

Adults negotiate multiple roles and responsibilities

With age, individual differences become more distinct

Adults seek learning that is relevant to real life

Adults’ new learning builds on prior learning

Adults participate in decision making about learning

Adults learn in dialogue with others(MacKeracher, 2004)

CBSL with Adult Students: Quantitative

• Adults 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)

CBSL and Adult Students: Qualitative

Adult 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).

Buglione’s (2012) indepth study of adult service learners

CBSL and Adults: Guidance for practitioners

Engage 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 faculty

SUZANNE BUGLIONE, ED.D. DEAN OF TEACHING AND LEARNING, BRISTOL

COMMUNITY COLLEGE PRINCIPAL, COMMUNITYBUILD

IARSLCE 2012

Nontraditional Students & Connected Knowing

The Study: Objective/Purpose

Isolation -Lack of Social Network

Part-time Enrollment(NCES)

Low-income

Financially Independent (NCES)of Parent (NCES)

First Generation College Students

Adult Learning Needs

Commuter Students

Have Dependents Other Than Spouse (NCES)

Experience

Are Single Parents(NCES)

Work Full-time While Enrolled (NCES)

Lack of Standard High School Diploma(NCES)

UNIVERSEOF THE

NONTRADITIONAL STUDENT

Over-represented Racial Minority

Immigrants

Delayed Enrollment in Postsecondary Education (NCES))

NCES (2002) Special Analysis: Nontraditional Undergraduates

The Study: Objective/Purpose

Highly 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 Bachelor’s degree (NCES, 2002)

Participants (13)

Age Gender Race Discipline

NCES Nontraditional Characteristics Work Course

50 M W Psychology 4Utility Co Manager Internship

50 F W Gerontology 5 Waitress s-l

49 F BCriminal Justice 4 Office Worker s-l

48 F W Nursing 6 Nurse Online s-l 42 F W Social Work 5 Retail s-l 42 M W Photography 4 Technician s-l 41 M B Management 4 Military s-l 40 F W Psychology 5 Consultant vol/s-l hybrid39 M W Education 4 Cook pre-practicum 39 M Multi History 6 Cook s-l

38 M WComputer

Science 4 Technician Capstone s-l

34 F B Psychology 4Psych Unit

Worker s-l 30 F W Psychology 4 Child Care vol/s-l hybrid

NCES Characteristics13 Ages 30-50 7 Works Full Time 6 College Part Time

12 Financially independent8 Has dependents other than spouse2 No standard high school diploma4 Single Parent

8 Delayed college

11=1st s/l course

5=Senior 3= Jun/Senior

2 = Soph/Junior 1=First Year

2= Junior

Connected Knowing Adults Bring: Convergence of Life Experience, Past & Current

History of Challenge Lack of Family Support/Discouragement, Perceived

Academic Failure, Health/Social Challenges, Immigration, Recovery, Juvenile Justice involvement, Disability, Unplanned Pregnancies, Job Loss

Know them…

As a foster child, first to go to college, one of two siblings in a family of eight that graduated

high school, children’s academic failure, there’s a lot of pressure: I’m the one

Raine

My mom…didn’t encourage me, she said I don’t want you to be upset when you fail…

she was trying to be helpful…I am a grown up and I’m going to do this for me

Jacqui

Positive Worker Identity Connecting Work to Student Identity

Connected Knowing Adults Bring:Convergence of Life Experience, Past & Current

My background is in culinary

arts…hands on real time kind

of work…transferred over

well to academia…a

kind of intensity…

strong work ethic

Scott

I decided I don’t want to sit in a cube all day…that motivated me to go back to school...I’m pretty

dedicated…the first time around I was just getting a degree basically to get a job. I’m definitely putting more

effort into it this time aroundJennifer

I think of our generation… at the work place…we work extra, hard working, loyal and even at my waitressing job…I see the young people

come in, do what they have to do and…leave; and don't feel guilty about that…I'll just do it. It's different

Jane

Identity Connections to Service-Learning Course

Meaning Drawn from Life ExperiencesService Resurrected Positive Worker IdentityEnabled Application of Experience & Learning

Connected Knowing…

As an addict, [this course

and I] are connected…

you’re the only one that I’ve told that

to…Steven

I can share my own experience…being an older student…who has been around a little bit and then coming back into a classroom setting

Raine

Construction…waitressed…managed a restaurant…retail…I could not keep the job …The woman at the pantry…said that I should be in a managerial

position…I was very good at what I did…delegated very well…at seeing the whole picture…I didn’t realize I was doing that…I guess it just comes out

Jacqui

Identity Connections to Service-Learning Course

Place – a sense of “Home”

Connected Knowing…

I grew up in the area…there were a lot of Portuguese people there, I’m Portuguese so…basic customs that we talked aboutJennifer

I go to the library…I 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 peopleJane

I 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

Identity Connections to Service-Learning Course Coming Home

Civic/Community Identity: Current, Lost!Plans to Continue

Connected Knowing…

I think if you want to live in a good community you have to make it a

good community. It doesn’t happen by itself. It takes people to be active, to be passionate and supportive and

understandingRobert

When I went to nursing school…had 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

Connected Knowing…Understanding Societal Context & Consciousness Raising-Social Mobility-Personal Growth & Awareness

Understand the field and my ‘fit’ in itUnderstand my community betterAffirmed my path Made me more

determinedSonia

It 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 thatNicholas

Especially [important] since I am at the end [of

school]Georgette

New Learning – Surprises!I didn’t know everythingLiked it, Felt Good, Could Manage itBroken Stereotypes related to Self

Liked what it was doing for me as a

person Raine

It was a blessing in disguise for

meJacqui

Vehicle 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 Knowing…Social Creativity – Outgroup Experiences Analyzed

I sacrificed a lot to be here and I have to make it work

Stephen

Something inside of me clicked…that’s why I’m still here… plugging alongJaqui

[I] question why I do this – others discourage me

Raine

Service reassured me, given me an incentive to finish

Georgette

Service-Learning with Nontraditional Learners…

How 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 Raine

The project excited me to push forward - it was the right direction, right thing Robert

Connected Knowing: Service-Learning Practitioners and Adult Learners

Amanda Wittman, PhDDirector of Academic and Strategic

Initiatives, Campus Compactawittman@compact.org

The 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.

Commitment 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 students

Important for retention Important for student development Important for institutional growth

The Campus Compact Connection

Research Questions

What are the emerging ‘Promising Practices’ in Service-Learning or Community-Based Learning with Adults?

In what ways do they align with the existing literature?

In what ways to they align thematically?

Differences 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:

Motivation is different, and often higher than found with traditional students

Adult learners come to class with more life experience, which leads to specific differences They are more comfortable with diversity, and bring

diversity to the classroom The become leaders and mentors in the class with other

students and in relation to community partners They have unique skills in management, community

engagement, conflict resolution and problem solving that separate them from traditional students

Adult learners already have connections and experience with community partners

Differences of adult learners from traditional learners

Career development

Reflection Designing for the margins

(Ceasar McDowell, 2011)

Benefits of using service-learning with adult learners

Strategies that work well with adult learners in a s-l context

Curriculum redesign

Rethink partnerships

Connect to Career Services

Use storytelling techniques

Enable family service

Adults have less time to spend on service

Adults have competing priorities to their education

Drawbacks of using service-learning with adult learners

One has not only an ability to perceive the world but an ability to alter one’s 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

Service-Learning and the Nontraditional Student:

Developing a Research Agenda

JEFFREY HOWARDDIRECTOR, FACULTY DEVELOPMENT

STEANS CENTER, DEPAUL UNIVERSITY

ADJUNCT FACULTYSCHOOL FOR NEW LEARNING,

DEPAUL UNIVERSITYEDITOR

MICHIGAN JOURNAL OF COMMUNITY SERVICE LEARNING

Goals

1. Stimulate thinking about potential research questions / topics / areas of interest

2. Generate those questions / topics / interest3. Determine next step(s), if any

Process / Plan

1. Stimulate Thinking about Potential Research Questions/Topics/Areas of Interest

a. General Research Areas in Service-Learningb. Nontraditional Student Characteristicsc. Potential Intermediary Variablesd. Potential Dependent Variablese. Sample Article Titles

2. Generate Research Questions/Topics/Interests(Journals Devoted to Service-Learning / Community-Engagement)3. Next Steps?

Environmental Scan

How 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?

We’ll come back later to generate research topics/questions/interests

General Research Possibilities Related to Service-Learning

RESEARCH ON SERVICE-LEARNING

FACULTYMotivation

Impediments

STUDENTSAcademic

CivicMulticultural

Others

COMMUNITIESImpacts

Partnerships

INSTITUTIONS

SERVICE-LEARNING

DISCIPLINESComparing expressions

of community involvement

Nontraditional Student Characteristicsas Potential Research Study Factors

MORE LIKELY TO BE: Older (delayed college) Employed First Generation To Go to College in their Family Low-Income Single Parent Part-Time Student Racial Minority Financially Independent Commuter Student Immigrant Non-Standard High School Education More MatureMORE LIKELY TO HAVE: A History of Challenges More Life Experiences A More Permanent Geographic Community Prior (Full-Time)Work ExperienceMORE LIKELY TO TAKE: Online Courses Longer to Graduate

Independent Variable

Service-Learning(Ensure High Quality)

Potential Intermediary Variables(Variations on Service-Learning)

Direct v. Project-Based v. Capacity-Building Community Service

Service in One’s Own Community v. Outside One’s Own Community

Traditional v. Critical Service-LearningStudent- v. Faculty-Selected Community

PlacementsTraditional v. Nontraditional Students

Potential Student Dependent Variables

Academic LearningCivic LearningMulticultural LearningPersonal DevelopmentIdentity DevelopmentCareer DevelopmentPersonal ValuesSocial Justice ValuesSocial DevelopmentPersistence / Retention

Recent Michigan Journal of Community Service Learning Articles

Related to Nontraditional Students

Service-Learning and Persistence of Low-Income, First Generation (LIFG) Students: An Exploratory Study

Justice Learning: Exploring the Efficacy with Low-Income First Generation (LIFG) Students

Research Categories Related to Service-Learning and Nontraditional Students

Students (Nontraditional; nontraditional v. traditional)Faculty Community College/University

Generating ResearchQuestions/Topics/Areas of Interest

Journals Publishing Community-Engaged Scholarship

Michigan 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 Engineering Reflections (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 Education Academic Exchange Quarterly and others have done special issues on service-

learning See Campus Compact website for others: www.compact.org/resources/service-learning_resources/

Next Steps?

For 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