Transcript IARSLCE12.final ppt - 2012 Proceedings Homepage

The notion that an ethic of service can be fostered through participation in an academic community engaged service-learning program was the underlying premise for this program evaluation study. The purpose of this program evaluation study, using both
quantitative and qualitative measures in a thoughtfully organized setting of university and community, was twofold: To examine the effect of a community engaged service-learning program on both university student participants and community partner participants.
Encompassing a global perspective, the design of the study incorporated both quantitative and qualitative research design elements. The quantitative findings were corroborated and more thickly described by the qualitative data. This study took place in a
thoughtfully organized setting, at a mid-sized research university in the Pacific Northwest. Issues involved were values driven and community based, familiar to those who are involved in such a community service-learning experience. Based on the body of
evidence presented as a result of this robust study and the collective positive results, i.e., instances of significantly significant differences in means through a repeated measures ANOVA (p < .05), findings indicated that female university students scored significantly
higher than males pre- to post-test for moral orientation “ethic of care” and service-learning awareness/empathy (p < .05). Furthermore, service-learning students as a group had statistically significant differences in means for seriousness/intention to serve as well
as altruistic service attitude (empathy) (p < .05). Adding a qualitative component, university students’ leadership identity development was also evaluated; underscoring the impact of such an experience. Analysis of the data strongly suggests that the global impact
of the service-learning program was positive and effective in providing a solid community engaged educational experience for all concerned.
Introduction
Methodology
Discussion
Conclusion
Statement of the Problem
The purpose of this program evaluation study, using both
quantitative and qualitative measures in a thoughtfully
organized setting of university and community, was
twofold. First, to examine the effect of a community
engaged service-learning program on:
A. University
Student Participants’ 1) moral orientation, 2) altruistic
service attitude, and 3) leadership identity and character
development and “ethic of service”. Second, to examine
the effect on: B. Community Partner Participants’ 4)
academic climate, 5) social climate & student
achievement, and 6) overall school climate and culture.
This study used a program evaluation research framework
(Trochim, 2006). Because service learning is transdisciplinary
(crosses multiple disciplines) in nature, with multiple goals and
multiple community partner participants, so isolating the effect
of service learning component through an experimental or
quasi-experimental design alone is difficult at best. Therefore,
this research design utilized a quasi-experimental (pretest,
intervention, post-test) model within a program evaluation
research framework with a thematic analysis of participant
voices through narrative, survey, and observational data to
ensure maximum understanding of the concepts and
relationships being studied.
The quantitative effects of the service-learning program
experience used in this quasi-experimental design used a
nonequivalent convenience sampling with a repeated
measures multivariate ANOVA. Course and Gender were the
independent variables Program experience was assessed by
score difference between pre-and post-test scores for both the
MMO-2 and the CSAS. Alpha set at p < .05, between and
within, was run in SPSS version 18.0 to analyze the difference
between the main factors (i.e. by Group and Gender) on the
dependent variables (the MMO-2 and CSAS) from pretest to
post-test.
The greatest evidence gleaned from this applied
program evaluation research was that both universities
and communities can benefit from an academic
community engaged service-learning program.
A
comprehensive programming and evaluative palate that
can be adapted and implemented at any higher
education setting was presented. University student
participants as well as community partner participants
were impacted positively. Service-learning participants
are better people for it. Through application of ethical
theory, university staff and faculty are able to contribute
to further understanding individual growth and
maturation of university students.
In a university context, where “emerging adult” students
are our next generation of adult citizens, parents and
workers, higher education should send them out prepared
to tackle the global economy, equipped with the necessary
tools to make moral and ethical decisions. University
faculty and staff who work closely with collegiate freshmen
and nontraditional students in particular should understand
to what extent moral developmental theory and principled
reasoning practices are applicable.
Throughout this research study, I attempted to keep
quantitative data and qualitative information separated.
However, the two are intimately intertwined and integrated
here in order to gain a deeper understanding of the results
and findings of this study. This robust program evaluation
research study was focused on a community engaged
academic service-learning experience involving a
university Life Skills for Athletes class and a local
elementary school, driven by an “ethic of service.” I
measured the impact of such a global experience on not
only the service-learning students and the university, but
equally important, the overall reciprocal impact of the
program (the service-learning students) with the
community, partners as I lived the experience. Through
the years, because our service-learning students have
come to us from all over campus, we understand the
service-learning experience from a transdisciplinary lens.
University students, student-athletes, and instructors have
learned to work collaboratively with community partner
participants; the reciprocal relationship has come to be
known as a “win-win” situation.
Table 1. Program Evaluation Rubric
Research Evaluation
Method
Scientific/QuasiExperimental
Qualitative/Iterative
Hermeneutic
Participant-oriented
Research
Measure
MMO-2 & CSAS
Participants
University Students
LID-Q & Student written
narrative assignments
and discussions
University Students &
Instructor, Reflection
Leader
Teacher/Staff Survey
Instrument, Participant
Surveys, Personal
Interviews
Elementary School
Teachers & Staff,
Elementary School
Principal, University
Students and Instructors,
Participant Researcher
Results
As measured by the MMO-2, a significant difference for either
care or justice was measured for the Between Subjects
results. The MMO-2 by Gender by Time on the Care scale,
average scores were significantly different from zero with
females scoring higher than males (Males-77.12, Females81.13, p = .007).
As measured by the CSAS, it did not make any difference by
Gender, pre- to post-test average scores by Group (servicelearning or no service-learning) were significantly different from
zero for the Service-learning Attitude and Empathy toward their
service-learning experience. Therefore, it appears as though a
service-learning program experience has a positive influence
on service-attitude attributes for both males and females.
Moral orientation and community service attitude were
assessed by the MMO-2 and the CSAS, respectively.
Leadership identity, character development and global impact
of the program were analyzed using hermeneutic thematic
analysis of various artifacts to ensure the “voice” of both
university students and community participant members,
central to the reciprocal relationship between the servicelearning students and community partners (Hui, 2009).
Qualitative thematic analysis of students’ written narrative raw
data enabled me to determine that there were indeed
emergent themes that resulted as a result of thematic analysis
of the narratives from the service-learning students. Patience
and time management were mentioned under each of the
three categories (personal growth, academic growth and civic
growth). Patience, a virtue, was internalized as a result of
their experiences across the board; Time management, an
important social skill, was also mentioned as an output of the
student’s experiences.
Leadership identity was qualitatively discerned, using thematic
analysis of narrative information from the Leadership Identity
Development Questionnaire (LID-Q) as well as servicelearning students’ “voices” through selected assigned
narratives, as well as input from their university instructor.
Though there are stages representative of leadership growth,
they may be more recursive in nature than was initially
recognized. This information is especially relevant when
dealing with these emerging adults.
The moral value—moral orientation it has been called
throughout—the “ethic of care” (i.e., patience) was
enhanced through such a service-learning program
experience. The social value of time management (a life
skill) was also reported by the students in each category.
The concept of time management is important,
especially to our busy university students and studentathletes.
This researcher and service-learning professional
believes that service-learning pedagogy can be one
avenue for continual moral, ethical and civic
development of our university students and scholars
alike.
References
1. Hui, S. M. (2009). Difficult dialogues about service learning:
Embrace the messiness. About Campus, 22-26.
doi:10.1002/abc.304
2. Trochim, W. (2006, 10 20). Research methods knowledge base.
Retrieved from Web Center for Social Research Methods:
http://www.socialresearchmethods.net/kb/intreval.php
Acknowledgements
The teachers, staff, and administration have allowed me the
latitude to introduce, actively participate in, and do research on
our service-learning program. We have worked together to
provide a rich and rewarding experience for all, along with the
“roses and thorns.”
The service-learning program at our
elementary school is exemplary only because of your
commitment to your students. I am forever in your debt; I love
and respect you all.