A College-level Analysisof Service-Learning

at CUNY, Queensborough Community College

IARSCLE 2011 Nov. 3, 2011 Chicago, IL

Sharon S. Ellerton, PhDAssoc.Prof. Biology, CUNY- QCC

Michael BradleyNew York University

• interdisciplinary faculty cohort• developed common survey instruments• administered and assessed within different classrooms• purpose:

– facilitate the research process– encourage faculty to participate in service-learning research– help validate institutionalization of service-learning

• pilot 3 courses at QCC

data collected:– two semesters– two time points/semester (pre- & post-service).

Mean GPA

M/F Ratio

Basic Skills (Kemmerer) 2.40 31/31

Anatomy & Physiology (Ellerton)

3.31 13/45

Sociology (Traver) 2.75 12/25

• 153 students participated. • 140 completed pre-surveys,

• 95 completed the post-survey. Gender

35% males / 65% females

136 students reported ethnic background22% White/European 25% Black/African-American27% Hispanic/Latino16% Asian-American10% “other”

• pre/post-survey design• compared responses to identical questions using a 5 point Likert scale

• post-survey questions • asked student opinion on the effects of the service-learning experience.

»yes/no questions»scaled questions

• pre- and post-responses for each student

• responses of service-learners vs non-service-learners

• responses based on gender, GPA and ethnicity

• pre- and post-survey questions measured positive changes in students’:– interest in volunteerism–ability to connect academics to the “real world”

• analysis of all SL students: pre/post-changes–paired samples t-tests; significant results limited to:

p Pre-mean

Post-mean

I enjoy doing volunteer work. 0.0015 3.73 4.05

I am very likely to participate regularly in community service/service learning in the coming year.

0.046 3.25 3.49

% agreement

My service learning participation showed me that (content area) are relevant to my life and the lives of others.

94%

My service learning participation showed me that the skills/knowledge of (content area) are of professional significance.

85%

My service learning participation deepened my interest in (content area).

80%

My service learning participation influenced my career and/or college plans.

63%

• Control Group Study

–students within same classes that did not participate in service learning

• independent samples t-tests - compare differences in responses

• relatively small sample size of control students who completed a post-survey (N=22)

nSL

Mean n

Non-SL

meanSig

(p<.05)

I will continue in this field of study. 92 3.74 21 3.81 0.392

I have become more confident in my ability to perform well in this field of study. 91 4.01 20 3.55 0.018

I will be more likely to keep going to college at this institution. 92 3.59 21 3.14 0.033

N SL Mean

non-SL Mean

Sig (p<.05)

I learned to apply concepts from my course to real situations. 92 3.94 21 3.43 0.013

I have more useful skills and knowledge. 92 4.03 20 3.6 0.022

I better understand the role of a professional in this field. 92 3.98 19 3.58 0.051

N

NSL

mean N

Non-SL

meanSig

(p<.05)

I learned how to work effectively with others. 91 4.07 20 3.65 0.035

I feel comfortable asking questions and talking with the instructor outside of class. 91 4.08 21 3.43 0.003

I increased my awareness of the problems facing our community. 92 3.91 20 3.4 0.011

Upper 1/3 GPA Lower 1/3 GPA

p Pre Post p Pre Post

I enjoy doing volunteer work.

0.025 3.89 4.33 0.417 3.65 3.60

Community service/ service-learning can help me learn about specific academic areas that I am interested in.

0.048 3.79 4.14 0.315 3.68 3.58

I think I will enjoy a course that includes service-learning or community service.

0.004 3.57 4.07 0.363 3.65 3.55

Item on pre-survey p Male mean

Female mean

I enjoy doing volunteer work. 0.004 3.42 3.85

I plan to volunteer in the community in the coming year.

0.037 3.24 3.63

It is important for me to find a career that provides opportunities to be helpful to others or useful to society.

0.0005 3.88 4.48

Independent samples t test; sample size sufficient.

• pre-survey• females, significantly more than males, indicated an

interest in service-learning and civic engagement

• post –survey:• differences between males and females disappeared. • both male and female service-learners agreed with

questions that they enjoy service and consider it important

• males experienced a greater change in opinion after experiencing service-learning

Service-Learning Positively Impacts Male Attitude Toward Civic Engagement

• Current semester broadened to include:–Biotechnology, Education, English, Massage Therapy, Nursing, Speech

• pre- and post-surveys have been reworded to ensure student comprehension; questions revised to cover areas of research interest, i.e., civic engagement; academic gain; gain in general education objectives; professional gain

Interdisciplinary Study Continues at CUNY, Queensborough Community College

• Josephine Pantaleo, Director of Service- Learning, CUNY - Queensborough Community College

• Arlene Kemmerer, Adjunct Lecturer,Basic Educational Skills

• Mary Bandziukus and Cristina diMeo, Office of Service Learning, CUNY - Queensborough Community College

• Deborah Hecht, PhD, Center for Advanced Study in Education, CUNY Graduate Center

• AACC’s Community Colleges Broadening Horizons through Service Learning grant supported by the Corporation for National and Community Service under Learn and Serve America.