Helping Students Find Time for Service-Learning

in Courses

Dr. Tania S. SmithAssistant Professor

University of Calgary

EngageNOW Conference Calgary, October 1, 2009

Curricular CSL

2 locations for CSL– Curricular (within curriculum, credit courses)– Co-curricular (non-credit programs offered

by the institution)

Both are valuable, complementary Different from other experiential learning

Practicum, internship, co-op for credit Volunteerism, workplace learning Social learning (sports, clubs, family)

Benefits of Curricular CSL

Accessible to more students Integration with academic learning

Social development, not just career & academic development

Faculty & student engagement Transformation of curriculum &

teaching methods Problem-based, Inquiry-based, collaborative

Sustainable community partnerships

Time for Service-Learning

Question U of C 4th years

Participated in a community-based project (e.g., service learning) as part of a regular course

Never 72%Sometimes 18%

Often 6%Very often 4%

Community service or volunteer work

(not service-learning)

Have not decided 10%Do not plan to do 23%

Plan to do 14%Done 53%

*National Survey of Student Engagement

2008 NSSE* student survey data

Student Time2008 CUSC* student survey data

Task Canadian students

Hrs / week

U of CHrs / week

Commute to campus 1.9 2.75

Time in class 15.7 15.8

Time studying 17.4 17.9

Employment (of the 48-50% of students who are employed)

16.8 16.5

Service / Volunteer (of the 48-49% of students who volunteer)

3.8 4.0

Totals 55.6 56.9Canada (n = 11,981) | U of C (n

=248 ) *Canadian University Survey Consortium

Student Time for Community

Activity done “often or very often”

Canadian students

U of C students

Participated in on/off-campus community service / volunteer activities

22% 25%

Attended campus lectures (outside of class)

23% 23%

Attended campus social events 21% 15%Attended campus cultural events (theatre, concerts, art)

14% 9%

Participated in student clubs 20% 20%Participated in student government 7% 3%

2008 CUSC student survey data

Time within courses

Class time (lecture, lab, tutorial)

3 h / week

Study time 5 h / week

Total 8 h / week

3 courses / term 24 h / week

5 courses / term 40 h / week

Why CSL Needs Time

Give a significant benefit to community Make it worthy of the effort; reputation

2 aspects of CSL time for Students Time for the “service” activity

Estimated 10-40 hours / term

Time for preparation, related academic learning and assignments Equal or greater in proportion to service activity

2 aspects of CSL time for Faculty & Community -- not covered here! -- institutional time needed Pre-term preparation, Post-term evaluation and

research

CSL Preparation Time Before service, students learn…

What is CSL and Why are we doing it? Who is the community partner?

organization, people, local histories

What are the issues and concepts the community partner needs us to understand?

How will our learning be structured? How does CSL relate to

The rest of the course (readings, assignments) The students’ backgrounds & personal futures

CSL Implementation Time

During service, students do… Group communication (if group project) Partner communication or liaison

Class visits, telephone, email, real-time internet

Transportation (if class or service off-campus)

Assignments: Reporting & Reflection Service & lectures, readings, etc. Service & personal development Service & organizational, social development

Solution #1 = Within Course

If CSL required for all students enrolled Downsize & simplify the service

1-3 hrs / week of service This includes student communication & planning

time needed to conduct service One community partner per TA / Faculty

Easier to integrate community content into course Try on-campus projects

Clubs, offices, task forces, campus issues Less student preparation, transportation

Limit (or omit) group assignments Group work usually requires additional time within

& outside of class.

Solution #1 = Within Course

CSL in registrar-scheduled class time Group meetings, Lectures CSL presentations (I.e. progress, final) Partner visits, field trips

CSL integrated with content & methods Some lecture time on CSL Some readings cover CSL issues/skills as

well as course content/skills Student assignments: CSL or integrated

Solution #1= Within Course

CSL course(2 alternatives)

h/weekAcademic

h/weekIntegratedLearning*

h/weekService

h/week

TOTALS

Course A Class time 2 1 1 4Course A Out-of-class time

2 0 2 4

Not more than “normal” 8Course B Class time 1 1 1 3Course B Out-of-class time

2 2 1 5

Not more than “normal” 8* “integrated learning” = lecture or required readings on the theme of the CSL project; “reflection” assignments that ask students to synthesize academic learning with service experience

Solution # 2. CSL In & Beyond

If course requires significantly more time & effort from all students enrolled

If CSL is optional, an additional unit built on top of the course

If some students volunteer extra CSL time and effort on the project

It is still credit-based learning, not volunteerism/co-curricular

Solution # 2. CSL In & Beyond

Alternative assignments for CSL students Quality & integration requires extra

individualized instruction for CSL students Can be perceived as unfair treatment

Extra credit hours (3 cr + 1 extra credit) Administrative policies, paperwork

E.g. at Missouri State University and Georgetown University center for social justice, and  Miami University

Students do the paperwork, obtain signatures, submit proof

Solution # 2. CSL In & Beyondh/weekAcademic

h/weekIntegratedLearning

h/weekService

h/week

TOTALS

Class time 2 1 1 4Out-of-class time 2 3* 3 8

1/3 More than “normal” course 12

* Students may be assigned additional readings by the community partner, I.e. reports by the organization, literature review on the issue, additional observation / training in the community

Solution #3. Directed Study

Some students interested in CSL, but… NO room in “normal” course for CSL

3-5 students in concurrent directed study course Synergies: With the same teacher. Students may play

a “leadership” role in the regular course, share lecture time in reg. course, do complementary assignments, orally present to the reg. course

Costs: additional faculty member time, faculty member expertise in CSL, student recruitment & planning

Alternative : Subsequent directed study course Useful to conduct CSL follow-up or evaluation

Solution # 3. Directed Study

h/weekAcademic

h/weekIntegratedLearning

h/weekService

h/week

TOTALS

Course A Class time 3 - - 3Course A Out-of-class time

5 - - 5

“normal” course 8Directed Study Class time

1 1 1 3

Directed Study Out-of-class time

1 2 2 5

“normal” course 8

Solution # 4. Learning Community

Concurrent enrollment in 2-3 courses on a related theme 1 of the courses is CSL intensive 1 course is primarily academic 1 optional course or non-credit

workshop focuses on integration or skills (I.e. writing, research, teamwork, leadership)

Normal credit for each academic course

Solution #4 Learning Community

Benefits Collaboration and shared learning for all More service hours & better preparation Interdisciplinarity Can be scheduled as

1 course with 2x credit in a single term 1 Fall Academic course + 1 Winter CSL course

Costs Students must be recruited or required Registrar must accommodate Faculty & community time & help to plan

together

Solution #4 Learning Community

h/weekAcademic

h/weekIntegratedLearning

h/weekService

h/week

TOTALS

Academic Course Class time

3 - - 3

Academic Course Out-of-class time

5 - - 5

“normal” course 8CSL Course Class time

0 2 1 3

CSL Course Out-of-class time

0 2 3 5

Complementary “normal” course 8

Summary: Finding Time

1. Within course time2. In and beyond course3. Directed study courses4. Learning communitiesSolutions 1-4 arranged in order: Increasing CSL time, quality, potential Short to Long-term implementation

• #1 requires the instructor to be the CSL expert. Integration is not easy.

• #4 requires institutional teamwork

References• Juganue. (2009). Clock texture. [Background image] deviantART. Retrieved September 27, 2009 from

http://www.deviantart.com/download/79693975/Clock_Texture_by_juganue.jpg

• Canadian University Survey Consortium (CUSC). (2008, June). Undergraduate Student Survey. Retrieved September 27, 2009 from the University of Calgary website http://oia.ucalgary.ca/system/files/CUSC_2008.pdf

• National Survey of Student Engagement (NSSE). (2008, August) University of Calgary: Mean Comparisons. Retrieved September 27, 2009 from the University of Calgary website http://wcmprod2.ucalgary.ca/oia/system/files/NSSE+2008.pdf (p. 23, 28)