Professional Documents
Culture Documents
James C. Kielsmeier
Founder and CEO, National Youth Leadership Council
Dina H. Sherif
Associate Director, John D. Gerhart Center for Philanthropy and Civic Engagement, American University, Cairo, Egypt
Andrew Furco
Associate Vice President for Public Engagement, University of Minnesota
Session Overview
Brief synthesis of National Service and ServiceLearning in formal education Service as an educational enterprise Standards of good practice A rationale for youth service in formal schooling Examples Findings from the Research
Service Contexts
Full-time service-National Service organization. Service Corps organized by local government or NGO.
New Vision of Young People New Vision of Learning New Vision of Community
Service-Learning
Service-Learning
Active
Service-Learning
Active
Sensitive
Service-Learning
Active
Sensitive Offer Help
Service-Learning
Active
Sensitive Offer Help Act As Resources
Service-Learning
Active
Sensitive Offer Help Act As Resources Givers
Service-Learning
Active
Sensitive Offer Help Act As Resources Givers Leaders
Service-Learning
Active
Sensitive Offer Help Act As Resources Givers Leaders Producers
Teaching Others
90%
Partnerships
Meaningful Service
Reflection
Diversity
Service
Middle East
Charity
Communitarianism
Public Work
Participatory Democracy
Citizenship/Civic Responsibility
Solidaridad
Social Change
Social Justice
1997 Community Service All Primary & Secondary Schools Secondary Schools Colleges and Universities Service-Learning All Primary & Secondary Schools Secondary Schools Colleges and Universities 42% 71% 45%
Campus Compact. (1998). Service matters: Engaging higher education in the renewal of America's communities and American democracy. Providence, RI: Campus Compact. Campus Compact, (2001). Campus service participation survey 2000-2001. Providence, RI: Campus Compact. Campus Compact (2005). Campus service participation survey 2005-2005. Providence, RI: Campus Compact. Gray, M.J., Ondaatje, E.H., Fricker, R., Geschwind, S., Goldman, C.A., Kaganoff, T., Robyn, A., Sundt, M., Vogelgesang, L., & Klein, S.P. (1998). Coupling service and learning in higher education: The final report of the evaluation of the Learn and Serve America, higher education program. Santa Monica: The RAND Corporation. National Center on Educational Statistics. (1997). Student participation in community service activity. Washington, DC: U.S. Department of Education. National Youth Leadership Council (2005). Growing to Greatness. Minneapolis, MN: National Youth Leadership Council. Skinner, R. and Chapman, C. (1999). Service-learning and community service in K-12 public schools. National Center for Education Statistics. NCES 1999-043, Washington, DC: U.S. Department of Education. Learn and Serve America, 2008
IN AUSTRALIA:
Students growing disaffection from school, especially among boys, needs to be addressedEarly leavers experience lower levels of earnings compared with school completersOver the long term, early leavers are much more prone to disengagement and long-term unemployment than school completers.
(Lamb and McKenzie, 2005)
The percentage of students who enter secondary school and who finish and graduate: The percentage of students in the inner city who enter secondary school and who finish and graduate? :
67%
50%
Mean Australia Belgium Canada Denmark France Germany Italy Japan Korea New Zealand Poland Sweden 502 518 481 461 512 523 484 555 546 479 477 489
Standard error 2.1 1.7 1.1 2.4 2.1 1.9 2.6 1.9 1.5 2.1 3.7 1.5
United Kingdom
United States
509
494
1.5
3.9
86
100
OECD average
Source:
500
0.4
100
Willms, J. D. (2003) Student engagement at school: A sense of belonging and participation, results from PISA 2000. Paris: OECD. (page 68)
Had drug or alcohol problem Got married, pregnant, or became a parent Got a job/had to help support family Didnt feel safe at school Didnt get along with students or teachers Failing in school Too much freedom/not enough rules or structured time Spent time with people not interested in school Missed too many days/unable to keep up Bored w/school and classes/School irrelevant
Social estrangement from family and peers Meaninglessness of the curriculum and school
Success in the global workforce will be marked by ones: ability to make connections across the disciplines; ability to apply knowledge to address complex situations; people skills that allow him/her to work effectively in diverse group settings; capacity for higher order thinking in ways that enhance problem solving and analysis; knowledge about and facility with the global society (e.g. conversing in different languages, having intercultural competencies, etc.); and facility in organizing and utilizing increasing sources of knowledge and information effectively.
Type of Problem
35% 32%
33%
34% 39% 44%
Mentoring and Tutoring Meaningful activities that promote personal, social, career, and civic growth Individualized instruction that provide opportunities for individual contribution, leadership, and responsibility High expectations and challenging problem solving tasks Authentic and active learning experiences that have real life consequences Out of school enrichment and enhancement Early intervention Positive family involvement Opportunities to apply skills, talent , and creativity in new situations Positive peer bonding experiences
Eccles & Gootman, (2002), National Academy of Education; Schargel & Smink, (2004), National Dropout Prevention Center
In terms of classroom learning, students learn best when the curriculum: emphasizes learning over teaching engages students as active participants in the learning process is student-centered rather than teacher-centered; promotes the development of students higher order thinking skills; focuses on making connections among the disciplines; connects new knowledge to what students know by having students construct meaning; is meaningful and/or of interest to students; is brain-based; is socially constructed; and is practiced and used
Sources: Slavkin (2004); Marzano, Pikering, and Pollock (2001);
Bransford, Brown, and Cocking (1999); Oakes and Lipton (1999).
These practices encompass many of the factors that are aligned with: youth engagement civic participation global workforce preparation positive adolescent development good teaching
An elite American liberal arts university based in the heart of Cairo Based in a city with wide-scale poverty and social inequities In a country and region where democracy generally does not exist and the concept of citizenship unclear Youth bulge Strong culture of service and giving back
Launched 3 years ago to enhance civic engagement across the region Service-learning was introduced as a tool to:
Enhance learning Enhance critical and creative thinking skills not acquired within Egyptian schooling system To create a sense of community and enhance understanding of what it means to be a citizen through service learning and faculty guided reflection
Project oriented Heavy focus on social change as opposed to charity or simply volunteering within a community-based organization
Psychology students completely upgrading wards in mental hospitals Urban upgrading Building the capacity of NGOs Wide scale public awareness campaigns
Better grades and more excited about going to class More engaged/socially active Deeper understanding of problems within their surrounding communities and how they are a part of the solution
3% 2% 13% Packaged Food Alcohol & Cigarettes 39% Other Beverages Non-Food Products Meat Produce
17%
26%
Increased
Statistically significantly higher test scores on the Terra Nova in the areas of 6th grade LANGUAGE ARTS and SCIENCE for students in servicelearning (when compared to control group. (Billig and Klute, 2002) MATH achievement scores on Metropolitan Achievement Test statistically higher for students randomly assigned to service-learning group than for students in control (non-service-learning group). (Santmire, Giraud, and Grosskopt, 1999); Gains in students READING and LANGUAGE ARTS scores on California Test of Basic Skills significantly higher for students participating in servicelearning. (Weiler et al., 1998); READING and MATH achievement scores on 4th grade Michigan educational assessments statistically higher for students in service-learning group than for students in control group. (Akujobi and Simmons, 1997);
83% of students at or above proficiency level (met or exceeded the content standard) (Furco, 2006) Students in a Kansas alternative school showed significant positive increases on a six trait WRITING assessment and changes in scores on a set of READING level indicators (Kraft and Wheeler, 2003) 6th-grade participants in a scored slightly higher and 2nd-grade students scored much higher in READING and WORD ANALYSIS as a result of participating in a Vermont environmental steward civic engagement program. (Klute, 2002) Middle and high school students participating showed higher learning of MATH content than comparison group after participation in servicelearning. (Melchior, 1999)
83% of schools participating in Floridas youth service activities reported having 75% or more of its students with higher overall grade point average after participating in service-learning.
(Follman, 1999)
Broadened career awareness and options: Billig and Klute, 2002; Furco, 2002; Shumer, 1998 Enhanced understanding of workforce ethics: Melchior, 2004; Melchior 2000; Weiler et al., 1998 Enhanced preparation for the workforce: Furco, 2002; Melchior, 2000; Shumer, 1998; Weiler et al., 1998
Self-esteem
Service-learning participation and civic leadership programs increase students self-esteem (Shaffer, 1993; Switzer et. al. 1995; Eccles and Barber, 1999; Eccles and
Gootman, 2002; Hecht, 2002)
Empowerment
2001; Furco 2003)
and self-efficacy
Service-learning and civic engagement enhance students sense of self-efficacy and empowerment (Shaffer, 1993; Scales & Blyth, 1997; Root, 1997; Zaff et al.,
Prosocial
behaviors
Service-learning and civic engagement increase students likelihood to engage in prosocial behaviors and decreases students likelihood to engage in at-risk behavior (Batchelder & Root, 1994; Stephens, 1995; LoSciuto et al., 1996; Yates
and Youniss, 1996; Allen et al., 1997; Berkas, 1997; Follman, 1998; Eccles & Barber, 1999; Leming, 1998; Melchior, 1999; ODonnell et al., 1999; Eccles and Gootman, 2002; Billig, 2003; Melchior, 2004; Furco, 2005)
Motivation
Service-learning and organized civic participation have positive effects on students motivation for learning. (Loesch-
Griffin, Petrides, and Pratt 1995; Stephens, 1995; Eccles and Barber, 1999; Eccles and Gootman, 2002; Furco, 2003; Covitt, 2003; Billg 2005)
Engagement
Civic Engagement: Service-learning and civic education enhance students engagement in community and civic affairs. (Yates and Youniss, 1996; Youniss, McLellan, Social Engagement: Service-learning and civic participation enhance students engagement with peers and adults (Conrad and Hedin, 1989; Rutter and Newmann, 1989; LoeschGriffin, Petrides, and Pratt 1995; Billig, 2002; Furco 2003)
& Yates, 1997; Melchior, 1997; Berkas, 1997; Melchior, 2002; Kahne, Chi, and Middaugh, 2002; Michelsen, Zaff, and Hair, 2002; Melchior, 2004)
Academic Engagement: Service-learning and community programs enhance students engagement in school and in learning(Silcox, 1993; Waterman,
1993; Follman & Muldoon, 1997; Weiler et al., 1997; Melchior, 1997; Eccles and Gootman, 2002, Billig, 2003; Billig and Meyer 2005; Furco, 2005)
Mediating Factors
Academic Success