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Factors Influencing the Institutionalization of Service- Learning at 4 Year Public Colleges and Universities Sarah M. Brackmann International Association.

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Presentation on theme: "Factors Influencing the Institutionalization of Service- Learning at 4 Year Public Colleges and Universities Sarah M. Brackmann International Association."— Presentation transcript:

1 Factors Influencing the Institutionalization of Service- Learning at 4 Year Public Colleges and Universities Sarah M. Brackmann International Association for Research on Service- Learning and Community Engagement October, 2010

2 Overview Evidence of Institutionalization of Service- Learning and Community Engagement Hypotheses Sample & Methods Results Limitations Implications for Future Research

3 Service-Learning and Community Engagement Movement Carnegie Classification for Community Engagement Affirms that a university or college has institutionalized engagement with community in its identity, culture, and commitments…. The practices of community engagement have been developed to the extent that they are aligned with the institutional identity and an integral component of institutional culture.

4 Purpose of the Study Identify financial and organizational characteristics that would predict the likelihood of colleges or universities to institutionalize service-learning on their campuses.

5 Five Hypotheses Hypothesis 1: Institutions with experiential programs such as study abroad will be more likely classified for Community Engagement. Hypothesis 2: Institutions accepting higher levels of state appropriations will be more likely to be classified for Community Engagement. Hypothesis 3: Institutions located in the Northeast or Great Lakes region will be more likely to be classified for Community Engagement. Hypothesis 4: Institutions allocating more money to public service, student services and instruction expenditures will be more likely classified for Community Engagement. Hypothesis 5: Land grant institutions will be more likely to be classified for Community Engagement.

6 Sample Examines 610 four-year public institutions data collected from Integrated Postsecondary Education Data (IPEDS) Omitted institutions in outlying regions, service schools, and those not reporting financial data

7 Logistic Regression Dependent variable= Community Engagement Classification (Yes=1, No=0) Independent variables= Land-grant, study abroad, Region, Public Service Expenses per FTE, Instruction Expenses per FTE, Student Services Expenses per FTE, State Appropriations per FTE Methods

8 Findings Logistic Regression CoefficientS.E. P-Value Constant (.000) Study Abroad (.000)** Land Grant (0.006)** Great Lakes or Northeast (0.938) Academic Support Expenses per FTE (0.031)* Public Service Expenses per FTE (0.084) Instruction Expenses per FTE (0.058)* Student Services Expenses per FTE (0.047) * Research Expenses per FTE (0.249) State Appropriations per FTE (0.046)* Note: *p<.10, **p<.05

9 Findings Odds Ratios Exp(B)S.E. P-Value Study Abroad (.000)** Land Grant ( 0.006)** Great Lakes or Northeast (0.938) Academic Support Expenses per FTE (0.031)* Public Service Expenses per FTE (0.084)* Instruction Expenses per FTE (0.058)* Student Services Expenses per FTE (0.047)* Research Expenses per FTE (0.249) State Appropriations per FTE (0.046)* Note: *p<.10, **p<.05

10 Findings Summary of Significance HypothesisSignificance Hypothesis 1: Institutions with experiential programs such as study abroad will be more likely classified for Community Engagement. Yes Hypothesis 2: Institutions receiving higher levels of state appropriations will be more likely to be classified for Community Engagement. No Hypothesis 3: Institutions located in the Northeast or Great Lakes region will be more likely to be classified for Community Engagement. No Hypothesis 4: Institutions allocating more money to public service, student services and instruction expenditures will be more likely classified for Community Engagement. No Hypothesis 5: Land grant institutions will be more likely to be classified for Community Engagement. Yes

11 Limitations Does not control for all variables Only studies 4-Year Public institutions Dichotomous dependent and independent variables

12 Implications & Future Research Quantitative, inferential study of service- learning using national datasets Provides a starting point for additional research looking at institutional factors Linear regression studying the change in variables as a result of achieving the classification

13 Questions ?


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