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UC San Diego Experiential Learning Conference January 26 th, 2012 Student Development and Experiential Learning Impact.

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Presentation on theme: "UC San Diego Experiential Learning Conference January 26 th, 2012 Student Development and Experiential Learning Impact."— Presentation transcript:

1 UC San Diego Experiential Learning Conference January 26 th, 2012 Student Development and Experiential Learning Impact

2  From Community Service to Service Learning: Unlocking the Educational Impact of Student Service Activities Penny Rue Vice Chancellor, Student Affairs  Student Expectations and Workforce Realities: Experiential Learning from an Employer Perspective Andy Ceperley Assistant Vice Chancellor, Experiential Learning Director, Career Services Center  Sixth College Practicum Assessment Diane A. Forbes Berthoud Practicum Director, Sixth College Daisy Rodriguez Practicum Program Coordinator, Sixth College  Academic Integrity: Making Meaning from the Experience of Cheating Patricia Mahaffey Dean of Student Affairs, Muir College SESSIONS

3 Penny Rue, Ph.D. Vice Chancellor, Student Affairs University of California, San Diego From Community Service to Service Learning: Unlocking the Educational Impact of Student Service Activities

4  Scope, innovativeness, and evidence of effectiveness of the service  Level of student participation in service activities  The institution's Federal Work-Study community service participation rate.  Whether the institution has at least one fulltime staff member responsible for coordinating student community service.  Whether the institution provides scholarships as a reward for service, such as "matching" the Segal AmeriCorps Education Award.  The extent to which the institution offers academic service-learning courses.  Whether the institution requires service-learning courses as part of the core curriculum of at least one major or discipline.  Whether the institution rewards the use of service-learning by faculty. Corporation for National Service President’s Higher Education Community Service Honor Roll of Distinction: University of California, San Diego

5 Chancellor’s Challenge Volunteer 50

6 Chancellor funds partnership between Student Affairs and Research Affairs to pair students with faculty to enact their commitments Clinton Global Initiative – University comes to UC San Diego

7  If students collect trash out of an urban stream bed, they are providing a valued service to the community as volunteers. If students collect trash from an urban stream bed, analyze their findings to determine the possible sources of pollution, and share the results with residents of the neighborhood, they are engaging in service-learning.  In the service-learning example, in addition to providing an important service to the community, students are learning about water quality and laboratory analysis, developing an understanding of pollution issues, and practicing communications skills. They may also reflect on their personal and career interests in science, the environment, public policy or other related areas. Both the students and the community have been involved in a transformative experience. What Service-Learning Looks Like

8 1.An effective program engages people in responsible and challenging actions for the common good. 2.An effective program provides structured opportunities for people to reflect critically on their service experience. 3.An effective program articulates clear service and learning goals for everyone involved. 4.An effective program allows for those with needs to define those needs. 5.An effective program clarifies the responsibilities of each person and organization involved. 6.An effective program matches service providers and service needs through a process that recognizes changing circumstances. 7.An effective program expects genuine, active, and sustained organizational commitment. 8.An effective program includes training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals. 9.An effective program insures that the time commitment for service and learning is flexible, appropriate, and in the best interests of all involved. 10.An effective program is committed to program participation by and with diverse populations. Wingspread’s Principles of Good Practice for Combining Service and Learning

9 1.service learning 2.Service-LEARNING 3.SERVICE-learning 4.SERVICE-LEARNING 1.Service and learning goals separate 2.Learning goals primary; service outcomes secondary 3.Service outcomes primary; learning goals secondary 4.Service and learning goals of equal weight; each enhances the other for all participants A Service and Learning Typology

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13 Program Characteristics  Placement quality  Application  Reflection: writing  Reflection: discussion  Diversity  Community voice Service Learning Outcome  Personal development  Interpersonal development  Closeness to faculty  Citizenship  Learning, understanding, applying  Problem-solving, critical thinking  Stereotyping, tolerance  Perspective transformation High impact programs and outcomes

14 1.Provide a thorough introduction to the community 2.Work to dispel myths and negative, inaccurate stereotypes 3.Consider the multidimensionality of the social factors and systemic issues affecting the community 4.Take into account the intragroup diversity that exists between the community and those engaged with the community 5.Attempt to develop trust gradually and over extended period of time Enhancing Intercultural Competence Through Civic Engagement

15 International engagement

16  Organizational structures evolve based upon mission, strategy, and/or leadership  Universities with renowned service- learning programs utilize differing models  Strong academic leadership enhances faculty involvement  Regardless of model, coordination of efforts is essential  Coordinated community engagement beyond student volunteer service enhances the role of the University in the community  Leveraging and building upon existing service and service learning programs can create a more strategic relationship with local and state governments and civic organizations Institutional Organization and Transformation

17 References  Astin, A. Vogelgesang, L,.J. Ikeda, E.K. and Yee, J.A. (2000). How service learning affects students. Los Angeles: Higher Education Research Institute, UCLA.  Delve, C.I., Mintz, S.D. and Stewart, G.M. (1990). Promoting values development through community service: A design. In Delve, C.I., Mintz, S.D. and Stewart, G.M. (Eds.) Community service as values education. New Directions for Student Services, 50. San Francisco: Jossey-Bass.  Dunlap, M.E. and Webster, N. (2009). Enhancing intercultural competence through civic engagement. In. In Jacoby, B. (Ed.), Civic engagement in higher education: Concepts and practices. San Francisco: Jossey Bass.  Eyler, J.S. and Giles, D.E. (1999). Where’s the learning in service-learning? San Francisco: Jossey-Bass.  Eyler, J.S., Giles, D. E., Stenson, C.M. and Gray, C.J.( 2001). At a glance: What we know about the effects of service learning on college students, faculty, institutions and communities, : Third Edition. Nashville, TN: Vanderbilt University.  Global Health Minor (2012). Retrieved January 22, 2012, from health/index.html.http://roosevelt.ucsd.edu/global- health/index.html  Keen, C. and Hall, K. (2009). Engaging with difference matters: Longitudinal student outcomes of co- curricular service-learning programs. The Journal of Higher Education, 80, (1), pp  Kuh, G.D. (2008). High Impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: AAC&U.  Mintz, S.D. and Hesser, G.W. (1996). Principles of good practice in service-learning. In Jacoby, B. (Ed.), Service Learning in higher education. San Francisco: Jossey Bass.  National Service-Learning Clearinghouse (2012). Washington, D.C.: Corporation for National Service.  Organizing, defining and assessing service-learning programs (2010.) Custom research brief. Washington, D.C. Education Advisory Board Student Affairs Leadership Council.  Pizga, J.M. and Troppe, M.L. (2003). Developing an infrastructure for service-learning and engagement. In Jacoby, B. (Ed.), Building partnerships for service Learning. San Francisco: Jossey Bass.  Sigmon, R. (1996). The problem of definition in service-learning. In R. Sigmon et al., The journey to service-learning. Washington, D.C.: Council of Independent Colleges.

18 Penny Rue, Ph.D. Vice Chancellor, Student Affairs University of California, San Diego From Community Service to Service Learning: Unlocking the Educational Impact of Student Service Activities

19 Andy Ceperley Assistant Vice Chancellor, Experiential Learning Director, Career Services Center University of California, San Diego Student Expectations & Workforce Realities: Experiential Learning from an Employer Perspective

20 Experiential Learning and Recent UC San Diego Graduates

21 Graduates’ Chosen Fields of Employment

22 1.Internships/previous work experience (29%) 2.Employer websites and direct employer contact (22%) 3.Online job boards and Port Triton (20%) 4.Networking (14%) Most Popular Strategies Used to Secure Employment

23 1.Opportunity for personal growth 2.Job Security 3.Employee Benefits 4.Friendly co-workers 5.High starting salary 6.Chance to improve community 7.Recognition for performance 8.Location close to home 9.Opportunity for rapid advancement 10.Diversity What Students Want in Their First Jobs

24  A student’s academic major and leadership experience are meaningful influencers on employers’ hiring decisions  73% of employers screen by GPA  Relevant work experience represents the highest influencer employers are seeking in college graduates (76%) Employers’ Hiring Priorities

25 Attribute% of respondents Ability to work in a team79.8% Leadership77.2% Communication skills (written)75.6% Problem-solving skills74.1% Strong work ethic73.1% Analytical/quantitative skills72.0% Communication skills (verbal)67.4% Initiative65.3% Technical skills61.1% Detail-oriented57.5% Flexibility/adaptability56.0% Computer skills55.4% Interpersonal skills (relates well to others)54.9% Organizational ability50.8% Strategic planning skill29.0% Friendly/outgoing personality29.0% Creativity22.3% Entrepreneurial skills/risk-taker21.8% Tactfulness21.2% Resume Reviews: Top Attributes Employers Seek

26 1.Intrapersonal, interpersonal, and intergroup competencies 2.Social justice and community responsibility 3.Personal skill development 4.Effective communication 5.Intellectual growth 6.Leadership skills Student Affairs Learning Outcomes Framework

27 References  UC San Diego Student Affairs Learning Outcomes Framework (2010)  UC San Diego Survey of Recent Graduates (2010)  NACE Research Class of 2011 Student Survey Report  NACE Research Job Outlook 2012

28 Andy Ceperley Assistant Vice Chancellor, Experiential Learning Director, Career Services Center University of California, San Diego Student Expectations & Workforce Realities: Experiential Learning from an Employer Perspective

29 Diane A. Forbes Berthoud Practicum Director Daisy Rodriguez Practicum Program Coordinator University of California, San Diego Sixth College Practicum Assessment

30  Unique to the Sixth College curriculum  Sixth College upper-division GE requirement  Integration of theory and practice by making connections between classroom learning and community experiences Sixth College Practicum

31  Research reveals that students greatly benefit from experiential learning:  Essential leadership skills  Better communication skills  Increased self-awareness  Enhanced multicultural and global understanding Sixth College Practicum

32 Sixth College Student Enrollment Practicum Courses

33  Pre- and Post-Practicum Survey  Modified from a Rockquemore and Schaffer (2000) study  Measures attitudinal changes in students, their learning process, and how that process is unique to experiential learning Assessing Experiential Learning at Sixth

34 Practicum Pre- and Post- Survey

35  CAT 124 Courses Offered  CAT 124: Torrey Pines Elementary  CAT 124: Urban Discovery Academy  CAT 124: Coaching the Craft of Writing  CAT 124: Online Tutoring  CAT 124: Spanish Civil War Memory Project  48 students (21%) enrolled in CAT 124 courses  Pre-Survey: 44% Response Rate  Post-Survey: 35% Response Rate Student Participation Spring 2011

36  CAT 124 Courses Offered Summer 2011  CAT 124: Solar Energy and Student Life  33 students (48%) enrolled in CAT 124 course  Pre-Survey: 55% Response Rate  Post-Survey: 42% Response Rate  CAT 124 Courses Offered Fall 2011  CAT 124: Coaching the Craft of Writing  CAT 124: Online Tutoring  19 students (9%) enrolled in CAT 124 courses  Pre-Survey: 58% Response Rate  Post-Survey: 53% Response Rate Student Participation Summer & Fall 2011

37  Career preparedness and success  Attitudes towards community service and civic responsibility  Academic connection to life  Attitudes towards equality of opportunity  Connection between career and community  Understanding of community resources  Attitudes towards social justice Pre- and Post-Survey Themes

38 CAT 124 Spring 11 Data Impact: Career Preparedness & Success

39 CAT 124 Spring 11 Data Impact: Attitude Change Toward Community Service & Civic Responsibility

40 CAT 124 Spring 11 Data Impact: Academic Connection to Life

41 CAT 124 Summer 11 Data Impact: Attitude Change Towards Social Justice

42 CAT 124 Fall 11 Data Impact: Attitude Change Towards Social Justice

43 CAT 124 Fall 11 Data Impact: Attitude Change Toward Community Service & Civic Responsibility

44 Areas for Exploration: Communicating with Authority I feel uncomfortable presenting/speaking in front of a group of individuals in positions of authority (Q21)

45 Areas for Exploration: Community Resources I have a good understanding of the strengths and resources of the community in which I live (Q16)

46  Analyze data for differences in response based on ethnicity/race  Expand survey to non-CAT Practicum Courses  Education Studies courses (22%)  Independent Studies (14%)  Academic Internship Program (8%)  Continue assessment for a full academic year and work toward publication Next Steps

47 Diane A. Forbes Berthoud Practicum Director Daisy Rodriguez Practicum Program Coordinator University of California, San Diego Sixth College Practicum Assessment

48 Patricia Mahaffey, Ed.D. Dean of Student Affairs, Muir College University of California, San Diego Academic Integrity: Making Meaning from the Experience of Cheating

49  Studies have cited statistics as high as 2/3rds of college students and 74% of high schools students reporting having engaged in academic cheating (Angell, 2006; Callahan, 2004; Hughes & McCabe, 2006; McCabe, 2007; Whitley, 2998).  The problem starts as early as middle school and continues into high school with roughly 1/3 of students indicating they would be willing to cheat if it increased their chance of attending college (Finn & Frone, 2006; Levy & Rakovski, 2006).  Roughly 44% of faculty fail to report cases of academic misconduct (McCabe, 2009) Prevalence of Academic Cheating

50 Propensity to engage in academic dishonesty Individual factors: Age, gender, course major, academic achievement, co- curricular experience, culture & religion, moral development, previous engagement in cheating. Individual Perceptions: Likelihood of getting caught, cost/benefit analysis, severity of penalties, perceptions of peer behavior. Contextual Variables: Honor Code Environments Classroom Environments Organizational Values What Influences Cheating?

51 Perceptions How do students perceive academic dishonesty individually and among their peers? Survey Question: “I think for the most part, that UCSD students cheat in their classes because…” UC San Diego Academic Integrity Office Data

52  A student developmental approach is largely under utilized on many college campuses in addressing violations of academic integrity. Money (2008) Kibler (1993)  Institutions have an inherent responsibility to proactively assist in a student’s positive developmental growth as a holistic individual.  National organizations like the Templeton Foundation and the Association of American Colleges and Universities, are calling upon institutions to more intentionally address the moral development of students. Swaner, (2004), Callahan (2010).  Students enter college during a period of profound personal transition. As important as it is to prepare students intellectually, equally important is to prepare students to become personally and socially responsible leaders. Why is paying attention to student development important?

53 Marginalization Characterized by…  Resistance, denial and/or minimizing  Minimal or no altered thinking or changes in behavioral choices  Externalization of emotional responses such as anger, feelings of betrayal, fear Profound Reflection Characterized by…  Acceptance for the dishonesty  Altered thinking and behavior choices  Internalization of emotional responses such as regret, shame, fear, disappointment Broad Responses to a Cheating Incident:

54  Externalized Emotional Responses  Lack of Disclosure  Resistance  Rationalization What factors facilitate a student’s marginalization of the experience?

55  Resilience  Altered thinking and behavior  Honest Disclosure  Internalized Emotional Responses  Reflection What facilitates student’s growth from the experience?

56  Overall, students who resist responsibility and engage in marginalizing the experience through neutralizing attitudes/behaviors derive less meaning from the cheating experience.  Positive Impression Management (Weiner, 1995). The character vs. incident argument.  Moral growth and understanding occurs through immoral experiences. If we provide….  Opportunities for self reflection  Safe disclosure  Connect the incident to broader life experience (e.g. it’s not just an academic thing) Final Thoughts:

57  Overall, students who genuinely accept responsibility and engage in honest reflection seem to experience more profound learning.  These students derive more meaning from the cheating incident.  Moral growth and understanding occurs through immoral experiences. IF….  Opportunities for self reflection  Safe disclosure  Connecting to broader life experience (e.g. it’s not just an academic thing) Weiner’s Attribution Theory Personal/impersonal responsibility Positive impression management Kolb’s Experiential Learning Theory Life experience Reflection Van Vliet Shame & Resilience Theory Connecting, refocusing, accepting, & resisting negative emotions

58 Patricia Mahaffey, Ed.D. Dean of Student Affairs, Muir College University of California, San Diego Academic Integrity: Making Meaning from the Experience of Cheating


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