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8/6/2019 Andy Furco Wed

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Brief synthesis of National Service and Service-

Learning 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

Session Overview


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From military analogue to a continuumof service expectations and

opportunities available throughout thegrowing up and continuing lifeexperiences of all citizens.

Service-Learning and National

Service: Emerging Synthesis


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Full-time service-National Service

organization. Service Corps organized by local

government or NGO.

Service Contexts


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Volunteerism

Community Service

Study-service Service-Learning

Aprendizaje-servicio

Service Schemes

Service in Educational Contexts


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New Vision of Young People

New Vision of Learning

New Vision of Community

Service-learning & Education: A

Change in Philosophy and Method


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A New Vision of YouthTraditional View Service-Learning

PassiveViolentNeed HelpUtilize Scarce ResourcesRecipientsVictimsConsumers


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Passive ActiveViolentNeed HelpUtilize Scarce ResourcesRecipientsVictimsConsumers


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Passive ActiveViolent SensitiveNeed HelpUtilize Scarce ResourcesRecipientsVictimsConsumers


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Passive ActiveViolent SensitiveNeed Help Offer HelpUtilize Scarce ResourcesRecipientsVictimsConsumers


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Passive ActiveViolent SensitiveNeed Help Offer HelpUtilize Scarce Resources Act As ResourcesRecipientsVictimsConsumers


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Passive ActiveViolent SensitiveNeed Help Offer HelpUtilize Scarce Resources Act As ResourcesRecipients GiversVictims LeadersConsumers


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Passive ActiveViolent SensitiveNeed Help Offer HelpUtilize Scarce Resources Act As ResourcesRecipients GiversVictims LeadersConsumers Producers


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K-12 Service-Learning Standards

New Pedagogy DemandsNew Standards

Duration and Intensity

Link to Curriculum

Partnerships

Meaningful Service

Youth Voice

Progress Monitoring

Reflection

Diversity


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Charity Communitarianism

Social Change

Public Work

Participatory

Democracy

Citizenship/Civic

Responsibility

Solidaridad Social Justice


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1997 2001 2004 2008 Community ServiceAll Primary & Secondary Schools 42% 64% 70% 68%

Secondary Schools 71% 83% 89% 81%

Colleges and Universities 45% 70% 78% 89%

Service-LearningAll Primary & Secondary Schools 23% 32% 28% 24%

Secondary Schools 28% 38% 31% 25%Colleges and Universities 22% 40% 43% 51%

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


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Service in Educational Settings:Why now?


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IN AUSTRALIA:Students growing disaffection from

school, especially among boys, needs tobe addressedEarly leavers experiencelower levels of earnings compared withschool completersOver the long term,

early leavers are much more prone todisengagement and long-termunemployment than school completers.

(Lamb and McKenzie, 2005)


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The percentage of students who entersecondary school and who finish and graduate:

67% The percentage of students in the inner city

who enter secondary school and who finishand graduate? :

50%


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Reasons cited for dropping out:12% Had drug or alcohol problem12% Got married, pregnant, or became a parent18% Got a job/had to help support family21% Didnt feel safe at school28% Didnt get along with students or teachers35% Failing in school38% Too much freedom/not enough rules or structured time42% Spent time with people not interested in school43% Missed too many days/unable to keep up47% Bored w/school and classes/School irrelevant


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Primary reasons Australian Students LeaveSchool: Social estrangement from family and peers Meaninglessness of the curriculum and schoollearning Powerlessness to affect life or environmental

conditions (disempowerment) Normlessness (no expectation to continue

education)

Oerlemans and Jenkins, 1998


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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.


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Type of Problem ALLCOUNTRIES

(TIMMS)

Overall Average 35%

Avg. for E&M problems (16) 32%

Avg. for Mechanics (16) 33%

Avg. for Modern Physics (14) 34%

Avg. for Thermo-dynamics (9) 39%

Avg. for waves and light (11) 44%


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10 Things Adolescents Need to Succeed in School Mentoring and Tutoring

Meaningful activities that promote personal, social, career, and civicgrowth

Individualized instruction that provide opportunities for individualcontribution, leadership, and responsibility

High expectations and challenging problem solving tasks

Authentic and active learning experiences that have real lifeconsequences

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


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In terms of classroom learning, students learn best when thecurriculum:

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).


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These practices encompass many of the factors

that are aligned with: youth engagement

civic participation

global workforce preparation

positive adolescent development

good teaching


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An elite American liberal arts university basedin the heart of Cairo

Based in a city with wide-scale poverty andsocial inequities

In a country and region where democracygenerally does not exist and the concept ofcitizenship unclear

Youth bulge Strong culture of service and giving back


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Launched 3 years ago to enhance civicengagement 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 citizenthrough service learning and faculty guidedreflection


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Project oriented Heavy focus on social change as opposed to

charity or simply volunteering within acommunity-based organization Psychology students completely upgrading wards in

mental hospitals

Urban upgrading

Building the capacity of NGOs

Wide scale public awareness campaigns


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Better grades and more excited about goingto class

More engaged/socially active

Deeper understanding of problems withintheir surrounding communities and how theyare a part of the solution


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39%

26%

17%

13%

3%2%

Packaged Food

Alcohol & Cigarettes

Other Beverages

Non-Food Products

Meat

Produce

Hennessey

Lavery et al., 2005


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% Change in Sales

over 7 Months

Produce 15%

Alcohol 10%

Cigarettes 10%Profits 12%


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Increased scores on standardized tests Statistically significantly higher test scores on the Terra Nova in the areas of

6th grade LANGUAGE ARTS and SCIENCE for students in service-learning (when compared to control group. (Billig and Klute, 2002)

MATH achievement scores on Metropolitan Achievement Test statisticallyhigher for students randomly assigned to service-learning group than forstudents in control (non-service-learning group). (Santmire, Giraud, andGrosskopt, 1999);

Gains in students READING and LANGUAGE ARTS scores on CaliforniaTest of Basic Skills significantly higher for students participating in service-

learning. (Weiler et al., 1998);

READING and MATH achievement scores on 4th grade Michiganeducational assessments statistically higher for students in service-learninggroup than for students in control group. (Akujobi and Simmons, 1997);


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Improved school attendance: The attendance rates among service-learning students were

higher than those of peers at the school who did not participatein service-learning.(Melchior, 2004;Shaffer, 1993; Melchior and Orr, 1995)

Florida schools that offered educational youth service activitiesshowed a rise in overall student attendance rates over a three-year period. (Follman, 1999)

High school students who served as tutors as part of a civic

engagement program integrated with curriculum were less likelyto drop out of school than comparable students not participatingin the program.(Stupik, 1996)


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Improved grade point average:

High school students who served as tutors as part of a youthservice program had higher grade point averages afterparticipating in the program. (Eccles and Gootman, 2002; Loesch-Griffin,2001; Stupik, 1996)

83% of schools participating in Floridas youth service activitiesreported having 75% or more of its students with higher overallgrade point average after participating in service-learning.(Follman, 1999)


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Broadened understanding of government and itsprocedures:

Levine, 2006; Michelsen et al., 2002; Torney-Purta, 2002

Enhanced citizenship and social responsibility: Melchior, 2004; Kahne and Westheimer, 2002; Covitt, 2002;

Ammon et al., 2001

Enhanced awareness and understanding of social

issues: Covitt, 2002; Michelsen et al., 2002 , Perry and Katula, 2001;

McDevitt and Chaffee, 2000.


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Greater exposure to new points of view and

perspectives:

Furco, 2002; Melchior, 2000; Weiler et al., 1998

Positive changes in ethical judgment:

Leming, 2001; Zeff et al., 2001; Melchior, 2000

Enhanced ability to make independent decisions

regarding moral issues: Furco et al., 2005; Eccles and Barber, 1999; Leming, 2001


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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


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Self-esteemService-learning participation and civic leadership programs increasestudents self-esteem (Shaffer, 1993; Switzer et. al. 1995; Eccles and Barber, 1999; Eccles andGootman, 2002; Hecht, 2002)

Empowerment and self-efficacyService-learning and civic engagement enhance students sense ofself-efficacy and empowerment (Shaffer, 1993; Scales & Blyth, 1997; Root, 1997; Zaff et al.,2001; Furco 2003)

Prosocial behaviorsService-learning and civic engagement increase students likelihood toengage in prosocial behaviors and decreases students likelihood toengage in at-risk behavior(Batchelder & Root, 1994; Stephens, 1995; LoSciuto et al., 1996; Yatesand 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)


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MotivationService-learning and organized civic participation havepositive 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)

EngagementService-learning and civic participation increase studentengagement in three areas:


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Civic Engagement: Service-learning and civiceducation enhance students engagement incommunity and civic affairs. (Yates and Youniss, 1996; Youniss, McLellan,& Yates, 1997; Melchior, 1997; Berkas, 1997; Melchior, 2002; Kahne, Chi, and Middaugh, 2002;Michelsen, Zaff, and Hair, 2002; Melchior, 2004)

Social Engagement: Service-learning and civicparticipation enhance students engagement withpeers and adults(Conrad and Hedin, 1989; Rutter and Newmann, 1989; Loesch-Griffin, Petrides, and Pratt 1995; Billig, 2002; Furco 2003)

Academic Engagement: Service-learning andcommunity programs enhance studentsengagement 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)


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EducationalService

ExperiencesAcademicSuccess

ResilienceEmpowerment

Prosocial behaviorsMotivation

Engagement

Clearly defined

programmatic features

Mediating Factors


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Authentic Active Constructivist Collaborative Personalized Empowering Expands Boundaries

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