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1 Academic Service-Learning in a Research Methods Course: Using Student Work to Assess Course Goals Renee Michael Department of Psychology Rockhurst tuni University it Kansas City, Missouri

2 What can be learned from this sample of student reflection?

3 Introduction Research on Outcomes A picture has emerged that service-learning has positive effects on attitudes, values, and beliefs (see for example, Eyler & Giles, 1997, Giles & Eyler, 1994; Markus, Howard & King, 1993; Waterman, 1997). Student self-reports (Eyler and Giles, 1999) showed decreased stereotyping and increased tolerance of people they worked with along with an increased appreciation of other cultures.

4 Research on Outcomes As the increased effect on student attitudes has been demonstrated others have begun to call for increased attention to effects on academic components. A small but growing body of evidence has found positive effects but has measured student learning mostly through student and instructor self-reports (Eyler & Giles, 1997; Hammond, 1994; Markus, Howard & King, 1993). While informative, student and instructor perceptions may or may not be linked to actual learning. Few studies have directly examined the effects of service-learning on student learning g( (Michael, 2005).

5 Research on Outcomes One way to measure student learning is through final course grades.. But, the findings from those studies have been somewhat inconclusive (see review in Eyler, 2000). That is perhaps not surprising,, considering that course grades are a global measure comprised of several possible behaviors (e.g., effort, motivation, tutoring, etc.) and may not be sensitive to the service-learning experience alone. It may be more fruitful to examine specific exam questions and/or student journal responses whose content is tied to the academic course objectives of the service-learning gp project.

6 Why student work? Advantages to using work from students in existing class assignments: Already have not an add-on to class assignments. Closer examination/insight into student learning in your class. What are students learning? Where do they need more practice? Data (student work) is grounded in your discipline you need not become a social science researcher to address course outcomes.

7 Course & Students The course is a Research Methods course in the Psychology Department at Rockhurst University, a small, comprehensive university in Kansas City, Missouri. The course is required for Psychology majors and minors, as well as for students in the Speech hp Pathology program. It is often recommended for Business majors as well. Course size is small typically students

8 Community agency & project The primary project for this course involves the construction, implementation, ti analysis, and reporting of results from a questionnaire i study. The service-learning element of the course is interwoven into the semester as the primary project on which students work. During the teaching of this course, students worked at a community center that provided a variety of services to persons in a low-income, inner-city neighborhood. The center director wanted to assess the services the center already yp provided as well as learn what additional services were desired by clients. Students were involved in all aspects of carrying out this research from the construction ti n of the questionnaire ir and its administration ti n to the data analyses and reporting the findings to the community center.

9 Course Goals Assessed The primary learning goals are for students to learn the basic concepts of empirical research methodology, to engage in the research process, and to understand the strengths and limitations of different research approaches. The goals related to their community-work ki include experiencing interactions with those in need and deepening their understanding of the relationship between poverty and society. A related course goal was to assist students in seeing the real world benefits of carefully constructed research.

10 Academic Learning Goals

11 Academic Outcomes: Assessed from Survey Survey Results show: The community participation aspect of this course helped me to see how the subject matter I learned can be used in everyday life. (4.4) 4) The community work I did helped me to better understand d the lectures and readings in this course. (4.0)

12 Academic Outcomes: Assessed from Student Exams Application component of exam (exam points) * Service-learning course * Non service-learning course * Grade assigned: C B A- A

13 Academic Outcomes: Assessed from student responses to reflection question Question: What ethical issues should be considered while conducting this project? No. of concepts Concept Concept Concept listed elaborated w/example students students 3 students students 1 student 1 student

14 Academic Outcomes: Assessed from student responses to reflection question Question: Now that the project for Seton Center is mostly complete, what advice would you give to the Center if they were to do this project again. Speak to any 4 points concerning the survey construction, administration, or analysis that might improve the information they receive. Explicit connections made to course concepts with examples provided: 2 responses Good suggestions provided, but connections not explicit: 9 responses Listing of concepts only, no examples or elaboration: 2 responses

15 Summary of Academic Learning Goals Information from Survey: students reported the community project helped them to learn better Information from Exams: students did do better on application portion of exam compared to students in a non S-L section of the course. Information from Reflective writing: ability to integrate course material w/s-l project not clearly demonstrated.

16 Personal and Career Skills Goals

17 Personal and Career Goals: Assessed from Survey Survey data show: Doing work in the community helped me to become aware of my personal strengths and weaknesses. (3.8) The community yw work in this sc course assisted sss me in clarifying my career plans. (3.0)

18 Personal and Career Goals: Assessed from student responses to reflection question Question: Integration of information across different situations is one of the goals of a college education. Describe any information, skills, and self-knowledge you have gained through this project. Skills Gained: Practical or job-related (7 responses) Personal or interpersonal skills (7 responses)

19 Summary of Personal & Career Goals Information from Survey: The survey results showed only a mild endorsement of gained personal or career-related related skills, but... Information from Reflective writing: Students t wrote clearly l about personal and interpersonal skills enhanced and how the experience could be directly related to their career goals.

20 Summary & Conclusions Again what does student work give us that surveys cannot? Close examination of student learning in my course Deeper understanding of to what extent a course goal or objective is reached What are advantages of survey? Relatively quick form of assessment Set up to be easily summarized Student opinions of experience should be solicited