Solar Dahiwakud Project Arizona Community Foundation & Learn and Serve America Higher Education Grant Corporation for National and Community Service

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1 Community National Center for Community Engagement Solar Dahiwakud Project Arizona Community Foundation & Learn and Serve America Higher Education Grant Corporation for National and Community Service Christine M. Cress, Ph.D. External Evaluator July 2010 Overview This report is an analysis of college student and faculty survey data from two service-learning grants involving Tohono O odham Community in Arizona and the University of Massachusetts-Lowell, who received funding from the Community National Center for Community Engagement (CCNCCE) through the Arizona Community Foundation and Learn and Serve America Higher Education in order to address a great need on the Tohono O odham Nation reservation: solar indoor plumbing for the elderly and indigent who do not have indoor plumbing and are not within the U.S. electrical grid. The Dahiwakud Project between CCNCCE, Tohono O odham Community, and the University of Massachusetts-Lowell utilized collaborative servicelearning in the Dahiwakud Project (bathroom) to assist students with the development of skill and knowledge acquisition while providing an important community service. Survey data indicate overwhelming project success with nine out of ten college students reporting improved attitudes for academic learning and increased likelihood of involving themselves in community service in the future. In particular, the service-learning experience increased student plans for completing their college degree; 95% of students agreed that after participating in this servicelearning experience, they are now more likely to complete their college degree. Concurrent, faculty participants indicated multiple professional development skills, including increased academic knowledge, enhanced teaching effectiveness, and broadened ability to contribute their expertise in building strong communities. For additional information, please contact CCNCCE, or Dr. Christine Cress, cressc@pdx.edu. This work was supported by the Arizona Community Foundation and Learn and Serve America grant funds from the Corporation for National and Community Service. Any opinions or points of view expressed in this report do not necessarily reflect the official position of the Arizona Community Foundation, Corporation for National and Community Service: Learn and Serve America-HE or CCNCCE. CCNCCE Dahiwakud Report

2 DAHIWAKUD PROJECT The Tohono O odham Nation is located in the southwest part of Arizona, sixty miles west of Tucson, and is the second largest reservation in the United States. Tohono O'odham Community is a small, rural community college located in Sells, Arizona, and the capital of the Tohono O odham Nation. The Tohono O odham Apprenticeship Program, formerly known as the Tohono O odham Career Center, has been in existence for almost twenty years. There are five building trades within the apprenticeship programs; carpentry, electrical, facility maintenance, painting, and plumbing. Hundreds of homes throughout the Tohono O odham Nation are not within the electrical grid or are so impoverished that they cannot afford the electricity provided by the Tribal Utility Authority, even at a subsidized rate. Therefore, the Community National Center for Community Engagement (CCNCCE) obtained the assistance of Dr. John Duffy (Professor in the Mechanical Engineering Department, Coordinator for the Solar Engineering Graduate Program and Director of the Center for Sustainable Energy at the University of Massachusetts-Lowell) to provide training and technical assistance to Tohono O'odham Community (TOCC) on building solar bathrooms which would then not only provide the necessary electricity to run the various components within the bathroom units, but also provide electricity to other parts of the home. Dr. Duffy and his engineering students worked side-by-side with TOCC faculty and students to build solar bathroom units for families on the reservation. The building of each Dahiwakud Project unit provided each student an opportunity to gain handson experience in the areas of construction math, layout of a building, electrical, plumbing, painting, texturing, floor covering, learning how to use different tools of the trades, and learning the building codes needed for this project. This service-learning project not only provided students with specific academic and technical skills they will be able to utilize in their future careers, it also helped them gain understanding about CCNCCE Dahiwakud Report

3 community needs and how they are the catalyst for building a healthier and stronger community. In addition, students learned more about indigenous cultures, diversity, the importance of sustainable and conservation programs, and a greater understanding of their civic responsibility to the community. The grant required assessment of student attitudes toward learning for academic engagement and other related knowledge and community attitudes noted above (e.g., knowledge of conversation; how to be a catalyst for strong communities). To that end, college students participating in the service-learning Dahiwakud Project were requested to voluntarily complete an anonymous and brief 14 item survey. Participating faculty also were requested to voluntarily complete an anonymous and brief survey regarding their experiences. Below is a summary of the learning outcomes of college students and outcome data for participating faculty. SUMMARY OF OUTCOMES COLLEGE STUDENT OUTCOMES Nearly 50 college students, the majority of whom were male (93%) and American Indian (74%), participated in the Dahiwakud Project. Over 95% of the reported that the service-learning experience improved their attitude toward academic learning. Specifically, reported an increased understanding of: o how to use their knowledge and skills to improve community (95%) o how their college education can benefit both themselves and society (98%) o how to use course readings and information to gain insight into community issues (98%) 95% of reported that they are now more likely to complete their college degree. CCNCCE Dahiwakud Report

4 Skills and positive attitudes toward community engagement also increased. reported that as a result of the Dahiwakud Project they: o have enhanced capacity to create positive community change (93%) o feel a greater sense of civic responsibility (92%) o are more likely to be involved in community service in the future (91%) o know how to be a catalyst for building stronger and healthier communities (90%) o have an increased capacity to become a community leader (79%) Additionally, other academic knowledge and skills were gained including those related to intercultural competence. reported that as a result of the Dahiwakud Project, they increased their knowledge of: o Sustainability (93%) o Conservation (90%) o Diverse Individuals (90%) o Indigenous Cultures (85%) o Intergenerational Populations (82%) FACULTY OUTCOMES Faculty who participated in the Dahiwakud Project indicated extremely positive professional outcomes from their service-learning engagement experience. Regarding teaching and research, all (100%) faculty reported that the Dahiwakud Project increased their: Academic Discipline Knowledge Knowledge of Indigenous Cultures Knowledge of Intergenerational Populations Knowledge of Conservation Research Interests In addition, 80% of the faculty reported increased knowledge of sustainability, diverse individuals, and personal sense of civic responsibility. CCNCCE Dahiwakud Report

5 SURVEY ITEM OUTCOMES Nearly 50 responded to the service-learning experience surveys (Spring 2009, Fall 2009, and Spring 2010) of which 93% were male students and either one of two race/ethnicities: 74% American Indian and 26% White. COLLEGE STUDENT DEMOGRAPHICS Gender Gender Male 93.0% Female 7.0% Figure 1: Demographics: Gender CCNCCE Dahiwakud Report

6 Race/Ethnicity Race/Ethnicity White 25.6% American Indian 74.4% Figure 2: Demographics: Race/Ethnicity CCNCCE Dahiwakud Report

7 ACADEMIC ENGAGEMENT OUTCOMES As a result of participating in this service-learning experience: Question #1: I increased my understanding of how to use my own knowledge and skills to improve the community. Question #1: Increased understanding of how to use knowledge and skills to improve the community. Somewhat Disagree 4.7% Somewhat Agree 39.5% Strongly Agree 55.8% Figure 3: Question 1: Increased understanding of how to use knowledge and skills to improve the community CCNCCE Dahiwakud Report

8 As a result of participating in this service-learning experience: Question #2: I increased my understanding of how to use course readings and information to gain insight into community issues. Question #2: Increased understanding of how to use course readings and information to gain insight into community issues. Somewhat Disagree 2.3% Somewhat Agree 53.5% Strongly Agree 44.2% Figure 4: Question 2: Increased understanding of how to use course readings and information to gain insight into community issues CCNCCE Dahiwakud Report

9 As a result of participating in this service-learning experience: Question #3: I increased my understanding of how my college education can benefit both me and my community. Question #3: Increased understanding of how college education can benefit both me and my community. Somewhat Disagree 2.3% Somewhat Agree 30.2% Strongly Agree 67.4% Figure 5: Question 3: Increased understanding of how college education can benefit both me and my community CCNCCE Dahiwakud Report

10 As a result of participating in this service-learning experience: Question #4: I am now more likely to complete my college degree. Question #4: Increased likelihood to complete college degree. Strongly Disagree 0% Somewhat Disagree 4.8% Somewhat Agree 45.2% Strongly Agree 50.0% Figure 6: Question 4: Increased likelihood to complete my college degree CCNCCE Dahiwakud Report

11 COMMUNITY ENGAGEMENT OUTCOMES As a result of participating in this service-learning experience: Question #5: I am now more likely to involve myself in community service in the future. Question #5: Increased likelihood to involve myself in community service in the future. Strongly Disagree 2.3% Somewhat Disagree 7.0% Somewhat Agree 44.2% Strongly Agree 46.5% Figure 7: Question 5: Increased likelihood to involve myself in community service in the future CCNCCE Dahiwakud Report

12 As a result of participating in this service-learning experience: Question #6: I now see myself as having increased capacity to become a community leader. Question #6: Increased capacity to become a community leader. Strongly Disagree 2.3% Somewhat Disagree 18.6% Somewhat Agree 48.8% Strongly Agree 30.2% Figure 8: Question 6: Increased capacity to become a community leader. CCNCCE Dahiwakud Report

13 As a result of participating in this service-learning experience: Question #7: I now see myself as having increased capacity to create positive community change. Question #7: Increased capacity to create positive community change. Somewhat Disagree 7.0% Somewhat Agree 55.8% Strongly Agree 37.2% Figure 9: Question 7: Increased capacity to create positive community change CCNCCE Dahiwakud Report

14 As a result of participating in this service-learning experience: Question #8: I feel a greater sense of civic responsibility. Question #8: Increased sense of civic responsibility. Somewhat Disagree 7.7% Somewhat Agree 53.8% Strongly Agree 38.5% Figure 10: Question 8: Increased sense of civic responsibility CCNCCE Dahiwakud Report

15 As a result of participating in this service-learning experience: Question #14: I now know how to be a catalyst for building stronger and healthier communities. Question #14: Increased knowledge of how to be a catalyst for building stronger and healthier communities. Strongly Disagree 2.5% Somewhat Disagree 7.5% Somewhat Agree 45.0% Strongly Agree 45.0% Figure 11: Question 14: Increased knowledge of how to be a catalyst for building stronger and healthier communities CCNCCE Dahiwakud Report

16 ACADEMIC KNOWLEDGE AND SKILLS OUTCOMES As a result of participating in this service-learning experience: Question #9: I increased my knowledge of indigenous cultures. Question #9: Increased knowledge of indigenous cultures. Strongly Disagree 2.5% Somewhat Disagree 12.5% Somewhat Agree 50.0% Strongly Agree 35.0% Figure 12: Question 9: Increased knowledge of indigenous cultures CCNCCE Dahiwakud Report

17 As a result of participating in this service-learning experience: Question #10: I increased my knowledge of diverse individuals. Question #10: Increased knowledge of diverse individuals. Somewhat Disagree 10.0% Somewhat Agree 55.0% Strongly Agree 35.0% Figure 13: Question 10: Increased knowledge of diverse individuals CCNCCE Dahiwakud Report

18 As a result of participating in this service-learning experience: Question #11: I increased my knowledge of intergenerational populations. Question #11: Increased knowledge of intergenerational populations. Strongly Disagree 2.6% Somewhat Disagree 15.4% Somewhat Agree 51.3% Strongly Agree 30.8% Figure 14: Question 11: Increased knowledge of intergenerational populations CCNCCE Dahiwakud Report

19 As a result of participating in this service-learning experience: Question #12: I increased my knowledge of conservation. Question #12: Increased knowledge of conservation. Strongly Disagree 2.5% Somewhat Disagree 2.5% Somewhat Agree 50.0% Strongly Agree 45.0% Figure 15: Question 12: Increased knowledge of conservation CCNCCE Dahiwakud Report

20 As a result of participating in this service-learning experience: Question #13: I increased my knowledge of sustainability. Question #13: Increased knowledge of sustainability. Strongly Disagree 2.5% Somewhat Disagree 5.0% Somewhat Agree 55.0% Strongly Agree 37.5% Figure 16: Question 13: Increased knowledge of sustainability. CCNCCE Dahiwakud Report

21 Race/Ethnicity: Response Differences While all students agreed that the Dahiwakud Project positively impacted their academic engagement, academic knowledge and skills, and interests in future community engagement, there were differences in the level of agreement. For instance, 91% of White students strongly agreed that the service-learning increased their understanding of how their college education can benefit themselves and their community as compared to 59% of American Indian students who strongly agreed. Figure 17: Academic Engagement by Race & Ethnicity CCNCCE Dahiwakud Report

22 Similarly, American Indian students (42%) were more likely than White students (25%) to strongly agree that they now feel a greater sense of civic responsibility. Although, other outcomes more closely shared responses such as about half of all students indicating strong agreement that they increased their knowledge of conservation. Figure 18: Community Involvement by Race & Ethnicity Figure 19: Diverse Knowledge by Race & Ethnicity CCNCCE Dahiwakud Report

23 FACULTY PARTICIPANT RESPONSES Faculty who participated in the Dahiwakud Project indicated extremely positive professional outcomes from their service-learning engagement. As a result of participating in this service-learning experience: Q1: I expanded my awareness of community needs. Question #1: Increased awareness of community needs. Faculty Somewhat Disagree 0.0% Somewhat Agree 20.0% Strongly Agree 80.0% Q2: My disciplinary knowledge increased. Question #2: Increased knowledge of discipline. Faculty Somewhat Disagree 0.0% Somewhat Agree 40.0% Strongly Agree 60.0% Q3: My use of effective pedagogy has evolved. Question #3: Evolved use of effective pedagogy. Faculty Strongly Disagree 20.0% Somewhat Disagree 0.0% Somewhat Agree 80.0% Strongly Agree 0.0% CCNCCE Dahiwakud Report

24 Q4: My research interests have broadened. Question #4: Broadened research interests. Faculty Somewhat Disagree 0.0% Somewhat Agree 60.0% Strongly Agree 40.0% Q5: I have an increased sense of self as a global citizen. Question #5: Increased sense of self as global citizen. Faculty Somewhat Disagree 0.0% Somewhat Agree 60.0% Strongly Agree 40.0% Q6: I feel an increased sense of civic responsibility. Question #6: Increased sense of civic responsibility. Faculty Somewhat Disagree 20.0% Somewhat Agree 40.0% Strongly Agree 40.0% Q7: I increased my knowledge of indigenous cultures. Question #7: Increased knowledge of indigenous cultures. Faculty Somewhat Disagree 0.0% Somewhat Agree 20.0% Strongly Agree 80.0% CCNCCE Dahiwakud Report

25 Q8: I increased my knowledge of diverse individuals. Question #8: Increased knowledge of diverse individuals. Faculty Somewhat Disagree 20.0% Somewhat Agree 20.0% Strongly Agree 60.0% Q9: I increased my knowledge of intergenerational populations. Question #9: Increased knowledge of intergenerational populations. Faculty Somewhat Disagree 0.0% Somewhat Agree 40.0% Strongly Agree 60.0% Q10: I increased my knowledge of conservation. Question #10: Increased knowledge of conservation. Faculty Somewhat Disagree 0.0% Somewhat Agree 20.0% Strongly Agree 80.0% Q11: I increased my knowledge of sustainability. Question #11: Increased knowledge of sustainability. Faculty Somewhat Disagree 40.0% Somewhat Agree 00.0% Strongly Agree 60.0% CCNCCE Dahiwakud Report

26 Q12: I now know how to be a catalyst for building stronger and healthier communities. Question #12: Increased awareness of how to be a catalyst for building stronger and healthier Faculty communities. Somewhat Disagree 0.0% Somewhat Agree 60.0% Strongly Agree 40.0% CONCLUSION The Community National Center for Community Engagement (CCNCCE) Dahiwakud Project was extremely successful in meeting its academic learning and community enhancement objectives. students who participated in the service-learning projects evidenced an improved attitude in learning for academic engagement and interest in continuing community service after the project and/or after graduation. Concurrent, college students reported that the service-learning experience had a very positive impact on academic skills and knowledge including those related to intercultural competence. Of special note, the service-learning experience had a positive effect on students enhanced likelihood to: complete their college degree and involve themselves in future community service. In addition, faculty participants not only increased their academic discipline knowledge, but their skill set in terms of broadened research interests, pedagogical teaching strategies, and extended professional understanding of conservation, sustainability, and indigenous cultures. Certainly, the Dahiwakud Project demonstrated a major accomplishment in addressing practical and fundamental community needs (solar bathrooms and electricity) with opportunities for college students to develop their academic knowledge and leadership skills and faculty to engage as catalysts for building stronger communities. CCNCCE Dahiwakud Report