A multi-level analysis of service-learning at an American community college
Amy Traver, Assistant Professor, Queensborough Community College, CUNY [ATraver@qcc.cuny.edu]
Sharon Ellerton, Associate Professor, Queensborough Community College, CUNY [SEllerton@qcc.cuny.edu]
Regina Rochford, Associate Professor, Queensborough Community College, CUNY [RRochford@qcc.cuny.edu]


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Keywords: Multi-level analysis, community college, basic skills, sociology, biology

Track: Program evaluation and assessment

Format: Panel presentation

Date & Time: Thursday 3:20-4:30
Location: Salon 2

Summary:
This panel presentation focuses on the multi-level analysis of service-learning currently underway at Queensborough Community College, CUNY. It also demonstrates the scope of community college service-learning projects, the breadth of the students served, and the profound impact these projects have on student learning.

Dr. Sharon Ellerton will present her analysis of service-learning at the college level. The pre/post survey design was tested in three different disciplines: Basic Skills, Sociology, and Biology. Quantitative and qualitative data analysis demonstrates that students in all three disciplines show increased interest in their course subject matter, increased involvement in general education objectives, intent to continue at Queensborough, and an interest in community service.

Dr. Regina Rochford will present her analysis of service-learning at the departmental level; specifically the effects of service-learning on students in 15 remedial reading and writing courses. Dr. Rochford used a range of statistical techniques to evaluate an experimental group of 397 service-learning subjects and a control group of 746 subjects. These analyses demonstrated significantly (a) higher GPAs, (b) improved rates of retention, and (c) the completion of more college credits among service learning participants. It was determined that the most effective programs (a) directly connected the service-learning activity to the course curriculum, (b) provided multiple experiences performing activities, and (c) placed students in community based organizations appropriate for their level of literacy.

Dr. Amy Traver will present her analysis of service learning at the course level in an Introduction to Sociology course. Dr. Traver will demonstrate how service-learning has facilitated her students’ achievement of general education goals and their engagement in local/global communities. This analysis also revealed that students are more likely to regularly participate in community service, know how to find relevant service opportunities, and feel helping others is important after their participation in service-learning.

References:
Ash, S., Clayton, P., and Atkinson, M.. (2005). Integrating reflection and assessment to capture and improve student learning. Michigan Journal of Community Service Learning 11(2), 49-60.

Bragg, D. (2001). Community college access, mission, and outcomes: Considering intriguing intersections and challenges. Peabody Journal of Education 76 (1), 93-116.

Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, D.C.: AAC&U.

Prentice, M. (2000). Service learning programs on community college campuses (Report No. EDO-JC-00-10). Los Angeles, CA: ERIC Clearinghouse for Community Colleges.

Prentice, M. and G. Robinson. (2010). Improving student learning outcomes through service learning (AACC-RB-10-1). Washington, DC: AACC.QCC Office of Institutional Research. (2010). QCC Factbook. Retrieved from http://www.qcc.cuny.edu/OIRA/factbook.asp

Simmons, L. (1998). Tear down those walls/build a bridge (EJ 591 722). East Lansing, MI: National Center for Research on Teacher Learning.

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Traver - a multi-level analysis of service learning at an american community college.pdf


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