Shaken+and+stirred+(into+action)+-++Applying+a+building+block+theory+of+service-learning+in+post-earthquake+Christchurch

**Shaken and stirred (into action): Applying a building** **block theory** **of service-learning in post-earthquake Christchurch** Lane Perry, Ph.D. candidate, University of Canterbury lane.perry@canterbury.ac.nz] Billy O'Steen, Senior Lecturer, University of Canterbury billy.osteen@canterbury.ac.nz]



**Keywords:** Building Block Theory, naturalistic inquiry, student engagement

**Track:** International impact and development

**Format:** Research paper


 * Date & time: ** Thursday 9:30-10:40
 * Location: **Salon 8

**Summary:** “It’s nice to see students putting their education on hold to help-out Christchurch communities” (NZNews). The community needed service; students were ready for it. What about the university? Post-earthquake Christchurch provided the opportunity to integrate service and community engagement initiatives into curriculum. Based on findings from a 6-month intensive study of service-learning experiences in two classes, the building block theory of service-learning was developed. This presentation illuminates the process of implementing a pan-university service-learning course in wake of a natural disaster.

Qualitative (naturalistic inquiry) and quantitative (AUSSE) data was obtained by implementing a naturalistic inquiry (Lincoln and Guba, 1985). This led to the collection of data used to answer the research questions guiding this study.

1. What do students from differing engagement backgrounds experience in two different approaches to service-learning? 2. How do these experiences relate to the typically attributed outcomes of service-learning (civic engagement, academic enhancement, and personal growth)? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">3. What influence does service-learning have on student engagement? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">4. What are the transferable lessons from this research study?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">The building-block theory of service-learning advocates for a graduated-level of intensity when exposing students to service-learning environments. Furthermore, because the two groups of students in two different approaches to service-learning, reported very similar experiences and outcomes it has been concluded that, for this study at least, the first exposure to service-learning led to essentially the same qualitative perceptions by students and quantitative results from their survey responses. This leads to the central premise of the building-block theory of service-learning which is: students' previous experience with service-learning, which in nearly all cases was non-existent, had more influence on their experience and engagement than the approach of service-learning (Perry, forthcoming). Service-learning environments invoke interest, engagement, perceptions of worthwhile-value, and call upon applications of new knowledge (O’Steen et al., 2011).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**References:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Eyler, J., & Giles, D. E. (1999). //Where’s the learning in service-learning?// San Francisco: Jossey-Bass.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">O’Steen, B., Perry, L., Pawson, E., Kingham, S., & Cammock, P. (2011). Engaging teachers and learners through service-learning. Chapter in //Ako Aotearoa Good Practice Publication Grants e-book//. Wellington, New Zealand: Ako Aotearoa.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Perry, L. (forthcoming). //Service-learning in New Zealand: Is it related to student engagement?// Unpublished doctoral dissertation, University of Canterbury, New Zealand.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Roldan, M., Strage, A., and David, D. (2004). A framework for assessing academic service-learning across disciplines. In Marshall Welch and Shelley Billig (Eds), //New perspectives in service-learning: Research to advance the field//. Greenwich, Connecticut: Information Age Publishing.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Stanton, T. (2009). Community engagement and critical analysis: Essential elements for character building education in the United States and South Africa. In G. Chuan, V. D’Rozario, A. Heong, and C. Mun (Eds.), //Character development through service and experiential learning//. Singapore: Prentice Hall.

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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Course context for this research

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 * Patti Clayton: ** I've just begun to learn about the post-earthquake developments in Christchurch and look forward to hearing more. I am wondering the similarities and differences between this situation and that at Tulane - is any cross-institutional research to examine processes and outcomes underway? What sort of theory about organizational change, community development, etc. might be most relevant in helping us understand and learn from such efforts?