Placement+characteristics+predict+impact+of+sophomore+seminar

**Placement characteristics predict impact of sophomore seminar service experience on participants** Conway Saylor, Professor, The Citadel [saylorc@citadel.edu] Michael Fekula, Director, The Citadel [Mick.fekula@citadel.edu] Carrie Papa, AmeriCorps VISTA SC Campus Compact, The Citadel [citadelvista@gmail.com] Nathan Otto, AmeriCorps VISTA SC Campus Compact, The Citadel [2010citadelvista@gmail.com]



**Keywords:** Service-learning placement, educational experience, learning environment

**Track:** Program evaluation and assessment

**Format:** Poster presentation

**Date & time: **Thursday 3:20-4:30 **Location: **Salon 4 / Salon 9

**Summary:** A positive or negative learning environment has been linked empirically to the success of service learning as an educational experience (Levesque-Bristol, Knapp, & Fisher, 2010). Student choice in selecting their placement may be an important factor in the impact of the course (Levesque-Bristol & Stanke, 2009). More research is needed about specific placement factors and how they are related to impact of the program on the students who select and participate in that option.

As part of a four-year leadership development process, a required sophomore leadership seminar was implemented campus-wide in 2010-2011. In addition to a semester-long weekly didactic and discussion experience in a small classroom group, a ten-hour service learning “lab” component was required. The purpose of this study was to examine what factors in the service placement environment were related to self-reported impact on the participating students.

Preliminary data from 113 participants in a sophomore seminar service learning lab were examined to determine characteristics of an effective service learning placement. While repeated contact appeared to improve leadership development and exposure to diversity, most outcomes were comparable regardless of the schedule configuration. In this sample, service placements which engaged students with people who were in veterans’ hospitals or community activities for persons with disabilities had greater impact on learning, fun, and whether students would like to volunteer again. Perceived helpfulness of supervisor and chance to meet those served will also be examined in final sample.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Preliminary analyses compared the impact of different placement characteristics, specifically the student reported benefits of intensive (one-day) versus repeated (multiple partial days or up to 10 weekly contacts) and the area of service (education, poverty, or health/disability). T-tests for independent means (2-tailed) revealed a few higher ratings for options with multiple contacts, but in most cases the two schedule options were comparable.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**References:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Levesque-Bristol, C., Knapp, T. & Fisher, B. (2010). The effectiveness of service learning: It's not always what you think. //Journal of Experiential Education//, //33//(3), 208-224.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Levesque-Bristol, C. & Stanek, L. (2009). Examining self-determination in a service learning course. //Teaching of Psychology, 36//, 262-266.

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