Learning+to+lead+through+service

**Learning to lead through service: Service learning as a form of leader development**

Elizabeth A. Barber, Ph.D., North Carolina Agricultural & Technical State University [eabarber@ncat.edu] Whitney Wilson, B.Ed., North Carolina Agricultural & Technical State University [wdwilson@ncat.edu] Thomas J. Smith, Ph.D., North Carolina Agricultural & Technical State University [smithtg@ncat.edu] Erica Wright, Senior Education Major, North Carolina Agricultural & Technical State University [enwrigh1@ncat.edu] Ioney James, Ph.D., North Carolina Agricultural & Technical State University [ijames@ncat.edu] Bethany S. Penn, Senior Education Major, North Carolina Agricultural & Technical State University [bspenn@ncat.edu] Vivian Hampton, Ph.D., North Carolina Agricultural & Technical State University [vhampton@ncat.edu] Blayre C. Penn, Senior Education Major, North Carolina Agricultural & Technical State University [bcpenn@ncat.edu] Pamela Hunter, Ph.D., North Carolina Agricultural & Technical State University [hunterp@ncat.edu] Markus J. Webb, Junior Education Major, North Carolina Agricultural & Technical State University [mwebb@ncat.edu] Marcus S. Gibson, Junior Animal Science Major, North Carolina Agricultural & Technical State University [msgibson@ncat.edu] Stephen Fails, B.S., North Carolina Agricultural & Technical State University [owtlaw6369@gmail.com]




 * Keywords: ** U rban impact, collaborative learning, leadership development, longitudinal study, long-term service


 * Track: **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Civic learning outcomes for students in K-12 and higher education

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**Format:** Team presentation <span style="font-family: Arial,Helvetica,sans-serif;">
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Date & Time: **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Thursday 10:50-12:00
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Location: **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;"> Wilson

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">This presentation examines the experiences of student leaders from an Historic Black University who are learning to lead through long-term participation in a service learning tutorial for children from urban impact schools. The program provides an experiential foundation in cultural competence for teaching across diversity, best practices for accelerating children’s learning, the development of collaborative learning communities, and leadership development for university students who become expert tutors, then program leaders and research assistants. The presentation explores the following: How do long-term service learning experiences foster the development of leadership? What is the long-term value of these experiences for student leaders?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Summary: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Few service learning experiences, however, extend over multiple semesters or years. A team of faculty and students working together over time examine the perspectives of university students who have chosen to return to a specific service learning experience for several years in succession, and in so doing have moved from tutor to†program leader, and then to research assistant levels of functioning.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">We plan to follow the careers of as many student leaders as possible, to learn more about the long-term effects of participation, especially facilitation of teacher leaders who opt to teach in urban impact schools, and choose service learning as a pedagogy in their own teaching. Research of this nature has immediate implications. Teaching needs leaders who are willing to challenge the status quo in order to enrich classrooms through service learning. Our findings hold relevance for university faculty wishing to implement field experiences that guide university students to recognize their own efficacy as pre-service teacher leaders.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Antrop-Gonzales, R. (2003). "This school is my sanctuary": The Dr. Pedro Albizu Campos Alternative High School. //Journal for the Center for Puerto Rican Studies 15//(2), 232-255.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">References: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Astin, A., Sax, L., & Avalos, J. (1999). The long-term effects of volunteerism during the undergraduate years. //Review of Higher Education 21//(2), 187-202.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Ball, Arnetha F. (2009). Toward a theory of generative change in culturally and linguistically complex classrooms. //American Educational Research Journal 46//(1), 45-72.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Boykin, W. (2000). The talent development model of schooling: Placing students at promise for academic success. //Journal of Education for Students Placed at Risk 5//(1&2), 3-25.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Brown, J., Collins, A., & Diguid, P. (1989). Situated cognition and the culture of learning. //Educational Researcher// //18//(1), 32-42

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Coste, T. G., & Durker, M. (2001). Assessing the effects of including service in learning. //Academic Exchange Quarterly,// 5(1), 10-16.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Eyler, J. & Giles, D. (1999). //Where’s the learning in service learning?// New York, NY: John Wiley & Sons.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Juhn, G., Tang, J., Piessens, P., Grant, U., Johnson, N., & Murray, H. (1999). //What we know about the effects of service learning//. The Corporation for National Service.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Lave, J. & Wenger. E. (1991). //Situated learning: Legitimate peripheral participation//. Cambridge, MA: Cambridge UP.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Strage, A. (2000). Service learning as a tool for enhancing student learning outcomes in a college-level lecture course. //Michigan Journal of Community Service Learning, 7//, 5-13.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Vogelgesang, L. & Astin, A. (2000). Comparing the effects of community service and service-learning. //Michigan Journal of Community Service Learning, 7//, 25-34.

<span style="font-family: arial,helvetica,sans-serif; font-size: 120%;">**Please click here to access PDF of this page**: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">[|Barber- Learning to lead through service-Service learning as a form of leader development.pdf]

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