Service-learning+and+civic+engagement+at+a+major+university

**Service-learning and civic engagement at a major university:** **Effectively involving a large student body** Nicole Springer, Assistant Director of Center for Service-Learning and Civic Engagement, Michigan State University [spring57@vps.msu.edu] Karen McKnight Casey, Director of Center for Service-Learning and Civic Engagement, Michigan State University [caseyk@vps.msu.edu]



**Keywords:** Preflection, group orientation, PARE Model, student preparation

**Track:** Program evaluation and assessment

**Format:** Poster presentation


 * Date & Time: ** Friday 3:20 - 4:30
 * Location: ** Salon 4/Salon 9

**Summary:** The Michigan State University (MSU) Center for Service-Learning and Civic Engagement (CSLCE) works with students involved in community-engaged scholarship on three different levels: academic, curricular, and co-curricular. Evidence suggests that the group orientation model enhances preparation and expedites connecting students to community.

Using the PARE model of preparation, action, reflection, and evaluation (Jacoby) and including the addition of "preflection" (Springer & Casey), the CSLCE re-introduced group orientations for students who registered for service-learning through the CSLCE database (not for a class or with programs that hold their own orientations). This was to supplement the orientation work being done with the academic service-learning classes.

The evidence suggests that this group orientation model will enhance students' preparation for their action. The final survey will not be collected until the end of the academic year; therefore the exact results are not available at this time.

This presentation focuses on the orientation design for all service-learning students, implementation process, and evaluation data to date. Participants will be asked to join in the discussion of parallel models at their institutions, responses to our conclusions, and potential areas of further investigation.

**References:** Ayers, J. & Lavin, J. (2003). //Preparation, action, reflection.// Retrieved December from []

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Casey, K. M. & Springer, N. C. (2006) Ancillary to Integral: Momentum to institutionalize service-learning and civic engagement. In K.M. Casey, et al (Eds.) //Advancing knowledge in service-learning: Research to transform the field// (pp. 207-222). Greenwich, CT: Information Age.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Jacoby, B. (2009). //Civic Engagement in Higher Education: Concepts and Practices.// Hoboken, NJ: Jossey-Bass. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Resource Center. (2002). //Using the PARE model in service-learning.// Tools and training for volunteer and service programs. Retrieved from []

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Springer, N. C. & Casey, K. M. (2010). From Preflection to Reflection: Building Quality Practices in Academic Service-Learning. Chapter 3. //Handbook of Engaged Scholarship: Contemporary Landscapes, Future Directions.// East Lansing, MI: Michigan State University Press.

**<span style="color: black; font-family: Arial,Helvetica,sans-serif;">Please click here to access a PDF of this page: ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">[|Springer -service-learning and civic engagement at a major university-effectively involving a large student body.pdf]

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