Building Civic Leadership Through Service Learning: A Case Study of Challenges, Disruption, and Bridging

• In Event: Community Engagement in Education

Short Description

Service learning is often used to integrate theoretical and practical leadership learning in undergraduate leadership programs. Does such experiential learning really impact students and providers alike in building civic leadership capacity? This study examines pre-/post- perceptions, attitudes and learning of students and community partners in a yearlong engagement project.

Detailed Abstract

Service learning helps students engage in their community’s public issues and foster respect for others (Glenn 2001). Numerous studies have shown the positive effects of community service on university student leadership development, from decreasing the likelihood of stereotypical perceptions of individuals contending with poverty (Boyle-Baise & Kilbane, 2000) to becoming more knowledgeable about complex social problems (Batchelder & Root, 1994). It is obvious why most colleges and universities encourage or require community engagement to further students’ education and development, particularly for emerging leaders. If the goal of such service learning is to disrupt stereotypes and parochial approaches to complex problem solving, thereby developing 21st century citizen leadership, impact assessment is critical (Oats & Leavitt, 2003). Yet relatively few studies have considered how the perceptions of students and community partners begin and change over the course of a service learning experience. This presentation includes research findings and a model of possible best practices to consider when utilizing community engagement experiences in social justice leadership development for undergraduates.

First, findings will be presented of a research project comparing pre- and post- perceptions of 66 undergraduate leadership program students to perceptions of community partners in a yearlong community engagement project. Students and community partners were surveyed before engagement began, focusing on anticipated beliefs and attitudes towards one another. Survey results include student preconceptions of the communities they were about to serve, including leaders and clients of the organizations providing engagement opportunities. Qualitative descriptive data includes student beliefs about poverty, race, perceptions of themselves as outsiders, how community based organizations function, and what they believed to be the most important attitudes, skills and abilities needed to serve their respective organizations and concomitant clients. Counterpart survey results of attitudes and perceptions of the community partners and clients toward the partnering servant leadership learners were also collected. Descriptive data and comparative analysis of the receiving partners attitudes toward, and expectations of, the anticipated service learner will be presented. These include community partner perceptions of student privilege, intellect, idealism and persistence. Post-experience surveys and final integration papers are analyzed for any changes in attitudes and knowledge across the yearlong service learning partnership.

Secondly, a model of best practices that may optimize the relationship for both student learners and community partners will be considered. The complexity of community relationships for the practice of leadership through service is often messy. Leadership educators and program directors aspire for real-world problem solving venues for student leadership learning and practice. It can be challenging to understand how to navigate the relationship between the students and community partners, given diverse attitudes, expectations and perspectives. Stoecker and Tryon (2009) suggest that community partners are often not heard in the service learning relationship and their organizational needs are not taken into consideration. In addition, community partners have valuable insight and knowledge of their communities, clients and mission, yet may not have the capacity to develop experiences that create shared benefits with university students who are balancing a number of demands between classes, jobs, student organizations, and personal identity development issues. Leadership students may come with great enthusiasm and excitement to practice servant leadership, but may lack self-awareness and understanding of social values and issues important to the community. This disconnect can lead to miscommunication and an absence of shared knowledge and overall learning.

Factors important to success will be explored, including the needs and expectations of the community partners, the students, and leadership development program. A model will be explored that includes the considerations of Pigza and Troppe’s (2003), who suggest partnerships should incorporate high communication, ease of accessibility, valuable resources, dynamic engagement, and responsibility on both parties. It also incorporates Jacoby’s (2015) emphasis on the integration with academic curriculum, critical reflection, and consistent assessment.

Participants

• Linda G. Olson, University of Denver

• Mimi Bau, University of Denver