Community-Based Service Learning: Lessons Learned About This Powerful Tool for Leadership Education

• In Event: Theory and Practice: How Do Boundary Spanners Incorporate Design Thinking and Evaluate Student Learning

Short Description

An ongoing theme in graduate level leadership education is translating theory to practice, yet there is a perceived disconnect between espoused theories and their applicability in real-life leadership situations and contexts. This is precisely where community-based service learning adds great value. This presentation will focus on the impact community-based service learning has had on graduate level leadership education outcomes at the MacArthur School of Leadership.

Detailed Abstract

This presentation includes a brief review of the literature on the value of service based learning, perceptions of adult learners on the value of community-based service based learning, and how community-based service learning has helped achieve educational outcomes for graduate level students in leadership.
Presentation Component Areas Include:
Findings from the literature about the value of service based learning:
Service learning is an educational activity which fosters intellectual development by allowing students to meet the learning objectives of a course while serving the needs of their community. Brabant and Braid (2009) explain that the purpose of service learning is to “1) stimulate students’ interest in, and ability to digest, course content as they relate theories to practical experience beyond the classroom and 2) to aid in the process of inculcating values we deem essential to the well-being of any civic construct- humility, efficacy, and empathy, because without these values, students cannot learn to serve or lead effectively” (pp. 67-68). In order to be considered service learning, the project must include a component which is graded by the course instructor, be tied to the learning objectives of the course, and include a reflection component (Weigert, 1998, pp.6-7).
In a report for the Association of American Colleges & Universities, Kuh (2008) identified service learning as one of ten high-impact educational practices which promote deeper learning, engagement, and higher rates of retention. According to Kuh, in order to be an effective high-impact educational practice, service learning programs must include opportunities for students to “both apply what they are learning in real-world settings and reflect in a classroom setting on their service experiences” (p.11). Additional studies have shown that service learning has positive effects for college students including positive personal growth, interpersonal development, cultural and racial understanding, social responsibility, commitment to serve, academic learning, critical thinking, and career development (Eyler, Giles, Stephenson, & Gray, 2001), and when designed well, these service-learning experiences benefit both students and community stakeholders (Lester, Tomkovick, Wells, Flunker, & Kickul, 2005). Several studies have also found that service learning can be particularly valuable for adult learners. For example, Reed, Rosing, Rosenberg, and Statham (2015) found that nontraditional adult students are able to draw on their experience to build deeper engagement and connections with their community. While Largent (2013) found that not only were the needs of the community addressed by the service learning project, but also that the students’ enthusiasm energized the community and reinforced ties between the community and the institution.

Benefits of service based learning for aspiring leaders
• Perspective transformation and enhanced critical reflection
• Enhanced engagement with the subject matter
• Enhances connection and relationships with the community or organization and its problems
• In-depth understanding of root causes of those problems
• Moral and character development and reinforcement of values
• Enhanced authenticity in leadership
• Enhanced systems thinking and the ability to better manage ambiguity and complexity
• Increased personal efficacy and confidence
• Development of greater social responsibility
• Enhanced understanding and appreciation of diversity and cultural differences
• Improved richness and depth of class discussions
What graduate learners state are the takeaways from service based learning…
Results from surveys of graduate student’s perceptions of the impact of service learning on their development as leaders will be shared.
The end of the presentation will include subsequent question and discussion opportunities for attendees to interact about the issue of service based learning from the various schools representatives in attendance of the session.

Participants

• Arthur H. Johnson, Palm Beach Atlantic University

• Michelle Keba, Palm Beach Atlantic University