Presenters:
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Kelly Anthony (Teaching Fellow, Applied Health Sciences, School of Public Health and Health Systems)
In Fall 2010, during one of our first Integrative and Experiential Learning Series session, Dr. Kelly Anthony joined us to discuss how she had been able to make a Community Service Learning opportunity available as an option to students in her course. In lieu of completing a more traditional assignment, students in her course have the option of working directly with a community group. Those who take this option are able enrich the classroom discussions and add details to the course readings.
During this session, Kelly discussed findings from a research project she and Jenna Van Draanen, one of Kelly’s former students, undertook to determine if providing CSL opportunities for a small group of students who would then ‘peer-‘teach’ their classmates would enhance student experience and engagement in class for both CSL and non-CSL students without requiring the resources to coordinate volunteer service for an entire class. The research project was funded by UW’s Learning Innovation and Teaching Enhancement (LITE). During the session, participants discussed how these findings might inform the design and delivery of similar CSL opportunities in other courses or programs.
Selected Resources
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Markus, G. B., Howard, J.P.F. and King, D.C. (1993). Integrating community service and Classroom Instruction Enhances Learning: Results from an Experiment." Educational Evaluation and Policy Analysis, 15 (1993), 410-419
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Astin, A.W., Vogelgesang, L.J., Ikeda, E.K., and Ye, J.A. (2000). How service learning affects students. Higher Education Research Institute, University of California, Los Angeles. January, http://gseis.ucla.edu/heri/PDFs/rhowas.pdf
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Eyler, J.S., Dwight, G., Stenson C.M. and Gray, C.J. (2001). At a glance: What we know about the effects of service-learning on college students, faculty, institutions, and communities, 1993-2000, Third Edition. Nashville: Vanderbilt University.
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Yoder, J. &Hochevar, C. (2005). Encouraging active learning can improve students’ performance on examinations. Teaching of Psychology, 32(2), 91-95