1. Hui, S. M. (2009). Difficult dialogues about service learning: Embrace the messiness. About Campus, 22-26. doi:10.1002/abc.304

2. Trochim, W. (2006, 10 20). Research methods knowledge base. Retrieved from Web Center for Social Research Methods: http://www.socialresearchmethods.net/kb/intreval.php

The notion that an ethic of service can be fostered through participation in an academic community engaged service-learning program was the underlying premise for this program evaluation study. The purpose of this program evaluation study, using both quantitative and qualitative measures in a thoughtfully organized setting of university and community, was twofold: To examine the effect of a community engaged service-learning program on both university student participants and community partner participants. Encompassing a global perspective, the design of the study incorporated both quantitative and qualitative research design elements. The quantitative findings were corroborated and more thickly described by the qualitative data. This study took place in a thoughtfully organized setting, at a mid-sized research university in the Pacific Northwest. Issues involved were values driven and community based, familiar to those who are involved in such a community service-learning experience. Based on the body of evidence presented as a result of this robust study and the collective positive results, i.e., instances of significantly significant differences in means through a repeated measures ANOVA (p < .05), findings indicated that female university students scored significantly higher than males pre- to post-test for moral orientation “ethic of care” and service-learning awareness/empathy (p < .05). Furthermore, service-learning students as a group had statistically significant differences in means for seriousness/intention to serve as well as altruistic service attitude (empathy) (p < .05). Adding a qualitative component, university students’ leadership identity development was also evaluated; underscoring the impact of such an experience. Analysis of the data strongly suggests that the global impact of the service-learning program was positive and effective in providing a solid community engaged educational experience for all concerned.

In a university context, where “emerging adult” students are our next generation of adult citizens, parents and workers, higher education should send them out prepared to tackle the global economy, equipped with the necessary tools to make moral and ethical decisions. University faculty and staff who work closely with collegiate freshmen and nontraditional students in particular should understand to what extent moral developmental theory and principled reasoning practices are applicable.

Statement of the ProblemThe purpose of this program evaluation study, using both quantitative and qualitative measures in a thoughtfully organized setting of university and community, was twofold. First, to examine the effect of a community engaged service-learning program on: A. University Student Participants’ 1) moral orientation, 2) altruistic service attitude, and 3) leadership identity and character development and “ethic of service”. Second, to examine the effect on: B. Community Partner Participants’ 4) academic climate, 5) social climate & student achievement, and 6) overall school climate and culture.

Methodology

Results

Discussion

References

AcknowledgementsThe teachers, staff, and administration have allowed me the latitude to introduce, actively participate in, and do research on our service-learning program. We have worked together to provide a rich and rewarding experience for all, along with the “roses and thorns.” The service-learning program at our elementary school is exemplary only because of your commitment to your students. I am forever in your debt; I love and respect you all.

Conclusion

This researcher and service-learning professional believes that service-learning pedagogy can be one avenue for continual moral, ethical and civic development of our university students and scholars alike.

This study used a program evaluation research framework (Trochim, 2006). Because service learning is transdisciplinary (crosses multiple disciplines) in nature, with multiple goals and multiple community partner participants, so isolating the effect of service learning component through an experimental or quasi-experimental design alone is difficult at best. Therefore, this research design utilized a quasi-experimental (pretest, intervention, post-test) model within a program evaluation research framework with a thematic analysis of participant voices through narrative, survey, and observational data to ensure maximum understanding of the concepts and relationships being studied.

The greatest evidence gleaned from this applied program evaluation research was that both universities and communities can benefit from an academic community engaged service-learning program. A comprehensive programming and evaluative palate that can be adapted and implemented at any higher education setting was presented. University student participants as well as community partner participants were impacted positively. Service-learning participants are better people for it. Through application of ethical theory, university staff and faculty are able to contribute to further understanding individual growth and maturation of university students.

Throughout this research study, I attempted to keep quantitative data and qualitative information separated. However, the two are intimately intertwined and integrated here in order to gain a deeper understanding of the results and findings of this study. This robust program evaluation research study was focused on a community engaged academic service-learning experience involving a university Life Skills for Athletes class and a local elementary school, driven by an “ethic of service.” I measured the impact of such a global experience on not only the service-learning students and the university, but equally important, the overall reciprocal impact of the program (the service-learning students) with the community, partners as I lived the experience. Through the years, because our service-learning students have come to us from all over campus, we understand the service-learning experience from a transdisciplinary lens. University students, student-athletes, and instructors have learned to work collaboratively with community partner participants; the reciprocal relationship has come to be known as a “win-win” situation.

The quantitative effects of the service-learning program experience used in this quasi-experimental design used a nonequivalent convenience sampling with a repeated measures multivariate ANOVA. Course and Gender were the independent variables Program experience was assessed by score difference between pre-and post-test scores for both the MMO-2 and the CSAS. Alpha set at p < .05, between and within, was run in SPSS version 18.0 to analyze the difference between the main factors (i.e. by Group and Gender) on the dependent variables (the MMO-2 and CSAS) from pretest to post-test.

As measured by the MMO-2, a significant difference for either care or justice was measured for the Between Subjects results. The MMO-2 by Gender by Time on the Care scale, average scores were significantly different from zero with females scoring higher than males (Males-77.12, Females-81.13, p = .007).

As measured by the CSAS, it did not make any difference by Gender, pre- to post-test average scores by Group (service-learning or no service-learning) were significantly different from zero for the Service-learning Attitude and Empathy toward their service-learning experience. Therefore, it appears as though a service-learning program experience has a positive influence on service-attitude attributes for both males and females.

Qualitative thematic analysis of students’ written narrative raw data enabled me to determine that there were indeed emergent themes that resulted as a result of thematic analysis of the narratives from the service-learning students. Patience and time management were mentioned under each of the three categories (personal growth, academic growth and civic growth). Patience, a virtue, was internalized as a result of their experiences across the board; Time management, an important social skill, was also mentioned as an output of the student’s experiences.

Moral orientation and community service attitude were assessed by the MMO-2 and the CSAS, respectively. Leadership identity, character development and global impact of the program were analyzed using hermeneutic thematic analysis of various artifacts to ensure the “voice” of both university students and community participant members, central to the reciprocal relationship between the service-learning students and community partners (Hui, 2009).

Leadership identity was qualitatively discerned, using thematic analysis of narrative information from the Leadership Identity Development Questionnaire (LID-Q) as well as service-learning students’ “voices” through selected assigned narratives, as well as input from their university instructor. Though there are stages representative of leadership growth, they may be more recursive in nature than was initially recognized. This information is especially relevant when dealing with these emerging adults.

The moral value—moral orientation it has been called throughout—the “ethic of care” (i.e., patience) was enhanced through such a service-learning program experience. The social value of time management (a life skill) was also reported by the students in each category. The concept of time management is important, especially to our busy university students and student-athletes.

Introduction

Research Evaluation Method Measure Participants

Participant-oriented Research

Elementary School Teachers & Staff, Elementary School Principal, University Students and Instructors, Participant Researcher

Teacher/Staff Survey Instrument, Participant Surveys, Personal Interviews

MMO-2 & CSAS

LID-Q & Student written narrative assignments and discussions

Scientific/Quasi-Experimental

University Students

Qualitative/Iterative Hermeneutic

University Students & Instructor, Reflection Leader

Table 1. Program Evaluation Rubric