Service-Learning at OCUFaculty S-L Survey

Dann MayCampus Compact Conference, OCU

April 24th, 2009

AMGT service-learning dance students at Positive Tomorrows, Spring 2008

REL 2513 service-learning students at the Buddha Mind Monastery, Spring 2008

Faculty S-L Survey from Fall 2008- 31 surveys

- 26 distinct courses: representing 60 total courses taught

- 19 out of 57 S-L faculty: 12 women, 7 men

- Survey was first distributed in Fall of 2008 Students working with Blue Thumb

stream assessment, BIOL 1015

Faculty S-L Survey:Academic Rank of Faculty Completing Surveys

S-L Faculty Surveys: Distribution of S-L Courses Taught

26 Distinct CoursesREL: 6SPAN:6EDUC: 2NURS: 2AMGT: 2THRE:2

Service-Learning (S-L) Faculty Comments

“The course (NURS 3701) was already in existence, but no faculty member volunteered to do it. It is sad to say that is how I got involved, but it really did change my life!!! It was a wonderful experience.” -- Susan Barnes, spring 2008

“Richer context for student learning.”-- Donna Hodkinson, teaches 6 different Spanish courses as service-learning, fall 2008

Service-Learning Faculty Comments“It is quite difficult for college students to fully understand the difference between children’s cognitive processes and abilities and their own when students only study theory. It is also difficult for college students to appreciate the power and benefits of folk tales and fairy tales ‘in theory.’ college students also listen with skepticism when told reading to children helps a child succeed in school. All three of these theories become visible and comprehensible to college students as they participate in children’s education at Wilson Elementary School.” -- Judith Palladino, THRE 2941: Children’s Theatre Lab/Storytelling, spring 2008

Faculty S-L Survey:Q1: Service learning enhanced my ability to communicate the

core competencies of the subject matter I teach.

Faculty S-L Survey:Q2: The service helped my students see the relevance of the

course subject matter.

Range 1-631 Respondents

Mean 4.5

94% Agree or Strongly

Agree

Faculty S-L Survey:Q3: The service aspect of this course helped my students see how the

subject matter they learned can be applied to everyday life.

Faculty S-L Survey:Q4: The service my students completed was beneficial to

OCU.

Range 1-631 Respondents

Mean 4.3

81% Agree or Strongly

Agree

Faculty S-L Survey:Q5: The service my students completed was

beneficial to the community.

Range 1-631 Respondents

Mean 4.6

97% Agree or Strongly

Agree

Faculty S-L Survey:Q6: The service my students completed interfered with their

other academic responsibilities.

Range 1-631 RespondentsMean 3.0

26% Agree or StronglyAgree

58% Disagree or StronglyDisagree

Student S-L Survey:Pg 4 Sect 3 Q5: Compared to regular classes, I found that service-

learning interfered with my other academic responsibilities.

Range- 1-5218 Respondents

37% Agree or Strongly Agree

36% Disagreeor Strongly Disagree

Faculty S-L Survey:Q7: Using service learning required more of my time as a teacher.

S-L Faculty Survey:Q8: Using service learning was worth the effort.

Student S-L Survey:Pg 4 Sect 3 Q6: Compared to regular classes, service-learning

was worth the effort.

Range- 1-5218 Respondents 55 % Agree and Strongly Agree

S-L Faculty Survey:Q9: I will use service learning as a teaching strategy

with future courses.

S-L Faculty Survey:Q10: Service-learning helps fulfill OCU’s mission.

S-L Faculty Survey:Q11: There should be more courses offering service-learning

at OCU.

S-L Faculty Survey:Q12: I am satisfied with the assistance I received with the

mechanics of service-learning.

Range 1-631 Respondents

Mean 4.0

61% Agree or Strongly

Agree

S-L Faculty Survey:Q13: What were your top reasons for deciding to teach a

course using service-learning as a teaching method?

• Highest: Enhance student learning (61%)

• 2nd Highest: Encourage civic responsibility (44%)

• 3rd Highest: Desire for increased relevance of course (61%)

• Only 7 out of 82 entries (7.4%) indicated faculty incentive money (i.e., stipends) as a top reason, and only 1 entry listed it as the top reason.

S-L Faculty Survey:Q13: What were your top reasons for deciding to teach a

course using service-learning as a teaching method?

#1 Top Reason: Enhanced student learning – 59%29 entries

S-L Faculty Survey:Q13: What were your top reasons for deciding to teach a

course using service-learning as a teaching method?

S-L Faculty Survey:Q13: What were your top reasons for deciding to teach a

course using service-learning as a teaching method?

S-L Faculty Survey:Q13: What were your top reasons for deciding to teach a

course using service-learning as a teaching method?

S-L Faculty Survey:Q14: Teaching a course that incorporates service-learning

has affected the following (check all that apply)

91 entries