Academic Exchange Quarterly Spring 2005 ISSN 1096-1453 Volume 9, Issue 1
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Teaching Citizenship
through Service-Learning
Susan R. Madsen,
Susan R. Madsen,
Ed.D., is an assistant professor of management. She teaches, publishes, and
consults in the areas of service-learning, leadership, and change. Ovilla is a
pedagogical researcher and also works in human resources.
Abstract
Academic service-learning has been described as a way to respond
to the continual concerns regarding the loss of a sense of community in this
country. This paper will discuss this pedagogy and present the results of a
qualitative research study that explored the citizenship-related perceptions,
experiences, and reflections of students who participated in a service-learning
project for a business management course in 2003 and 2004. The paper will also
provide implications for faculty interested in facilitating learning through this
teaching methodology.
Introduction
Academic service-learning is a relatively new pedagogy that
is now being used in college and university courses across the country. It has
been cited, in a 1995 speech by D. M. Shafer, as a “means of responding to concerns
about the loss of a sense of community and concurrent citizenship behaviors in
the country” (Easterling & Rudell,
1997, p. 59). Although some would
purport that the trend toward decreased civic engagement among the teens and
young adults of today is unique, Dewey (1938) had these similar concerns nearly
seven decades ago. He explained:
The society is a
number of people held together because they are working along common lines, in
a common spirit, and with reference to common aims. The common needs and aims
demand a growing interchange of thought and growing unity of sympathetic
feeling. The radical reason that the present school cannot organize itself as a
Natural social unit is because just this element of common and productive
activity is absent. Upon the playground, in game and sport, social organization
takes place spontaneously and inevitably. There is something to do, some
activity to be carried on, requiring natural divisions of labor, selection of
leaders and followers, mutual cooperation and emulation. In the schoolroom the
motive and the cement of social organization are alike wanting. Upon the
ethical side, the tragic weakness of the present school is that it endeavors to
prepare future members of the social order in a medium in which the conditions
of the social spirit are eminently wanting. (p. 11-12)
In short, Dewey taught that
students should be active participants, engaged in the learning process. He
felt that students should learn through experience and that these well-designed
engaging activities could link a student with opportunities for community
involvement and civic engagement. Academic service-learning appears to be a
teaching methodology that does just this.
The purpose of this paper is to discuss the link between
service-learning and citizenship by presenting the results of a qualitative
research study that explored the civic engagement and citizenship-related
perceptions, experiences, and reflections of students who participated in a
service-learning project for a business management course in the spring
semesters of 2003 and 2004. In addition, this paper will also provide
implications for faculty interested in facilitating learning through this
teaching methodology.
Academic
Service-Learning
Academic service-learning is now being considered an
educational pedagogy that can assist students in gaining a sense of community,
increasing positive citizenship activity and behaviors, enriching sympathetic
feelings, becoming engaged in their education, and preparing to become life-long
learners, and active community members (Zlotkowski,
1996). Informal lessons of citizenship and justice (regardless of the course
topic) can be taught and learned by students, faculty, and community partners
through participation and engagement in academic service-learning (Rama, Ravenscroft, Walcott, &
Zlotkowski, 2000).
Generally speaking, academic service-learning is a
multi-dimensional pedagogy (a form of experiential learning) that is integrated
within a credit-bearing course in the form of an organized, thoughtful, and
meaningful project (Bringle & Hatcher, 1995).
Students are paired with agencies or organizations that have specific needs
related to the content of a particular course. Students then perform the needed
community service while, at the same time, utilizing course content and
reflecting on their experiences for enhanced learning.
Citizenship
The literature on service-learning largely separates course content (the specifics related to
course objectives) and collateral
learning (the learning that takes place through study and activity, but is
outside of defined course purposes). Included within collateral learning would
be various competencies such as leadership, communication skills, civic
engagement, tolerance, and citizenship—all of which are cultivated by good
service learning projects. Dewey alleged that “collateral learning in the way
of formation of enduring attitudes, of likes and dislikes, may be and often is
much more important than the spelling lesson or lesson in geography or history
that is learning. For these attitudes are fundamentally what count in the
future…the actual conditions of living has given them the precious gift of
ability to learn from the experiences they have” (p. 49).
Stevens (2001) argued that service-learning, which combines
a curriculum of learning with performing necessary services in the community,
can be pivotal in the continuing need to build character, citizenship, and a
sense of ethics. Other authors have similarly asserted that through participation
in service learning activities, students are exposed to individuals different
from themselves and develop tolerance and understanding for those whom they
serve. In 1987 Ernest Boyer, for example, emphasized that the act of service
introduces students to new people and new ideas. It further establishes,
according to Boyer, connections between academics and society at large and is
inherent to the mission of higher education (cited in Vernon & Foster,
2002, p. 208).
Research Methods
A service-learning project was
designed and implemented in a new compensation and benefits course taught at
Utah Valley State College during the spring semesters of 2003 and 2004. It was
an elective course for business students interested in human resources. The
classes were small and 25 students completed the projects during these two
semesters. Notably, this was the first service-learning experience for most of
the students. The academic service-learning projects took students 20 to 40
hours (throughout the semester) and accounted for nearly one-third of their
final grade. During the first month of the semesters, the students were asked
to self-select into groups of three based on class and work schedules and to
choose one of a number of non-profit organizations interested in having
students perform course-related service projects. The instructor had previously
met with organizational contacts and briefly described the projects.
The service-learning project consisted of job analyses and
evaluations for the non-profit organizations. Included in the overall project
was an initial proposal, final report, reflective journal, oral report to the
class, and presentation to the site contact. The final report was to include
all pertinent information gathered throughout the project which included the
following: a) the project proposal; b) detailed job evaluations of two or more
positions; c) a list of salary survey websites with descriptions; d) a
compensation and benefit comparison with similar non-profit and for-profit
positions; e) for analyzed positions, recommended compensation and benefits
package (with supporting evidence) for both full-time and part-time workers;
and f) any other supporting information and paperwork produced that may be
helpful for the organization.
At the conclusion of the first semester, student
participants were interviewed to explore their perceptions about
service-learning. These interviews were transcribed and data were analyzed
through theme generation. All citizenship-related passages were reviewed
separately. Students also kept reflection journals of their experiences. The
second semester students wrote five two-paged reflective essays strategically
assigned throughout the experience to collect data on their perceptions and
experiences. Of the 25 participants, eight were women and 17 were men. Ages of
the participants included 14 who were 21 to 25, six who were 26 to 30, and five
who were over 30 years of age. Fourteen students were currently married, five
were separated or divorced, and six were single and had never been married. All
but three were seniors. Notably, this was the first service-learning experience
for most of the students.
Specific questions regarding civic engagement and
citizenship were not asked in the interviews or reflection assignments;
however, all students talked or wrote about their experiences and perceptions
in this area. This data was extracted from the transcripts, essays, and
assignments and compiled.
Reflections
Every student who completed a
service-learning project appeared to have feelings and experiences with regard
to citizenship. Most expressed a desire to continue community service after the
semester was over. Most were moved by their experiences and had an increased
desire to do more for the community and individual members in need. One student
explained, “It was a good experience
because I knew I was helping somebody who needed it. They were excited to have
us there and treated us like we have something valuable to give them.” Another
stated,
Because of this service-learning experience,
I am now volunteering my time. Tomorrow night I am going to help with “Project
Read” which is where I volunteer to teach the illiterate adults how to read. I
am also doing a mentor program where they’ll set me up with a child between the
ages of 5 to 18 and we’ll spend an hour or two each week just playing games or
going out so they feel like they have a father figure. I know now that I am
needed.
Students also wrote (possibly with surprise) that their civic work
specifically related to the content of this course, actually helped them learn
larger important life lessons. First, one woman in her thirties explained,
I work for a successful company and employees
get paid pretty well and have fantastic benefits. Yet, these community partner
employees made hardly anything. They worked there because they felt good and
wanted to make a difference. They were happy to work for so little. I found
myself wondering, “How can you do that?” and “Is this really fair in our
society?” It was humbling. I want to understand this feeling and this
sacrifice. I think now that I could really make a difference in this community.
I’m not sure how, where, or when—but I now have the desire.
Second, near the first of the semester, during a class discussion, a
particular young man expounded his views on money; he felt it was truly the
only motivator for performance. However, during the last week of the semester
he wrote the following: “I thought that money was the only motivator for
employees—I was wrong. I have just spent months watching unbelievably talented,
overworked people work for half of what they could make in a for-profit
company. These people are happy and fulfilled. Making a true difference is so
satisfying for them. I need to rethink what I want to do with my life.”
Through this project, students also learned more about the community
partners and what they offered. One student exclaimed, “I am astounded at the
number of programs
One young man chose to work with his group in a non-profit organization
that assisted many disabled adults. For his job analysis work, he spent one
evening observing an employee who facilitated activities. However, instead of
just observing he was asked to help facilitate. As he explained, he clearly
learned concepts and applications beyond the course content: “I am one of those
people that will be very nice and cordial to individuals that are mentally
challenged, but I am glad when our interaction is over. But this project has
already begun to change that—especially after Tuesday night when I had an
opportunity to interact with them and break down some of the barriers that my
mind had created out of ignorance.” He also spoke about this experience during
his group’s final presentation to the class. As he began reflecting on this
life-changing experience, he became emotional and expressed his gratefulness
for the competence and knowledge he gained about the course content but, more
importantly, the opportunities he had to change his assumptions and perceptions
about those who are mentally challenged and his opportunity to contribute.
Many students provided reflections that seemed to embody their feelings
about the experience as a whole, and two will be shared here. One student
stated, “When compared with other projects I’ve done at this college, I feel
this project was much more worthwhile for me as well as the agency. This
project was meaningful. The experience with service-learning was definitely
more applicable and organized than any other. I feel a sense of ownership for
this work, and I’ve created a meaningful relationship with this community
partner. This feels good. I need to do more.” And, finally, one student
summarized his service-learning experience eloquently:
A lot has taken place this semester. Every
piece of this experience has contributed to the overall grand experience the
service learning project has been. Yes, it does take time away from our busy
schedules to meet with the clients and group members, but the knowledge and
practical skills gained from the various activities associated with this
project far outweigh the costs of time, effort, and cognitive devotion.
Implications and
Conclusion
This article reports student’s experiences and
perceptions with regard to two sections of a business management course.
Importantly, the course is not typically a course in which citizenship concepts
would naturally be taught in the formal curricula. Although citizenship was not
specifically discussed during class period lectures or discussions, it appears
that important related lessons in this area were learned solely through
student’s involvement in a well-designed service-learning project. It is clear,
from this case as well as others discussed in the literature (e.g., Rama, Ravenscroft, Walcott, &
Zlotkowski, 2000; Zlotkowski,
1996), that
students could learn civic engagement and citizenship through involvement in
service-learning even though the course content may seem unrelated. According
to Barber (1994), “without schools that take responsibility for what goes on
beyond as well as in the classroom, and work to remove the walls that separate
the two worlds, students will continue to bracket off all that they learn from
life and keep their lives at arms’ length from what they learn” (p. 92).
In this study, most students learned lessons related to citizenship, and
it was even a life-changing experience for some. In fact, it became a
transformation learning experience for many of these students. Clark (2000) and
others have agreed that “programs that integrate service with strategies to
develop the knowledge, attitudes, and skills necessary for active citizen
participation” (p. 164) are powerful tools in empowering college and university
students in becoming more civically engaged. Since service-learning can be
integrated into any college or university course, the possibilities for student
development in this area are limitless. Faculty in higher education must rise
to the challenge and begin, in larger numbers, addressing competency development
(including citizenship) outside of specific course content. Assisting students
in developing the desire and skills to become more involved and active as
citizens can only lead to stronger communities. We purport that it is the
responsibility of all educators to provide these types of developmental
opportunities for all students, and academic service-learning is a powerful
vehicle to help students begin and continue this journey.
References
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(1994). A proposal for mandatory citizen education and community service.
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Bush-Bacelis, J. L. (1998). Innovative pedagogy: Academic
service-learning for business communication. Business Communication
Quarterly, 61(3), 20-34.
Dewey, J. (1938). Experience and
education.
Easterling, E. & Rudell,
F. (1997). Rationale, benefits, and methods of service-learning in marketing
education. Journal of Education for
Business, 73(1), 58-62.
Rama, D. V., Ravenscroft,
S. P., Walcott, S. K., & Zlotkowski, E. (2000).
Service-learning outcomes: Guidelines for educators and researchers. Issues
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