A Multi-level Analysis of Service-Learning at an American Community College

IARSCLE 2011 Nov. 3, 2011 Chicago, IL

Amy Traver, Assistant Professor Sharon Ellerton, Associate Professor Regina Rochford, Associate Professor,Queensborough Community College, CUNY

Queensborough Community College (QCC), CUNY

•1 of 6 Community Colleges in the City University of New York (CUNY) System

• Fall 2010: 15,384 students• majority 19-22 years of age • Race/Ethnicity: 23.88% White; 25.16% Black;

26.29% Hispanic; 23.64% Asian; ~1% Other• > 40% are first-generation college students• 59% work more than 11 hours/week • > 70% require remediation

(2011 Fact Book, QCC Office of Institutional Research)

Freshman Academies at QCC•As of Fall 2009, all first-time full-time QCC students participate in a Freshman Academy.

• Academies: Business; Education; STEM; Liberal Arts; Visual & Performing Arts; Health Related Sciences.

• Academies provide students with coordinated services, interventions, and educational experiences during their first two semesters.

• Academies aim to improve:• retention rates• graduation rates• student commitment to education and future

careers

•In their first 30 credits, Academy students participate in at least 2 high-impact learning experiences.

• Kuh (2008) high impact practices that benefit student engagement and success

• Cornerstone Courses• E-Portfolio• Learning Communities • Writing Intensive Courses• Service-Learning

Freshmen Academies & High-Impact Learning Experiences

Service-Learning at Queensborough Community College•2007, formal start of service-learning at QCC

•grantee college of American Association of Community Colleges (AACC), Community Colleges Broadening Horizons through Service Learning, through Learn and Serve America program of the Corporation of National and Community Service.

•with the introduction of the Academies, strengthened faculty interest in service-learning and led to institutionalization of the Office of Service Learning

Kuh (2008): high impacts practices, including service-learning, facilitate student:

•learning of academic content•achievement of general education objectives•retention

•most striking for the historically underserved, students with lower incomes and lower academic scores.

Service-Learning’s “High Impact”Astin, Vogelgesang, Ikeda, & Yee (2000): positive effects

of adding service to learning:– academic performance (GPA, writing skills, critical

thinking)– civic engagement– plans to participate in service after college.

student outcomes at baccalaureate institutions

Impact of Service-Learning on the Community College Student

•Prentice and Robinson (2007); •community college service learners:

•increased civic engagement

•Prentice & Robinson (2010): service-learning is a predictor of increased student:

-career and teamwork-civic responsibility-academic development-educational success

Panel Presentations• Sharon Ellerton: analysis at the college level:

• A College Level Analysis of Service-Learning at CUNY, Queensborough Community College

•Regina Rochford:analysis at the departmental level, virtual presentation:

• The Effects of Service Learning on Students in the Basic Skills Department

•Amy Traver: analysis at the course level:• Service Learning in a Learning Community:

Combining High-Impact Learning Experiences for Success in Two Courses