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Transcript of 1 Tony Chambers. Canadian Association of Community Service Learning Regional Conference Higher...
Canadian Association of Community Service Learning
Regional Conference
Canadian Association of Community Service Learning
Regional Conference
Higher Education for the Public Good & the Place of Community Service
Learning
Tony ChambersUniversity of Michigan
University of Toronto
3Tony Chambers
Outline of commentsOutline of comments
• The public good of higher education• Thinking about community; thinking
about society• Community service learning –
challenges & best practices• Last thoughts… • Discussion
4Tony Chambers
Foundations of Higher Education /Society Foundations of Higher Education /Society Civic Prosperity Civic Prosperity
•Since its beginning, the relationship between postsecondary education and society has been contentious
•To this day, the relationship requires considerable negotiation and compromise.
•Important to keep in mind that the outcome is civic and social prosperity, and engagement (including service learning, and education) are vehicles to achieve prosperity.
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Terms…..Terms…..
• Higher Education?• “For” versus “as”• “The” versus “a”• Public • Good
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What connection do people make between higher
education and the public good?
Key QuestionKey Question
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11%
3%
60%
77%
27%
19%
Less important About the same More important
The American Council on Education, Nov 2001
The Starting Point:The Starting Point:
Does Higher Education Matter?Does Higher Education Matter?
Compared to ten years ago, would you say getting a
higher education today is more important, less
important, or about the same?
Compared to ten years ago, would you say getting a
higher education contributes more or less to
our society, or about the same?
Kellogg Forum, April 2002
9Tony Chambers
67%
70%
71%
76%
19%
18%
16%
16%
17%
16%
15%
16%
15%
14%
65%
64%
63%
61%
61%
57%
54%
13%
Attracting people to the state
Creating a sense of state pride
Keeping young people in the state
Bringing money into the state
Good quality of life
Attracting businesses & employers
Keeping the state's economy strong
Creating jobs
Enhance research & technology
Technologically competitive
Well-trained workforce in state
Fairly important Very important
Why Do Public Higher Education Why Do Public Higher Education Institutions Matter?Institutions Matter?
Source: The American Council on Education
Please tell me how important good public colleges and universities are to each of the following:
89%
85%
85%
83%
80%
80%
80%
77%
77%
75%
73%
10Tony Chambers
56%
67%
69%
69%
72%
85%
The Goals of Higher EducationThe Goals of Higher Education
Source: Ford Foundation
Providing education in basic skills
Career training or re-training
Preparing people to function in a diverse workforce
Creating a better quality of life in your state
Preparing people to function in a more diverse society
Preparing people for effectiveparticipation and leadership
% saying each is a very important goal of higher education
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What should a student gain from college?(% saying "absolutely essential"…)
71%
68%
63%
61%
60%
57%
44%
32%
What Should Students Get Out What Should Students Get Out of College?of College?
Source: The National Center for Public Policy & Higher Education
A sense of maturity and how to manage on their own
An ability to get along with people different from themselves
An improved ability to solve problems and think analytically
Learning hi-tech skills, such as using computers and the Internet
Specific expertise and knowledge in careers they have chosen
Top-notch writing and speaking skills
Responsibilities of citizenship, such as voting and volunteering
Exposure to great writers and thinkers in subjects like literature and history
12Tony Chambers
Don't know/ Refused
2%
Somewhat disagree
17%
Somewhat agree45%
Strongly disagree
9%
Strongly agree27%
Women (76%) are more likely than men (66%) to
believe that active citizenship is a main goal
of higher education.
Adults in more rural areas (80%) are more likely than more urban adults (69%)
to believe that active citizenship is a main goal
of higher education.
Active Citizenship as a Goal of Active Citizenship as a Goal of Higher EducationHigher Education
Women are now the majority of those enrolled
in degree-granting institutions (60%).
Please tell me if you agree or disagree with the following statement:
“One of the main goals of higher education is to teach students how
to be active citizens.”
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I'm going to read you some issues colleges & universities face today. Please tell me how
good a job you think higher education is doing on that issue…
(% saying…)
7%
15%48%
40%
41% 6%Preparing students to be
active citizens
Building a relationship withsurrounding communities
Preparing students for acareer
Good Excellent
African American respondents (18%) are more than twice as
likely as Caucasian respondents (7%) to say that colleges and universities are doing a poor job on preparing
students for a career.
African American respondents (22%) are more than twice as
likely as Caucasian respondents (10%) to say that colleges and universities are
doing a poor job on building a relationship with the
surrounding community.
How Are Colleges and How Are Colleges and Universities Doing?Universities Doing?
63%
47%
47%
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ConnectionsConnections
Focus Group Responses:
What does higher education provide? What is its role? Responsibility? Relationship?
IndividualsIndividuals
CommunityCommunity
SocietySociety
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The Array of Higher Education Benefits
Increased Tax Revenues Greater Productivity Increased Consumption Increased Workforce Flexibility Decreased Reliance on
Government Financial Support
Reduced Crime Rates Increased Charitable Giving /
Community Service Increased Quality of Civic Life Social Cohesion / Appreciation
of Diversity Improved Ability to Adapt to
and Use Technology
Higher Salaries and Benefits Employment Higher Savings Levels Improved Working Conditions Personal / Professional Mobility
Improved Health / Life Expectancy
Improved Quality of Life for Offspring
Better Consumer Decision Making
Increased Personal Status More Hobbies, Leisure
Activities
Public Private
Economic
Social
Prepared by the Institute for Higher Education Policy, March 1998
16Tony Chambers
• Individual personal and economic benefits.
• Economic impact, primarily on local communities.
• Broader social impact (more people making more money with greater appreciation for diversity).
• Impact on civics and democracy (bottom of the list).
Summary: Summary: What Matters Most?What Matters Most?
17Tony Chambers
A quality product also gives graduates other personal
characteristics… creativity, adaptability, leadership.
Those who become active in civic life tend to have money (resources) & leadership
skills, which means that they are disproportionately college graduates.
Graduates emerge from the academy, equipped to make more money.
More people making more money is good
for the economy
Academia
Civics Economy
Separate spheres, connected only to the degree that the individuals emerging from
academic institutions have an impact on civic & economic life.
Students in….
MISSION:Provide a quality
product, defined as an education that enables
graduates to succeed in the economy.
Workers out...
The Resulting World ViewThe Resulting World View
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• 41% of college graduates believe they can have an impact on making their community a better place to live, compared to 28% of those without any college education
• 42% of college graduates say they are very interested in politics and national affairs, compared to 20% of those without any college education
• 54% of college graduates say they worked on a community project in the last month, compared to 25% of those without any college education
Is That World View Correct?Is That World View Correct?
Source: Social Capital Community
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Obstacles & ChallengesObstacles & Challenges
Boundaries Around the Mission of Higher Education
Main role to educate students for careers. Beyond that, promoting active citizenship seen as a secondary and non-formalized part of experience.
Most are content to see universities engaging mainly in career preparation and don’t particularly want to change that focus.
Some worry that a stronger focus on creating active citizens will impose outside values on students and make additional demands.
21Tony Chambers
Consciousness Frameworks for Community PartnershipsConsciousness Frameworks for Community Partnerships
• “Needs” Driven Consciousness – Problem focused
• “Capacity development” Driven Consciousness – Community Asset focused
Assets – Individuals Associations InstitutionsWhich framework(s) drive your Community
Service-Learning efforts
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Community Service Learning
Community Service Learning
Where does it fit into higher education’s public good role?
It is one approach to “enliven” the central missions of public higher education… pedagogy, scholarship, & outreach
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Community Service LearningCommunity Service Learning
Service learning is a form of experiential learning where students and faculty collaborate with communities to address problems issues, and simultaneously gaining knowledge and skills and advancing personal development. There is an equal emphasis on helping communities and providing valid learning experience to students.
Service-learning requires that • Faculty members be actively engaged as teachers/mentors
with students. • Students learn new knowledge and skills that contribute to
their education. • Students have the opportunity to reflect critically upon their
experiences. • The service provided meets a need identified by the
community to be served. • Those receiving the service have significant involvement and
control over the activities engaged in by students and faculty. Higher Education Service-Learning Clearinghouse,UCLA
24Tony Chambers
Principles of Good Practice for Community Service Learning Pedagogy
Principles of Good Practice for Community Service Learning Pedagogy
• Principle 1: Academic Credit is for Learning, not for Service
• Principle 2: Do not compromise Academic Rigor
• Principle 3: Establish Learning Objectives
• Principle 4: Establish Criteria for Selection of Service Placements
• Principle 5: Provide Educationally Sound Learning Strategies to Harvest Community Learning and Realize Course Learning Objectives
• Principle 6: Prepare students for learning from community
• Principle 7: Minimize distinctions between the students’ Community Learning Role and the Classroom learning Role
• Principle 8: Rethink the faculty instructional role
• Principle 9: Be prepared for variation in, and some loss of control with. Student learning outcomes
• Principle 10: Maximize the community responsibility orientation of the course
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So What???So What???
Does Service Learning Translate to Future Public Good Outcomes for Communities, Neighborhoods and
Families?
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*HERI Survey ItemsPost College Survey of 1994 entering class. Surveyed in 1998 & 2004.
*HERI Survey ItemsPost College Survey of 1994 entering class. Surveyed in 1998 & 2004.
• Behaviors (community service, political engagement, consumer behavior, careers)
• Values (helping others, being a community leader)
• Beliefs (self-efficacy, people have equal opportunities to succeed)
• Lifestyle (children, school, watching TV)
*Higher Education Research Institute, UCLA
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Respondents Overview 2004 Post-College Follow-Up
Respondents Overview 2004 Post-College Follow-Up
• 83.5% work full-time • 31.9% hold a graduate degree• 37.2 % are working toward a
graduate degree • 79.2% have no children• 55% in partnership/married
28Tony Chambers
2004 Post-College Survey2004 Post-College Survey
• 51.2% watch at least six hours of television per week
• 4.9% volunteer over six hours per week
• 15.1% say that becoming a community leader is ‘very important’ to them
• 66.7% boycotted products
• 51.5% signed an email petition
• 13.2% contacted newspaper or magazine
29Tony Chambers
2004 Civic Engagement2004 Civic Engagement
• 64.5% occasionally or frequently discussed community issues
• 13.1% occasionally or frequently played a leadership role in improving community
• 86.9% voted in a national election
• 34.9% have donated professional services
• 23.6% have donated $ to political org/cause
• 69.4% have donated $ to human/community service organization
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What’s at Stake? What’s at Stake?
• Sense of purpose and mission• Sense of relevance• Sense of voice
Ultimately, the soul of a society…of a democracy.
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Last thoughts on Systemic ChallengesLast thoughts on Systemic Challenges
• Funding - Aligning support with purpose. • Evaluation/Learning Inquiry – Aligning
knowledge with purpose.• Institutional commitment – Aligning the
functions and mission of Institutions.• Community commitment - Aligning assets,
needs and relationships with vision.• Addressing complex social issues with complex
solutions.