Kennesaw State University Community Based Learning Model

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Community-Based Learning Model University College
Presented during the Kennesaw State University
Opening of the University Events August 2005 By
Anne Hicks-Coolick, Ph.D. and Michael C. Ross,
Ph.D. Community-Based Learning Fellows
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Kennesaw State University Profile

• A metropolitan university located 27 miles north
  of Atlanta, GA
• Student population of over 18k
• 7 different colleges and over 55 academic
  programs ranging from bachelors to doctorate
  level (as of Fall 2006)
• A major employer and member of the Atlanta
  metropolitan , as well as, state of Georgia
  community

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CBL Operational Definition

• The Community Based Learning Program (CBL) is a
  collaborative effort among faculty, students and
  community organizations to provide students with
  meaningful hands-on experiences and community
  organizations with needed expertise and service.
  Projects include, but are not limited to applied
  research, consultation, and hands-on work with
  the organizations. These projects are
  academically enriching for students, but also
  help them grow to become more productive citizens
  in a democratic society.

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Literature Review

• Improves faculty/student relationships (Eiler,
  Giles, Braxton, 1997).
• Improves student engagement in the classroom
  (Astin, Volgelgesang, Ikeda, Yee). (2000).
• Students rate classes with service learning
  components more valuable and report a stronger
  ability to apply concepts beyond the classroom
  (miller, 1994).
• Many perceive service learning encounters as
  beneficial for research and other scholarly
  activities (Driscoll, Holland, Gelmon,
  Kerrigan, 1996).
• Increases faculty members abilities as
  reflective practitioners (Boyer, 1994).

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Literature Review
Faculty members are more likely to integrate
service learning in their classes when the
following conditions are met (Chabot Holden,
2003)

• When they have intrinsic motivation to learn more
  about service-learning as pedagogy
• When they have specific goals on designing
  service-learning courses
• When they participate in service-learning
  workshops
• When they believe the institution values teaching
  and views service learning as a valuable
  scholarly activity.

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Literature Review
Characteristics of a Strong, Healthy,
Service-Learning Program (Hinck Brandell,
2000)

• Must have strong presidential and administrative
  support.
• Must have a clear definition of service learning
  in the campus service learning mission and goal
  statement.
• Must provide consideration for faculty roles and
  rewards.

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Literature Review
Characteristics of a Strong, Healthy,
Service-Learning Program (Hinck Brandell, 2000)

• Must clearly situate service learning within
  academic disciplines
• Provide development and ongoing support for
  faculty
• Link service learning endeavors with faculty
  reward structures
• Include statements of support in departmental
  guidelines for promotion and tenure
• Assist faculty in closely aligning service
  learning with their research agenda.

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KSUs Vision of Community Based Learning

• Dr. Mary Lou Frank, Dean of Undergraduate and
  University Studies at Kennesaw State University,
  created the Community Based Learning Program to
  better understand existing university/community
  partnerships at KSU and to improve and increase
  community based learning initiatives at the
  university. This process will be multifaceted
  and will occur over a 5 year period.

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CBL Model Rationale

• The primary rationale of the KSU Community Based
  Learning
• Model is to provide learning opportunities which
  are beneficial
• for and to various members of KSU, as well as,
  the community
• at-large.
• Other aspects of the rationale include
• Aligning points of contact with the university
  and the community
• Providing support and necessary infrastructure
  for university faculty and students
• Assisting in the assurance of meaningful learning
  opportunities for students
• Assuring that KSU serves as a primary provider of
  service and support to the greater community

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Model Overview
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Informing Community Based Learning Through
Research
Research Questions

• What faculty currently include service learning
  within their classes?
• Why do faculty use service learning in their
  classes?
• What faculty do not use service learning in their
  classes?
• Why do faculty members not use service learning?
• What do faculty perceive as institutional support
  for service learning?
• What do faculty perceive as barriers to service
  learning?
• How do faculty who use service learning overcome
  the barriers to using it?

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Study Design

• Mixed-Method/Longitudinal
• Quantitative and Qualitative Data
• Sources
• Focus Group Sessions Conducted with
• Faculty who Use Community Based
• Learning

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Data Collection Instruments

• Spring 2004 Series Instrument
• Multiple-choice survey instrument
• Spring 2005 Series Instrument
• Multiple-choice survey instrument
• Focus group segment
• Fall 2005 Series Instrument
• Multiple-choice survey instrument (conducted
  on-line)
• Focus group sessions scheduled

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Focus Group Questions
1. Do you use service learning in any class that
you teach? 2. What are some of the barriers to
using service learning? 3. How do you overcome
those barriers? 4. What are some of the
institutional supports for using service
learning? 5. What can the university do to
enhance your use of service learning?
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Findings

• Faculty Challenges
• Time Commitment by Faculty
• Class Size
• Maturity of Students
• Institutional Liability
• Student Commitment or Lack Thereof
• Responsibility to Community Agencies Difficulty
  With Groups
• Logistics
• Need for a Gatekeeper
• Faculty Expertise or Lack Thereof

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Findings

• Faculty Suggestions
• Increased release time for coordination purposes.
• Reduced Class Size.
• Increased Financial Support
• Collaborative opportunities with colleagues
• Affirmation via evaluation and TP
• The availability of a dedicated support person in
  the discipline
• Guarantee Liability Insurance

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Future Research

• To assess and analyze data regarding student
  perceptions of CBL initiatives
• To assess and analyze data regarding CBL partner
  relationships
• To seek funding for support programs needed to
  enhance the delivery of various CBL initiatives