Exploring How Community-Engaged Experiential Education Programs

Foster Student Learning and Career Readiness: A Study of Student Development in Service-Learning, Internships, and

Community-based Federal Work-Study

The 10th International Research Conference on Service-learning and Community Engagement,

Indianapolis, INOctober 28-30, 2010

Patrick M. Green, Ed.D.Director, Center for Experiential LearningClinical Instructor of Experiential Learning

Loyola University ChicagoEngaged Scholar, Campus Compact

What do you think?

Do service-learning, internship and work-study experiences provide

the same or equal potential for skill development and career readiness?

Understanding Experiential Education Programs

Internships: Research from Career Development fieldGeneral understanding?

Service-Learning: Research from community-engagement fieldGeneral understanding?

Student Employment/Work Study: Limited ResearchGeneral understanding?

Overview of Loyola University Chicago

• 15,000 students; 10,000 undergraduates

• Largest Jesuit Catholic University

• Three Chicago Campuses

• 9 Colleges: Arts & Science, Business, Communication, Nursing, Social Work, Education, School of Continuing and Professional Studies, Medicine and Law

A Model of Community-engaged Experiential Education:

Center for Experiential Learning Loyola University Chicago

3 Experiential Learning Programs:• Service-Learning

– 40+ courses each semester – engaging about 2200 students in a year

• Academic Internships– 30 academic internship courses– 1800 students per year

• Community-based Federal Work Study – 420 students in community service placements– 70 different community organizations

Other Experiential Learning Programs:• Undergraduate Research Program• Electronic Portfolio Initiative

This study began with . . .

• Are students obtaining skills and values from Core Curriculum competencies?

• Are students having high quality educational experiences?

• Are experiences contributing to advantages in their career development and job search?

Wrote a grant and received funding from the National Association of Colleges and Employers(NACE) Research Foundation

Study of Impact of Experiential Education Programs on Skills, Competencies, and Career

Readiness

Research QuestionsWhat are the perceptions of students and employers regarding the outcomes of experiential learning programs?

What impact do these experiential learning programs have on work-place skills and competencies in regard to career readiness?

Study of Impact of Experiential Education Programs on Skills, Competencies, and Career

Readiness

Methodology: • Research period: Fall 2008 and Spring 2009• Pre- / Post- web-based survey of students• Survey based on Core Curriculum skills and

values• Web-based survey of employers • Employer focus groups and interviews

Data Collection 2008-09Our N = Service-Learning: Pre – 346 Post- 322Academic Internships: Pre – 192 Post- 176Community-based FWS: All Year – 110

• Also surveyed employer partners and community partners (N = 100)

• Open response questions providing qualitative data• Conducted focus groups• Conducted community partner interviews

Skills and Abilities: Students’ Perceptions

Student Perceptions of Their Skills and Abilities

2.33 2.44 2.51 2.48 2.57

01234

SL Pre MeanRatings(N=346)

SL PostMean

Ratings(N=322)

FWS MeanRating

(N=110)

INT PreMean Rating

(N=192)

INT PostMean Rating

(N=176)

Mea

n R

atin

gs

Values-based Competencies: Students’ Perceptions

Students Perceptions of Their Values-based Competencies

2.34 2.44 2.47 2.45 2.52

01234

SL PreMean

Ratings(N=346)

SL PostMean

Ratings(N=322)

FWS MeanRating

(N=109)

INT PreMean Rating

(N=191)

INT PostMean Rating

(N=177)

Mea

n R

atin

gs

Students Perceptions of Their Values-based Competencies

2.34 2.44 2.47 2.45 2.52

01234

SL PreMean

Ratings(N=346)

SL PostMean

Ratings(N=322)

FWS MeanRating

(N=109)

INT PreMean Rating

(N=191)

INT PostMean Rating

(N=177)

Mea

n R

atin

gs

Attitudes about civic development overall by group

Statistical Analysis of Service-Learning and Academic Internships

N Pre/Post Mean

T value Significant?

Service-LearningValues-based Competencies

155 3.34/3.48 3.9 Yes

Academic Internships

Values-based

Competencies 88 3.48/3.56 1.6 No

Research Summary

• Increase in academic skills (e.g., written and oral communication, critical thinking, research analysis, technological skills)

• Statistical significance in skill development in both service-learning students and internship students

• Increase in values-based competencies (understanding of community issues, concepts of justice, and leadership, understanding of engagement in the community)

• Statistical significance in values-based competencies in service-learning students

Service-Learning: Career Readiness

SL Students' Perceptions of Their Career Readiness (N=325)

1.71 2 1.84

0

12

3

4

My SL experienceassisted me in defining

which profession(s) I amor am not interested in

My SL experience helpedme develop skills which

will be useful in my futurecareer

My SL experience makesme more marketable inthe profession I plan on

pursuing

Mea

n R

atin

gs

Community-based Federal Work Study: Career Readiness

FWS Students' Perceptions of Their Career Readiness By Group (N=105)

2.05 2.17 1.94

0

1

2

3

4

My community-basedFWS assisted me in

defining whichprofession(s) I am or am

not interested in

My community-basedFWS helped me developskills which will be useful

in my future career

My community-basedFWS makes me more

marketable in theprofession I plan on

pursuing

Mea

n R

atin

gs

Academic Internships: Career Readiness

Internship Students' Perceptions of Career Readiness (N=175)

2.56 2.62 2.60

0

1

2

3

4

My internship assisted me indefining which profession(s) Iam or am not interested in

My internship helped medevelop skills which will beuseful in my future career

My internship makes me moremarketable in the profession I

plan on pursuing

Mea

n R

atin

gs

Service-Learning: Career ReadinessStudent Qualitative Responses

• “It has led me to an internship with the county jail that I will start next semester.”

• “I now have the opportunities to advance within an organization I would like to work with in terms of volunteer positions and maybe possible work positions.”

• “I am going to have it as an internship next summer.”• “My site supervisor has offered to give me information about

similar sites where I could apply for a permanent job.”• “It gave me insight into what type of occupation I want to

pursue.”

Service-Learning: Career Readiness

Reviewed qualitative responses for thematic analysis, and the themes that emerged consistently regarding service-learning experiences include:

1) continued involvement in community or campus activities,

2) led to internship or work opportunity,

3) increased professional contacts and references, and

4) encouraged career exploration and clarification

Community-based Federal Work Study: Career Readiness

Student Qualitative Responses

• “This job led to another job at the same site.”• “Might be able to get a full time job there after school.”• “They are going to hire me back in the fall [next year]”• “Got a summer internship that my background working in

offices downtown helped”• “I have also learned a lot about what career I want to pursue.”• “Yes, opened me up to the possibility of a career in education”• “It has helped me define what I want to concentrate on in my

studies.”

Community-based Federal Work Study: Career Readiness

Reviewed qualitative responses for thematic analysis, and the themes that emerged consistently regarding work-study experiences and new career-related opportunities include:

1) created new employment opportunities, and

2) encouraged career clarification and exploration.

Academic Internships: Career Readiness Student Qualitative Responses

• “I have gotten a new job.”• “I will be remaining at my site next semester to continue working.”• “[This internship] will lead to a job post graduation.”• “Midway through my internship, the company offered me a position

when my • internship was over.”• “I was able to land a full-time job for after graduation at another

company in the • field.”• “Interning has guided me towards deciding what type of law I

would like to practice in the future.”• “Allowed me to network with others in the industry and to gain

insight into entering possibly other industries.”

Academic Internships: Career Readiness

Reviewed qualitative responses for thematic analysis, and the themes that emerged consistently regarding internship experiences include:

1) created new employment opportunities

2) encouraged career clarification and exploration,

3) increased professional contacts and networking, and

4) provided experience in the field

Employer Feedback

• Experiential Programs are beneficial and translate well into employment opportunities

• Such experiences influence hiring decisions positively

• Experiences aid in capacity development

Research Summary

• All three types of experiential learning helped define career interests, develop career-related skills, and foster career goals

• Increased networking and professional contacts

• Created new professional opportunities

Implications of Research:Suggestions for Hybrids of Experiential Learning

• In mirroring the internship field, how do we educate our service-learning and work study students to see these experiences as career preparation?

Suggestions: – Create pathways for hybrid experiential learning

opportunities, including service-internships, community work-study internships, community-based research internships

– Identify and articulate professional and skill-building competencies of service-learning

– Track students’ success through internship and employment hires

Implications of Research:Suggestions for Hybrids of Experiential Learning

• In mirroring the service-learning field, how do we approach civic development in internship and work-study opportunities?

Suggestions: – Focus on civic professional rather than just professional;

– Integrating critical reflection in academic internship courses;

– Incorporating electronic portfolios as an

evidence-based approach in work-study and internships

Implications of Research:Pedagogy of Experiential Learning

How do we enhance student learning outcomes and increase student learning in various experiential learning programs?

This study challenges us to cross boundaries in the pedagogy of experiential learning and the multi-dimensionality of learning outcomes (e.g., academic, social, personal, civic, professional)

Discussion and Questions?Contact Information:Patrick M. Green, Ed.D.Director, Center for Experiential LearningClinical Instructor of Experiential Learning

Loyola University ChicagoLake Shore Campus, Sullivan Center1032 W. Sheridan RoadChicago, IL 60660 Phone 773-508-3945Fax 773-508-3955pgreen@luc.eduwww.luc.edu/experiential Learn. Serve. Experience. TRANSFORM.