International Journal of Teaching and Learning in Higher Education 2009, Volume 20, Number 2, 274-283 http://www.isetl.org/ijtlhe/ ISSN 1812-9129 How Service and Learning Came Together To Promote Cura Personalis  Ann Wright, Nicki Calabrese, and Julie J. Henry Canisius College Cura personalis (care of the individual) represents one of the core ideals of all Jesuit colleges and universities. At one urban Jesuit college, faculty members of The School of Education and Human Services and The College of Arts and Sciences initiated a service-learning project in a freshman level pedagogical core course. One goal of the Children’s Literature course was to promote deeper understanding, empathy, and action in undergraduate students towards working with children in urban schools. In order to promote this goal, a 10-hour service-learning requirement was added to the course. For 10 hours, students in the course, teacher candidates and others, worked in a multicultural urban classroom, sharing multicultural literature and classroom activities. Overall, the students, who mostly came from suburban environments, felt the experience was rewarding. Many students came to realize that their preconceptions about urban schools were inaccurate. The experience made several of the prospective teachers more willing to teach in urban schools. Also, students became aware of the many basic needs of the urban schools and how these needs affected student learning. Many students came to believe that student diversity in the elementary classroom had a positive influence on the classroom environment. Service learning links academic course work with organization, and (c) students’ reflections of the community-based service. It is an avenue through service learning experience. Faculty must link the which students in higher education can construct more needs of the community directly with the specific meaningful and relevant experiences that directly align learning goals outlined in their course syllabus. This with the learning goals of a particular course so that project was carefully designed to help students theory and practice are taught in unison. Butin (2006) become actively involved in experiences that they stated, “By linking theory with practice and classrooms would otherwise have simply read about in the with communities, service learning provides real-world undergraduate course. The school district in which exposure and engagement with meaningful local and the college is located has been declared by the state global issues through concrete and ameliorative as having “high student needs relative to district practices” (p. 1). A body of research supports the resource capacity” (Learning Point Associates, 2006, positive academic, social, and cultural impact service p. 2). The students were directly engaged in learning learning has on students' learning outcomes (Astin & how children respond to literature by reading an age Sax, 1998; Butin, 2006; Chang, 2002). It is especially appropriate multicultural book and directing the interesting to note that these positive impacts appear to children in a classroom activity based on the reading. be evident many years after the service learning A crucial component after the service learning experience (Misâ, Anderson, & Yamamura, 2005). experience is the students’ reflection. The reflection Deblasis (2006) differentiated between community concludes the process and builds on service learning service and community-based service learning. Often, experiences. It allows students to apply what has community service turns out to be simple charity work. been learned to a “more global self-awareness,” and Community-based service learning goes beyond charity allows “students to transfer their learning from one work as it allows students to practice theoretical context to another” (Herman, 2000, pp. 114-115). knowledge they learn in the classroom (Deblasis, The faculty member must use class time to have 2006). The pedagogical strategy for service learning students share their experience during and after the combines the learning goals of the course with the project. pedagogical opportunities of the service project (Berle, 2006). The students see the experience more than an The purpose of our study was to investigate three act of charity because the service learning becomes part research questions: of the course learning goals, part of the pedagogical strategy. The community is the beneficiary of service 1. What value did the undergraduate students learning, but it is also a source of information, perceive from the service learning project? evaluation, and validation of knowledge (Walshok, 2. What impact did the service learning project 1999). have on the students’ views of urban As a form of experiential learning, service learning education? projects need to possess three components: (a) 3. For the prospective teachers, how did the alignment with course curricula, (b) service component service learning project alter their expressed where students work with a high-need community willingness to teach in urban schools? Wright, Calabrese, and Henry Service Learning 275 Method sciences. The 16 students in the teacher education program included 6 in special education, 6 in The Service Learning Experience childhood/elementary education, 2 in early childhood education, and 2 in adolescent education. Course objectives were incorporated into the Sixteen students filled out both pre surveys and actual service learning experience. The service post surveys. Six students filled out only the pre learning is a requirement for EDE 121. A proposal surveys and 3students filled out only the post was sent to the human subjects review board surveys. According to the information on the 22 pre- beforehand. Since the college students were already surveys, 5 students lived in an urban environment, 2 enrolled in our program, approval was not required. in a rural environment, and 15 in a suburban College candidates were asked to review environment. Fifteen students attended public school, multicultural literature and complete a classroom 3 students attended parochial school, and 4 students assignment that required them to utilize 10 areas to attended private school. Two students came from be considered in their evaluation process (see families with a household income of less than Assignment Appendix A). $24,999, 8 students came from families with a After spending a few hours in their assigned household income between $25,000 and $49,000, 6 classrooms, they selected a high-quality multicultural students came from families with a household storybook to read with a group of children and income between $50,000 and $99,999, and 5 students extended this experience with an appropriate came from families with a household income interactive activity for the elementary students. An between $100,000 and 149,999, and 1 student did not example of an interactive activity and a teaching report household income. technique is that students followed the reading a multicultural storybook with related hands-on Surveys activity such as an art project or a role-play. After the learning experience (10 hours over a 2 month Surveys were distributed and collected during period in the classroom), reading a multicultural class time in the first month of the semester (prior to story book to a group of children and the start of the service learning hours) and during the planning/implementing an interactive activity, last week of the semester (at the conclusion of the students are asked to write a one page paper service learning hours). Data were entered into a reflecting on their experience (e.g., What went well? spreadsheet. The researchers reviewed the written What would they change?). comments on the surveys and the reflective papers and analyzed these using inductive analyses to Urban School Environment generate categories (Johnson, 2005). Analytical surveys were used to answer the College freshman were placed in inner-city research questions. It is important to remember an school classrooms grades 1-6, in a school with a analytic survey study cannot justify causal diverse population. The school includes grades 1-8 relationships but can help the researcher to with a total of 1,003 students. Students’ racial/ethnic recognize possible causal factors that can be further origin in percentage of enrollment is as follows: studied through experimentation (Novak, 1963). American Indian, Alaskan, Asian, or Pacific Islander The pre-survey consisted of 9 items. The post- 17.8%; Black (not Hispanic) 35.3%; Hispanic 15.1%; survey consisted of 7 items. The surveys contained and White (not Hispanic) 31.8%. The percentage of both close-ended items and open-ended items. The limited English proficient students (also known as pre-survey included demographic items; age, English language learners) was 38.4%. The student gender, environmental background (urban, socioeconomic and stability indicators (percent of suburban, rural), type of school attended (public, enrollment) are free lunch 86.4%, reduced lunch parochial, private), family income level, and college 9.6%, public assistance 81-90%, and student’s class level. Both the pre- and post-survey asked stability 80%. about willingness to teach in an urban school, features that might influence willingness to seek Participants employment in an urban school district, preparedness to teach in an urban school, and one A total of 25 undergraduate students participated change that urban schools should make to improve in the project. The students who enrolled in the class student learning. Only the post-survey asked, “What included 24 females and 1 male. There were 9 was learned about teaching from the experience” students who were not training to be teachers, 2 from (copy of the pre-survey and the post-survey in the business school and 7 from the school of arts and Appendix B). Wright, Calabrese, and Henry Service Learning 276 Results Another revealed, “Before my service learning, my major was undecided, but now I have decided to be a Research Question 1 asked what value did the teacher.” undergraduate students perceive from the service- Research Question 2 asked what impact did service learning project. The students’ answers to the post- learning project have on the students’ views of urban experience survey question 6, “What was the most education? rewarding experience working in an urban school?” A comparison of the students’ answers to pre- address this question. On the survey, 6 of the college survey question 9, “What is one thing you would like to students indicated that the most rewarding experience change about urban education?” with their answers to was learning about the amount of diversity in the post-survey question 7, “If there were one thing you classroom. Four students referred to the establishment could change in urban education, what would you of positive interrelationships between the children in change?” can be used to answer research question 2. the classroom. Three college students reported that Five students responded to the pre-survey question 9, helping the children and especially helping students with “I would change the amount of funding for with special needs was the most rewarding experience. schools.” Six students answered the post-survey One wrote on the survey, “I learned how to deal with question 7 by stating funding needed to be increased. different children’s learning disabilities. I learned how Five students thought the classroom environment every child needs special attention in his or her own needed to be changed prior to the service learning way.” experience, and 6 students thought the classroom Written reflections from the students offered other environment needed to be changed after participating in testimonials about the value of the experience. Some the service learning experience. The big differences in used language that referred to the value of getting the students’ answers were the descriptors the students acquainted with individuals from a different used in answering post-survey question 7 as compared community. One student wrote, “Sometimes as humans, to the answers to pre-survey question 9. For instance, our eyes are not opened to anything other than the lives the students stated a “friendlier atmosphere” is we live, and working at this school was an eye opener something that is needed on post-survey question 7. to another world.” Another student responded the “attitude of teachers” Other students emphasized the connection between needs to be changed and several students suggested the their college class and their service learning experience. school needed to be cleaner and more rules needed to One wrote, “I was able to bring into the classroom a lot be enforced, post-survey. Students appeared to be of the topics that we covered on campus. For example, grappling with some of the complex issues around when I was working with the children in reading urban education. groups, I was able to apply what I learned about the Research Question 3 focused on the prospective reading process.” Another student added the following: teachers in the study and asked if the service learning project altered their expressed willingness to teach in So many things I experienced while at the school urban schools. Seven students who filled out the pre- reminded me of the topics we had discussed in and post-surveys indicated they were more willing to class. Personally, I started to appreciate what I’ve teach in an urban school after the experience. Two learned in class when I had to read a book to the students were a little less willing to teach in an urban class. I felt confident in the fact that I knew the school after the experience, while there was no change correct way to read to them and possible activities in willingness in the remaining 6 students. In written to use afterwards. reflections, one student wrote, For some of the aspiring teachers, the service I have never been in such a culturally diverse learning project was valuable in validating their school before, and I am very glad that this service decision to be teachers. One wrote, learning project gave me that experience. Teaching in an urban setting had never crossed my mind I personally feel that you either have the heart and before, and now I am ready to think twice. personality to work with and teach young children, or you do not. Service learning is a perfect Conclusion experience for college students so we can get into the classroom to reassure ourselves that teaching is Service learning did appear to contribute to these really what remains in our hearts. students’ sense of cura personalis, care for the Wright, Calabrese, and Henry Service Learning 277 individual, as they expressed new understanding of Butin, D. (2006). Future directions for service learning diverse populations and the importance of knowing the in higher education. International Journal of uniqueness of each child. This service learning project Teaching and Learning in Higher Education, possessed the three components of service learning: (a) 18(1), 1-4 student’s experience was aligned with course curricula, Chang, M. (2002). The impact of an undergraduate (b) students worked with a community organization in diversity course requirement on student's racial great need, and (c) students wrote a reflection about the views and attitudes. Journal of General Education, experience. One student’s reflection supported 51(1), 21-42. Deblasis’s (2006) finding that service learning went Deblasis, A. L. (2006). From revolution to evolution: beyond charity work and was a way to practice Making the transition from community service theoretical knowledge. The student reflected: learning to community based research. International Journal of Teaching and Learning in When Sister Pat [Director of Service Learning] Higher Education, 18(1), 36-42. came into our classroom and told us all the Fountain, C., & Evans, D. (1994). Beyond shared wonderful reasons why volunteering is important I rhetoric: A collaborative change model for thought, ‘I’ve heard this one before.’ I was integrating preservice and inservice urban skeptical about going there because I didn’t know educational delivery systems. Journal of Teacher what to expect. When I went there and really got Education, 45, 218-227. into the activities, I felt as though this is really Groulx, J. (2001). Changing preservice teacher what I want to do with my life. perceptions of minority schools. Urban Education, 36, 60-92. The pedagogical strategy for this service learning Herman, S. (2000). Reflection and transfer. In R. project combined the learning goals of the course with Gordon (Ed.), Problem based service learning: A the pedagogical opportunities of the service project field guide for making a difference in higher (Berle, 2006). The students’ reflections supported education (pp. 113-124). Keene, NH: Education Walshok’s contention that in service learning, not only by Design. the community benefits but also the student, as he or Johnson, A. (2005). A short guide to action research she gains an invaluable source of information, (2nd ed.). New York: Pearson. evaluation, and validation of knowledge (Washok, Learning Point Associates. (2006). Rochester City 1999). Many have documented the effectiveness of School District final report. Retrieved from ample and well-supported field experiences in order to http://www.emsc.nysed.gov/nyc/AOC/finalreports/ facilitate confidence, commitment and readiness to RochesterFinalReport.doc succeed in teaching in urban schools (Fountain & Mendoza, J., & Reese, D. (2001). Examining Evans, 1994; Groulx, 2001). This study demonstrated multicultural picture books for the early childhood that similar benefits could occur in well-designed but classroom: Possibilities and pitfalls. Early less supported service learning opportunities as well, Childhood Research & Practice, 3(2), 32. opening up additional avenues for faculty to use to Misâ, K., Anderson, J., & Yamamura, E. (2005). The build these competencies and dispositions outside of the lasting impact of college on young adults' civil and traditional supervised field experience models. political engagement. Paper presented at the Students gained experience working with diverse Association for the Study of Higher Education populations while service and learning came together to Annual Conference, Philadelphia. Retrieved from promote cura personalis, one storybook at a time. http://www.gseis.ucla.edu Novak, J. D. (2003). A preliminary statement on References research in science education. Journal of Research in Science Teaching, 40, S1-S7. Astin, A., & Sax, L. (1998). How undergraduates are Walshok, M. L. (1999). Strategies for building the affected by service-participation. Journal of infrastructure that supports the engaged campus. College Student Development, 39(3), 251-263. In R. G. Bringle, R. Games, & E. A. Malloy (Eds.), Berle, D. (2006). Incremental integration: A successful Colleges and universities as citizens (pp. 74-95). service-learning strategy. Journal of Teaching and Boston: Allyn and Bacon. Learning in Higher Education, 18(1), 43-48. Zlotkowski, E. (1999). Pedagogy and engagement. In Bringle, R. G., & Hatcher, J.A. (1996). Implementing R. G. Bringle, R. Games, & E. A. Malloy (Eds.). service learning in higher education. Journal of Colleges and universities as citizens (pp. 96-120). Higher Education, 67(2), 221-239. Boston: Allyn and Bacon. Wright, Calabrese, and Henry Service Learning 278 ANN WRIGHT is an Associate Professor at Canisius College. She earned her PhD in Science Education from the University of New York at Buffalo. NICKI CALABRESE is an Associate Professor in Early Childhood Education in the School of Education and Human Services at Canisius College. JULIE HENRY is Associate Professor and Chair of the Education Department at Canisius College. Wright, Calabrese, and Henry Service Learning 279 Appendix A Assignment: Multicultural Literature Assignment Multicultural literature allows teachers to select books with strong positive images of people from groups that have been marginalized. The table below summarizes some criteria for examining multicultural literature (Mendoza & Reese, 2001). 1. Are characters outside the mainstream culture depicted as individuals or caricatures? 2. Does their representation include significant specific cultural information, or does it follow stereotypes? 3. Who has the power in this story? What is the nature of their power and how do they use it? 4. Who has wisdom? What is the nature of their wisdom and how do they use it? 5. How is language used to create images of people of a particular group? How are artistic elements used to create those images? 6. Who has written the story? Who has illustrated it? Are they outside or inside the groups they are presenting? Why are they in a position to know? 7. What do the text and these pictures say about race? Class? Culture? Gender? Age? 8. Does the book go beyond common stereotypes and correct historical errors and omissions? 9. Is the book rich in cultural details? 10. Does the book raise issues about social injustice? Assignment: Go to the library and find two books with multicultural characters. It will be most interesting if you find one book heavy in stereotypes and one book with a rich representation of the culture. For each book write a complete bibliographic entry and brief summary. Then write a critical analysis of the book answering at least five of the questions from the chart above. Number the questions to match the table as you consider that question. Conclude with a paragraph reflecting about what you learned from this assignment. Bring the books to class with you on the day the assignment is due. Wright, Calabrese, and Henry Service Learning 280 Appendix B Service Learning Experience Survey (2005) Pre-Experience Write your Social Security Number in the right hand corner. Please answer the following questions by checking all appropriate answers. We would appreciate any additional explanations for answers that you feel would add to our understandings. Remember, all information will be kept strictly confidential and anonymous. 1. A. ______ Male ______ Female B. Age _________ C. Expected year of graduation ____________ D. Race/ethnicity ___________________ E. Class Level: ____ Freshman _____ Sophomore _____ Junior _____ Senior 2. How would you describe your family’s household income? (check one) Less than $24,999 $25,000 to $49,999 $50,000 to $99,999 $100,000 to $149,999 $150,000 or more 3. In what environment have you lived most of your life? ______ Urban ______ Suburban ______ Rural 4. What type of school have you attended most of your life? ______ Rural Public ______ Urban Public ______ Suburban Public ______ Rural Parochial ______ Urban Parochial ______ Suburban Parochial ______ Rural Private ______ Urban Private ______ Suburban Private 5. What is your major? (write your answer) 6. How willing would you be to teach in a urban school? 0 1 2 3 4 5 Complete Neutral Completely Unwilling Willing 7. How willing would you be to teach in a suburban school? 0 1 2 3 4 5 Complete Neutral Completely Unwilling Willing Wright, Calabrese, and Henry Service Learning 281 8. Please check the reasons listed below (as many that apply) that would contribute to your willingness to seek employment in urban districts. If there are additional reasons not mentioned below, please share them in the space provided. Start with 1 as the most important reason, 2 not as important as 1 but still important, 3 less important than 2. 1-most important reason 2-not as important 3-less important than 2 ______ Available Supplies (technology, copies, texts) ______ Familiarity in urban setting ______ Type of Student ______ Collaborating teachers ______ Prospective influence on student learning ______ Support of Administrators ______ Other (please explain) 9. What is one thing you would like to change about urban education? Wright, Calabrese, and Henry Service Learning 282 Appendix C Service Learning Experience Survey (2005) Post-Experience Write your Social Security Number in the right hand corner. Please answer the following questions by checking all appropriate answers. We would appreciate any additional explanations for answers that you feel would add to our understandings. Remember, all information will be kept strictly confidential and anonymous. 1. A. What is your major? _____Special Education _____ Childhood Education _____ Adolescence Education ______Early Childhood _____ Physical Education ______ Other (please explain) B. What is your minor/concentration? _____ Biology _____ Chemistry _____ Physics _____ English _____ Math _____ Social Studies _____ History _____Modern Language ____ Other 2. How valuable was your experience? ______ Extremely Valuable ______ Somewhat Valuable ______ Not Valuable 2. How willing would you be to teach in a urban school? 0 1 2 3 4 5 Complete Neutral Completely Unwilling Willing 3. How willing would you be to teach in a suburban school? 0 1 2 3 4 5 Complete Neutral Completely Unwilling Willing 3. What did you learn about teaching? 4. What did you learn about what not to do when you teach? 5. Please check the reasons listed below that would contribute to your willingness to seek employment in urban districts. If there are additional reasons not mentioned below, please share them in the space provided. Start with 1 as the most important reason, 2 not as important as 1 but still important, 3 less important than 2. 1-most important reason 2-not as important 3-less important than 2 ______ Available Supplies (technology, copies, texts) ______ Familiarity in urban setting ______ Type of Student ______ Collaborating teachers ______ Prospective influence on student learning ______ Support of Administrators Wright, Calabrese, and Henry Service Learning 283 ______ Other (please explain) 6. Do you feel more prepared for teaching in urban schools? Yes No 7. If there were one thing you could change in urban education, what would you change?