Associate Dean Purdue University Global Purdue University Global Versailles, Kentucky, United States
Abstract: Though time-consuming, community engagement benefits adult learners attending online institutions of higher education. However, the research on service-learning course design across academic disciplines is nearly non-existent, specifically for online students. Online courses involving community engagement can impact diverse, distant communities. Therefore, meaningful online service-learning course design may extend Purdue University Global's land grant mission to reach underrepresented student populations. Our first iteration of service-learning course options (SS216: Community Engagement) taught us several lessons for future pedagogical approaches. This lightning talk discusses the design and implementation of Purdue Global's newest service-learning elective, PR450: Service in Action. Set to launch in 2023, information gained from the course experience can help us further the research in online service-learning pedagogy.
Narrative: Research Problem How do we improve the service-learning elective course at a fully online university?
Statement of Purpose Service learning in the online environment presents a unique set of challenges. First, the research on effective service-learning course design is limited (Ash & Clayton, 2009; Kieran & Haack, 2018). Additionally, studies of online service-learning courses tend to focus on one academic discipline, most notably library sciences (Kazmer, 2005; Most, 2011; Becnel & Moeller, 2017). Therefore, research opportunities exist across disciplines at fully online universities. Observations from SS216:Community Engagement and suggestions from the literature (Ash & Clayton, 2009; Kieran & Haack, 2018; Most, 2011) provided areas of improvement. This lightning talk discusses the course design and conceptual framework for the Purdue University Global service-learning elective PR450:Service in Action.
Conceptual Framework The design of PR450 adopts recommendations in the literature on service-learning pedagogy. For example, Kieran & Hack (2018) provide a syllabus rubric for a practical service-learning course. Named the PRELOAD rubric, the authors suggest service-learning course syllabi include partnership, reflection, engagement, logistics, objectives, assessment, and definition of service-learning. Ash & Clayton (2009) further suggest course objectives be grounded in Bloom's taxonomy and integrate critical reflection. The PR450 elective meets both of these recommendations. Finally, an often utilized model for implementing service learning in online courses is Kazmer's (2005) community-embedded learning (CEL) model. The CEL model involves distance students conducting service projects in their local communities, removed from a physical campus location. In the model, Kazmer discusses the information exchange pathways between a student's home community and the online learning groups with which they interact. To address Kazmer's concern for "tunnel vision in the classroom" (p. 207), whereby a student engages only in material relevant to their current community view, Most (2011) suggests a threaded discussion topic in which students share their experiences with classmates. The PR450 elective also adheres to this recommendation.
Rationale for Discussion In its first iteration in 2017, the service-learning course at Purdue Global began as a social science elective, SS216: Community Engagement. Like other general education courses at the institution, SS216 consisted of various graded activities such as weekly live seminars, discussion threads, and written assignments. Course surveys indicated the benefits students gained by exploring their communities from a service learning perspective. For example, it "made [students] excited about finding opportunities to get involved in [their] community" and "lead [them] to the path of wanting to volunteer more in [their] community."
Conversely, the necessity for course design improvement became evident from student survey comments regarding workload amount and flow. For example, the course was "very time-consuming," and the "discussions, assignments rubrics, and seminars did not seem to flow too well with each other." A review of the course content confirmed these observations, noting five heavily weighted assignments in the course, only two directly related to the culminating service-learning project. The other three assignments focus on community engagement, social movements, and the institutional structures of non-governmental and non-profit organizations. Lack of student interest led to the discontinuation of SS216. Based on our experience with SS216 and literature recommendations, PR450: Service in Action is poised to bring an innovative approach to service learning in the online classroom. First, PR450 allows students to share their unique service project experiences from the perspective of any degree program.
Learning Outcomes The course objectives (outcomes) for PR450 are as follows: · Students will actively engage in a project that provides service to a community or population · Students will demonstrate the ability to work within a group to facilitate completion of a service project · Students will analyze the impact of service on both self and community development · Students will identify how service to others helps to bridge differences and build understanding · Students will reflect on the role of service in eliminating social injustices · Students will demonstrate communication skills in public speaking and writing
Discussion Boards Discussion board topics are scaffolded, beginning with students describing their community and its needs before identifying the non-profit organization for service partnership. The remaining discussion boards allow reflection on community service at large, the service project experience, and leadership. For example, "You as a leader – think about your personal experiences as a leader in various areas of your life – home, school, sports, work, volunteering. Describe the best leadership experience you have had. What effective strategies did you use? How might these strategies apply to your service-learning project?" Journal assignments extend the reflective process by having students write a short diary-like essay in most weeks. We go so far as to ask students to reflect on the process of reflection. "Reflect on the process of reflection. From your own personal experiences as a reflective thinker, what, if any, are the benefits of reflection? How do you feel when you are able to connect course concepts with what has occurred at your service-learning project site? Which do you think is more important – 'doing' the service project or being able to make the connection among course concepts, your personal values, and the service experience? Explain your position."
Assignments Assignments are also scaffolded and relate to the culminating service-learning project assignment. For example, students first describe their service-learning organization, its mission, and a brief history. Students also provide a written service hour agreement.An audio-narrated powerpoint presentation offers the last opportunity for students to share reflections on their individual service-learning experience.
Moving Forward By the time of the conference, the PR450 elective will be offered for the first time, and initial reflections can be discussed. Data gathered can further the research on service learning across disciplines at an online university. After a few terms of offering a local endeavor, we plan to pursue a service learning trip to a designated group site. Students would travel to a location, initially within the United States, and participate in an onsite community experience prearranged by Purdue Global. Much of the content in this course could be easily adapted for a singular focus on an agency in a specific location.
