DOCUMENT RESUME UD 035 033 ED 465 829 Fiske, Edward B. AUTHOR Learning in Deed: The Power of Service-Learning for American TITLE Schools. Kellogg Foundation, Battle Creek, MI.; Ohio State Univ., SPONS AGENCY Columbus. John Glenn Inst. for Public Service and Public Policy. 2002-01-00 PUB DATE 61p.; A Report from the National Commission on NOTE Service-Learning, which is housed at the Education Development Center, Inc., Newton, MA. Some photographs may not reproduce adequately. W.K. Kellogg Foundation, One Michigan Avenue East, Battle AVAILABLE FROM Creek, MI 49017-4058. Tel: 800-819-9997 (Toll Free); e-mail: [email protected]. For full text: http://www.learningindeed.org. Reports Evaluative (142) PUB TYPE EDRS PRICE MF01/PC03 Plus Postage. Community Services; Elementary Secondary Education; School DESCRIPTORS Community Relationship; *Service Learning; Student Motivation; *Student Participation; *Student Volunteers; Teaching Methods Student Engagement IDENTIFIERS ABSTRACT This report shares findings from research that examined service learning, a teaching strategy that combines service to the community with classroom curriculum in K-12 schools. The research focused on how service learning was relevant to schools. The results show that many U.S. youth feel alienated from both their schoolwork and from traditional forms of civic activities, though that disengagement is neither universal nor inevitable. Service learning is a proven method of instruction that teachers in thousands of U.S. schools nationwide have successfully employed to increase student motivation for learning and promote traditional academic goals. Service learning also promotes the broader goals of schooling such as the teaching of citizenship. The paper presents profiles of schools with successful service learning programs, and it offers four recommendations: reclaiming the public purpose of education; increasing policy, program, and financial supports for service learning in K-12 education; developing a comprehensive system of professional development regarding service learning; and providing leadership roles for youth in all aspects of service learning. (Contains 56 endnotes and 5 appendixes.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Learning In Deed bizver.cfCse,-P-t%ce, scibro6_, e-r77meick.r. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY M V arBuren WK. RESOURCES TO THE EDUCATIONAL INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it, O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. A Report From the National Commission on Service-Learning 2 BEST COPY AVAILABLE A Letter from Senator John Glenn I am pleased to share with you the findings of the National Commission on Service-Learning, an active and committed group of individuals from diverse geographic, political and cultural backgrounds who represent K-12 and higher education, government and business, citizen action and youth leadership. Our report reflects nearly a year of study and discussion about service-learning, a teaching strategy that combine's service to the commu- nity with classroom curriculum in K-12 schools. Together, we set about to understand how service-learning is relevant to schools and how it relates to our own work. We've found that service-learning is a powerful strategy for teaching and learning, which allows young peo-. ple to deepen and demonstrate their learning and at the same time develop a strong sense of civic responsibility. We firmly believe that it can become a central strategy for teaching and learning in our schools. To me service-learning can be summarized by the ancient saying: "I hear, I forget. I see, I remember. I do, I understand." In addition to that understanding, service- learning adds a critical fourth "R" to the three R's of education: "R" for responsibility. Let us embrace it at this moment in history when we have remembered what makes our country great, and when we require the civic responsi- bility of the next generation to sustain that greatness. John Glenn Chair National Commission on Service-Learning National Commission on Service-Learning Frank Newman, Ph.D. Jim Geringer Senator John Glenn, Chair Visiting Professor of Public Policy and Governor of Wyoming The John Glenn Institute for Public Service Sociology, The Futures Project and Public Policy Carl D. Glickman, Ed.D. Brown University Chair, Program for School Improvement Anne L. Bryant, Ed.D. Arturo Pacheco, Ph.D.' and University Professor Emeritus, Executive Director, Dean, College of Education The University of Georgia National School Boards Association University of Texas at El Paso Stephen E. Gorrie Gene R. Carter, Ed.D. Minnie Pearce President, Massachusetts Teachers Executive Director, Association for Chair, Board of Directors Association Supervision and Curriculum Development I Parents National Coalition of Title David W Hornbeck Cameron Dary Buffy Sainte-Marie, Ph.D. Former Superintendent of Schools, Student, Waupun Middle School Founder, Nihewan Foundation Philadelphia Nnennia L. Ejebe Education Advocate Jianping Shen, Ph.D. Student, Massachusetts Institute of Professor, College of Education James B. Hunt, Jr. Technology Western Michigan University Former Governor of North Carolina Chair of the National Commission Michelle Engler Senator Harris Wofford on Teaching and America's Future First Lady of Michigan Former Chief Executive Officer Corporation for National Service Laurie E. Lang Executive Director, Disney Learning Partnership Introduction Page 3 The Paradox ofYouth Engagement Page 6 What is Service-Learning? Page 13 Growing Support for Service-Learning Page 18 The Impact of Service-Learning Page 25 Implementing Quality Service-Learning Page 30 A Call to Action Page 36 End Notes Page 48 Presentations at National Commission Meetings Appendix A Page 51 Appendix 8 Report Reviewers Page 52 National Service-Learning Resource Organizations Appendix C Page 53 Staff to the National Commission Appendix D Page 56 Acknowledgements Appendix E Page 57 Funded by the WK. Kellogg Foundation in partnership with The John Glenn Institute for Public Service and Public Policy atThe Ohio State University. 47'4 z,iy- ot/ olLwoevy f&r .frb og-;47 4&4vc:ce, 0%leze 71(3 aik-tir 0,6 j-ce/J4re. 1;4 lk JgeezUly t-fAvv4e(e4 ceM , tk. ativaae u.071: amdt00 Vz+ weer/ -eilim, 062 General Colin Powell, founding chairman of America's Promise -EL .3 ,ctt 33* Introduction "We have always stressed the importance of giving back to the community," says White Knoll principal I have-seen students Nancy Turner. "With this project, learn and grow as communicators. They understand Following the September 11, 2001, terrorist attacks, the importance of persuasive writing because they students at the White Knoll Middle School in West want their letters to bring in results. They have Columbia, South Carolina, looked for a way that they learned the importance of expressing could help New York City. They learned their thoughts clearly in standard that in 1867 a fire company in New English as they have been interviewed York City had sent a fire wagon to by the media. This has been a learning counterparts in Columbia as a peace project in many, many ways." offering to replace equipment lost in the Civil War. The gift was documented White Knoll Middle School includes in a local museum, along with a pledge service-learning as an important part of from a former Confederate soldier that the curriculum in many ways. In this South Carolina's capital city would case, the fire engine project deepened return the kindness "should misfortune _ students' understanding of civics, histo- ever befall the Empire City." ry, communications, and writing. Many schools around the country are initiating these creative pro- White Knoll students set out to honor this pledge and grams out of the belief that the preparation of active launched a campaign to raise $354,000 to purchase a and thoughtful future citizens is a core responsibility. new fire engine for New York City. They studied the historical background of the gift in social studies class- es. They applied language arts skills as they wrote I wish adults would understand that students have letters to firefighters in New York City's Red Hook innovative, mind-boggling ideas, and that students Ladder Company 101 and to friends and family mem- can put those ideas into action.They can make the bers to solicit donations. In art classes, they created world a better place. posters to advertise their fund-raising efforts and James,Tennessee high school student made a huge fire truck mural to track incoming contri- butions in the school's front hall. Gifts and pledges arrived from throughout the state and beyond. Two In 2000, the W.K. Kellogg Foundation, a longtime sup- months after the start of the campaign, they had porter of service-learning, appointed the National reached their goal. Commission on Service-Learning to study the current state of this practice in American schools. The Commission, chaired by former United States Senator Service-learning: a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic Concis-oo W3G1§' responsibility, and strengthen communities. approkt bovollgoa eft resu t llg more infrmeJ, Many Americans have been inspired by this story, but GOOF@ illenlved @DM- they may not realize that it is but one shining jewel of Mum Service- leaders. a larger treasure. The fire engine project is an example of service-learning, a teaching and learning learrung-,bri g0 CABP goO@ approach that integrates community service with aca- As, eft democeacy sbrengtihens demic study to enrich learning, teach civic responsibil- a ity, and strengthen communities. A national tragedy thread that verse WW1' uveSkuv. @MP provided what educators describe as a "teachable moment" for an enriched and lasting learning elle Engler, Michigan experience. 3 BEST COPY AVAILABLE John Glenn and co-sponsored by The John Glenn Reinforces and extends the standards-based Institute for Public Service and Public Policy at The reform movement by providing a real-life context Ohio State University, consists of 18 education, gov- for learning and giving students a sense of the prac- ernment, and community leaders who spent a year tical importance of what they are learning in school reviewing research data, visiting schools and ques- Promotes the public purposes of education by tioning students, teachers and other advocates in preparing students for citizenship through involve- order to understand the prevalence and practice of ment in citizen action service-learning. Builds on the growing willingness of students to Although systematic research on this method of become involved in service to their communities teaching and learning is still developing, there is while adding an academic component to such reliable evidence of its capacity to enhance both service academic achievement and community involvement. Contributes to young people's personal and career development by reducing violence and sexual 6:NG llowgage 11 C11911,g b@Ovn71190 11o. activity and increasing their sense of responsibility (008MOTA Demooracy gwadm', VOF acv@ and workplace skills ilag @kkgm lt &DOgG, respomilMay gad For half a century, service-learning has spread in American schools. In the last decade, it was spurred C3G, 11molved llo gohgovg cpudlems0 to new growth by congressional and presidential japV cluo11uky ernes clodok bigN 81111 ROD actions and funding. In increasing numbers, schools 00g SOffilee-leamilog iluvecVego Og117, have provided service-learning opportunities for students that connect their curriculum studies to &GM llmi g99MIX] 00gymanoty pm° activities such as tutoring younger children, adopting ffluve eg ev@ WOG' OM* CDIADO eo@OM a river, creating a museum exhibit, or conducting oral histories with senior citizens. In these and similar oad readka Nee eppOr OMM instructional activities, youth have simultaneously umfevo wham fflad socAid geildilM. learned to serve and served to learn.They are becom- ing both better students and better citizens. Frank Newman, visiting professor Brown University Service-learning has been shown to enhance motiva- tion to learn, and it is associated with both increased attendance and reduced drop out rates. (Chapter 5 describes this research in more detail.) Service- learning has attracted growing support over the last decade not only as an end in itself, but also as a powerful vehicle for addressing some of the burning issues of the day. Specifically, service-learning accom- plishes the following: o Reverses student disengagement from schooling by giving students responsibility for their own learn- ing and increasing their motivation to participate in school activities The National Commission on Service-learning views service-learning as standing at the intersection of civic and academic engagement. This report is written for policymakers, educators, and community leaders who see the promise of service-learning and want to know and do more. The report covers six key areas: The potential of service-learning for improved academic and civic engagement The basics of service-learning projects The breadth of support for service-learning The impact of service-learning Implementing quality service-learning Recommendations for the future The National Commission challenges the country to ensure that every student in kindergarten through high school participates in quality service- learning every year as an integral and essential part of the American education experience. \ / The time is now ripe for U.S. schools to embrace service-learning as a means of overcoming wide- spread academic and civic disengagement among American students and of raising a generation of American youth who are both world-class learners and world-class citizens. , 'Mier 414 " 444' - 1,411111 -rk-A=14411. ( r .4 N' Air The Paradox of time may come in a single bright burst of understand- Youth Engagement ing, or it may come only after trying and failing and trying again. It comes most dramatically when stu- Numerous studies show that large numbers of dents see connections between the various subjects American students are not fully engaged intellectu- they are studying, and when thought is linked to ally or otherwise in school. Disengagement also action. Real learning can raise respiration rates and extends to activities, such as voting and keeping up elicit joy. The urge for such moments is so compelling with current events, which are fundamental to our that we have linked it to our basic physiological democratic society. Yet there is a paradox here. At drives: we talk of a hunger for learning, a thirst for the same time that academic and civic disengage- knowledge. ment is rampant, primary and secondary school stu- Ever since 1983, when A Nation at Risk dents volunteer in record numbers for warned of a "rising tide of mediocrity'2 community service activities, from in American schools, educators have tutoring children who need help with struggled to find ways to increase stu- schoolwork to working on environ- dents' academic achievement. mental problems. The volunteer spirit Concerned about international competi- that students express in their spare tiveness in the marketplace, business time represents a valuable resource leaders and governors spearheaded for transforming education. efforts to articulate high academic stan- Youth Disengagement dards and to hold students and schools from School accountable for meeting them through testing, new graduation requirements, and other means. Although there have been differences of opin- The achievement problem we face in this country ion about various aspects of the standards move- is due not to a drop in the intelligence or basic ment, American teachers and parents have generally intellectual capacity of our children, but to a wide- supported the broad goals of what has come to be spread decline in children's interest in education known as standards-based reform. At the same time, and their motivation to achieve in the classroom; teachers express concern about "teaching to the test" it is a problem of attitude and effort, not ability.' and not being able to include the kinds of schoolwork Laurence Steinberg, professor of psychology, that motivate students to meet the standards and Temple University perform well on assessments.3 Academic engagement is a combination of factors, Engagement in learning takes many forms. It shows including interest, involvement, and effort. It is the itself in a contemplative gaze, a waving hand bursting quality that inspires a student to persist on a task that with a question or an answer, the stress of having an is difficult and complex. It is what causes a look of assumption challenged, or the jubilation of unraveling excitement or intense concentration, a thoughtful a tricky problem. The kind of learning that lasts a life- question, or a heated discussion. It is what every teacher wants from every student and what all par- clalloggo beeapoug go ogvi ents want for their children. 'nfl kftrested llup Cm' wh@c0, fflod Sadly, student engagement in learning is not a given. Rhllallg In the late 1980s and early 1990s, researchers magygd vtle rybody who p7G, became concerned by the lack of student engage- ment they observed in schools.' In an extensive study mohdpegGc9 lla pmj@ae. of 20,000 high school students in nine American com- munities, Laurence Steinberg found that half of those Diana Samuelson, parent, San Francisco Community School 6 ,AWIPunimP* (77,70. 70-0077 -704- --44444* . 4.( 4 * 41, 4 si ,Ok A - t: f 1-4 " F , 1' 11, .4117 --- - 44 4, a/ l'a,a7Z64 --veri 733 et/t/C k Aeifiarr P-ned Comma , , 4 4 Inead C64ffarm G4/1670 rla*,92.7- I a m 07Z-e;&tA GletrYteo-frn. 4/144),(.. oantidepne cri/-Aeilbau;ry dovimt7iat 6ommaft* 5e-?2/ce,.10 acadenar, ,64/f Senator John Glenn 7 o