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3	Presenter Curt DeBerg, Business Professor, CSU, Chico College of Business Faculty Adviser, Students in Free Enterprise (SIFE) Member, California State University Community Service-Learning Committee
4	Why am we here? To understand the climate for “service-learning” at US To define “trim-tab” To define “experiential” learning To show where service-learning “fits” To link S-L to business education via SIFE To describe the role of faculty/students/adm/bus
5	Service Learning in South Africa Transformation strategies for higher education in South Africa From: Education White Paper 3, July 1997: “To promote and develop social responsibility and awareness amongst students of the role of higher education in social and economic development through community service programmes” [1.27(8)].“ To demonstrate social responsibility of institutions and their commitment to the common good by making available expertise and infrastructure for community service programmes” [1.28(5)].
6	Service Learning at UFS A POLICY FOR COMMUNITY SERVICE AT THE UNIVERSITY OF THE FREE STATE, January 2002 UFS is an institution of academic excellence which has already by and large heeded the demand for transformation as set out in policy documents The UFS intends to undertake the implementation of integrated community service programmes in a carefully considered fashion and to manage such programmes successfully. Being a leader in the development of partnerships, service delivery and transformation management, the UFS therefore identifies community service as a strategic priority and a core function which must progressively be integrated with teaching/learning and research as mainstream activities of the UFS and her students.
7	Trim-tab Barr and Tagg (1995) described a shift from an “Instruction Paradigm” (traditional, passive lecture-discussion format) to a “Learning Paradigm” (interactive, experiential, and “holistic” format) as the trim-tab of the “huge ship” of higher education. A trim-tab is a little rudder attached to the end of a larger rudder. Applying a very small force to turn the trim-tab left moves the larger rudder to the right. The force applied to the larger rudder turns the ship left.
8	Our Trim-Tab Paper Co-authors: Dr. Edward Zlotkowski, Senior Associate, Campus Compact, and Dr. Lynn Pringle, University of Iowa “In order to change the direction in which the ship of business education is headed, we need to move the rudder that is faculty acceptance of a broader range of competencies for business students.” Professional service for faculty (internal and external) Service-learning opportunities for students (internal and external)
9	Where does Service-Learning “Fit”? Experiential education encompasses a wide range of teaching and learning methods which engage the learner actively in whatever is being learned. http://www.nsee.org/
10	Examples of experiential learning include: internships school-to-work career development cooperative education action research adventure and outdoor education cross-cultural education leadership development active learning in the classroom service-learning
11	Service-Learning CSU’s Strategic Plan for Community Service-Learning states: “Community service-learning is academic study linked to community service through structured reflection so that each reinforces the other. The academic study may be in any discipline or combination of fields.
12	The community service may be direct service to people in need, community outreach and education, or policy analysis. Community service-learning enhances academic learning by enabling students to apply knowledge and skills gained through academic study to real-world problem solving and to appreciate the connections between their academic work and real-world activities.” (http://www.calstate.edu/CSL/)
13	http://csf.colorado.edu/sl/what-is-sl.html
14	Proponents of S-L Alexander Astin, UCLA Thomas Ehrlich, CSU Distinguished Professor of Service-Learning Wingspread Group Ernest Boyer (Scholarship Reconsidered) Alan Guskin (Restructuring the Role of Faculty)
15	Astin (1993) “the single most important environmental influence on student development is the peer group; by judicious and imaginative use of peer groups, any college or university can substantially strengthen its impact on student learning and personal development.”
16	Astin also found students in similar circumstances, and with common needs and interests, have a greater likelihood of interacting and learning together.
17	Ehrlich (1996) The role of service-learning fits well within the larger picture of current changes in undergraduate education. An expanded use of internships, an enhanced focus on problems that cut across disciplines, and an increased emphasis on collaborative learning are all examples of shifts in higher education that complement service-learning. As educators, learning is our mission. Involvement in community service can be key to achieving that mission.
18	Wingspread Group on Higher Education (1993) There is no substitute for experience. Academic work should be complemented by the kinds of knowledge derived from first-hand experience, such as contributing to the well-being of others, participating in political campaigns, and working with the enterprises that create wealth in our society.
19	Boyer (1992) Professional schools--from architecture, to medicine, to journalism, to education and accounting--increasingly are linking scholarship to real life. They are demonstrating that not only can knowledge be applied but that theory can in fact emerge from practice and that scholarship can occur in hospitals, gyms, and in the schools, as well.
20	Guskin (1994) The new role of faculty: to create learning environments focused directly on activities that enhance student learning, ones that: maximize essential faculty-student interaction, integrate new technologies fully into the student learning process, and enhance student learning through peer interaction.
21	Guskin predicted that, for faculty who subscribe to this, the time students spend with faculty in the classroom will go down, but it will increase in creativity, intensity, and focus.
22	Linking service-learning to the business discipline Service-learning in teams Students working together on real-world problems brings the classroom to life Brings students together from other disciplines One vehicle: SIFE
23	Why not do S-L? Too much material to cover; not enough room Faculty don’t have “expertise” Too difficult to “match” skill levels to projects Assessment is difficult Too many other demands outside of class Cross-disciplinary collaboration is difficult
24	What is SIFE? Non-profit organization Over 1,000 teams worldwide (25 countries: http://www.sife.org) Mission: To provide college students the best opportunity to make a difference and to develop leadership, teamwork, and communication skills Strategy: To learn, practice, and teach the principles of free enterprise in the community
25	Assessment College students: Reflective essays Attitudinal surveys Log of hours Persistence (from one semester to another) External judges ratings at competitions
26	“Knowledge” Judging Criteria How creative, innovative and effective were the students in teaching: How free markets work in a global economy? 15 pts How entrepreneurs succeed by identifying a market need and then profitably producing and marketing a product or service to fill that need? 15 pts The personal entrepreneurial, communications, technology and financial management skills needed to successfully compete? 15 pts The importance of practicing business in an ethical and socially responsible manner that supports the principles of a market economy? 15 pts
27	“Skills” Judging Criteria In their educational programs, how effective were the students at: Measuring the results of our projects? 10 pts Utilizing mass media and the Internet? 10 pts Involving non-business majors and utilizing a Business Advisory Board? 10 pts Communicating our program through our written annual report and verbal presentation? 10 pts
28	WIIFM: Faculty (What’s In It For Me?) Publishing opportunities (monograph, nat’l conferences, jrnls) Consulting opportunities Grant opportunities (Coleman, FIPSE, USAID) Travel opportunities (LOTS) Better connections to the community (on-campus and off-campus)
29	Role of Faculty Adviser Doesn’t “play” in the game, but makes final decisions as to scheduling, roster, etc. Not the same as a typical faculty “adviser”; must be viewed as a head coach/manager Serves as a “fullback” in garnering resources within the university Primary person responsible for raising awareness inside and outside CSU, Chico
30	WIIFM: Administrators Closer partnerships with K-12 and the civic community Closer partnerships with business Public relations Gifts Grants and contracts
31	WIIFM: Students Thrill of competition (e.g., SIFE) Excitement in serving the community Thrill of direct connections to industry leaders A change to apply leadership skills Oral presentation skills Time management Teamwork skills Accountability Public relations
32	WIIFM: Business Thrill of competition Joy in serving the community Direct connections to student leaders who are potential recruits Networking with other business leaders Closer connections to the university Good public relations for your company or business
33	An idea: “SAGE Fellows” Secondary school SAGE “fellows” Competition among secondary schools, under the mentorship of college students Judges: Chancellors, Regents, Legislators, Business Leaders (also sponsors) Best projects are showcased Other teams can adapt these projects Key: Competition (First Annual International SAGE Competition in May 2003)
34	Teamwork... Leaving Our Mark On The World College students are an underutilized resource in K-12 reform efforts Service-learning projects help forge partnerships http://www.csuchico.edu/sage Up for a challenge? J