Overview of ServiceLearning at OCU

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Overview of Service-Learning at OCU

• Campus Compact Conference, OCU
• April 24th, 2009
• Dann J. May, M.S., M.A.
• Adjunct Professor Director
• Vivian Wimberly Center for Ethics and Servant
  Leadership
  
• Wimberly School of Religion, OCU
• dmay_at_okcu.edu
• Lea Anne Burgess
• Graduate student in religion research
  assistant, OCU
  
• A Methodist Affiliated Institution

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Service-Learning Research at OCU

• Overview and General Comments

Service-learning religion students at the OK
Buddhist Conference, Fall 2007
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Service-Learning Research at OCU

• Mission Statement
• Oklahoma City University embraces the United
  Methodist tradition of scholarship and service
  and welcomes all faiths in a culturally rich
  community that is dedicated to student welfare
  and success. Men and women pursue academic
  excellence through a rigorous curriculum that
  focuses on students' intellectual, moral, and
  spiritual development to prepare them to become
  effective leaders in service to their
  communities.

Service-learning student at the
OKC Bombing Memorial
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What is Service-Learning?

• Service learning is an educational methodology
  that integrates community service with academic
  instruction as it focuses on critical, reflective
  thinking and civic engagement. Students
  participate in organized community service that
  addresses community needs, while developing their
  academic skills, sense of civic responsibility,
  and commitment to the community. --
  en.wikipedia.org/wiki/Service_learning

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What is Service-Learning?

• Volunteerism Internships

Service-Learning Volunteerism primarily benefits
the community Internships primarily benefits the
student Service-learning combines service to th
e community with academic learning in order to
benefit both society and the student.
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Service-Learning at OCU

• Since the inception of the service-learning (S-L)
  program in the 2002 fall semester, OCU has
  offered 179 service-learning courses.
  

Service-learning students at the Buddha Mind
Monastery, Spring 2008
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Service-Learning at OCU

• Starting in fall 2003, a S-L course was made part
  of the general education requirement for all
  undergraduates.
  
• OCU was the first in OK to have this
  requirement. East Central is the second.
  

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Service-Learning at OCU

• Faculty who submit proposals for new S-L courses
  are eligible for stipends ranging from
  500-2000.
  

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Service-Learning at OCU

• Some Statistics (2006-2007)
• 26.7 of students in 2006-2007 completed a S-L
  course (of 1726 full-time undergraduates)
  
• 41 S-L courses were taught (3 of total courses
  offered)
  
• 24 separate academic programs (70) and
  departments offer S-L courses
  
• 156 full-time faculty

Homeless students dressing up for Halloween at
Positive Tomorrows, OCU Dance School S-L Project,
Spring 2008
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Service-Learning at OCU

• Some Statistics (F2008-S2009)
• 26 of students in 2008-2009 completed a S-L
  course (of 1942 FTE undergraduates)
  
• 39 S-L courses were taught (3 of total courses
  offered)
  
• 13 separate academic programs and departments
  offered S-L courses
  
• 24 faculty (4 adjuncts) / 241 FTE faculty

Students working with Blue Thumb Stream
assessment, BIOL 1015
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Service-Learning at OCU Fall 08Spring 09

• 39 separate courses across 6 Schools Colleges
• (no S-L courses in Law or Music)

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Service-Learning at OCU Spring 02Fall 09
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Service-Learning at OCU Since Fall 2002

• At least 50 separate courses across 6 Schools
  Colleges (no S-L courses in Law or Music)
  

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Service-Learning at OCU Since Fall 2002

• At least 50 separate courses across 24 academic
  units and programs.
  

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Academic Units with S-L Courses

• Accounting
• Art
• Biology
• Chemistry
• Criminal Justice
• Dance
• Dance Management
• Economics
• Computer Science
• Education
• English
• History
• Kinesiology

• Management
• Mass Communications
• Nursing
• Philosophy
• Photography
• Psychology
• Religion
• Sociology
• Spanish
• Theater
• Graduate Programs
• Education
• Liberal Arts
• Religion

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Service-Learning at OCU Since Fall 2002

• 60 General Education Courses Taught as S-L

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Service-Learning at OCU Since Fall 2002

• 26 of 179 S-L Courses taught by Adjuncts

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Service-Learning at OCU

• At least 61 community partners have been
  served
  
• 16 Religious organizations (Buddhist,
  Christian Islamic)
  
• 10 Schools (e.g., Gatewood Elem., Positive
  Tomorrows)
  
• 9 OCU programs events (Powwow, recycling
  program)
  
• 7 Health related (e.g., Camp Wildfire, ROC
  Medical Center)
  
• 6 Nonprofits (Butterfield Foundation, GSA,
  Gold Dome Multi)
  
• 4 Government agencies (e.g., DEQ, Dale
  Rodgers T.C.)
  
• 4 Other (e.g., Epworth Villa, OpenHouse.com,
  OSN)
  
• 3 Museums (e.g., Bombing Memorial,
  Overholser Mansion)
  
• 1 International Manos Juntas health clinic
  in Nicaragua
  
• Note a few partners are listed in more than
  one category
  

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Service-Learning at OCU Since Fall 2002

• 52 full-time faculty have offered a S-L course
• 38 women 14 men

Fig. 7 Service-Learning Faculty
Fig. 8 206 Full-Time Faculty at OCU in 2007-08
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Service-Learning at OCU Fall 08Spring 09

• 24 Faculty taught a S-L course

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Service-Learning at OCU Since Fall 2002

• Female Faculty More Likely to Repeat a S-L Course
  
  
• Includes Full-Time, Adjunct Dean of SOR

of Facul t y
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Service-Learning at OCU Since Fall 2002

• Female Faculty More Likely to Repeat a S-L Course
  
  

of Facul t y
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Service-Learning at OCU Since Fall 2002

• 57 faculty have taught at least one S-L course
• 52 full-time 5 adjuncts 39 women 18 men

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Service-Learning at OCU Since Fall 2002

• Female Faculty More Likely to Receive a Stipend
• 36 full-time faculty have received a S-L
  stipend
  
• 25 women and 11 men

of Faculty
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Service-Learning at OCU Since Fall 2002

• 111 of 179 S-L courses taught by women

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Service-Learning Research at OCU

• Conclusion
• Female faculty members are more likely to offer
  service-learning courses and to teach such
  courses repeatedly.
  
• Possible Explanations?

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Service-Learning Research at OCU

• Possible Hypotheses
• 1. Female faculty members may have different
  teaching styles.
  
• 2. Female faculty may be more open to newer and
  more engaging teaching practices.
  
• 3. Female faculty members teach courses that are
  more conducive to service-learning.
  
• 4. If Carol Gilligan is correct, women are more
  likely to have an ethic of care based on
  relationships, community and service. Men, on the
  other hand, have an ethic of justice that is
  based on impersonal and abstract principles. (In
  a Different Voice Psychological Theory and
  Women's Development, 1982)

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Student Reflection

• My experience at the Buddhist Mind Monastery was
  like nothing I could have predicted. I thought we
  would just do a few hours of volunteer work. . .
  . Instead, I got the opportunity to meet two
  insightful nuns, learn more about Buddhism, learn
  how to meditate I even got to try eggplant for
  the first time ever. I was given the opportunity
  to do some rewarding work inside and outside the
  monastery. My service learning project at the
  Buddha Mind Monastery was an interesting and
  insightful experience. - V. Nsikak, OCU student

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Some Student Reflections

• The common misconception that I have been
  exposed to from society about Islam being a
  frightening religion was totally diminished while
  conducting our service learning. By no means
  should people be afraid of this wonderful
  religion. - A. Raygoza, OCU student
• It surprised me that there were more tangible
  similarities between Islam and Christianity than
  I originally thought. There is a strong sense of
  community, there are visible professions of
  faith, and zeal to believe as they do. Also, some
  of the common misconceptions that I had were
  dispelled.
• - E. Brown, freshman religion major

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Student Reflection

• I felt a sense of accomplishment after we were
  done. I felt all my preconceived notions about
  the nature of Muslims leave me as they welcomed
  me and all the other people from our group. This
  service project helped me understand the Islamic
  religion by sitting down with an actual Imam from
  a mosque and asking him questions. I got to
  learn the reason for a lot of the things that
  Muslims do.
• - A. Nelms, freshman religion major

Islamic Center of OKC
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Service-Learning at OCU Since Fall 2002

• Faculty who taught
• 2 or more S-L courses 30
• taught 4 or more 8
• taught 10 or more 5