Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education

Dr. Patrick Green Part 1: Case Analysis In analyzing the Case Study of the Lifes Work Project by Adam S. Weinberg, it became clear that the development detailed in the case occurred in four discrete phases over four semestersundergraduate research, service-learning/community-based research hybrid, community based research, and service-learning/community-based research hybrid. Undergraduate research entails the production of or contribution to original work (Kinkead, 2003). For Dr. Weinbergs student, who is female and unnamed in the case, the work was done as a research assistant. Her contribution was invaluable and gave momentum to the start of the Lifes Work Project. Community-based research, the third phase of Dr. Weinbergs course design, offers the aforementioned results but offers additional aspects of reciprocity and community involvement. The two phases that are labeled service-learning/community-based research are termed as such due to their curricular and civic aspects. In the case, their application varied from the first to the second attempt. Dr. Weinbergs project, Lifes Work, was being developed to aid Hamilton, New York, a rural community that was dying in spite of its untapped resources. Attempts to re-energize community businesses had not been met with success, until faculty involved a student in the community research project. In his journey to execute best-practices for service-learning as community-based research, he sought to balance the results orientation and mentorship of undergraduate research, the community involvement of community-based research, and the critical reflection of service-learning. Each of his methods will be analyzed through the lens of best practices of experiential learning. The core experiences of the four phases of Dr. Weinbergs class will be described in relation to the participants content learning area, community

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green development. Reflection will then be analyzed and reciprocity discussed in detail. Lastly, we will discuss opportunities for program improvement. Phase 1: Undergraduate research Core experience and significance to content learning area. Ten weeks of fieldwork were completed by one undergraduate economics student (Authors note: the aforementioned student remained unnamed in the case, so will be further referred to as the economics student). Her research was co-curricular in its investigation of community development as well as its qualitative assessment of community attitudes in response to Colgates attempts at community involvement. The case does not specify that her core research experience was tied to courseworkher academic major was related but no class was mentioned. Her research gave root to the development of a community visioning process, to be described in Phase 2 later on. Although we are not offered details into her research project, we do know the basis of her undertaking. The economics student completed the assigned task of constructing a very crude asset map, while assessing residents willingness to get involved in the colleges collaborative development efforts (Weinberg, 2003). Along with substantial insight into the communitys assets, her findings strongly suggested the effectiveness of undergraduate involvement in community development. To harvest the obvious benefits of her ten weeks of service, Dr.Weinberg developed a service-learning course. This course was built upon expanding the first two findings of the unnamed economics studentfinding the assets in the community and eliminating skepticism about development outcomes. Reflection.

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green Intrinsic to the analysis of research is reflection, but undergraduate researchs purpose is not necessarily interdisciplinary reflection. The Council for the Advancement of Standards (CAS) standards state that undergraduate research should examine, create, and share new knowledge. (CAS Standards for Undergraduate Research Programs, 2008). In this case, the student worked as a research assistant. Her task was to create original work, but she was not initiator of her project. She was supervised by Dr. Weinberg but there was no discussion of details within the case manuscript provided. Some sort of assessment should have been administered or assigned in order to measure student learning, but this was not attempted. The students research findings were interpreted but summative reflection, her total learning in relation to the subject area, was not quantified. Research should address complex scientific or societal problems (McKillip, 2009). In order to do so in a way that encourages holistic learning and student development, formative reflection should be deliberate and planned; for the economics student, it should have occurred before, during and after her ten week experience. It appears that the data analysis required in her work was accepted as adequate reflection. It is true that she came to superb conclusions, but many opportunities for formative reflection were forfeited in exchange for research results. Reciprocity. Reciprocity is a mutually beneficial interaction between students and the community being served. As noted by Eyler and Giles (1999), community voice is key in the interaction between students and the community. In this case, we can be sure that the community is benefiting from her contribution but since there was no evidence of formative reflection or assessment, her benefit is unclear.

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green Program Improvement. This phase of the program included simple undergraduate research. Many best practices were not utilized since the student worked as a research assistant, not a project initiator. Adam Weinberg, her faculty mentor, should have used reflection activities to help her make meaning of her experience from start to end. Quite possibly, more could be gleaned from her experience by digging deeper into the sociological aspects of her research. It is likely that this kind of reflection could better inform her research as well as give her a human, more personal stake in the project. As stated numerous times in the Boyer report, apprentice-style research experience should not only produce data, but should also increase learning, cognitive and personal growth, the development of professional identity, and understanding of their research contribution (Hunter, Laursen, & Seymour, 2009). The last goal, understanding of their research contribution, is one that should not be undervalued. Without adequate mentoring and reflection, it was likely difficult for the student to understand the context of her work. Understanding ones contribution to research has the ability to transform the undergraduate research style of experiential learning process from being largely task-oriented to highly thoughtful and collaborative. Exceptional faculty mentoring and the creation of time and space for reflection activity are needed to meet this goal, but the case did not explicitly describe this kind of activity. We cannot say how much autonomy this student was granted in shaping her experience, whether or not she was paid for her work, or to what extent her developmental needs were considered in being selected to participate in this projectall of which are critical to the undergraduate research experience (Hunter, Laursen, & Seymour, 2009). Was she encouraged and allowed to connect with Adam Weinberg when difficulties were encountered? Would she

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green have gotten farther if a peer researcher was also employed? To improve this pilot phase of the Lifes Work program, all of the aforementioned factors should have been considered and put into effect. The student should have received a more active form of research to encourage learning and development. Her work was incredibly beneficial, but she may not have profited from the experience as much as she should have. It appears that Dr. Weinberg realized this. In the next phase of the project, he changed to a service-learning/community-based research hybrid experiential learning project. It appears that he sought to eliminate the weaknesses of his first effort. The communitys need for development had not been satisfied by the economics students ten weeks of fieldwork, and stakeholders were requesting elaboration on her findings. Phase 2: Service-learning/Community-based research hybrid Core experience and significance to content learning area. While enrolled in Dr. Weinbergs standard community development course, three fiftyminute class sessions were facilitated each week. The course entail[ed] reading a series of books on the social, political, and economic challenges to community development (Weinberg, 2009). Kuhs definition of service-learning as application plus reflection is evidenced here. Reflection was achieved in part by the weaving of their project experience and communities served into their coursework and analyzing the findings in light of community development scholarship (Kuh, 2008). To support the course material and encourage community reflection, students engage members in visioning exercises. Students took on a number of tasks to connect their content learning area to practice. Personal differences limited the efficacy of the activity, so results were not standard. Public speaking and facilitation skills were underdeveloped in some students, which presented significant roadblocks. The case does not elaborate on the courses

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green objectives, topics or required individual reflection activities. However, the projects did produce data for final papers. The students designed and conducted research that was defined and overseen by the community. This high degree of reciprocity meant that success could only be met if both parties, students and community members participating in visioning exercises, were firmly committed to the goals of the group. Not every group was equally equipped for success. Failed projects were due in large part to absence of organization on the part of the communities. Also, some students had great difficulty running the exercises. Although the course was a success, there was room for improvement. Reflection. Within the service-learning/community-based research hybrid model of experiential learning, students used the community as the backdrop for discussion. This classroom discussion and accompanying papers offered a rich opportunity for formative reflection, and summative reflection was offered in the form of course evaluations. Furthermore, quantifying their research must have offered reflection opportunities. Although the case does not describe details of their data analysis, it is safe to assume that investigating their research in the context of community characteristics would have revealed trends worthy of reflection. Reciprocity. Reciprocity is critical in service-learning as well as community-based research (Kendall et. al., 1986). Participants should fill a need in the community while their learning is enhanced by the experience (Hunter, Laursen, & Seymour, 2009). In this case, a community group came to Dr. Weinberg requesting assistance with their community-controlled development plan. The purpose the students work was to benefit the community by identifying the communitys needs

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green and facilitating the community visioning process. Community members (termed steering committees within the case) could not do the research needed to improve their community students were utilized to fill the gap between the communitys current state and its potential. Program Improvement. In part, this program was not as streamlined as it could be due to its nature. There was no way to guarantee the amount of buy-in that students would meet when conducting visioning exercises. The failures that were mentioned by the students were not a flaw within the program, and students actually credited the experience as one of great learning. The program may have been met with greater success if mentorship and development had been a priority. Time would have been a factor, but students should have received an orientation of some kind to prepare them for the public speaking/facilitation aspects of the course. Dr. Weinberg was approached by another community organization so found in that the opportunity to apply lessons learned. Phase 3: Community-based research Core experience and significance to content learning area. The resulting experience was collaboratively designed by Dr. Weinberg and a group of students from the previous semesters experience with the Hamilton community. They designed a group independent study that would focus on research without the visioning exercises. Although it is clear that the research was strongly linked to the completed community development course, there was no class mentioned for the independent study. Naming it as such implies the earning of academic credit but the lack of community involvement and co-curricular nature of the class point to a research experience rather than one of service-learning. Dr. Weinberg purposefully lessened reciprocity, prioritizing data collection and results acquisition.

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green The projects were more quantitatively successful than they had previously been, but were noted as less educational. The community would benefit from outcomes but not necessarily the students. There was a transition from researching within the context of service-learning to the hybrid community-based research model. Reflection. Students who participated in this project were unable to capitalize on any formative reflection. They were expected to research, not serve. For this reason, their results were derived from data and the quantitative results of its analysis. Undoubtedly, they were able to use the analysis of their research surveys to make meaning of community needs. It is even possible that reflection activities were designed to make meaning of the communitys responses. However, this was not discussed in the case. The students work was data-driven and impersonal, purposefully creating a barrier to critical reflection. Critical reflection, when correctly done, should connect coursework to social context, allowing students to see the greater impact of their work (Ash, Clayton & Moses, 2009). Since formative reflection was not attempted, and reflection creates learning, it is likely that the students perception of the project as less education is result of this disconnect. Pulling the community out of the research made the students experience less valuable and more task-oriented. Measurement of results must have been the only analysis attempted by students, and all opportunities to initiate summative reflection were ignored. Dr. Weinberg chose not to offer even a course evaluation. Since the class is designed as an independent study, there is an expectation that the achievement of course outcomes should be measured. Omission of this step did not help him understand why learning decreased.

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green Reciprocity. The resounding question here is about student benefit. Is the research truly reciprocal if students are not educated as result of the work? Unfortunately, it is not. Students should learn and communities have a need or set of needs met. Without a doubt, Dr. Weinberg thought it best to shield students from the messy reality of categorically reciprocal community work. In doing so, he accidentally misrepresented the needs and concerns of the community, damaging the benefit even to the community itself. Program Improvement. To improve this phase of the program, Dr. Weinberg should have immediately reestablished connection to the community. The results of the research may not have been as manageable, but the students would have benefitted from a real-life experience. Taking a step to involve community would have made the experience richer for students, allowing them to get involved in reflection, both summative and formative. They would have had the opportunity to see their past coursework come to life and also measure their learning along the way instead of focusing solely on results. Realizing the lack of reciprocity in this model is likely what prompted Dr. Weinberg to again attempt service-learning. He must have noted that optimal application of service-learning techniques would increase student learning without losing research results. The findings of each phase had been valuable, but a great deal had been lost when he removed the community from the students work.

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green Phase 4: Service-learning/Community-based research hybrid Core experience and significance to content learning area. In this last phase, student groups examined the original data of Dr. Weinbergs temporary research assistant. Also, they studied the viability of small businesses in the downtown business district. Dr. Weinberg removed himself from the role of gatekeeper and taught his course again. Service-learning was back in effect in its truest form. Class projects varied, presumably to offer students the valuable opportunity to play to their strengths and academic interests. Classroom sessions were used for reflection and connected to course content by combining data and theory. Reflection. Students were assigned projects and used their experiences in the community to reflect and critique the readings themselves. Formative reflection was heavily emphasized in this course delivery model. This kind of challenging analysis is what critical reflection entails. Presentations were assigned throughout the duration of the semester and they were encouraged to take ownership of their work by becoming involved in the areas that suited their academic and developmental needs. Summative reflection was not highly emphasized. Assessment instruments were given to community members but not students. Reciprocity. This style of experiential learning was highly reciprocal. Student learning was optimal and the community benefited from the work on many levels. Community members could be sure that their voices were being heard and that their desires were being taken into consideration. Students and Dr. Weinberg made sure that all projects had potential for mutual benefit and

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green worked shoulder-to-shoulder to ensure that students did not offend or otherwise harm the community. Overall Opportunities for Program Improvement. In the end, Dr. Weinberg successfully moved back into the role of facilitator. Students were allowed to work directly with the community and he finally found a way to compromise a gripping results orientation with service-learning outcomes. From the details of the case, one can deduce that reflection is not his passion. However, in the quest toward effective experiential learning, reflection must be acknowledged as a requirement. No matter the style of course, whether it is curricular or co-curricularreflection, both summative and formative, must be incorporated. It adds depth and complexity to the argument of experiential learning as a pedagogy. Dr. Weinbergs classes lost something every time he attempted to distance his students from the community. It would be in his best interest to continue utilizing his latest model and also create class surveys or other types of summative reflection activity that will measure and guide student learning Part II: Development of Curricular Experiential Learning Program Undergraduate Research Course Title: Socioeconomic History of Chicago (Writing Enhanced and Research Intensiveno opt-out) Undergraduate Research Program Title: Social Economics and the History of Education Disparity in Metropolitan Chicago Recruited Participants: Twelve junior-level first-generation undergraduate students with an interest in social economics. Selection of first-generation undergraduate students for the project

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green is intentional and attempts to remove the stigma of research as elitistan activity only meant for STEM majors and honors students. Prerequisites: Research Methods, Public Speaking, Economics I and II. Learning Outcomes: Upon completion of this course and participation in its accompanying research program, students will be expected to: Demonstrate an understanding of how economics and citywide taxation affect the quality of primary and secondary education Understand the impact of history on community perceptions of education Develop and practice proficiency in survey design and qualitative assessment technique Articulate and reflect on the findings and make suggestions for future research Details: This project will take place during the summer between sophomore and junior year. Housing will be provided, creating the physical atmosphere of a learning community, but outcomes will be measured in terms of the research only. Core Experience This semester-long course will begin with an orientation that includes area assignments, community-specific demographic research, and a refresher from their Research Methods course to be sure that all students have had exposure to the same level of survey design instruction. The core experience will be framed around field research, classroom reflection and discussion to connect experience to coursework. The class will meet every Thursday, and students will conduct research in teams during each week. Following the CAS standards for undergraduate research, students will use their professor (the author) as mentor. I will facilitate classroom

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green reflection discussions, reflection activities, and monitor their survey design; however, students will largely control the direction of their research based upon their interests. For example, if a student is largely interested in public policy surrounding education, they may choose to study the impact of community perception of policy on their ability to become involved in the political process. Once they gain approval from me for the topic proposal, they can begin survey design, which will then be reviewed by the Institutional Review Board. Breadth of available topics will allow students an opportunity to focus on discrete aspects of the course material, customizing their research experience. Students field experience will include driving and/or walking in their assigned neighborhoods and taking note of what they see as well as survey responses. Students will be exposed to the community and expected to exercise cultural sensitivity in their interactions while in the field. They will understand that their research has the potential to be a starting point for future work, and will document their process thoroughly while modeling best practices. Their experience as field researchers will be built around principles of community-student reciprocity and community development. At semesters end, students will be able to demonstrate knowledge of the political issue of education reform within multiple contexts. Reflection Activities and Assignments Formative reflection in this course will be designed following the DEAL model for critical reflection. Though it was designed with service-learning in mind, it was selected for this undergraduate research program due to its prescriptive nature and ease of understanding for students. Students will be expected to blog twice weekly, at minimum with entries required to be 400 words or greater. The first entry will document what they expect to find when they begin

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green their fieldwork. Their research methods and results section will describe their experiences and discuss results, the D of the DEAL model (Ash, Clayton, & Moses, 2009). It is within the blog that they start to examine the experience individually by responding to reflection prompts about their personal growth, any dissonance they may feel, and any insights connected to course readings--the E of the DEAL model (Ash, Clayton, & Moses, 2009). The courses learning goals will give direction to their research, making it easier for students to remain focused. Once weekly, they will examine their individual reflections in class within their groups, articulating their learning together and questioning its importancethe AL of the DEAL model (Ash, Clayton, & Moses, 2009). Time will be given for groups to compare notes in order to see the differences between the survey results collected in their area and add complexity to their view of the coursework. Students will be encourages to discuss deeper analytical questions and take note of gaps in existing research. Also, methodological issues can be addressed at this time as a supplement to office hours and the online discussion board. The course will end with two cumulative assignments. The first will be an individual reflective essay within which they will compile their weekly blogs and compose a 3-5 page reflection on their experience. This is meant to be a form of summative reflection and will complement the final course evaluation to allow me to evaluate students perceptions of their accomplishment of learning outcomes. Also, each group will submit a final research paper and present their work to the class in the form of a final presentation. Extra credit will be given for participation in the campus research symposium and poster competition.

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green Benefit to Learning Experience This undergraduate research program was designed to add richness and depth to an already intensive course by incorporating the Council on Undergraduate Researchs (CUR) four elements to success (McKillip, 2009): Recruit for both short- and long term success Macromanagement Cultivate students professional development Leverage immediate impact into long-tem sustainability The expectation for this research program is that students from a variety of backgrounds will come together and learn from one another while creating original scholarship that will contribute to an existing body of literature. With the help of the community and a faculty mentor, students in this course will begin to see the complex social structures in which we live and will begin to see their and others lives through a more realistic lens. This kind of macromanagement is the type encouraged by John McKillip and publicized by CUR (McKillip, 2009). Faculty mentorship will be a large component of this research and will ensure that students are experiencing the correct amount and type of dissonance academically and personally, as far as the project is concerned. My purpose as mentor will be to empower students and give them the tools they need to successfully conduct their research and develop professionally. The content of the course will be highly emphasized as they draw connections to their field practice. Immediate impact will be that students will complete the project and produce valuable scholarship. However, long-term success will be met through elaboration on the project and

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green opportunities for the students to present the results of their work. They will be given an opportunity to present at the universitys and other professional research conferences if they so choose. Professional grooming will be done in the context of class to prepare them for such a milestone and increase their individual as well as group efficacy. All in all, the purpose of this undergraduate research program is to take a class and give it transformational results. The intention is to offer cognitive and personal growth as well as the development of a professional identity (Hunter, Laursen, Seymour, 2006).

References Ash, S. L., Clayton, P.H, & Moses, M.G. (2009). Learning through critical reflection: A tutorial for service-learning students (instructors version). Raleigh, NC. Council for the Advancement of Standards in Higher Education (2008). Undergraduate research programs CAS standards and guidelines. Eyler, J. & Giles, Jr., D. E. (1999). Wheres the learning in service-learning? San Francisco, CA: Jossey-Bass. Hunter, A., Laursen, S. L., Seymour, E. (2006). Becoming a scientist: The role of undergraduate research in students cognitive, personal and professional development. Science Education, 91(10), 36-74. Kendall, J. C., Duley, J. S., Little, T. C., Permaul, J. S., Rubin, S. (1986). Strengthening experiential education within your institution. Raleigh, North Carolina: Publications Unlimited.

Lynette Henderson Case Study A ELPS 429: Experiential Learning: High-Impact Learning in Theory and Practice in Higher Education Dr. Patrick Green Kinkead, J. (2003). Learning through inquiry: An overview of undergraduate research. New Directions for Teaching and Learning, Spring 2003 (93), 5-17. Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities. McKillip, J. (2009). Transformative undergraduate research: Students as the authors of and authorities on their own education. Council on Undergraduate Research, 30(2), 10-15 Weinberg, A. S. (2003). Negotiating community-based research: A case study of the lifes work project. Michigan Journal of Community Service Learning, Spring 2003, 26-35.