The Effects of Service Learning on Students in the Basic Skills Department

1. The Effects of Service Learning on Students in the Basic Skills Department Regina A. Rochford, Ed.D. Associate Professor, Queensborough Community College, CUNY RRochford@qcc.cuny.edu

2. Introduction The Department of Basic Educational Skills incorporated service learning into 15 remedial reading and writing courses to: a) initiate community engagement among academically underprepared students, b) improve academic performance, and c) increase retention.

3. Literature Review • Service learning has improved retention rates among remedial students (Prentice, 2009). • Remedial Service-learning learners exhibited improvements in writing and reading (Rochford & Hock, 2010). • Stavrianopoulos (2008) reported that service-learning participants were more engaged and energized because of their involvement.

4. The Research During a two year period, 15 classes participated in service learning. These courses included: • BE 226, advanced ESL reading; • BE201, beginning ESL writing; • BE203, intermediate ESL writing; • BE205, advanced ESL writing; • BE111, beginning writing for NSE; • BE112, advanced writing for NSE; and • BE121, beginning reading for NSE.

5. The Research (continued) • A population of 397 service-learning participants was comparedto the 3,746 traditional remedial students to determine if a difference resulted in: • ACT Reading Compass scores, • ACT Writing Sample Assessment scores, • GPAs, • English composition grades, • the number of college credits completed, and • if students were still enrolled.

6. Discussion The most noteworthy findings were evidenced in: (a) higher GPAs (2.11 versus 1.85); (b) improved rate of retention (72 % versus 67 %); and (c) completion of more college credits (19.22 credits versus 14.93).

7. Discussion • If they are unable to improve their GPAs, they can be dismissed.

8. Discussion (continued) The service-learning students completed significantly more college credits. The Service-learning experience engendered more academically and psychologically competent learners.

9. Discussion (continued) • A chi-square analysis revealed service-learning students were significantly more likely to remain enrolled. • 72% of the service-learning participants continue to be registered.

10. Discussion ofInsights from IndividualService-Learning Projects • Service-learning projects that required frequentreading, analysis, synthesis and writing activities exhibited the most success. • However, outcomes were exhibited in the more advanced ESL courses.

11. Discussion of Insights from IndividualService-Learning Programs • Highest mean reading (76.68) occurred among the BE112SL4 NSE writing students. • Mean ACT writing scores were 7.07. • Students read extensive literature before tutoring low-level ESL students as they drafted letters. • Both classes received frequent direct hands-on support from the director of the CBO.

12. Discussion of Insights from Individual Service-Learning Programs • The ESL Express is a special writing course that combines both BE203 and BE205 in one semester. • This class linked ESL writing students with Project Prize, which intends to prevent at risk youths from dropping out of high school.  • The QCC students met with the youngsters to read, write, and discuss healthy food choices.

13. Discussion of Insights from Individual Service-Learning Programs ESL Express (cont’d) • The class also traveled to a Whole Foods market to shop for healthy foods. • These learners demonstrated statistical significance in GPAs (2.83) and ACT Writing Sample Assessment scores (7.29). • Thus, repeated thematic reading and writing activities produce improved achievement among remedial ESL learners.

14. Discussion of Insights from Individual Service-Learning Programs • An advanced ESL reading class, BE226, worked with the Alley Pond Environmental Center (APEC) to learn about and promote environmental change in the community. • With APEC reading literature and presentations, the students wrote letters to advocate for tree plantings in Queens, New York.

15. Discussion of Insights from Individual Service-Learning Programs • BE 226 (cont’d) • The participants exhibited the highest mean GPAs (2.88) and ACTWriting Assessment scores (7.31) of all the remedial students in service learning. • Their mean ACT Reading Compass scores of 71.94 were the third highest.

16. Conclusion These analyses revealed unique findings about the impact of service learning on remedial community college students. It is hoped that practitioners and coordinators can draw on these experiences and develop more effective programs that will benefit this unique population.