Impact+of+targeted+faculty+&+GA+development

Download a PDF of this file ** The impact of targeted faculty and graduate assistant development on student outcomes in service-learning classes ** Lenore Molee, Associate Professor, Montclair State University [moleel@mail.montclair.edu]

Mary Beth Henry, Professor Emerita, Montclair State University [henrym@mail.montclair.edu]

Alyssa Nittolo, Coordinator of Service-Learning and Community Engagement & Adjunct Professor, Montclair State University [nittoloa1@mail.montclair.edu]

Elizabeth Roba, Adjunct Professor, Montclair State University [robae1@mail.montclair.edu]


 * Keywords:** Faculty learning, DEAL Model, faculty development, critical reflection, student learning outcomes


 * Conference track:** Faculty


 * Format:** Poster presentation

This presentation will summarize a current research study that examines whether faculty learning and development impact student-learning outcomes in service-learning courses. It will further examine graduate assistant involvement during this process. This study follows up on recommendations made in a presentation on research using the DEAL Model for Critical Reflection (Ash & Clayton, 2009a, 2009b) at the 2009 IARSLCE conference. Faculty and graduate assistant skills in facilitating critical reflection using this model were developed and refined over several semesters, with the goal of improving student learning outcomes. Results from feedback on reflection drafts in multiple sections of one course will be reported.
 * Summary**

To test the applicability of the DEAL Model in a variety of situations, the current study examines student reflection products for depth of academic, personal, and civic learning in six sections of the same service-learning course with the same instructor offered over an extended period of time. Investigators collected and analyzed the student-generated data to determine if enhanced faculty learning of the DEAL Model in the same class over time has an effect on student learning outcomes.

This research attempts to fill an important void in the body of qualitative and quantitative research on the impact of faculty development and graduate assistant involvement on student learning outcomes in service-learning courses. Graduate students were engaged extensively throughout the study through the collection and analysis of data, creation of the abbreviated version of the DEAL manual, co-authoring, co-presenting, and instructing classes.

Ash, S. L., Clayton, P. H., & Atkinson, M. P. (2005). Integrating reflection and assessment to capture and improve student learning. //Michigan Journal of Community Service-Learning, 11//(2), 49–59.
 * References**

Ash, S. L., & Clayton, P. H. (2009a). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. //Journal of Applied Learning in Higher Education,// //1//(1), 25–48.

Ash, S. L., & Clayton, P. H. (2009b). //Learning through critical reflection: A tutorial for service- learning students (instructor version)//. Raleigh, NC: Authors.

Bloom, B. S. (Ed.). (1956). //Taxonomy of educational objectives, the classification of educational goals -handbook I: Cognitive domain//. New York, NY: McKay.

Jameson, J. K., Clayton, P. H., Jaeger, A. J., & Bringle, R. G. (2012). Investigating faculty learning in the context of community-engaged scholarship. //Michigan Journal of Community Service-Learning, 12//(2), 40–55.

Molee, L. M., Henry, M. E., Sessa, V. I., & McKinney-Prupis, E. (2010). Assessing learning in service-learning courses through critical reflection. //Journal of Experiential Education//, //33//(3), 239–257.

Paul, R., & Elder, L. (2002). //Critical thinking: Tools for taking charge of your professional and personal life.// Upper Saddle River, NJ: Pearson Education.


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