Combining Service and Learning in Higher Education: by Maryann J. Gray

By Maryann J. Gray

This file provides result of a three-year overview of research and Serve, larger schooling.

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Additional info for Combining Service and Learning in Higher Education: Evaluation of the Learn and Serve America, Higher Education Program

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An average program provided 100 hours of technical assistance (median) in each of Fiscal 1996 and 1997, compared with 72 hours in Fiscal 1995. Programs providing technical assistance were most likely to serve community-based organizations, K–12 schools, and colleges and universities within a consortium to which they belonged. The most popular topics for technical assistance were linking higher education institutions and community organizations, designing courses or integrating service-learning into curricula, supervising students involved in community service, and designing community service programs.

Programs working in the area of education in Fiscal 1997 reported that students devoted the most time to teaching classes or providing in-class support (18 percent) and to acting as mentors or role models for youth (18 percent). Students also spent a significant portion of their time providing out-of-class tutoring (15 percent). Those were the three most popular activities for last year’s respondents as well. 8 displays some of the education outputs reported by programs that responded to the Accomplishments Surveys.

Data on the number of years an institution had received LSAHE funding were unreliable because some institutions received different subgrants each year, others moved from direct grantees to subgrantees or vice versa, and so forth. Similarly, the area of service provided was dropped because the vast majority of programs provided service in two or more areas. Third, the variable for grant size was dropped because grant size data for subgrantees and subsubgrantees were unreliable and because grant type explains most of the variation in grant size.

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