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Loeb The Critical Years (1986) by Parksd  5 !Course Contexts wTheology 360 3 credits Summer Service-Learning: Confronting Social Issues Cross-listings in other depts.:L $_$ x"SSP Research Categories JParticipant Characteristics Outcomes/Impacts of the SSP Program EvaluationKK( K#Research Questions Who participates in the SSP, and how do they differ from other ND students? What predicts interest/participation? What aspects of the summer experience are salient and educational for participants? What is the impact of service-learning experiences, both short-term and long-term? What impacts may be seen on students attitudes, academic development, & ? How do SSP participants, site-coordinators, faculty and others evaluate the program/course? What suggestions for improvement do they offer? How are those served by SSP participants impacted by the service relationship? How do they evaluate the initiatives?ii i$Research Variables of Interest Volunteer Motivations/Intentions Personal Efficacy/Agency Social Responsibility Moral Reasoning and Development Moral Identity Faith Development/Religious Practices Attitudes Toward Social Issues Academic Outcomes/Learning %Planned Studies/Measures Pre- (April) and post- (Sept.) surveys of participants Survey/Interviews of prior participants (from the 1970s on) College Student Survey Data: Use of additional questions and overall HERI data with SSP markers &/Initial Descriptive Data and Summary Statistics00 01983-97 ' 1983-1997: Gender ( '1983-1997: Year Completed at University () 1983-1997: College Enrollment * 1997 Participants: Gender + +1997 Participants: Class Year at University ,,%1997 Participants: College Enrollment &-.1997 Participants: Most Common Fields of Study /.)1997 Participants: Religious Denomination */$1997 Participants: Ethnic Background %0"1997 Participants: Political Views #1-1997 Participants: Political Party Preference .211997 Participants: Frequency of Church Attendance 23&1997 Participants: Frequency of Prayer '471997 Participants: (pre) Top Volunteer Motivations$8  8551997 Participants: Summer Service Living arrangements66$ 66.1997 Participants: Type of service involvement /7S1997 Participants: Compared to other classes how much I learned from Summer ServiceTT  T8b1997 Participants: Compared to other classes, how much Summer Service challenged me intellectuallycc  c9[1997 Participants: Compared to other classes, how much effort I put forth in Summer Service\\  \:71997 Participants: (post) Volunteer Hours per Week$8  8;;1997 Participants: Top lessons learned from Summer Service <<$ <<01997 Participants: Overall Summer Service Rating 1=> 21997 Participants: Strongest influence on my faith 3?!\1997 Participants: Undergraduate education would improve if community service were required ]]  ]@"Resources Available tPre- and post-test measures College Student Survey Additional Questions Web site: research information Bibliography uA#Y Jay.W.Brandenberger.1@nd.edu Thomas.A.Trozzolo.3@nd.edu Research Partnerships Welcome:Z9$($ Z] Many thanks to Kathleen Andrews and John McMeel for their generous support of this research^^ ^/4BCDEFGHIJK L P4$ ` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dd@,v?Kd@  @A@` n?" dd@  @@``PR    @ ` ` p>> ld(    3 r$N`wawa1 ))? 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Y   I am pleased to be here for many reasons, 2 in particular " To be part of such a gathering; service learning and related initiatives challenge assumptions about higher education, as Monica pointed out, we challenge both assumptions of purpose and method, and one cannot do such alone, need collaborations " Also excited to be here because I am a former SSP participant; in the summer of 1977 I served in Boston, participating in community organizing, coaghing a youth basketball team, working in a day care center. Then the SSP was more student initiated, but used much the same model.  K   H1 ? \   Y H  0޽h ? a( jbp(  2  # ls|wawa1 ?   Y  ~XLet me provice some contexts that may guide research in this area There are many initiatives developing in various domains, a good sign, and I d like to mention just a few    H1 ? \   Y H  0޽h ? a( ph$(  $8 $ # lu|wawa1 ?   Y  ^I would also like to mention some of the theoretical perspectives that guide our work. There are many more than I have time for here; these are a few of the most helpful from my perspective (remember that I have a psychological frame) I have listed these and others on the bibliography you have &  0 $  H1 ? \   Y H $ 0޽h ? a(J  ,(  , , # lDw|wawa1 ?   Y    ,  H1 ? \   Y H , 0޽h ? a(J  4(  4 4 # lx|wawa1 ?   Y    4  H1 ? \   Y H 4 0޽h ? a(J  <(  < < # lDz|wawa1 ?   Y    <  H1 ? \   Y H < 0޽h ? a(J   H(  h H H # l||wawa1 ?   Y    H  H1 ? \   Y H H 0޽h ? a(  G?p\( T7  \ \ # l|wawa1 ?   Y  [5At this point I will show slides based on data from participants during the most recent course. 213 surveys completed pre 205 post Much of the data I will give is descriptive in nature. Data that we can use to examine pre and post differences just came back a week ago, so our analysis is just beginning. 6 \  H1 ? \   Y H \ 0޽h ? a(J   d( ޽h d d # l|wawa1 ?   Y    d  H1 ? \   Y H d 0޽h ? a(J   ( F9   # l{wawa1 ?   Y      H1 ? \   Y H  0޽h ? a(#   (  X  # l!{wawa1 ?   Y  ~Thanks for your interest We welcome questions and collaboration Now I look forward to hearing what Nick will share with us     H1 ? \   Y H  0޽h ? a(xWMlTU>L;Ss"Xh;L RZ: RZ0B4,\3jbS 61хY nU6(х t}ν3- ޼{9w߅=S=嵵L ,QMz"h:s `B! @XmԙYs1ږaWi~/O5eS!V~4Ŀ5vz?DСܱwqKZ7?B|D\@ P |tL5\`P T@`!X Ā:Xb]Fjҿ53 %9u<^g9_ꈄBP|0SbqUY4fAMƞc*Xg>әl(үR 6pc"=krYRW!zj;\jfY`R$_]O̞;%o| fۑU/宵X,_ugO7oO#jsVОz>u$_d~u̡ٔ?ۓlmdܟ1'wDZ uW3~u!z~2. 3. >Fя4r4~<:_H8׈`#L-W70KcL2>̉d1W3~<3n><+]:qξ~._LRЦcWk%TԻ4R(Fu@l&_s4D"A݂_:N$( "( kCs@V]q dYTҔsRQƖƖ"ƖfliTRckʌ] FDnKJxcE>eբdʒk\&EGeS%W\NE];\jKSV+ޣ(#$*:*\[OYbP%:EIQF,zPQVn*+p62by튲rK2bpңXEYYQF,,ND$Fl " &:۹nTe_DL#7J9#*QLэ |X(LH˪'`բ~*SjǏ&pDra8rQ>lTQxQ( ߽x#Fy @"iCk>ruL 7|M{ь}88ФXhdF)Z˪#|Mv}{wU C+ms}n.{dOê<Vkج[o}/ϽxXilTU>͝7mi_e/PЅRڲk H$,(P-l2X*("ZB! 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System Folder&Apple Menu Items'*(ɭ Oh+'0p     'SSP F97 Conf Prsnt Merge-showtSP  T. Trozzolo. T. ToMacintosh HD:GRCMac:Applications:Microsoft PowerPoint:Templates:On Screen & 35mm Slides:sparkles.ppt - SparkleaJay Brandenbergerc:2y Microsoft PowerPoint 4.0cat@L@6@@0&$GPICT @@2rX 2vHHmd2  !!%!>X!%R>XRR!>X!>XRR>X>XRف RRoRR  >Xo{RooR->X>Xo{o>X)!%%RoR>X%!'%>XRoR%!>XoRR>X%RRoRRف  >XR-R!R%Rف%%%w%!!  ww  !!   "     /wdm b kuQ ww w w w w w w o{ o{*o{Fccccccccco{vccco{ccccccc ccccccccccco{ccccccccccc cccccccccccB cc ccccc ccccg9c ccccccccccccccccccccc ccccccF1g9g9g9g9 B)JF1 F1  o{ww o{ o{ w o{ wwg?N8o{ccc ccccccwcccccccccccccccccccccccccc cccccccccccccco{wccc ccccccccccccccccccccccwcco{ w o{ o{ w o{ww o{ o{ w o{wg?N1o{ o{ o{ wo{o{fl^fl o{ w o{ w o{ o{ w wg?No{    DocumentSummaryInformation8Current User1 ՜.+,0   'On-screen ShowdDg$ : (TimesMonotype Sorts Helvetica untitled 2(Summer Service-Learning at Notre DameNational Research ContextsTheoretical ResourcesCourse ContextsSSP Research CategoriesResearch QuestionsResearch Variables of InterestPlanned Studies/Measures0Initial Descriptive Data and Summary Statistics1983-1997: Gender(1983-1997: Year Completed at University1983-1997: College Enrollment1997 Participants: Gender,1997 Participants: Class Year at University&1997 Participants: College Enrollment/1997 Participants: Most Common Fields of Study*1997 Participants: Religious Denomination%1997 Participants: Ethnic Background#1997 Participants: Political Views.1997 Participants: Political Party Preference21997 Participants: Frequency of Church Attendance'1997 Participants: Frequency of Prayer81997 Participants: (pre) Top Volunteer Motivations61997 Participants: Summer Service Living arrangements/1997 Participants: Type of service involvementT1997 Participants: Compared to other classes how much I learned from Summer Servicec1997 Participants: Compared to other classes, how much Summer Service challenged me intellectually\1997 Participants: Compared to other classes, how much effort I put forth in Summer Service81997 Participants: (post) Volunteer Hours per Week<1997 Participants: Top lessons learned from Summer Service 11997 Participants: Overall Summer Service RatingNo Slide Title31997 Participants: Strongest influence on my faith]1997 Participants: Undergraduate education would improve if community service were required Resources AvailableZ Jay.W.Brandenberger.1@nd.edu Thomas.A.Trozzolo.3@nd.edu Research Partnerships Welcome  Fonts UsedDesign TemplateEmbedded OLE Servers Slide Titles$:NTDBƕ’ V::+ۇV)$oھ3;TA*k`z,dgwJɟo)kks\FS 8˕Hi~*.) `w%ѝ`_IMp ʦ=s~RjskAU|]_{"?9#c[??dtS' yup)WHo~b=pP8Ҹ*zeKyɧ~`Dz;bD>g ^d?WӬR\M'=Or:k-' hƗIBa&ےc8:da:(zҷV5ڔ/a3^#VdJU/z #d,Dbc'ŸLmZK{B΄([^<0=nb 6jzl9V> G/{ra/~Hq˕)>={Zo?đU@yԑ & 335)&\g[hQ!l[xkAM=d 'i] 6(y)8<ʖiƢEM\wsUʟi,RJIUmH)}h*K6^eB_$Yp-8 j0uMHu ˲ޫ ]3,ɴݚ)UI1|O?vXZ}`N 5 O/ߒYS|DfGNacĬi3h$hc]Y颰JD 7BN~Ó&q'J/`Ƭ#_h\. ?`?3MI(̱Nh&FejGq8S#jAdS-0BK% klN/ɥ%vtG_%H֞-'=q:Bx&GL 5zl>kK4М ܑCfP|'a7[νN+'K.UՋ`p] tQ+d7q*S(Z+_^.HvX'6~nO.]v a^V"R A U ~PCUKE'\4^ `]"a?' bn"`5~#C_r$関ܷhؠ`C$k,lE0DS1jrqA N=Tlլm+EAP"9 =,xW"TQjC݀`tT^Pi2eqseÑs}AY .x$rR]c=WlJΙ6PަDfO}^y BhywαV,ӎQ R#jH5ˋ_}4^j 7zPby