Silvia Youssef Hanna, PhDCollege of CharlestonCharleston, South Carolina

First Year Experience: Self-discovery through Service Learning

Agenda

• Story Behind the Research

• Hypothesis & Method

• Research Results

• Sample Student Narratives

Where are we on the map?

College of Charleston First Year ExperienceHealing Narratives: Understanding Illness Through Storytelling Merges English 110 & Psychology 103

What was our question?

Do first year students who participate in a service learning experience through an introductory psychology class demonstrate:

1. Better knowledge of their psychology curriculum as shown through their GPA

2. Increased likelihood of major declaration

3. Stronger connection to the campus and their new community

In-Class Preparation

Charleston Community Partners• Agape Hospice

• Lutheran Hospice

• Hospice of Charleston

• Heartland Hospice

• Canterbury House: Nonprofit Senior Living Community

• Sandpiper: Premier Senior Living

• Bishop Gadsden: A Life Care Retirement Community

• Somerby of Mt. Pleasant: An Active Retirement Community

Location of Community Partners in relation to College Of Charleston

Bishop Gadsden

Bishop Gadsden

Demographics• Pre and Post test demographics have close

to identical percentages

• 70% Female

• 81% Caucasian

• 54% In-State with only 1/3 of new freshman file for financial assistance

• Public high school

• Disabilities-ADHD, psychological

• Economic situation somewhat affected college choice

• Civic Engagement 1-5 hours/week increased a bit in post test results

Research Results: Students in First Year Experience psychology course with and without Service Learning

• Survey comparison data from Fall 2012 to Fall 2013

• Psychology course comparison data from Fall 2011 to Fall 2013

Year Service Learning No Service Learning

Fall 2012 16 29

Fall 2013 13 33

Total 29 62

GPA in Introductory Psychology course

Fall 2011 Fall 2012 Fall 2013

Hanna 2.76 2.91 2.88

Prof 1 3.13 3.18

Prof 2 3.30 3.26 3.14

Prof 3 2.31

Prof 4 3.11 3.71 3.29

Fall 2012

A A- B+ B B- C+ C C- D

Hanna 2 2 6 3 1 2 0 1 2

Prof 2 9 4 4 2 0 0 1 0 0

Prof 4 10 3 0 3 0 0 0 0 0

Transferable Skill SetsPre-Test

Socially Responsible

Able to Interview

Post-Test Socially Responsible

Able to Interview

Highes

t 10%

Above

Ave

rage

Avera

ge

Below A

vera

ge

Lowes

t 10%

0

4

8

12

Hanna

Prof 1

Highes

t 10%

Above

Ave

rage

Avera

ge

Below A

vera

ge

Lowes

t 10%

0

4

8

12

16

Hanna

Prof 1

Highes

t 10%

Above

Ave

rage

Avera

ge

Below A

vera

ge

Lowes

t 10%

0

4

8

12

16

20

Hanna

Prof 1

Highes

t 10%

Above

Ave

rage

Avera

ge

Below A

vera

ge

Lowes

t 10%

02468

1012

Hanna

Prof 1

Major DeclarationPercent Declared Majors Graduate School Plans

• Pre Test

• Post Test

Fall 2011

Spring 2012

Fall 2012

Spring 2013

Fall 2013

Spring 2014

0 5 10 15 20 25 30 35 40 45 50

Prof 1

Hanna Yes NO0

5

10

15

20

Hanna

Prof 1

YES NO0

5

10

15

20

Hanna

Prof 1

Connection=Retention

Fall 2011-Spring 2012 Fall 2012-Spring 2013 Fall 2013-Spring 2014Hanna

94% 94% 100%Prof 1

86% 0% 100%Prof 2

100% 85% 93%Prof 3

100% 90% 94%

Hanna Prof 1 Prof 2 Prof 30

10

20

30

40

50

60

70

80

90

100

Fall 2011-Spring 2012

Fall 2012-Spring 2013

Fall 2013-Spring 2014

Connection Reported

Pre-Test Post-Test

Strong

ly

Mod

erat

ely

Conne

cted

Mild

ly

Not C

onne

cted

0

2

4

6

8

10

12

14

Hanna

Prof 1Stro

ngly

Mod

erat

ely

Conne

cted

Mild

ly

Not C

onne

cted

0

2

4

6

8

10

12

14

Hanna

Prof 1

Miville-Guzman Universality-Diversity Scale (M-GUDS)

• 45 Item questionnaire administered

• 6 point Likert-type scale (1=strongly disagree to 6=strongly agree)

• Universal Diverse Orientation

• Subscales: ◦ Diversity of Contact

◦ Relativistic Appreciation

◦ Sense of Connection

Diversity of Contact: I don’t know too many people from other countries.

Pre-Test Post-Test

Strongly Disagree

Disagree Disagree a little

Agree a little

Agree Strongly Agree

0

2

4

6

8

10

12

14

Hanna

Prof 1

Prof 2

Strongly Disagree

Disagree Disagree a little

Agree a little

Agree Strongly Agree

0

2

4

6

8

10

12

Hanna

Prof 1

Prof 2

Relativistic Appreciation: Knowing how a person differs from me greatly enhances our friendship. Pre-Test Post-Test

Strongly Disagree

Disagree Disagree a little

Agree a little

Agree Strongly Agree

0

2

4

6

8

10

12

14

16

Hanna

Prof 1

Prof 2

Strongly Disagree

Disagree Disagree a little

Agree a little

Agree Strongly Agree

0

2

4

6

8

10

12

14

Hanna

Prof 1

Prof 2

Sense of Connection: It deeply affects me to hear persons from other countries describe their struggles of adapting to living here.

Pre-Test Post-Test

Strongly Disagree

Disagree Disagree a little

Agree a little

Agree Strongly Agree

0

2

4

6

8

10

12

14

16

Hanna

Prof 1

Prof 2

Strongly Disagree

Disagree Disagree a little

Agree a little

Agree Strongly Agree

0

2

4

6

8

10

12

14

16

Hanna

Prof 1

Prof 2

Reported Impact of Service Learning

Strongly Helped

Moderately Helped

Helped

Mildly Helped

Did not Help

0 1 2 3 4 5 6 7 8 9 10

Appreciation of Psychology

Overall Learning of the Course Material

Sense of Connection to CofC and Charleston

Civic Responsibility

Sample Student Reflections• “Although it may sound like the situation

could be sketchy, I would never want to trade my situation. Talking to Mr. P has made me realize so much of something I had never really thought about. The way our world works, treating the less fortunate with the least efficiency of healthcare.”

• “The experience of healing narratives has allowed us to create such meaning out of someone’s life that embodies such a diverse array of events.”

“I think it [the service learning] opened my eyes to experiencing new things and not judging people. It’s made me more well-rounded and eager to try new things.”