Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Frederick C. Kintzer
Committee Member
Marian Gibney
Committee Member
Clifford L. Shisler
Committee Member
Barbara Packer
Keywords
administrative support, administrators, agencies, assessment, case studies, citizenship education, community agencies, community partners, community service learning, data collection, development, evaluation, experiential learning, faculty, faculty surveys, implementation, interviews, Maricopa Colleges, program development, program evaluation, public service, qualitative research, quantitative research, questionnaires, relationships, research design, Scottsdale Community College, service learning, service-learning program, student experiences, students
Abstract
This applied dissertation was designed to develop a service-learning program for Scottsdale Community College (SCC) which is one of only two Maricopa Colleges that do not have a service-learning program.
Five research questions were addressed in this dissertation. Development and evaluation problem-solving methodologies were employed throughout this study. Both quantitative and qualitative research designs were used to guide the data collection, using a service learning questionnaire, faculty and agency surveys, interviews, and two case studies.
The research revealed that several factors must be in place prior to implementation in order to insure the success of the program. 1) Service-learning must be faculty led and driven. 2) This initiative must be supported from administrators at all levels. 3) Relationships must be established with community partners who are willing to work with the institution in order to provide concrete, real-world experiences for students.
Analysis of this data revealed several procedures for development, implementation, evaluation and assessment. These strategies are outlined in the handbooks developed by the researcher for faculty, students, and community agencies. Most importantly, the study stresses that when an institution is implementing a service-learning program it is best start small and focus on quality, not quantity.