Teaching Research with Service-Learning.

Abstract

Masters-level graduate students in Counseling enroll in a capstone course called "Final Project," a research practicum. In this case study, students used service-learning to collaborate with non-profit community partners in the formulation of research questions and data collection. Research findings became working documents with practical implications for the agencies. Theoretical support for educating student researchers as change agents is offered. Procedures for implementation are described.

Introduction

Many suggest that our educational system can contribute to a healthier society by teaching our students to become engaged with their communities (Bok, 1982; Jaccoby, 1996; Lambert, 1996; Putnam, 1995). Many participants in the recent, ongoing conversation to rethink higher education emphasize the importance of building community and the shared responsibility to educate good citizens (Boyer, 1990; Ehrlich, 1995; Eyler & Giles, 1999; Zlotkowski, 1993). Barber and Battistoni (1993) talk about the need for faculty and students alike to engage in service not as volunteerism but as a pedagogical tool, offering opportunities for reflection to enhance experiential learning.

Counselor educators (among all those in higher education) are intentionally engaged in promoting health and wellness through healthy family relationships and communities. This paper describes the use of service-learning as a pedagogy in a research course for novice counselors, engaging students in meaningful service experiences with non-profit organizations.

An awareness of the relevant social, political, and economic contexts in which professional counseling services take place is essential when training culturally-competent counselors. Training programs often expose students to local contexts and the needs of those in surrounding communities through service projects as well as a year-long clinical practicum experience. In this project, social responsibility and community engagement was promoted by offering students the opportunity to see research as service. They were blending the roles of scientist and practitioner by defining the role of the researcher as a change agent.

The students were challenged on another level, examining the relationship of public policy to their future career development in the helping professions. Non-profit organizations for whom students provided service are shaped and influenced by legislation, funding decisions, and the political process. Careers in counseling are influenced by public support for grant-funded programs and the level of assistance provided to persons without resources by the public and private sectors. Students were provided with information on public policy issues throughout the semester, and given opportunities to discuss reactions to the social support system or "safety net" provided by the agencies with whom they worked.

In short, there were two goals for the project: 1) incorporate the use of service-learning in a research course to deepen students' knowledge of research through engaged, applied practice in a community setting; 2) increase students' knowledge of public policy issues which shape the service-delivery system for non-profit counseling agencies.

Approach and Rationale

Service-learning was incorporated into an existing qualitative research course, in which graduate students must pose an original question and collect data to answer that question. This Final Project course is a thesis-equivalent for those completing the graduate curriculum. The topics must have counseling relevance and incorporate theory, practice, and the application of research skills. In this project, "service" and "learning" were given equal weight, with service functioning as text for learning the course content, via reflection and assessment exercises.

This final, integrative capstone experience is conceptualized as a practicum in research. The students have historically conducted multiple case studies or long interviews. They are encouraged to select a topic that can be considered their specialization, and as such it should be related to career goals or past counseling experience. These are descriptive studies that build theory rather than test theory (Creswell, 1994). Student use language, narrative, or dialogue as data (Rubin & Rubin, 1995). This connects research practice to students' prior knowledge and experience as clinicians and therapists.

Students work through structured developmental stages in their research, reviewing professional literature in the prerequisite course to the Final Project. In their last semester in the program, they collect data and analyze their findings. Students must demonstrate their use of theory, clinical interviewing skills, and research methods through a formal process of scientific inquiry. This course has been described by Hoshmand (1989) in The Counseling Psychologist. She describes the approach and the topics counseling students have addressed, with specific learning goals which connect research and practice.

Students are engaged in a consideration of the similarities between critical thinking in counseling and research practice. Their use of research methods is similar to the problem-solving and pattern recognition skills they have used as novice counselors. They organize ill-structured or unorganized information into patterns, sorting relevant from irrelevant material (O'Byrne, Clark & Malakuti, 1997).

Although students do not generally see themselves as researchers, the course is designed to make connections with their prior knowledge as theory-builders. This format is consistent with the suggestions of Kahn and Gelso (1997) in their work on research training environments. They suggest the following.

   The factor analyses conducted in this investigation offer some new ways of
   thinking about the nature of RTE (research training environments) and the
   manner in which research training ought to be conducted. Instructional and
   interpersonal elements both appear to be strong elements of the RTE, and
   perhaps both are important to the training of researchers in a fundamental
   way. That is, it may be that these two elements undergird the nine or ten
   ingredients offered by Gelso (1979, 1993) and are the basic elements in
   environment that influence students (pp. 34-35).

The interpersonal factor mentioned above emphasizes the importance of research attitudes and self-efficacy. The instructional factor enhances these student traits through (among other things) the awareness that

   there are no flawless studies, and that students looking inside themselves
   for their interests ... teaches and values diverse approaches to research
   rather than simply one way of doing science ... and ... helps students see
   how research and practice are wedded--how research ideas come from practice
   and then feed back into practice.

Service-learning as Action Research

Students engaged in service-learning employed a three-step model which mirrored the process of action research. Action research has often been used interchangeably with related approaches such as action science (Argyris, Putnam & Smith, 1985) or participatory action research (Whyte, 1991).

Service-learners engaged in preparation, performing service, and analysis. Students first prepared to be of service to a non-profit organization and set objectives for the specific skills to be learned or identified issues to consider when working in the community in this capacity. They performed the designated service activity to address a community need. The students analyzed their experiences through discussion, reflection, and the creation of a written product.

Similarly, action researchers utilize a three-step process in which the researcher establishes an intended focus for change, identifying a general question and deciding on a desired outcome. Second, the researcher takes action to bring about the desired change. Third, the researcher reviews outcomes, checking to see if the objectives achieved were those intended and examines systemic learning outcomes.

Action research emphasizes collaboration and the investigation of practical problems in organizations. Common elements of action research and service-learning include the integration of understanding and change, critical thinking, the emphasis on participation and engagement, and the definition of problems in the world of practice. The relatively short cycles of activity and results-orientation that are assumed in both models made this a good fit for the constraints of a semester-long research experience.

Project Implementation

The project was partially supported by an award from the California Campus Compact (CACC), part of the Learn and Serve America program. The CACC was founded in 1988, and is a statewide organizations of colleges and universities, committed to supporting and promoting service-learning and a reciprocal learning opportunity across disciplines.

Before students were involved in the project, directors of non-profit agencies, service children, and families were recruited from a list of university/community partners. All agency directors who were approached agreed to participate. Directors of these agencies were asked if they had a question they were interested in answering in one semester. Questions that would assist with service delivery, program planning, or evaluation were considered manageable and appropriate to the skill-level of novice student researchers. Questions which were more complex, or which would require a long period of data collection or analysis were ruled out.

A training session was held with agency representatives and faculty members teaching the Final Project course, to outline the parameters of the project. A menu of potential research methodologies was offered, including focus groups, multiple case studies, surveys, and archival research.

Students were then recruited from two sections of the Final Project course during the first week of the semester. They were told that participation in the project would meet course requirements, but would include additional events, including group meetings of those working on the project, pre- and post-tests on public policy issues, and three meetings outside of class time to reflect on the project as it progressed. Students were told that this would be a chance to conduct research with relevance to these community agencies and that the results would be used by the agencies to improve programs and services. They would be helping the agency and its clients while learning about research and earning academic credit.

Nine students in two sections volunteered for the project. They each chose one of the three community agencies: a prevention agency dealing with teen pregnancy and sexuality; a multi-service center for the Latino community; and a counseling agency serving children and families, especially victims of violence and abuse.

The prevention agency had been awarded a grant to use media to get a new message out to teenage Latino males, encouraging responsible sexual behavior and preventing unwanted pregnancies or the spread of AIDS. Two students working with this agency conducted focus groups with adolescent males, trying to identify a message that would reach this age group effectively.

The Latino multi-service center was planning to relocate to larger quarters and expand its program of services. Counseling students participated in traditional needs assessment activities in the community with staff members to identify current unmet needs. These were summarized and ranked; the final report assisted the board of directors in planning phased improvements for the agency and the community it serves.

The counseling center serving children and families was interested in finding out how many of its current clientele were presenting multiple family problems. Specifically, they had a "hunch" that many of the persons seeking counseling or assistance for problems related to abuse and domestic violence were also in need of assistance for problems of substance abuse and chemical dependency. They needed data to investigate this "hunch." Was a new integrated service-delivery program needed? Multiple case studies with front-line workers were conducted to fred out what problems families were presenting and the current referral patterns within the agency and into the community were researched.

Assessment of Student Learning

Initially, the graduate students met in class and individually with instructors to make sure that their research question had relevance to counseling as well as practical importance to the community agency. There had to be evidence that the Final Project would provide an integration of theory and practice and would be supported by a review of professional literature.

A mid-semester meeting offered the opportunity to revise plans and timelines, according to real-life events or unexpected challenges. Research methodology was discussed as part of the course content. All students had to present interview or focus group questions, informed consent materials, and a detailed plan for standardized data collection before they were allowed to begin. Pilot studies were also required.

As a group, students met three times outside of class. They met according to their agency assignments and discussed activities related to the agency culture and staff. Multiple perspectives on agency life were shared, along with insights on their observations related to public policy or funding decisions and service delivery. All students reported frustration with gaps in service delivery or lack of resources available to carry out the mission of their agency.

A pre- and post- measure of knowledge about the welfare system was also conducted, since the majority of clientele served by all three non-profits were low income and/or receiving public assistance. There was a 90% increase in the students' knowledge at the semester's end, and stereotypes or myths about typical recipients were described.

A final measure of student learning was the evaluation of the Final Project itself. The instructor graded each and the agency provided verbal feedback. All three agencies reported being extremely grateful for the time and effort of the counseling students, and expressed interest in having another chance to have counselors as researchers.

Perhaps the ultimate assessment of student learning came from the student-researchers themselves. These comments were included in the final drafts of their projects.

   By using action research and being a service-learner, this research (sic)
   was able to achieve the community's participation and involvement in
   defining problems from the phenomenological view of counselors working with
   families. (Malone: Action Research on Domestic Violence).

   These results suggest several other avenues for future research. There is a
   need to educate the community about healthy choices so that they can become
   informed on what is healthy behavior.... In order to achieve this goal, it
   may be important to become active researchers and student learners so that
   we may influence policy-making at a legislative level. (Spradlin: Utilizing
   Action Research in the Search for Characteristics of Domestic Violence and
   Child Abuse).

   Service-learning is an ... active, hands-on type of learning which is more
   beneficial than strictly classroom learning.... One of the reasons ... is
   that the student gets involved in community activities and in so doing
   learns about life as it is being lived ... Being a service-learner ...
   gives the personal satisfaction of knowing that this research ... will be
   usable information for the agency to incorporate into grant proposals and
   .. to further the work they are doing with families. (White: The Link
   Between Domestic Violence, Child Abuse and the Effects of [sic] Children).

Implications for Teaching and Training

Teacher-researchers in counseling and other professional preparation programs who employ service-learning and action research have new opportunities to reflect on their practice. Those who teach research can incorporate community-based approaches to formulating pragmatic, "real-world" research questions with their students.

Student-researchers' first experiences with data collection and analysis can be coupled with active learning and collaborative projects with community partners. Students reported a sense of satisfaction from "leaving something behind" when they completed this practicum in research. As members of the helping profession, they were motivated to feel someone was better off after they completed their study. They see their research as having made a difference to the agencies and the persons those agencies serve.

A life-long habit or interest in social responsibility, community involvement, the formulation of policy, and partnerships with those who rely on publicly-funded programs can also be encouraged. We can create links to these professional realities within helping professions through the use of service-learning.

References

Argyris, C., Putnam, R., & Smith, D.M. (1985). Action Science: Concepts, methods and skills for research and intervention. San Francisco: Jossey-Bass.

Barber, B. & Battistoni, B. (Eds.). (1993). Education for Democracy: Citizenship, community, service. Kendall-Hunt Publishing.

Bok, D. (1982). Beyond the ivory tower: Social responsibilities of the modern university. Cambridge, MA: Harvard University Press.

Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.

Creswell, J. (1994). Research Design: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage.

Ehrlich, T. (1995). Taking service seriously. American Association of Higher Education Bulletin, 47(7), 8-10.

Eyler, J. & Giles, D. (1999). Where's the Learning in Service-Learning? San Francisco, CA: Jossey-Bass.

Jaccoby, B. (1996). Service-learning in higher education. San Francisco, CA. : Jossey-Bass.

Kahn, J. & Gelso, C. (1987). Factor structure of the research training environment scale-revised: Implications for research training in applied psychology. The Counseling Psychologist, 25, 22-37.

Hoshmand, L.T. (1989). Alternate research paradigms: A review and teaching proposal. The Counseling Psychologist, 17, 3-79.

O'Byrne, K., Clark, R. & Malakuti, R. (1997). Expert and novice performance: Implications for clinical training. Educational Psychology Review, (8),7.

Putnam, R. (1995). Bowling alone. Journal of Democracy, 6(1), 65-78.

Rubin & Rubin, H. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage.

Whyte, W.F. (1991). (Ed.). Participatory action research. Newbury Park, CA: Sage.

Zlotkowski, E. (1993). Service learning as campus culture. In T.Y. Kupiec (Ed.) Rethinking Tradition: Integrating service with academic study on college campuses. Providence, R.I.: Campus Compact.

Kathy O'Byrne, Ph.D., is the Director of Freshmen Programs and Associate Professor in the Department of Counseling. She is also the Service-Learning Liaison for the Faculty Development Center. <[e-mail]>

Kathy O'Byrne, California State University at Fullerton