civic learning and student conduct: judicially sanctioned mentoring and service-learning experiences
TRANSCRIPT
Civic Learning andStudent Conduct:
Judicially SanctionedMentoring and Service-Learning
Experiences
Wendy Young
Greg Meyer
Tammy Knott
Dana Broadnax
Outcomes
• Understand how the Mentor and Site programs work at JMU
• Assess the applicability of such a program on their own campuses
• Implement volunteer recruitment and retention strategies
• Apply some of our sanctioning philosophies to their own processes
As a result of attending this program, participants will be able to:
Judicial @ JMU• Facts and Figures– Harrisonburg, VA– Public Institution– Enrollment:
17,964– On-campus beds:
6100 (4000 First-Year)
– ≈ 1150 cases/ 1500 students adjudicated last year (on and off-campus)
• Process– Single Hearing
Officer– Judicial Council– Appeal
• Sanctions– Substance
Education– Civic Education– Other
Sanctioning Philosophy
Office of Judicial AffairsMission Statement
We are committed to promoting student learning, civic responsibility and,
through partnerships, developing the community necessary for the university
to achieve its mission
Sanctioning Philosophy
• Guidelines• Responsibility vs. Sanctioning• Consistency vs. Fairness
• Substance vs. Civic Education• Individual vs. Group Experience• Student Needs
History and Evolution:Service-Learning as a Sanction
1998 - 2005• Theories– Dewey: Service-learning– Kohlberg: Moral and Ethical
Development– Astin: Involvement– Sanford: Challenge and Support
History and Evolution:Service-Learning as a Sanction
1998 - 2005• The Program– Assigned to work a given number of
hours at an on-campus site– Attend Weekly Reflection Group
Meetings– Write Reflection Paper– Journaling encouraged but not required
History and Evolution:Service-Learning as a Sanction
1998 - 2005• Roles– Site supervisor• Supervise student work• Approve timesheet
– Reflection Group Facilitator• Guide group in discussion and reflection on
learning
History and Evolution:Introducing Mentoring
2004 - 2005• John Whitmore: Coaching• Experimenting with mentoring as
sanction• Reflection groups not reaping the
intended outcomes in the Service Learning Program.
• Theories– Lois Zachary: The Mentor Guide– Laurie Beth Jones: Mission Statement
• Program– Students assigned between 25 – 75 hours of
service– Mentors meet for 15 weekly (one-hour)
meetings– 9 students were only given a mentor due to
lack of enough sites
History and Evolution:Madison Master Mentors with Site
2005 - 2006
History and Evolution:Assessment2005 - 2006
• University Sense of Belonging Scale– Students showed higher levels at post
test for important items– Students with a mentor showed higher
levels at post test for most items– Most significant gains shown for
students with ONLY a mentor
History and Evolution:Madison Master Mentors
with or without Site2006 - 2008
• Theories– Stages of Change
• Program– Volunteers receive meal vouchers– Students can receive just a mentor (15
hours) or a combination of mentor (8, 10, 12, 15) and site (25 – 75)
History and Evolution:Assessment2006- 2007
• University Sense of Belonging continued to significantly increase
• Increase was still highest in the mentoring only students (but not as high as the previous year—more stable)
• Finalized goals & objectives for civic learning programs (site & mentor)
• Assessment information used to acquire funding for full-time position
History and Evolution:Assessment2007- 2008
• Developed Help-Seeking assessment• Created rubrics for mentoring & site
experience• Continued to see increase in University
Sense of Belonging but smaller—decided to start to look into a more sensitive measure of belonging
• Divided programs so site experience would not require a mentor; added Values In Action to civic learning education
Civic Learning Today2008 - Present
Civic Learning Today:Mentor Experience
• 8, 10, 12, or 15 hours• Personal Direction• Mission, Values, Goals
Civic Learning Today:Site Experience
• 30, 45, or 60• ON-CAMPUS• Involvement• Reflection Groups
Civic Learning Today:Process
• Sanctioning• Intake Interview• Intentional Matching• Ongoing Communication• Reflection Paper• Exit Interview
AssessmentCurrent and Future
• Revised University Mattering Scale• Help-Seeking Scale• Performance Assessment• Qualitative Analysis (Nvivo)• Use of comparative groups• Civic Responsibility Behavior
Questionnaire• Further development of Values In Action
goals, objectives, & rubrics
Civic Learning Today:Growth
• 2006 – 2007– 45 intake
• 2007 – 2008– 73 intake
• 2008 – 2009– 106 intake
• Fall 2009– 68 Intake
– GA (20 hrs/wk)• 35 mentors, 20 sites
– Administrator (40 hrs/wk)– GA (20 hrs/wk)
• 55 mentors, 24 sites
– Administrator (40 hrs/wk)– GA (20 hrs/wk)– Student (5 hrs/wk)
– Administrator (40 hrs/wk)– GA (20 hrs/wk)– 2 Student (14 hrs/wk)
• 109 mentors, 28 sites
Volunteer Recruitment
• Start with people you know• Network & know your resources• Volunteer for other
departments/programs• Be excellent in what you do &
approachable• Word of mouth & other advertising• Provide feedback—direct quotes of
participants on how program goes
Volunteer Training
• Be flexible—time of year, week, day
• Balance length with need
• Clear goals & objectives
• Assess & implement feedback provided from participants and trainers
Mentor Training• Overview (2.5 hours)
– Student and volunteer quotes– Goals and Objectives– Stages of Change
• Listening Skills (1.5 hours)• Mentor Basics (3 hours)
– Mentor Phases– Strategies– Role Plays
• Mentor Activities (1.5 hours)– Sample activities– Mission and Goals
Site Supervisor Training
• Overview (2.5 hours)– Student and volunteer quotes– Goals and Objectives– Stages of Change
• Listening Skills (1.5 hours)• Supervisor Training (1.5 hours)
– Goals and Objectives– Appropriate use of student time
Volunteer Retention
Retention
Volunteer Retention
• Communication• Flexibility• Ongoing training• Challenges (i.e. ask volunteers to train
others)• Involve in decision-making about program• Provide feedback (i.e. reflection papers)• Recognition
What About Your Campus?
• What type of intervention would best serve students who come through your office?
• Does your office have the resources for a program like this?
• Does another office on your campus have the resources for a program like this?
• What theories influence practice in your office?
Tips
• Start small• Assessment• Theories• Don’t outgrow your resources• Keep student needs as central
concern• Relationships/Collaboration• Word of Mouth
Discussion and Questions
www.jmu.edu/judicial/civiclearning
Visit Us On the Web…
Or Contact Us With Questions
Greg Meyer – [email protected] Young – [email protected] Knott – [email protected] Broadnax – [email protected]