VALUING  THE  INSTITUTIONALIZATION  OF   SERVICE  LEARNING  IN  SPANISH   UNIVERSITIES:     THE  CASE   OF  THE  UNIVERSITY  OF  GIRONA        

Raquel  Heras*,  Mariona  Masgrau-­‐Juanola*,  Eulàlia  Guiu-­‐Puget,  Pilar  Alber;n-­‐ Carbó,  Jaume  Bellera-­‐Solà,  Ana  Maria  Bofill-­‐Ródenas,  Pere  Soler-­‐Masó     Members  of  the  Service  Learning  Teaching  InnovaEon  Network  at  the   University  of  Girona  

Structure of the presentation •  Context     •  Study  1  (macro):  The  insLtuLonalizaLon  of  Service   Learning  (SL)  in  Spain  (academic  year  2014/15)   •  Study  2  (micro):  SL  at  the  University  of  Girona  (academic   year  2015/16)   •  Conclusions  

Context •  •  •  •  •  • 

Girona:   98.000  inhabitants   University  of  Girona:   15.000  students   1.450  lecturers   9  faculLes  

The Bologna Process •  Changes  (year  2009/10)   •  InnovaLon   •  New  pedadogies:   –  –  –  –  – 

PBL   PBL   CL   SL   ...  

Service Learning (SL) By  2002,  widespread   •  Primary  &   •  Secondary  educaLon  

•  Higher  EducaLon   Conference  of  Rectors     from  Spanish  UniversiLes  

Service Learning (SL) By  2002,  widespread   •  Primary  &   •  Secondary  educaLon  

•  Higher  EducaLon   Conference  of  Rectors     from  Spanish  UniversiLes  

How do we understand SL? •  Pedagogy  that  integrates   community  service  in  the  learning   and  development  of  contents,   competencies  and  values  with  the   aid  of  reflecLon  tools.          The  service  is  contextualised,  so   that  it  improves  the  student’s   immediate  context  and  helps  to   transform  social  reality      (Mar;nez  2010;  Puig  2009;  Tapia   2010,  among  others)   © 2016. McHenry County College

Why institutionalization of SL?

Study 1 •  Aim:  to  provide  data  about  the  degree  to  which  SL  was  established  and   insLtuLonalised  in  Spanish  universiLes  (academic  year  2014/15).  

•  ParLcipants:  20  universiLes  that  belonged  to  the  Spanish  University   Service  Learning  Network  (created  in  2010),  known  as  APSU  in  Spanish.     •  41  out  of  75  exisLng  universiLes  in  Spain  belong  to  APSU.  

Instrument: Furco’s rubric •  Furco’s  rubric  (2002)                            electronic   quesLonnaire:   •  Five  dimensions:   –  –  –  –  –  University of Minnesota, Twin Cities

Philosophy  and  mission  of  SL.   Faculty  support  for  and  involvement  in  SL.   Student  support  for  and  involvement  in  SL.   Community  parLcipaLon  and  partnerships.     InsLtuLonal  support  for  SL.  

•  22  components.   •  3-­‐stage  development  conLnuum.  

•  Whole  rubric  (Furco  2011,  Spanish  version)   in  an  ahached  document  

Instrument: Furco’s rubric •  Furco’s  rubric  (2002)                            electronic   quesLonnaire:   •  Five  dimensions:   –  –  –  –  –  University of Minnesota, Twin Cities

Philosophy  and  mission  of  SL.   Faculty  support  for  and  involvement  in  SL.   Student  support  for  and  involvement  in  SL.   Community  parLcipaLon  and  partnerships.     InsLtuLonal  support  for  SL.  

•  22  components.   •  3-­‐stage  development  conLnuum.  

•  Whole  rubric  (Furco  2011,  Spanish  version)   in  an  ahached  document  

Results Evaluation and Assessment Departmental Support Administrative Support Funding Staffing Policy-making Entity Coordinating Entity Community Agency Leadership and Voice Mutual Understanding Community Partner Awareness Student Incentives and Rewards Student Leadership Student Opportunities Student Awareness Faculty Incentives and Rewards Faculty Leadership Faculty Involvement and Support Faculty Awareness Alignment with Educational Reform Efforts Alignment with Institutional Mission Strategic Planning Definition of Service-Learning 0

2

4

6

8

Stage I

10

Stage II

12

14

Stage III

16

18

20

Study 2 •  Aim:  to  know  the  presence  of  SL  at  the  University  of  Girona  (academic   year  2015/16)     •  ParLcipants:  16  out  of  1.450  academics    

Instruments •  Two  electronic  quesLonnaires  were  sent  to  academics  in  two  phases:   –  Phase  I)    

 First  quesLonnaire  aimed  to  detect  academics  involved  in  SL.      1  quesLon  (yes/no)  +  space  to  provide  e-­‐mail  address  for  future  contact.   –  Phase  II)   QuesLonnaire  directed  to  those  who  reported  doing  SL.    

•  Study  and  interpretaLon  of  documents  from  UdG  web  pages  were  also   included  as  data.    

Results 0 1

Education

1

Law

1

Arts Medicine

1

Tourism Polytechnic

1 10

Science Business Nursing

Cooperation and volunteering office + + Other UdG structures that support SL: Josep  Pallach  InsLtute  of  EducaLon  Sciences   (ICE)  

Teaching     InnovaEon     Networks    

Discussion and conclusions: institutionalization process Top-down model

Bottom-up model

SL project

Institutionalization Research based on/aobut SL

SL

SL

SL

SL

project

project

project

project

Research based on a SL project

Research about SL

[Institutionalization]

SL project

SL project

SL project

SL project

t

SL projects Secondary/ Primary School

Future aims of these studies about institutionalization •  Research based on/about service learning. •  Quality of service learning programmes (cf. Rubio et al., 2015; Bellera et al., 2015)

Universitat de Girona Xarxa d'innovació docent ApS

References • 

•  •  • 

•  •  • 

CRUE  –Comisión  de  Sostenibilidad.  2015.  “InsLtucionalización  del  Aprendizaje-­‐Servicio  como   estrategia  docente  dentro  del  marco  de  la  Responsabilidad  Social  Universitaria  para  la   promoción  de  la  Sostenibilidad  en  la  Universidad.”  Accessed  8  June  2016.   hhp://www.crue.org/Documentos%20comparLdos/Recomendaciones%20y%20criterios %20tecnicos/2.%20APROBADA%20INSTITUCIONALIZACION%20ApS.pdf   Furco,  A.  2011.  ”Rúbrica  de  autoevaluación  para  la  insLtucionalización  del  aprendizaje-­‐ servicio  en  la  educación  superior  (revision  2003).”  Educación  Global  Research  0:  77-­‐88.   Furco,  A.  2002.  “Self-­‐assessment  rubric  for  the  insLtuLonalizaLon  of  service-­‐learning  in   higher  educaLon  (revised  2002).”  Berkeley:  University  of  California.  Accessed  8  June  2016.   hhp://www.naLonalservice.gov/sites/default/files/resource/r4179-­‐furco-­‐rubric.pdf   Mar;nez,  M.  2010.  ”Aprendizaje  servicio  y  construcción  de  ciudadanía  acLva  en  la   universidad:  la  dimensión  social  y  cívica  de  los  aprendizajes  académicos”.  In  Aprendizaje   Servicio  y  responsabilidad  social  de  las  universidades,  edited  by  Mar;nez,  M.  Barcelona:   Octaedro.     Puig,  J.  M.  (coord.)  2009.  Aprendizaje  Servicio  (ApS).  Educación  y  compromiso  cívico.   Barcelona:  Graó.   Tapia,  M.  N.  2010.  ”Calidad  académica  y  responsabilidad  social:  el  aprendizaje  servicio  como   puente  entre  dos  culturas  universitarias”.  In  Aprendizaje  Servicio  y  responsabilidad  social  de   las  universidades,  edited  by  Mar;nez,  M.,  27-­‐56.  Barcelona:  Octaedro.   UNESCO  –United  NaLons  EducaLonal,  ScienLfic  and  Cultural  OrganizaLon.  2015.  Rethinking   EducaCon.  Towards  a  global  common  good?  France:  UNESCO.  

Thank you! Grazie! Gràcies!

Raquel Heras [email protected] & Mariona Masgrau [email protected]