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• W2994084818 abstract "Abstract Service learning initiatives at urban commuter institutions with Ethnic Studies perspectives may take alternative forms, while still sharing the goal of making education meaningful for students by connecting theory, practice, and lived experiences both inside and outside traditional classroom spaces. Diversity research teams (DRTs) can have positive impacts on students, faculty, and institutions in ways that clearly and effectively reflect the goals and practices of service learning. ********** Service learning, broadly defined, enables students to address local community needs, while developing critical, reflective thinking and enhancing civic responsibility and community life (Rothman, 1998). Although this definition encompasses many practices in diverse educational contexts, service learning opportunities commonly involve students in communities that differ from those to which most students belong and that are located outside the university. Typical impacts of service learning programs include: raising social awareness, connecting students to diverse people and experiences, and providing practical experiences that move learning beyond narrow intellectual engagement and highlight the connections between learning and living (Boyle-Baise, 2002; Eyler & Giles, 1999). Although not always specified, many examples in the literature refer to impacts of service learning for predominantly white, relatively privileged students attending private residential institutions (e.g., Dunlap, 1998). In contrast, our context is a public, urban, commuter university in which 35% of our undergraduate students are racial/ethnic minorities and an additional 8% are international students. Nine out of ten students work more than 10 hours per week, and roughly half work more than 30 hours per week. Living and working within diverse and differentially privileged contexts, our students have primary commitments outside the university that make the intersecting boundaries between school and community, education and work, and personal and societal relatively permeable. Our educational challenge, therefore, is not engaging beyond the educational institution, but connecting within the social and academic communities of the university. Service learning initiatives at urban commuter institutions may take non-traditional forms, such as diversity research teams (DRTs), that still share the goals and practices of service learning. Diversity Research at UMass Boston The crafting of DRTs at UMass Boston has represented one systematic effort to connect the university's urban public mission with the educational strengths and needs of our working-class student body, recognizing both the realities of inequality they face in the larger society and the lack of academic and social integration they experience at our under-resourced, commuter campus. With Ford Foundation support between 1997 and 1999, a Diversity Research Initiative supported 15 student/faculty DRTs through seminars with shared goals of building collaborative learning communities and conducting significant research on specific issues of diversity, using the university as our site of inquiry. Since that time, some faculty have continued the DRT model. DRTs are defined as teams whose aim is to collaboratively educate and empower students and faculty as investigators of campus diversity (Kingston-Mann, 1999). DRTs vary substantially. For example, DRTs can vary in how they are created (e.g. students volunteer or are invited), in their composition (e.g. racial and ethnic composition of students and faculty, majors and academic backgrounds of students and faculty, etc.), or in their specific research method. Students generally receive course credit for DRT participation. If offered as a regular course, faculty receive course credit; alternatively, faculty may supervise team students through an independent study or assistantship model. Based on our experiences, we have found that one of the strengths of DRTs for diverse students at urban commuter institutions is that the initial community-based focus of service is inside, rather than outside, the university. …" @default.
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• W2994084818 date "2003-06-22" @default.
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• W2994084818 title "Diversity Research as Service Learning." @default.
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