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Journal of College and Character

ISSN: 2194-587X (Print) 1940-1639 (Online) Journal homepage: https://www.tandfonline.com/loi/ujcc20

The Assessment of Service Through the Lens of Social Change Leadership: A Phenomenological Approach

Eric Lee Buschlen & Jonathan Reusch

To cite this article: Eric Lee Buschlen & Jonathan Reusch (2016) The Assessment of Service Through the Lens of Social Change Leadership: A Phenomenological Approach, Journal of College and Character, 17:2, 82-100, DOI: 10.1080/2194587X.2016.1159224

To link to this article: https://doi.org/10.1080/2194587X.2016.1159224

Published online: 18 May 2016.

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The Assessment of Service Through the Lens of Social Change Leadership: A Phenomenological Approach

Eric Lee Buschlen, Central Michigan Universitya

Jonathan Reusch, Oakland Universityb

Abstract

Service to others plays a key role in the development of one’s worldview. To study this key role, authors examined a sample of 38 student narratives in three phases: before, during, and 45 days after they served at an alternative break site around the United States. Students kept a prompt-based journal inspired by the tenets of the social change model of leadership. Key themes identified in this project outline participants’ democratic approach to team conflict, the development of an activist persona, and an enhanced focus on personal privilege. This qualitative project promotes adding the student voice to the quantitative measures that are more commonly reported through annual programmatic assessment reports. This approach should better outline the depth of student learning in similar co-curricular programs with a complimentary goal of programmatic enhancement.

“It was the greatest experience of my life,” a student reflected after returning from a week-long service trip. But what does that really mean? It is often assumed that students who engage in long-term service projects (like alternative breaks) are positively transformed in the process. However, what is the best way to share their stories and assess student learning? The answer is through structured qualitative research. More often, considerable numbers and percentages are reported by higher education institutions through year-end reports outlining the number of hours served, number of sites served, or even a per hour cash equivalency is noted for the related service act (Buschlen, 2013). The student experience is often lost in these measures. To examine this phenomenon, student narratives were collected through prompt-based journaling before, during, and 45 days after students served at an alternative break site in the United States. Seider (2013) suggested examining participant expectations prior to the service event, and this project followed that suggestion. By examining the expectations and more thoroughly understanding the reasons why students

aEric L. Buschlen ([email protected]) is an associate professor in the Department of Educational Leadership at Central Michigan University. His research interests include service acts as leadership development, leadership education, and youth leadership development. bJonathan Reusch ([email protected]) is an academic adviser and adjunct instructor working in the First Year Advising Center at Oakland University. His research interests including mentoring, alternative breaks impacts, and faculty tenure factors in the academic profession.

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desire to seek social change in the world, educators can be able to build a more focused curriculum that drives the goals of that college or university (Johnson, 2014).

Two pilot data collections were conducted prior to this project, with each using a similar format for the journal prompts. This project focused specifically on alternative break sponsored events, while the pilots were week-long service projects sponsored by the National Relief Network, a Michigan-based nonprofit. All of the projects focused on the personal reflections of traditional-aged college students. This project was funded through a 2013 NASPA SAPAA (Student Affairs Partnering with Academic Affairs) Research Grant to highlight the usefulness of qualitative data in annual assessment reports. As such, any and all materials are available by contacting the research team. The journal prompts for this project can be seen in Appendix A. Data were collected from a regional, midwestern university with one of the largest alternative break programs in the nation. To complete the assessment cycle, a formal report was shared with that campus volunteer center to enhance future student experiences, program marketing, and pre-trip trainings. This article focuses on themes uncovered through a qualitative analysis of the data.

The purpose behind this research project was to capture the shared experiences of college students volunteering a week of their time during a domestic alternative breaks service trip by sharing that data with a campus volunteer center for assessment purposes. The sample (n = 38) consisted of students who traveled more than 800 miles to serve others. The goal was to move beyond the normally reported quantitative values such as number of student participants, number of hours served, number of sites served (Skendall, 2012), and to delve more deeply into an understanding of how service to others impacts the character and leadership development of undergraduate students. Student authored reflections were both framed and examined through the lens of the social change model of leadership (SCML) (HERI, 1996).

The research question driving this project is the following: What are the shared experiences of college students that complete a SCML formatted, prompt-based journal before, during, and 45 days after an alternative breaks service trip? While previous research has studied the outcomes of service to others through quantitative or mixed methods approaches, this project looks strictly at student authored personal narratives based on the lens of the SCML (HERI, 1996; Komives & Wagner, 2009). As leadership educators implement both curricular and co-curricular service-based programs around the nation, a need exists for better understanding of how a student’s character develops through service and additionally how that personal data can serve as useful assessment data to support the viability and future success of campus volunteer centers. This study, in part, addresses that issue. Through the use of the SCML in writing the journal prompts, accompanied by the model itself to further examine the data, the researchers were able to assess key elements of social change and individual development.

The following literature review examines leadership education, service-learning, and volunteerism in a collegiate setting. Next, the constructs of the SCML will be outlined and explained. A subsequent section will examine the methodological protocol, followed by results and implications for similar programs.

Review of Literature

Currently in academe, credit-based leadership programs are starting to populate college campuses, but the growth trend has been slow (Owen, 2012). Robinson (2011) argued higher education should cultivate leadership in its students as part of its education and “create conditions that make this possible” (p. 4). In these credit-based courses, educators rely on experiences from inside and outside the classroom to help expand a student’s leadership and civic knowledge through exposure to community service, team dynamics, empathy, stewardship, and deep personal reflection (Astin, 1993; Arnold & Welch, 2007;

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Berger & Milem, 2002; Buschlen & Dvorak, 2011; Komives, Lucas, & McMahon, 1998; Mumford & Manley, 2003).

Jacob (2006) argued that developing future business leaders is quite different from developing socially and civically engaged, ethical leaders seeking to serve others. The need for the latter pushes leadership educators beyond traditional classroom experiences to develop leadership trainings focused on cultural awareness, community engagement, multiculturalism, ethical practices, and service-based philan- thropy (Dugan, 2006). Leadership educators must not simply develop good managers, educators must develop effective, ethical, and collaborative leaders (Komives, Owen, Longerbeam, Mainella, & Osteen, 2006). In addition, universities should create opportunities for more service-based projects to provide on- going exposure to the practice of compassionate leadership (Berger & Milem, 2002). Clearly, a function of college and university programs is to create citizens ready to contribute at all levels of leadership (Arnold & Welch, 2007; Buschlen & Dvorak, 2011).

Higher education prepares students for careers and empowers individuals to become active citizens engaged in their communities (Robinson, 2011); at times this is fostered through acts of service-learning (Einfield & Collins, 2008). Students engaged in service-learning demonstrate positive gains in areas of “commitment to their communities, racial understanding, developing social values, leadership abilities, self- confidence, and critical thinking” (Hynes & Nykiel, 2004, pp. 3–4). Additionally, it is important to understand that leadership and character development are not pre-defined as unique elements (Mumford, Marks, Connelly, Zaccaro, & Reiter-Palmon, 2000). Leadership is a process that continues to evolve throughout one’s life. A potential key indicator in leading others may be serving others (Buschlen & Goffnett, 2013). As colleges and universities continue to develop alternative break-like service programs along with other academic service- learning endeavors such as classes, practicums, and internships (Goffnett, Helferich, & Buschlen, 2013) to create seamless leadership learning (Buschlen & Guthrie, 2014), a need exists to better understand individual, collective, and organizational outcomes from these real-to-life service experiences.

Servant Leadership

Servant leadership addresses the idea of serving others while assuming the role of leader (Northouse, 2016). Several factors play a role while students partake in an immersion service trip. Students are able to make positive changes while developing their servant leadership lens. Barbuto and Wheeler (2006) outlined five key factors from 80 leaders and 388 raters, and the results included an altruistic calling, emotional healing, persuasive mapping, wisdom, and organizational stewardship, with significant connections to transformational leadership.

One might argue an immersive service trip aids in the student’s ability to identify themselves as servant leaders while gaining a stronger sense of self-identity, character, and satisfaction through service (Buschlen & Goffnett, 2013). The feelings associated with serving others lead to an increase in emotional intelligence, and are a powerful piece of the leadership process (George, 2000). One who aspires to lead must be able to understand and manage the moods and emotions in oneself and others (McCleskey, 2014). Alternative break immersion trips look to include these various components through student learning outcomes. When students push themselves to become better “selves” while working as a team, they begin to fulfill aspects found in servant leadership (Barbuto & Wheeler, 2006).

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Experiential Service-Learning and Volunteering

Service-learning is recognized as educational experiences where students impact a community in a mean- ingful way while directly connecting that experience to classroom learning (Herlitzke, 2012; Buschlen & Goffnett, 2013). Universities are offering experiences to their students through internships, immersion trips, academic coursework, and other practicums (Buschlen & Goffnett, 2013). Additionally, learning should be directly related to the service, as this close connection allows students to learn concepts in real-world settings (Herlitzke, 2012). These elements align closely with the goals of many co-curricular programs. The American Association of Community Colleges suggested six measurable outcomes addressed through service-learning when added to the curriculum such as communication, career and teamwork, civic responsibility, global understanding and citizenship, academic development, and educational success (Prentice & Robinson, 2010).

Students volunteer as committee members, assistants, and planners, as well as overall organizers for out of class, week-long service trips (Burke & Liljenstolpe, 1992; McCurley & Lynch, 2006). These roles help students build emotional well-being, leadership, and character (Windsor, Anstey, & Rodgers, 2008). Additionally, student participants who serve on immersion trips, such as alternative breaks, report a greater ability to cope with stress and a stronger sense of vocational identity compared to students who do not participate (Mills, Bersamina, & Plante, 2007).

Alternative Breaks Programs

Alternative breaks is an experiential, trip-based learning opportunity for students that started in the early 1990s (Break Away, 2016). These trips are typically one week long and tend to focus on a specific community issue; however students are often trained and educated on the issue(s) in advance of the trip. These fall, winter, and spring breaks (domestic and international) expose students to social issues with a goal of deepening the student’s commitment to self, teams, and to the larger community by promoting lifelong, active citizenship (Break Away, 2016). Break Away, a key national alternative breaks organization, estimated that in 2015, more than 23,783 students served, volunteering more than 1,229,903 hours for 2,593 community partners (Break Away, 2016). Boyle-Baise and Langford (2004) conducted a study for eight candidates who participated in an immersion trip, similar to an alternative break, and found that participants deeply learned from their experiences through the immersion trips, especially from the host community, and had more motivation to serve their local communities after returning (Boyle-Baise & Langford, 2004; Einfeld & Collins, 2008).

Through pre-trip trainings, students become rooted in the reflection process, problem solving, and with the appropriate social issue linked to the site they will visit (Break Away, 2016). This combina- tion represents a key facet of leadership education (Buschlen & Guthrie, 2014). In a similar study, DuPre (2010) reported three major themes that emerged: forming relationships with peers, forming relationships with those whom they served, and a noted growth in leadership skills and abilities. Building on these findings, student responses were examined in three phases: before, during, and 45 days after the service event.

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The Assessment of Service Trips

As alternative break programs expand, there are several vital reasons to assess student learning. When the assessment movement started a few decades ago, it primarily focused on academic programs. This move- ment has now shifted to include additional aspects of the university experience (Ewell, 2009) to increase accountability and ultimately to enhance programs. Consistent assessment of both curricular and co- curricular learning is essential for programmatic advancement (Banta, 1997). As more states move toward performance-based funding models to increase accountability and efficiency in state funded institutions, all programs must be prepared to outline their success (McKeown-Moak, 2013), and this need for preparation includes co-curricular programs. Locally, there is a similar effect, as many entities within a student affairs division compete for budget dollars at the college or university level. Formal assessment of service trips will allow volunteer centers to move beyond anecdotal evidence by providing data to support the existence of these programs. Collecting and sharing assessment data for co-curricular programs also has the potential to impact recruitment and retention of students as tuition continues to increase, and university consumers are examining the competition (Rutherford & Rabovsky, 2014).

This research design promotes the use of a qualitative data collection method to bolster and support the more readily available quantitative data (e.g., hours served, number of student participants, sites visited, cash donations collected) with the goal of enhancing student learning, future programmatic decisions, and year-end reports. The additional qualitative data explain and outline student growth and learning in a meaningful way while complementing numeric data. Therefore, volunteer centers that house similar service programs will appear more competitive and strategic to students, parents, educational administrators, and potentially legislators when compared to other student affairs offices not currently examining student learning in a dynamic, holistic manner. Finally, by following holistic assessment protocols (Falchikov, 2005), volunteer centers can enhance their programs by providing stronger pre-trip trainings, refined marketing, and targeted outreach; the potential is there for enhanced student learning.

Following the completion of this project, the collected data were appropriately shared with the director of the center overseeing this particular alternative break program. The key themes reinforced programmatic gains and student learning, while the anonymous data also outlined improvement areas (e.g., need for better pre-trip training, stronger training tied to trip-specific social issues, and more targeted pre- trip marketing). Local improvements in these areas are expected to increase the center’s nationwide standing as a premier alternative break program that focuses on student growth and learning while strategically examining the effectiveness of the program in a holistic manner.

The Social Change Model

The SCML is designed to serve as both curriculum and co-curriculum model for student leadership development, using the Seven C’s of development (Buschlen & Dvorak, 2011; HERI, 1996). This model was used in the pilot studies that led to this data collection. The SCML logically flows as participants are asked to journal alone before the event (self), while on site (team setting), and following the event to deeply examine their level of social change. As a data collection tool, the SCML can be used both qualitatively and quantitatively. The SRLS survey (Socially Responsible Leadership Scale) was developed to measure for growth in the SCML. The SRLS can be administered one time or as a pre-/post-test. Students can attend an intervention (weekend retreat, seminar, semester-long class, or training) and then be tested for impact. This SCML model was used as a thematic framework to create journal prompts and to examine the

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transcripts. The SCML (see Figure 1) was developed to aid in the development of individual values (self), group values (team), and community values (citizenship), leading to a positive social change (Astin, 1993; HERI, 1996). The SCML framework outlines a contemporary, post-industrial leadership paradigm where leadership is viewed as democratic. The SCML is inclusive of leaders at all levels, with or without designated roles, and posits that leadership is a process and not a title/position with assumed power (HERI, 1996). The SCML promotes values such as social justice, equality, self-knowledge, empowerment, teamwork, social responsibility, and service to the community (HERI, 1996). This curriculum, when fused with intentional theoretical and application-based activities, creates a well-rounded leadership experience (Buschlen & Dvorak, 2011; Buschlen & Johnson, 2014).

Individual Values (Self)

The individual values of the SCML promote the development of certain qualities to promote effective leadership development with three of the Seven C’s: consciousness of self (self-awareness), congruence (actions align with actions), and commitment (sustained personal investment in a cause). Understanding self is the basis for the other values in the SCML (Dugan & Komives, 2007). Students who are more self- aware are likely to be mindful and have an ability to observe their own behavior(s) and conscious thoughts (HERI, 1996).

Group Values (Team)

Teamwork with a group of peers on a service project is linked to leadership development with three additional C’s: collaboration (solving issues together), common purpose (understanding the goal), and controversy with civility (solving difference civilly). This aspect of the SCML underlines the model’s reliance on effective relationships, which are needed to achieve common goals, share responsibility, accountability, and power (HERI, 1996). Each group member brings a unique viewpoint that may or

Figure 1. Social Change Model of Leadership.

Figure based on information from the Higher Education Research Institute (HERI, 1996)

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may not flow with the group’s direction (Dugan & Komives, 2007). Therefore, it is vital to a group’s success that any disputes are settled in an open forum (HERI, 1996).

Citizenship Values (Community)

The final SCML construct outlines the seventh C of citizenship. Individual values and group values connect to community values in a number of ways. This aspect joins the individual and/or the group to the larger community by understanding interconnectivity of the entire leadership effort (HERI, 1996). Citizenship implies active participation by positively serving the larger community (HERI, 1996). Citizenship is “the value of caring about others” (HERI, 1996, p. 7). The overarching value of the model is change, which asserts students will believe they have the ability to create lasting, positive social change.

To further understand the student service experience, the research question is: What do college students report on while completing a SCML formatted, prompt-based journal before, during, and 45 days after an alternative break service trip? The reflective processes and its successive stages assist the learners in adjusting their constructions of knowledge. In both academic leadership programs and co-curricular programs, personal reflection is key (Buschlen & Guthrie, 2014; Jenkins, 2013), but an investigation of structured reflections has not been implemented in the co-curricular world. Many alternative break programs ask students to reflect, and some students even keep a journal regarding their experiences, but it is uncommon for these journals to undergo a deep examination found in this qualitative research project. The section that follows will outline the methodology and project participants.

Methodology

Buschlen and Warner (2014) and Buschlen, Warner, and Goffnett (2015) outlined similar data collections where participants kept prompt-based journals before, during, and after two unique teams spent a week cleaning up communities following natural disasters. These pilot projects used a similar data collection tool that was later refined for this project. Similar to these pilot studies, this project took place in many states around the country and involved a small number of participants keeping a multi-tiered journal. To further understand the recorded experience by examining participant narratives, an aspect of phenomenology was used called transcendental phenomenology (Creswell, 2013). Phenomenology, as a method, reduces many shared experiences down to a universal theme (Creswell, 2013). Researchers using transcendental phenom- enology deeply examine a phenomenon, attempt to remove their personal connection to it as much as possible, and collect multiple versions of narratives from those who experienced the phenomenon (Moustakas, 1994). In this case, the examined phenomenon focused on unique groups of college students serving communities around the United States during a week-long service project. This form of qualitative examination of narratives should allow for thoughtful understanding of the student experience. This method is prescribed to work well with groups of 5 to 25 individuals who share the same experience (Polkinghorne, 1989). This project outlines narratives of small teams of 10 or less participants.

Context

The settings varied and took place in several domestic sites. The Winter Break group (December 2012) included two participating teams. One team arrived in Austin, TX, and the other served in the Florida Everglades. Each group performed physical labor. One team focused on the restoration of a zoo, while the

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other focused on invasive plants/species. Participants in both trips reported enduring long days, being exposed to new concepts and environments, benefitting from a caring staff, and developing an appreciation for plants and animals.

The Spring Break group (March 2013) included five teams that focused their efforts on issue-based projects. Two teams focused on Youth Advocacy (Selma, AL, and Charleston, SC). Another team worked with Somalian ESL students (both youth and adult) in Minneapolis, MN. A fourth team focused their efforts at a shelter in Chicago, IL, and the final team worked with HIV/AIDS patients in Atlanta, GA. Participants on these trips reported sizeable work projects, emotional connections to their clients, caring staff members, and the desire to offer future advocacy for similar causes.

Participants

The overall sample was (n = 38). The Winter 2012 trip had 10 student participants from two unique trips while the Spring 2013 trip consisted of 28 participants reporting to five unique locations. Overall, there were seven male and 31 female participants. Participants ranged in age from 19–23. It should be noted that not all participants chose to keep a journal for this project. Similarly, some journals were brief while others included greater detail. No additional demographic information was collected. Therefore, this project assumes that the demographics of a regional, midwestern university would closely resemble the demo- graphics of this sample, as programs are open to all students.

Data Collection Methods

Data were collected by means of pre-printed, SCML prompt-based journals maintained by the participants. The Winter 2012 group received prompts in three sealed envelopes along with blank notebooks. The journal prompts were taped inside the cover of each notebook with specific directions as to when the prompt should be opened. For the Spring 2013 data collection, the format included the addition of text box questions because this format was seen as a more manageable method for students to be able to “fill each box.” Instead of asking participants to journal on blank paper, participants were given the same questions in pre-printed booklets. The on-site questions were supplemented with additional questions to capture context. By providing a predefined spatial area, the research team supposed that participants might not feel as overwhelmed as they might be by beginning with a blank page. Prior to each trip, verbal instructions were given to each group from the research team. After the journals were returned to the research team, they were transcribed, and any identifying information was removed. Due to the emotional nature of this deeply reflective process, participants were allowed to request the return of their journals following transcription.

Data Analysis

Journals were transcribed, and names were removed. The research team used NVivo 10 software, a qualitative software package that allows a researcher to code data by placing them into several “piles” or nodes. Researchers set up the nodes while they independently examined the data. First separately then together, the researchers examined the transcribed data for themes. In the end, the nodes corresponded with pre-determined SCML tenets and also corresponded with the timing of each journal entry. The research team employed interrater reliability for this project (Creswell, 2013), which included open-ended, on-going discussion to negotiate and compromise agreement while examining the same transcripts (Creswell, 2013). There were no

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major disagreements with regards to broad concepts. However, further discussion focused on how best to align the data. While data might have appeared to be thematically similar, the research team differed semantically with terminology and node organization. To come to a consensus, raters agreed upon terminology and node language to increase reliability. A small number of discrepancies were eliminated to produce the final set or transcribed experiences. Following the trip, a student researcher reconvened and interviewed a small group of participants to further promote data triangulation (Mills, 2010). This process included small groups of participants and a moderator in a discussion related to the initial journal prompts. Questions were revisited to align responses from both data collections: the journals and the small groups. The research team then examined both sets of transcripts for commonalities and discrepancies.

Findings

The motivation behind this project was to examine student narratives in three phases: before, during, and 45 days after a week-long alternative break service trip, while also providing data to a volunteer center to improve their program. To create a theoretical framework, the journal prompts were framed using the tenets of the SCML (HERI, 1996). It should be noted, that other models might more closely align with the goals of different programs. While the SCML fit well with this program, the goal for each volunteer center interested in this data collection method is to simply choose a model that fits with their goals. Participant responses provided grounded data based on their individual, group, and community experiences. The following tables outline key quotes directly linked to SCML elements. Key group themes will be explored in a later section. The participants in this project completed a variety of tasks ranging from hands-on to issue-based service while serving strangers.

As expected, the outcomes aligned well with the SCML, with the participants outlining group success as the most often reported theme. The student participants reported a variety of related experiences that outlined both a personal story as well as a collective one. Students in this project appeared to understand who they are (self), navigated conflict well through a shared service commitment (group), and made an impact on a community far away from home (citizenship/change). In Table 1, selected participant quotes reflect associations with key tenets of the social change model of leadership.

Thematic Connections

Prior to the trip, participants reported a desire to continue to serve others (implying previous experiences), to be viewed as a good team member, to make lasting friendships with the team and community served, and they outlined a plan to pay it forward. The key concern before the trip was team dysfunction. During the trip, participants reported the immergence of diversity as a key learning tool, the team’s shared vision or goal as a motivating factor, and the realization of how shared goals created long-lasting friendships. The most commonly associated word in all of the journals while on-site was “fun.” While not a very grandiose term, it implies that students viewed their time, labor, stress, and service to others as enjoyable. Key factors reported after the trip included a changed worldview, a sense of exceeded expectations, a desire to serve more, and the development of an activist mindset. The following themes were examined in three phases: before, during, and 45 days after the trip. The researchers examined the data first independently and then together to delineate the following thematic connections. Some of the themes flow from the SCML prompts, while others emerged from the narratives.

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Before the Trip

The fundamental SCML finding for the pre-trip stage articulates that the participants in this study under- stood their “self” more deeply due to past experiences with this program. Understanding one’s “self” is significant to one’s ability to function in the other facets of the SCML (Dugan & Komives, 2007). Komives et al. (2006) suggested that understanding the latter two (groups and citizenship) require a deeper, more critical understanding of leadership found in highly developed students, those who clearly understand who they are. A majority of the participants had been on multiple trips and that helped to frame their pre-trip expectations.

For me Alternative Breaks was really what started my passion for social justice. Before, I would say that I looked at the world through my high school lens or my coming to college lens. After my first semester, I was like “oh I know the world!” But through my first trip and the second and the many since, I have continued to fuel a passion for changing the world and doing what we can while we are here to make the next generation a better place. You know it’s honestly the core of what I have decided to do with the rest of my life.

Table 1

Understanding “Self”

SCML Construct Quote

Consciousness of Self “Volunteering and service are two things that I am passionate about.”

Commitment “I dedicated myself to travel across the country to assist strangers because I think it’s important to help those in need.”

Congruence “I would feel incomplete if I weren’t serving others.”

Understanding “Groups”

SCML Construct Quote

Collaboration “This team is filled with people that all have a similar goal.”

Controversy with Civility “Sometimes we would vote on what people wanted to do or make compromises to make as many people as possible happy.”

Common Purpose “We were all so emotionally overwhelmed that it was FANTASTIC and it brought us together pretty quickly.”

Understanding “Citizenship” and “Change”

SCML Construct Quote

Citizenship “Being a citizen is a responsibility to everyone around you. You have the ability to help the people around you and it’s your responsibility to help them become more then what they thought they could be.”

Change “(this trip) . . . showed me that there is so much more in this world than what I knew before and it gave me more strength and courage to do things.”

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During my first AB, it (my worldview) shattered. It shattered what I thought the world was like because I had never seen anything like that ever. Maybe my worldview can just keep stretching and growing. New passions are like candles where I can light a new one every time that I do service and that really fuels me.

(Before AB) I never really felt quenched. I think that finding service and finding out about myself, and thinking about what this (AB) program has done for me—I finally feel quenched. I now know what I am going to do with the rest of my life. You can’t put a dollar amount on it for me, because I feel like I am making millions.

Through the experiential learning found in previous service trips, participants developed a credo that seemed to transcend the act of service and focused more on societal impact. Since these experienced participants reported higher levels of “self” knowledge prior to the trip, they appear to be better equipped to work in the other facets of the SCML.

During the Trip

The key thematic finding that emerged during the trip focused on the teamwork of the group itself. Participants reported an overwhelming desire to be democratic with each other in order to “make things work” regardless of title or position. The shared goal of service to others seemed to naturally trump most (not all) conflict.

Any dispute or differing opinions were settled with a secret, written vote. Majority ruled, no questions. It helps to be able to work with a group of people who are passionate about the issue. It makes us all more motivated to work well together.

What caught me by surprise was how well my whole team worked. There certainly was a lot of team collaboration throughout this experience because many of the tasks required everyone’s participation in tandem. We have all bonded quite well and I believe we all have an important role as a team—25 hours in a car will do that!

Most of the participants in this study were traditional-aged female college students, and Dugan (2006) outlined that a group with this profile applies a more democratic leadership scheme.

After the Trip

Three key themes emerged from the final journal entries, recorded 45 days after a trip. First, students in this project, who began as strangers, reported lasting, long-term friendships with team members that persisted after the trip. This aligned with the fact that most listed “making friends” as a key expectation prior to the trip.

I don’t want to live a normal 9–5 job and come home to a family. I need to give and create this second family who loves service as much as I do. I have lasting friendships with all of them. I see them all on a weekly basis. I have never been so close to a group.

The group came together the last few days and it became like we had known each other for years rather than a total of a few weeks. My group and I are very close and we have stayed in touch and been able to relate to the feeling of needing to go back to Selma (AL).

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In this project, the common purpose of shared service seemed to impact relationship development in a positive way, and this common purpose supports DuPre’s (2010) claim that students often seek projects to build relationships with peers and with those they served.

The second theme outlines the participants’ development of an activist persona. Participants reported that the distance in time from the site fueled their passion for more service connected to local, national, and international causes similar to the site they served.

Now that I have returned I have continued to follow events that are taking place at the school where I volunteered. My group has also established a pen pal system that has allowed us to maintain contact with several of the students. I feel as if I now have a responsibility to spread the word about the importance of adult education and also serve as an advocate for individuals who are seeking education in my community.

This trip has actually made a drastic impact on my life because I have decided to change my career path.

I have changed my major because of AB, I have changed all my priorities in life, I feel like I have learned how to become so much more engaged in people and really listen to what people are saying, because they are so valuable.

The week of service had turned into months, and some reported “changing majors” or even planning to start a “new career” linked to the site’s cause. This outcome shapes the interdependence found in the transformational power of serving others. The service trip impacted their passion to a higher, more ardent level, which supports Boyle-Baise & Langford’s (2004) claim that immersion trips motivate additional service acts.

The final post-trip theme focuses on a reality event best viewed as an altered emphasis on personal privilege. Many participants reflected on their own fortunate state of affairs and how this trip alerted them to many hardships not commonplace in their current (or past) existence.

When I complain about school, I remember our trip and try to consider my complaint.

One of the lessons I learned is to not take anything for granted because your life could change in the blink of an eye. I am confident that I will create social change for the rest of my life. I have been more thankful for my family and what I have.

AB has also helped me get over some of my issues between different classes because I really associate with the working class. I tend to not like the other classes because people tend to not have the same challenges that I had growing up. But it (AB) allows me to understand how everyone has it difficult.

This comment alludes to the development of a stronger social justice lens and a personal leveling of how the participants’ worldview has been appropriately reformed (Buschlen et al., 2015). Clearly, provid- ing service creates an environment that allows for citizenship and leadership skills to develop naturally (Van Dierendonck & Nuijten, 2011).

Overall, the participants in this project had a strong sense of self, which resulted in a goal driven team focused on enhancing social change. Students in this project were able to look beyond “self” to develop both a leadership and a followership lens fitting into a democratic, post-industrial leadership environment.

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Discussion

For character development to occur, the process must be an inclusive one (Buschlen & Guthrie, 2014). The development of civically engaged leaders requires both a curricular and co-curricular lens that focuses on societal awareness, civic engagement, ethics, and service (Dugan, 2006; Jacob, 2006; Komives et al., 2006). An effective model should extend beyond academic classrooms to include also critical reflection (Buschlen & Guthrie, 2014; Conger, 2013). Co-curricular service projects provide key elements to student learning beyond the traditional setting by allowing students to understand more deeply their ability to provide lasting social change (Buschlen & Goffnett, 2013). The implementation of co-curricular activities, such as alternative breaks, supports this claim by promoting lasting social change predicated on the philosophy that students can make a difference in their local, national, and international communities (Komives et al., 1998), while experiencing a personal transformation (Buschlen et al., 2015). Similarly, these projects afford students the ability to develop empathy and emotional intelligence along with other key facets of personal development (Berger & Milem, 2002). While personal reflection is highly valued in higher education leadership programs (Jenkins, 2013), the examination of these reflections is often neglected.

The participants’ journals were examined through a SCML lens to provide a unified student voice. The goal of this project was to develop a thematic picture while participants kept a journal in a common experience (Creswell, 2013). A phenomenological analysis allows for meaning to be assigned by looking for common shared experiences while providing additional detail into participants’ understanding of their service time (Denzin, 1989). This study demonstrates that qualitative analysis of similar projects may provide a complimentary choice for assessment and research during times of service.

Limitations

This qualitative data collection captured a specific set of experiences, which may or may not be similar to future data. Therefore, generalizability was not a goal or a feature of this project. Also, the length of time between journal prompts may have limited the findings. Participants may develop a stronger connection to the service endeavor as time increases. The limit of 45 days may not have allowed enough time for a full, developmental reflection. In future studies, complimentary quantitative data should be obtained as it is more readily available, and this combination should outline a more holistic framework.

The level of participant awareness of the SCML prior to the data collection is unknown. While the prompts were written to learn about self, groups, and citizenship, it is unknown if the participants were ever exposed to the SCML curriculum in a formal or informal setting. As a result, future researchers may choose to focus on a model used in previous pre-trip training. By doing so, researchers will have a deeper understanding on how student learning occurs and how best to structure programs toward student growth and development.

Implications for Assessment Protocol

Programmatic assessment can focus on personal growth, similar to this data collection, and also focus on programmatic goals (Ewell, 2009). This process of collecting qualitative data to balance the more readily available quantitative measures (Buschlen, 2013) can be adopted by any college or university. Proper assessment of programs allows educators, both faculty and staff, to reach the necessary levels of

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accountability by creating stronger personal engagements and learning opportunities for students (Banta, 1997). In this case, data were shared with the local volunteer center to provide feedback on student learning and also feedback on what needed to be improved within the alternative break program. The final report outlined key themes, similar to this research project, along with anonymous student opinions to enhance the student experience.

Colleges and universities need to decide on a guiding model that can be easily linked to their student learning outcomes, collect the data, analyze the data, improve the program, and then repeat. This is a strong way to discover whether or not the alternative breaks program is in need of improvements and whether or not student learning is occurring. If a research team plans to publish the data, it is vital to check with the campus institutional review board to ensure proper human subject guidelines will be met.

Using a model or framework will allow student affairs teams to move beyond anecdotal data by strategically collecting student voices to create a stronger, more well-rounded picture of student learning and personal growth. Clearly, projects such as this can also positively impact future trainings, marketing plans, retention, and recruitment.

Alternative breaks and other similar programs often have reflection built into trainings, debriefing sessions, and post-trip debriefings. It is suggested these periods be viewed as ways to capture data. It is also suggested that programs add a pre-trip data collection to gauge preparedness (Buschlen & Warner, 2014) and expectations (Seider, 2013) to potentially uncover ways to improve student training. Simply allowing post-reflection periods to occur does not close the assessment loop. Specific measures of behavior change are needed, and this process will help to bolster assessment documents and year-end reports to compliment the quantitative values that are more readily reported. To date, the protocol from this research project has been shared and modified by a dozen colleges and universities to fit their co-curricular service-learning or alternative break data collections.

Conclusion

This NASPA SAPAA funded research project attempted to add the student voice to service-based immer- sion trips to better understand the development of a worldview through social change while linking these outcomes to annual programmatic assessment. Participants reported many collective experiences, some on a personal level, some on a group level, and others on a social change level. The most prominent outcomes were that students reported a desire to serve more, developed an activist mindset, and discovered an altered paradigm where they saw needs of others before their own. Students in this qualitative project further outlined the limitless symbiotic change found in the simple act of serving others. Student data and student opinions about the program were shared with the volunteer center to enhance program training and marketing. Therefore, the impact of service experiences as a tool to develop leadership or character can no longer be understated. As one student reflected: “ABs help you lose yourself, but then also find yourself, because during the week you just let go of everything that you’ve ever known and then you recreate yourself every single time.” As assessment in higher education broadens to include co-curricular events and activities, it is vital to be able to share the full scope of student learning while intentionally enhancing the program. Structured qualitative data collections will help uncover these deep and meaningful learning events and will help compliment the more readily reported quantitative measures.

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Appendix

Journal Prompts: Before Arrival What factors motivated you to go on this AB trip? Have you ever participated in a week-long effort like this in the past or anything that was similar in

scope? What do you need from your group to be successful in this AB trip? What role will you play on the

team? What are your top AB “expectations”? What sorts of things have you done in the past that may have been similar (painting a house for a

senior citizen, working to build a house, another AB trip, etc.) what lessons did you “take away” from those events?

In servant leadership, we discuss many motivators and frameworks for understanding our service time—social justice, helping others, paying it forward, etc. Have these items been discussed in your program or within your group? How do you foresee these ideals impacting your approach to this AB?

Why did you dedicate yourself to travel across the country to assist strangers? Explain. How confident do you feel in your team’s ability to make a positive change in our society?

Journal Prompts: On-Site Explain something that you have observed or experienced that has taken you completely by surprise?

What were you not been prepared for? How could you have been better prepared? What have you learned about yourself during this experience? List 3–5 words to that honestly describe what you have experienced since you arrived? How did your team (or the site) align with your expectations? It may be hard to see progress in such a short (five-day) experience so how do you know your team is

making a difference? Explain. Do you feel like your group is bound by common goals? If so, how would you describe that factor? You are working with a group of CMU leadership students and with other people from around the

country. Explain the benefits of working as part of this team. How did you settle disputes, if any? Did you feel a sense of team collaboration and team shared purpose while participating in this endeavor? If yes or no, explain.

How do you know you are making a difference? Thoroughly explain your feelings. Define the community’s culture at your AB site. How does it differ from your own? What things are

similar? Servant Leadership authors believe that a leader’s role is to always “take care of the have nots.” The

term “taking care of” is somewhat broad. What sorts of things have you done on this AB to “take care of” the ones you are serving (labor or interacting with locals)? What do you think will have the most lasting effect—your labor or building relationships? Why do you feel that way? Expand and include examples.

Journal Prompts: Forty-Five Days After Explain your level of connectedness to the community that you served in last month? Since you were

part of a team, explain how being responsible for the welfare of others made you feel. List the “top three events” that stand out in your mind and then explain why these are the “top three

events.”

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How have your experiences on the trip caused you to think differently about your life (e.g., career aspirations, general outlook)?

Now that you have returned, what have you done to learn more about your issue, service location, or population you served?

Before you participated in the clean-up, you were asked to list “expectations” for the trip. Do you feel as if those expectations were met? Explain, in detail, why they were met or why they were not met.

When you share your AB experience with others, what do you say? Explain your strategy for introducing more peers to projects like this. Be specific with your plan.

Explain any “life lessons” that you took away from this AB. Describe your confidence level regarding your ability to make lasting positive social change as a

result of your experience? Since going on the trip, have you noticed any changes in your relationships with your team? If so,

please describe the changes you have noticed. Have your thoughts about what it means to be a citizen changed in any way as a result of your

experience? If so, how? How has your sense of responsibility to your own local community changed as a result of this

experience?

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