Abstract
The International Baccalaureate (IB) Organization asks high school students in its Diploma Programme to engage in service as a way to become more civic-minded, develop leadership and other skills, and develop an ethic of service. The study discussed is this article investigated the ways in which IB students in Canada, the United States, and Central and South America provided service, and the self-perceived outcomes of their participation. The study also examined the extent to which program design characteristics influenced perceived outcomes, demonstrating the strong effect sizes associated with students’ reports of meaningfulness, links to curriculum, student voice, and frequency and depth of reflection. The study was limited by student self-reporting but was suggestive of hypotheses that can be investigated further.
Highlights
International Journal of Research on Service-Learning and Community Engagement Volume 5 Issue 1 | 2017 | ISSN: 2374-9466 | http://journals.sfu.ca/iarslce
To determine content of service activities, students enrolled at the time in International Baccalaureate (IB) Diploma Programmes were asked to identify the types of service activities in which they participated during their junior year and their senior year of high school
Quality of Program Design This study revealed that much of the service-learning offered by IB schools is of mixed quality as defined by the K-12 Service-Learning Standards for Quality Practice (NYLC, 2008)
Summary
International Journal of Research on Service-Learning and Community Engagement Volume 5 Issue 1 | 2017 | ISSN: 2374-9466 | http://journals.sfu.ca/iarslce. An exploratory case study involving students and CAS coordinators (Billig, 2013) examined students’ choice of topics for service, their provision of service, and their reflection on those activities, and identified areas in which service was Billig / S-L in International Baccalaureate High Schools | 58 provided, potential outcomes, and potential program design variations that may influence outcomes. Respondents in the case studies highlighted an array of potential outcomes for all participants Both students and CAS coordinators believed that participating students developed confidence and skills related to the service (personal development); leadership skills such as leading a project or working in a team; positive attitudes toward civic participation; a desire to engage or participate in civic behaviors; and a desire to serve in the future and to develop an ethic of service. For each of these outcomes, students and CAS coordinators identified specific indicator areas during the exploratory studies
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