1 / 14

Data Analysis Until You Drop

Data Analysis Until You Drop. Results from Six Years of Survey Data from Campus Compact’s Service-Learning Student Survey. Adrian Wurr, University of Idaho Cathy Hamilton, UNC Greensboro IARSLCE 2011. Background & History. Developed & piloted at PSU; Results published in MJCSL in 1996.

haruki
Download Presentation

Data Analysis Until You Drop

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Data Analysis Until You Drop Results from Six Years of Survey Data from Campus Compact’s Service-Learning Student Survey Adrian Wurr, University of Idaho Cathy Hamilton, UNC Greensboro IARSLCE 2011

  2. Background & History • Developed & piloted at PSU; Results published in MJCSL in 1996. • Revised based on feedback & requests for shorter version; long & short versions published 2001 by Campus Compact

  3. Literature Review • Articles which reference Gelmon et al.’s survey • Sharrer, E., & Cooks, L. (2009) • Hou, S. (2009) • Hutchinson, M. (Fall 2005)* *Includes results on selected survey items • Dissertations (12) & many campuses use survey • “Although a decade old and widely used, no instrument or item analyses have been published to date on the survey” (Hou, 2009).

  4. Student Population 21,306 • Size and Setting: Large four-year, primarily residential • Basic RU/H: Research Universities (high research activity) Classification Category • Balanced arts & sciences/professions; high graduate coexistence • Community Engagement Curricular Engagement and Outreach and Partnerships Student Population 11,957 • Size and Setting: Large four-year, highly residential • Basic RU/H: Research Universities (high research activity) Classification Category • Professions plus arts & sciences; high graduate coexistence • Community Engagement Curricular Engagement and Outreach and Partnerships UNC Greensboro University of Idaho

  5. Survey Adaptation Over Time • Original Survey (3pp) • Survey Revised by Gelmon et al., 2001. (2pp) • Survey used at UNC Greensboro (UNCG) Fall, 2005 (Handout pp. 7-8) • Same as #2 but without section on career development • Survey revised at UNCG spring 2007 (Handout pp. 9-10) • Added question on prior volunteer experience (#6) • Survey used at University of Idaho (UI) Fall 2009 (Handout pp. 11-12) • Same as UNCG spring 2007 survey • Survey used Spring 2010 at UI (Handout pp. 14-15) • Added GPA (#6) • Survey used Fall 2010 at UI (Handout pp. 17-18) • Added college (#6) • Survey currently used at UI, Spring 2011 (Handout pp. 19-20)

  6. Correlation Results -- UI • Research Question 1: Does service-learning enhance students’ understanding of course content? • UI university-wide learning outcome: “Practice Citizenship” • Correlation of survey questions 11-15: r>.6, p<.01; two-tailed • Research Question 2: Does service-learning enhance students’ understanding of community issues? • UI university-wide learning outcome: “Practice Citizenship” • Correlation of survey questions 16-18 & 20: r>.6, p<.05; two-tailed • Factor Analysis • “I feel I would have learned more from this course if more time was spent in the classroom instead of doing community work” correlates more with section on community involvementthan section on community-based learning

  7. Selected Survey Results Q12: The community work I did in this course helped me to better understand the lectures and readings.

  8. Selected Survey Results Q11: The community participation aspect of this course showed me how I can become more involved in my community.

  9. Selected Survey Results Q20: I can make a difference in my community.

  10. Selected Survey Results Q22: I was comfortable working with cultures other than my own.

  11. Selected Survey Results Percent of “neutral” responses averaged across survey

  12. Discussion Six Years of Survey Results • Summative results on all common survey items from UNCG and UI in handout (pp. 21-24) • What stands out? • Which results confirm or conflict with your own assessments of student learning outcomes in service-learning?

  13. References Gelmon, S.B., Holland, B.A., Driscoll, A., Spring, A., & Kerrigan, S. (2001). Student Imact Survey. Assessing service-learning and community engagement: Principles & techniques (pp. 32-6). Providence, RI: Campus Compact. Hou, S. (2010). (SL-SEPP) Developing & pilot-testing an assessment tool on student outcome: the service-learning self-efficacy scale on program planning competencies. Californian Journal of Health Promotion, 7(2), 123-128. Hutchinson, M. (Fall 2005). Living the rhetoric: Service learning and increased value of social responsibility. Pedagogy,5(3), 427-444. Sharrer, E., & Cooks, L. (2009). Violence, conflict, and community service-learning: Measuring impact on students and community. Journal of Higher Education Outreach and Engagement, 11(1), 71-86.

  14. Contact • Adrian Wurr, University of Idaho Email: ajwurr@uidaho.edu; Tel.: 208-885-6505 • Cathy Hamilton, UNC Greensboro Email: chhamilt@uncg.edu; Tel.: 336-256-0538

More Related