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Service-Learning. Outcomes Assessment. How it all began…. Campus Compact Fall 2011. Many academic institutions measure the success of service-learning based on participation, number of hours, or estimated monies per labor donated or saved by agencies.
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Service-Learning Outcomes Assessment
Many academic institutions measure the success of service-learning based on participation, number of hours, or estimated monies per labor donated or saved by agencies. • None of those measures whether students are meeting academic objectives How Do We Measure Outcomes?
Outcomes Assessment Mini-Grants at JCCC • The purpose of Outcomes Assessment Mini-Grants is to provide divisions or departments in the instructional branch a source of funds to support evidence-based initiatives to assess JCCC’s student learning outcomes (SLOs) in credit courses. Mini-Grant Application
Supplies & resource materials • Travel reimbursement for related assessment activities • Equipment or software dedicated to assessment efforts of SLOs • Costs associated with data input or analysis of SLOs • Honoraria for on-campus visits by guest speakers or external consultants who can provide expertise for assessment efforts • Retreat for faculty for assessment initiatives which may include food. Mini-Grant Funding
1. Access and evaluate information from credible sources • 2. Collaborate respectfully with others • 3. Communicate effectively through the clear and accurate use of language, including the ability to • 4. Demonstrate an understanding of the broad diversity of the human experience and the individual’s place in society • 5. Process numeric, symbolic and graphic information, including the ability to • 6. Read, analyze and synthesize written and visual material • 7. Select and apply appropriate problem-solving techniques • 8. Use technology efficiently and responsibly JCCC Student Learning Outcomes (SLOs)
In service-learning, students may participate in projects as a group, or they may work individually in a group setting with the outside agencies. • They experience different viewpoints and cultures. By the very nature of service-learning, they are learning to operate as responsible citizens. • Final Assessment: • 2b Respect and value diversity in viewpoints, life experiences, and cultures Mini-Grant Application: SLO 2
Students participating in service-learning must complete reflection assignments regarding their project. • They must be able to communicate with the agency they are volunteering at as well as with the clients being served • Final Assessment • Demonstrate a variety of interpersonal communication skills required in a range of professional, civic and social environments and relationships Mini-Grant Application: SLO 3
Service-learning promotes students’ ability to understand their connection to society and to experience different cultures and/or socioeconomic groups. • Final Assessment: • SLO 7-Select and apply appropriate problem-solving techniques. Mini-Grant Application: SLO 4
Engage in a half-day retreat for service-learning faculty during the Spring 2012 semester (including boxed lunch and afternoon snack break). • Develop an assessment tool to administer pre and post service-learning that will be standardized and initially implemented as a pilot in courses that have a service-learning option. • Establish a mechanism to anonymously identify and track students. • Determine what our assessment will be as well as how to administer it (online or F2F). Mini-Grant Application: Proposal
Providing the opportunity for full and part time faculty across disciplines to discuss assessment strategies specific to service-learning will lead to: • A means of measurement of assessment objectives • A more precise definition of how service-learning fits into the objectives • This may increase faculty participation in service-learning • A more consistent measurement across disciplines to validate and increase participation Mini-Grant: Expected impact
Enhancing assessment efforts will provide better measures of what students are and are not learning regarding service-learning. • Assessing the objectives will hopefully discover if students are putting in volunteer time but not meeting objectives or conversely if students are successfully meeting the objectives. • Creating an assessment rubric will allow for a method of assessment regardless of the S-L component of the course. Note: We currently have no measurement to do this outside of the individual reflection assignments that students complete, which vary in every class. Mini-Grant : Expected impact
Comparing pre- and post-assessment of students who complete service-learning will create a standardized method of evaluation. • Applying the rubric will allow us to identify which courses are adequately meeting objectives and which courses may need some improvement. • Identifying successful service-learning strategies will aid all faculty members to incorporate best practices to improve outcome assessment in service learning. Mini-Grant Application: Expected impact
Do students who score low on the pre-assessment have a lower completion rate of their service learning project than those who score high on the pre-assessment? • Will some students require more faculty or staff interaction to be successful at service-learning or a different type of project or facility? • Do certain courses have a statistically significant correlation with final assessment and/or improvement of assessment scores. If so, can we identify potential reasons why some courses are more conducive to developing a successful service-learning experience? Mini-Grant : Analysis of results
Do classes taught by certain instructors have a statistically significant relationship with final assessment and/or improvement of assessment scores? • Do students who participate in service-learning demonstrate a difference in retention rates than students who do not participate? • Do students who participate in multiple service-learning experiences demonstrate a difference in retention than those who only participate once? Mini-Grant Application: Analysis of results
Presentation from Campus Compact • Discussion • Results • 3 SLOs were identified • Participants were broken into 2 groups to work on developing questions for a student post assessment Workshop
The SL Rubric represents two distinct rubrics that can be used in a variety of purposes within class and field experiences. • “Understanding the Diversity of the Human Spirit” and “Communication & Collaboration in Diverse Environments” • These portions of the rubric are primarily geared for use with students in the field and through reflection of their experiences in the service learning performed. • Can be used as an observational tool with how well students interact during the experience. • The remaining three components of Problems Identification, Information Analysis and Solution Articulation are most easily applied to papers, reflections, in class discussions, etc. Implementation: Using the Rubric
List pros and cons and things we need to work on It’s Only the Beginning…
