Elevating Service-Learning with Assessment

1. Moving the Needle Forward: Using Service-Learning Assessment Data to Improve Educational Leadership & Academic Success Presented by Katherine Nordyke, MLS - Director The Office of Citizenship and Service-Learning Missouri State University April 10, 2013

2. What we will cover… • Why Assessment is Vital to Elevating and Sustaining Service-Learning on Campuses • Importance of Institutional and Course Level Assessments • Dimensions of Institutional Assessments • Assessment Models • Course Service-Learning Outcomes • How Assessment Data Can Elevate and Sustain Service-Learning Programs • Next Steps

3. Why Assessment is Vital to Service-Learning • Data collected • Supports the foundation for service-learning sustainability • Fosters faculty development in teaching methods and supports tenure/promotion ??? • Scholarship of Engagement • Promotes on-going engagement and dialogue within communities • Builds community and university relationships

4. Who should we Assess? • “Research suggest that there is a need to go beyond counting the number of courses, students, faculty, and community partners involved” – Hanover Research Center, Washington, D.C. • Involves developing strategies to assess the quality of service-learning experiences • Must recognize three key stakeholders • Students • Faculty • Community

5. Who should we Assess? - Continued • Moving from Course Assessments to Institutional Assessments • Measured Inputs • University Funding • Allocated Support • Faculty Involvement • Measured Outputs • Dollars for Research • Student Engagement • Service to Community

6. Dimensions of Service-Learning Institutionalization • Five Dimensions • Mission & Philosophy • Faculty Support For & Involvement In Service-Learning • Institutional Support for Service-Learning • Student Support & Involvement In Service-Learning • Community Participation & Partnerships Source: Furco, A. and Holland, B. A. (2005)

7. Promoting Institutional Strategic Goals • Three Key Strategies • Service-Learning must be tied to the scholarly activities that research faculty value most • Service-Learning must be tied to the important academic goals and initiatives underway on campus • Service-Learning must be incorporated strategically into the disciplinary structure of the university

8. Institutional Assessments • Fully Integrated into the Assessment Process • Falls under the dimension of institutional support • Departmental • General Education • Four major elements • Stakeholder/People • Nature of the Institution • Teaching and Learning • Maintenance and Evaluation Source: Furco, A. (2002) revised. “Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education” & Kramer, M. (2000) June. “Making it Last Forever: The Institutionalization of Service-Learning in America”

9. Models for Institutional Assessments • Shumer’s Self-Assessment for Service-Learning • CASE (Comprehensive Assessment of the Scholarship of Engagement) • PSU (Portland State University) • CAPSL (Comprehensive Action Plan for Service-Learning

10. Models for Institutional Assessments - Continued • Shumer’s Self-Assessment for Service-Learning Model • Assess and Strengthen Service-Learning • Utilizes 23 Standards • Organized into Five General Sections • Culture & Context • Philos0phy & Purpose • Policy & Parameters • Practice & Pedagogy • Assessment & Accountability

11. Models for Institutional Assessments - Continued • CASE Model • Focus is to evaluate the institution’s current level of involvement in engagement activities • Develop a clear perspective for on-going planning, program development, and strategic development • Current • One year • Five years • Compiling evidence, artifacts, and surveys of various stakeholders

12. Models for Institutional Assessments - Continued • PSU Model • Ongoing Strategy for Data Collection • Orientation to Teaching and Learning • Resource Acquisition • Image in the Community • Specific Indicators include: • Requests for assistance from community • Changes in enrollment/transfer patterns • Faculty involvement • Site visits • Number of media reports

13. Models for Institutional Assessments - Continued • CAPSL Model • Focus on 4 Constituencies • Institution • Faculty • Students • Community • Evaluates • Culture • Climate • Values • Promotes the Scholarship of Engagement • Recognition in Professional Journals • Research • Tenure/Promotion

14. Course Assessments • Who? • Faculty • Survey Methodology • Focus Groups • Students • Survey Methodology • Reflection • Why? • Improve Student Learning Outcomes • Improve Delivery of Service-Learning • Enhance Service-Learning Course Curriculum

15. Course Assessments - Continued • Based on CASL Service-Learning Outcomes • Six Key Elements • Critical Thinking • Communication • Career and Teamwork • Civic Responsibility • Academic Development and Educational Success • Public Affairs Mission • Faculty and Students Surveyed at the End of Each Semester

16. How Assessments Can Elevate & Sustain Service-Learning • Collection and analysis of data provides for: • A better understanding of how course materials, lectures and readings support service-learning coursework and increase student learning outcomes • Substantiates research that participation in service-learning increases student retention and academic success • Increases XXXXX

17. How Assessments Can Elevate & Sustain Service-Learning - Continued • Service-Learning supports faculty contributions to: • The scholarship and application of: • Pedagogy and curricular innovation • Discovery, integration, or aesthetic creation • Knowledge to issue of contemporary social concern • Service to the community • Developing • Research initiatives • Teaching portfolios • Supports intrinsic rewards

18. Next Steps for MSU CASL Program… • Conduct an Institutional Assessment • Supports our work for Institutional Accreditation • Carnegie Classification • HLC • QIP • New Faculty and Student Course Surveys • Focus on CASL Service-Learning Course Outcomes • Administered at the end of each semester • Develop and Implement Service-Learning Workshops to Enhance Faculty Development • Based on Survey Data • Create a Service-Learning Dashboard • Updated on a semester-to-semester basis

19. References