Framing Service Learning Evaluation to Study Impact on Student Learning

1. Framing Service Learning Evaluation to Study Impact on Student Learning Katie Stanton, Ph.D., Mark Urtel, Ed.D., Amanda Cecil, Ph.D., Lisa Angermeier, Ph.D.Indiana University Purdue University IndianapolisSchool of Physical Education and Tourism Management

2. Why Evaluate • School of PETM had a large range of service learning offerings • A few were operating for more than a decade while others were quickly being established • The multiple program offerings lacked a consistent programmatic student learning focus • New strategic plan highlighted service learning as part of the School’s mission • Purpose of the evaluation plan was to: • Commit faculty to systematic evaluation • Establish common service learning goals • Develop an evaluation procedure to measure service learning effectiveness • Report on the student, faculty, community, and school benefits of service learning practice and address challenges and obstacles.

3. If students participate in required service learning courses THEN Students will increase their applied discipline knowledge, enhance discipline related skills, establish disposition suitable to adjust to multiple environments with success and aspire to serve their community outside of IUPUI AND Faculty will be able to assess learning outcomes of their service learning courses that represents School curricular goals and strategic direction WHICH WILL RESULT IN Quality service learning programs that establish lasting and positive relationships with community partners such that the outside community, IUPUI campus, and IUPUI administration sees the return on investment

4. Do we deliver our SL programs “effectively”? What benefit do our community partners gain from our programs? What do students think of their experiences? What are characteristics service learning faculty (e.g., pedagogy, personality, etc.)? Program Assessment Question Priorities Short-term Medium Term • What specific student behaviors are changing? • Do resources effect (positively/negatively) the management of service learning courses? • Do others recognize what we are doing as innovative? • Are there shared faculty experiences?

5. Short-term Program Evaluation • Do we deliver our SL programs “effectively”? • What benefit do our community partners gain from our programs? • What do students think of their experiences? • What are characteristics service learning faculty (e.g., pedagogy, personality, etc.)? • How do we build a reputation for service learning? Integration of student learning goals associated with student evaluation Conducting focus groups with selected community partners Modified version of HPSISN survey sent to students in SL courses ; data currently being collected Anecdotal perhaps…what drives our faculty to develop service learning programs? Presentations; publications; data-driven evaluation; blending of mission and student evaluation

6. Sample Survey Data

7. Sample Survey Data

8. Tourism Service Learning • Defined civic engagement for tourism professionals. -       Social responsibility -          Improving a community’s quality of life -          Diversity -          Value/ethics -          Participation in political process {lobbying for change} 2. Study Effectiveness at Course and Program Level • Interviews with faculty • Course evaluation • Exit survey • Alumni survey data 3. General Findings - Differences between service learning, volunteerism, and community service - Students perception of service learning - Need for step-approach

9. Pre-Service Physical Education Teacher Education Program Track • Service learning will be directly linked with student assessment and disposition benchmarks • Five service learning offerings in five courses that are offered at different levels (e.g., 200, 300, and 400 level courses) • Students will be expected to participate throughout their coursework deepening and increasing their level of engagement, reflection, and peer interaction • Sequence service learning experiences to: • Teach students about service learning • Teach students how to engage at different levels of knowledge • Develop increased understanding of civic engagement • Develop increased understanding of discipline related skills • Develop peer/mentoring skills resulting in increased discipline understanding & increased social responsibility

10. Pre-Service Physical Education Teacher Education Program Track – Health Education • Develop Student Learning Outcomes for Health Education – based on NCATE/AAHE standards • How can service learning assist the students in meeting these outcomes? • Examine current Health Education service learning projects • H352: Secondary School Health Curriculum and Instruction – poster display in Indianapolis Public Schools • H464: Coordinated School Health Programs – health fair/family fun night at T.C. Howe Academy (IPS) • Survey current students and recent graduates about their experiences with these projects and their impact on current practice.

11. Service Learning translating into Graduate Programming • Natural extension • Expansion/revision of PETM graduate programs; plays to our strengths • Utilize graduate experience to enable faculty to become more intentioned toward inquiry; fills a current void for faculty research • Threaded through entire graduate experience • Work with community partner from ‘beginning to end’; grow with program. • Take didactic hours along with engaging with community • Research focus with professional development opportunities • Supports the campus’ Principles of Graduate Learning • “Demonstrate the knowledge and skills needed to participate in disciplinary studies or to enter a program to earn a more advanced degree • Communicate effectively information from their field of study • Think critically and creatively to evaluate literature in their field of study • Apply ethics and values within their field”

12. Future Plans for School Evaluation • What specific student behaviors are changing? • What skills sets are improved? • Do students retain their desire to serve? • What behaviors are changed? • Does experience impact/change attitude? • TCEM has a new program SLO tied to service learning. Faculty will need to determine strategy to measure its effectiveness and success. • PETM will utilize our existing service learning settings to measure teacher dispositions at three stages (benchmarks) • Do resources effect (positively/negatively) the management of service learning courses? • Do others recognize what we are doing as innovative? • Are there shared faculty experiences?