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A Practical Approach to Assessment in Service-Learning. North Shore Community College. Overview. Background information Methods of assessment Assessment findings Actions and Plans. Background Information.
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A Practical Approach to Assessment in Service-Learning North Shore Community College
Overview • Background information • Methods of assessment • Assessment findings • Actions and Plans
Background Information • North Shore Community College (NSCC) • NSCC Service-Learning Program • NSCC Service-Learning Program Self-Study Process
STUDENTS STUDENTS STUDENTS FACULTY FACULTY COMMUNITY ORGANIZATIONS
Planning of Assessment Identify goals of assessment • Students experience • Faculty motivation and engagement • Suitability and satisfaction of organizations Identify methods of assessment • Surveys • Site visitations and interviews
Personal Development • Understood issues in the community-81% • Gained self-confidence-77% • Developed team work skills-77% • Respect for Diversity-74% • Time management skills-67%
Most Satisfying Aspects Note: in counts
Most Satisfying Aspects Top responses included • Community Service (28) • Satisfaction (21) • Interacting with people (17) • Learning new materials (11) • Hands on experience (9) • Working with kids (9)
Least Satisfying Aspects A few complaints: • Commute to the site (2) • Scheduling (2) • Paperwork (2) • Coordinating with their groups, agencies, & clients (4)
Recommendations • Advertise the program • Increase the number of choices/ organizations available to do a project
FACULTY SURVEY Motivational Factors of NSCC Faculty to Get Involved with and Persist with Service-Learning
Literature Review • Higher Education Faculty motivated by student learning outcomes/Peers Vs. • Community Colleges Faculty motivated by student learning outcomes/ S-L Coordinator
Methods • Development of Survey • Implementation of Survey • Response Rate
Do you receive institutional recognition for your involvement with service-learning?
Have you incorporated service-learning into your course within the last 12-15 months?
If YES, what ensures your continued participation in service-learning?
Key Findings What motivated your involvement: • Key role of Service-Learning Faculty • Self-Directed • Key role of Service-Learning Coordinator • Valued Experiential Education/Active-Learning
Key Findings Cont’d Persistence with Service-Learning • Student satisfaction • Increase in student skills and abilities
In-Depth Interviews & Survey COMMUNITY PARTNERS
Purpose of Interviews • To know about programs and services offered • To understand agency expectations • To evaluate any potential health and safety risks • To receive feedback about students
Methods • In-Depth Interviews • Survey
Interviews-Key Findings • Positives Orientations Satisfaction with student work • Challenges Student/Agency communication regarding scheduling
Survey-Key Findings • Positives Orientations Students explained S-L objectives Positive attitude Served needs of organization • Challenges Identify themselves as NSCC Students Communicate-create closure
Conclusion • All sites would welcome NSCC students back in the future
Implications • Maintain strong ties with Service-Learning Faculty. • Create more recognition for Service-Learning Faculty. • Create more recognition of Service-Learning students. • Further qualitative study of faculty perceptions of rewards and recognition.
Closing the Loop Students Recognition • Service-learning on Transcripts Flexibility • One credit hour class
Closing the Loop • Faculty • Recognition • Inclusion in Celebration • Years of Service • Letters • Flexibility • Jump Start option
Closing the Loop Publicity • Activities in the Bulletin • Revision of public website
Closing the Loop Institutional Commitment • GenEd Outcomes • Job Postings
Contact Information Cate Kaluzny Senior Coordinator, Service-Learning email@example.com