2. Outcomes
• Explore an assessment process for service-learning
and examine the methods employed
• Become familiar with factors that motivate faculty to
take part in service-learning and continue to support
the program
• Discuss assessment findings and plans for
closing the loop
6. 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
9. 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%
11. Top responses included
• Community Service (28)
• Satisfaction (21)
• Interacting with people (17)
• Learning new materials (11)
• Hands on experience (9)
• Working with kids (9)
Most Satisfying Aspects
12. Least Satisfying Aspects
A few complaints:
• Commute to the site (2)
• Scheduling (2)
• Paperwork (2)
• Coordinating with their groups, agencies, & clients (4)
15. Literature Review
• Higher Education
Faculty motivated by student learning
outcomes/Peers
Vs.
• Community Colleges
Faculty motivated by student learning
outcomes/ S-L Coordinator
25. 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
28. 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
34. 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.