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

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 JCCCs student learning outcomes (SLOs) in credit courses.

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.

Access and evaluate information from credible sources 1. Access and evaluate information from credible sources 2. Collaborate respectfully with others 2. Collaborate respectfully with others 3. Communicate effectively through the clear and accurate use of language, including the ability to 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 individuals place in society 4. Demonstrate an understanding of the broad diversity of the human experience and the individuals place in society 5. Process numeric, symbolic and graphic information, including the ability to 5. Process numeric, symbolic and graphic information, including the ability to 6. Read, analyze and synthesize written and visual material 6. Read, analyze and synthesize written and visual material 7. Select and apply appropriate problem-solving techniques 7. Select and apply appropriate problem-solving techniques 8. Use technology efficiently and responsibly 8. Use technology efficiently and responsibly

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

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

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.

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).

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

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.

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.

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?

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?

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

FALL 2011 Kansas Campus Compact Conference LATE-FALL 2011 Prof. Anna Pages Retreat Proposal to Office of Outcomes Assessment JAN 2012 World Café at JCCC Spring In-Service FEB 2012 S-L Group Meeting Discusses Assessment MARCH 2012 S-L Group Divides into Assessment Teams and Begins Process APR 2012 S-L Selected by OOA for JCCC Fall In-Service Poster Session MAY 2012 First Draft of Rubric Goes to OOA for Review JUNE 2012 Assessment Teams Continue to Revise Rubric JULY 2012 Second Draft is Submitted to OOA AUG 2012 World Café Discussion During JCCC Fall In-Service SEPT 2012 Third Draft is Reviewed by OOA and S-L Assessment Teams OCT 2012 S-L Assessment Rubric Implemented SPRING 2013 Use of Rubric In-Progress; Data Collection Begins

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.

List pros and cons and things we need to work on