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

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

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 Foundation – from the context of institutionalization, service-learning is integrated into the culture and goals of an institution of higher education. Barbara Holland, scholar and researcher in the field of academic service-learning claims”for a university’s service movement to be sustained and institutionalized, it must develop its own understanding of the degree to which service is an integral component of the academic mission” Indicators – the university’s mission; academic units; academic and administrative leadership support; experiential learning; adequate funding; and support structures for service-learning initiatives

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 According to Hanover Research Center in Washington, DC., scholars in the field of service-learning suggest that “there is a need to go beyond counting the number of courses, students, faculty, and community partners involved in service-learning. Involves developing new strategies to assess what we are doing

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 Research also tell us that we must move from traditional course assessment to assessing the university’s commitment to service-learning in order for service-learning to be sustained. Institutionalization, according to Hanover Research, “addresses the extend to which service-learning is integrated into the culture and goals of a school, community organization, or institution of higher education.

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) Based on the work of Andy Furco and Barbara Holland, both researchers and scholars in the field of service-learning, they cite five dimensions of institutional service-learning that should be assessed. Distribute Handout on the Dimensions of Service-Learning Institutionalization and discuss each dimension. Full institutional commitment to service-learning is, according to researchers, “tied to commitment among faculty and academic leaders, the level of student and community involvement, and the strength of campus-community partnerships.” Furthermore they cite that “of these groups, faculty support is essential to institutionalizing service-learning in higher education because they are engaged at every level of implementation.” In a research study of 45 colleges and universities in the western US, conducted by the University of California, Berkley, “the strongest predictor for institutionalization of service-learning on college campuses is faculty involvement in and support for service-learning.”

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 3 Key Strategies for universities to adopt suggested by Andy Furco who further suggests that these strategies be used as a vehicle to promote institutional strategic goals.

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” Sustainability of Service-Learning requires institutionalization and institutional assessments Refer to handout (Elements of Assessment) and Discuss

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 Evaluation and assessment is “key” to justifying service-learning Must include an on-going systemic effort to support sustainability of the program Four prominent Models used for Institutional Assessment of Service-Learning Distribute Models Handout and discuss

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 Shumer’s Self-Assessment model is utilized to assess the institutionalization of service-learning utilizing 23 standards organized into five sections: 1) Culture & Context, 2) Philosophy & Purpose, 3) Policy & Parameters, 4) Practice & Pedagogy, and 5) Assessment and Accountability. The goal is to strength service-learning programs on campus that will increase higher learning outcomes for students, promote academic success and retention, engage students and faculty in community partnerships, and develop opportunities for faculty to promote their work through publications and research as a part of tenure/promtion.

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 CASE Model focuses on assessing the institution’s current level of service-learning activities and then developing a strategic plan. This model uses evidence such as artifacts and surveys from key stakeholders as part of the assessment data collection. Benefits from using the CASE Model include: 1) focused campus discussion, 2) comprehensive assessment of current community engagement, 3) information base about campus resources to support service-learning activities, 4) the development of clear benchmarks, 5) information for reports, grants, etc., 6) defines a culture of evidence to support service-learning, 7) provides for the development of a portfolio that can be shared, and 8) increases the campuses understanding and the importance of supporting the scholarship of engagement and service-learning.

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 The PSU Model focuses on: 1) An on-going strategy for data collection, 2) orientation to teaching and learning, 3) Resource Acquisition, 4) the service-learning program’s image in the community, and supports the inclusion of specific indicators for evaluation which include: 1) the number of community partners requests for service-learning students, 2) the impact of changes in patterns of enrollment and transfer students, 3) how involved are faculty members, 4) did other institutions or schools make site visits, and finally, 5) how many times did the media report on the university’s service-learning efforts. Provide handout on PSU Model and discuss

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 The CAPSL Model looks at assessing 4 primary constituencies: 1) Institution, 2) Faculty, 3) Students, and 4) Community and through data gathering from each of these areas evaluates the culture, climate and values associated with service-learning. Finally, the CAPSL Model through its data collection works to promote and foster the scholarship of engagement for faculty through publications, research and tenure/promotion.

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

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 Provide CASL Service-Learning Outcomes Handout and Copies of the Faculty and Staff Survey form

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

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

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

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