1. Evaluating Community-Based Learning In the Classroom
CPS and JCCTL
April 10, 2015

2. Agenda Overview of CBL at Gettysburg
Review CBL evaluations in aggregate
If you would like your class-specific results, send me an
Discuss possible workshop ideas for next year
Evaluation survey revisions

3. Overview of CBL at Gettysburg
Evolving Models
service-learning to community-based learning
volunteer engagement to community change
Carnegie Foundation Community Engagement Classification 2006 & 2015: A Self-Study
Strong basis for community partnerships
Strong basis for co-curricular community-based engagement
Faculty engagement is relatively strong
Key issues need progress
Community-based learning and research in promotion and tenure
Shared assessment with partners re: community impact
Course learning outcomes and CBL/R

4. Survey Respondents Total respondents: 257 122 first year students
46 sophomores
22 juniors
66 seniors

5. Positive Experiences
Overall my community-based learning (CBL) experiences in this course were positive.
Mostly Yes: 92%
Mixed: 6.7%
Mostly No: 1.2%
Interactions with community members were positive.
Mostly Yes: 94.6%
Mixed: 5.4%
Mostly No: 0%

6. Expectations, Course Integration, and Reflection
CBL tasks and/or expectations were clear.
Mostly Yes: 78.2%
Mixed: 20.6%
Mostly No: 1.2%
CBL activities were integrated into course content.
Mostly Yes: 63.4%
Mixed: 27.2%
Mostly No: 8.2%
Did the course involve a personal reflection activity (e.g., reflective paper, meeting with instructor, journal-keeping)?
Yes: 95.3%
No: 4.7%
Expectations– everyone should be able to work on this
Integration into the course content– may vary by class and what the professor intends

7. My participation in this CBL experience:
Not at all
Minimally
Moderately
Extensively
a. Enhanced my understanding of local/community issues
2.7 
16.7
16.3 
34.2 
b. Enhanced my understanding of social issues
 5.1
19.9 
42.6 
32.4 
c. Deepened my understanding of others
9.4
43.8 
46.9 

8. My participation in this CBL experience:
Not at all
Minimally
Moderately
Extensively
d. Helped me empathize with those from racial, economic, or religious backgrounds different from my own
2.7
13.3
33.2
50.8
e. Enhanced the likelihood that I will volunteer or participate in the community after this course
0.8
12.8
43.2
f. Enhanced my ability to think critically about complex issues
27.0
44.1
16.2

9. My participation in this CBL experience:
Not at all
Minimally
Moderately
Extensively
g. Improved my problem solving skills
5.4
31.5
35.4
27.6
h. Improved my ability to listen to others
0.8
15.3
41.6
42.4
i. Enhanced my ability to communicate in a “real world” setting
16.1
40.0
43.1

10. My participation in this CBL experience:
Not at all
Minimally
Moderately
Extensively
j. Deepened my understanding of myself
5.5
28.2
46.3
20.0
k. Made me more aware of my own biases and prejudices
9.4
29.3
36.7
24.6
l. Helped me to better understand the material in this course
10.5
28.0
37.4
24.1

11. My participation in this CBL experience:
Not at all
Minimally
Moderately
Extensively
m. Strengthened my relationships with my peers or faculty member
5.5
24.7
43.5
26.3
n. Enhanced my learning in this course
5.9
23.4
39.8
30.9
o. Improved my interest in college
11.7
24.6
38.7
25.0

12. My participation in this CBL experience:
Not at all
Minimally
Moderately
Extensively
p. Clarified my career path
24.5
33.9
27.6
14.0
q. Benefited the community
0.4
6.3
42.6
50.8

13. CBL & FYS (4) Improved interest in college
94% of FYS students reported that participation in the CBL experience moderately or extensively improved their interest in college

14. Workshop ideas for next year
Class Preparation and Logistics
Making expectations clear
Integrating CBL with course content
Helping students make connections
Designing assignments
IRB and informed consent
Gettysburg College examples
When in the year would these discussions be most helpful?

15. Assessment
What additional information would be helpful to collect?