Civic Engagement Educational Excellence Strategies for CommunityBased Learning
Civic Engagement & Educational Excellence: Strategies for Community-Based Learning Course Design, Reflection, & Assessment Christine M. Cress, Ph. D. Professor, Postsecondary Education & Service-Learning Portland State University cressc@pdx. edu © 2013
Agenda A. Hallmarks of Civic Excellence “High Impact Practices” B. Course Design Techniques C. Transformational Learning & Reflection Strategies D. Outcomes Assessment E. Scholarship of Engagement
Civic Engagement: Definitions Civic Engagement: Reciprocal community-campus collaborations enhance students’ understanding of and participation in civic life. Community-based learning n Civic education n Community service n Community-based research n Service-learning n
CBL at Portland State University n “Community-Based Learning” n n Public University 30, 000 Students (95 countries) 400 community-based learning courses Student service: 1. 54 million hours
Portland State University Undergraduate Service Requirement Master’s Degree Specialization Graduate Certificate in Service-Learning and Community-Based Learning (fully on-line: www. pdx. edu/elp/service-learning) Australia Canada Ireland Saudi Arabia India Japan Turkey
Community-Campus Collaboration Experience
Educational and Civic Imperatives n 1/3 of public high school students fail to graduate with their class n <40% U. S. adults earn a college degree n Widening racial gaps in college completion
Educational and Civic Imperatives • Lower Wages Low student achievement • Less Job Satisfaction • More Crime • Welfare Dependency • Poor Health and Higher Health Costs • Lower GDP • Less Tax Revenue
Civic Engagement: A Promising Educational Connection Civic engagement increases student access and success n H. S. Student: “Service-learning motivates me to keep going. I now see how education can benefit me and my community. ” n College Student: “I applied my chemistry skills to water quality problems. I can use this knowledge anywhere in the world. ”
Civic Engagement: A Promising Economic Connection n U. S. Census Current Population Supplement: States and localities with more civic engagement had lower levels of unemployment between 2006 and 2010. (National Conference on Citizenship, CIRCLE, Civic Enterprises, the Saguaro Seminar, and the National Constitution Center. (2011). Civic health and unemployment: Can engagement strengthen the economy? http: //www. ncoc. net/unemployment) n National Conference on Citizenship: Positive neighborhood interactions garner community problem -solving, small business investment, and consumer spending. (National Conference on Citizenship. (September 2012). Civic health and unemployment II: The case builds. http: //www. ncoc. net/unemployment 2) n California Campus Compact: Campus-Community partnerships foster economic, educational, and social vitality through micro-finance and social entrepreneurship. (Plaut, J. , Cress, C. M. , Ikeda, E. , & Mc. Ginley, P. (2013). Partnering in Tough Times: Service-Learning for Economic Vitality. California Campus Compact.
Civic Engagement: A Promising Educational and Economic Connection Oregon (annually) • 1% increase in high school to postsecondary education = $1. 6 billion 2010) (Talent Dividend Metrics: A Progress Report, Cortright, J. Impresa Consulting, April
Civic Engagement What’s the research evidence?
http: //www. compact. org/ resources-for-presidents/
Civic Engagement: Research Evidence— K-12 Education n Increased Attendance Rates and decreased Suspensions (Laird & Black, 2002; Ohlson, 2009) n Improved Grade Point Averages and Academic Engagement (Billig, 2007; Kraft, 2003) n Enhanced Sense of Self (Mc. Guire, 2006) n Enhanced Social Consciousness (Furco, 2002; Lakin, 2006)
Civic Engagement: Research Evidence— K-12 Education California Campus Compact Youth-to-College Initiative n 90% of mentors earn college degree n 90% of mentees better understand how a college degree can help their future n 75% of mentees better understand which classes will best prepare them for college 79% African American & 2/3 of American Indian and Hispanic youth Strongly Agreed
Civic Engagement: Research Evidence— K-12 Education n Greater impact on lower-income, ethnic minority, and at-risk youth (Cress, Stokamer, & Drummond Hays, 2010; Melchior & Bailis, 1999; Scales, 2005) n “Civic engagement is one way to insure that no child is left behind. ”(Gent, 2007)
Civic Engagement: Research Evidence— Higher Education n Critical thinking (Bowden & Marten, 1998; Cress, 2003; Pascarella & Terenzini , 2005) n Academic Engagement, Retention, & Graduation (Astin, 1996; Astin & Sax, 1996; Bringle & Hatcher, 2010; Gallini & Moely, 2003; Kielsmeier, 2009; Prentice & Robinson, 2010; MC 3 -- The Midwest Campus Compact Citizen-Scholar, 2010; Vogelgesang, Ikeda, Gilmartin, and Keup, 2002) n Identify as future agents of positive community change (Battistoni, 1997; Cress, Yamashita, Duarte, & Burns, 2010; Colby, Ehrlich, Beaumont, & Stephens, 2003, Eyler & Giles, 1994; Moely, Mc. Farland, Miron, Mercer, & Ilustre, 2002; Gallini & Moely, 2003) n Enhanced leadership skills Oster, and Burkhardt, 2001; Moely et al. , 2002). (Cress, Astin, Zimmerman-
Civic Engagement: A Promising Connection— Research Evidence 1. Students learn more Academic Content: Abstract concepts come into relief against situation and context requiring analysis and problem-solving. 2. Students increase Higher-Order Skills: Critical thinking, writing, technology, and mathematic skills are enhanced at advanced levels of aptitude. 3. Students increase Emotional Intelligence: Gains in interpersonal effectiveness through collaboration with diverse perspectives, cultures, and organizations add key life success skills.
Civic Engagement: Research Evidence Summary n n n n n Academic Content Critical Thinking Writing Verbal Communication Mathematics Problem-Solving Leadership Interpersonal Skills Cultural Competence Civic Dispositions • Retention • Degree Aspirations • H. S. Graduation • College Enrollment • College Degree • Future Engagement • Faculty Research • Community Improvement
Civic Engagement Challenges n Student comment: “You mean we only have to serve dinner to those homeless guys and we can skip the final exam? Excellent!” n Student reflection: “If the parents just got involved with their kids’ education we wouldn’t have to be here. ” n Community partner message: “Could you please discuss with your class why the term ‘orientals’ is not appropriate. ” n Department chair: “We’re an academic department not a social service. ”
Civic Engagement Challenges n Instructors: n I don’t know how to do it n I won’t get promoted n Students: n It was fun n I hated my group n Community Partner: n The students were self-righteous n I felt used by the college
www. styluspub. com
FREE Instructor Manual
Civic Engagement: Hallmarks of Learning and Serving Higher Education Best Pedagogical Practices 1) High-Integration Service-Learning A). Explicit academic-community connections (college mission; course description; learning objectives) B). Well-Designed teaching and service components (readings/research on community issues; reflection and discussion of content and activities; iterative assessment) C). Long-term reciprocal community collaborations (communities as co-educators; systemic change) 2) Effective Peer, Team, and Group Interactions (creating community within and without the course; mentoring) 3) Faculty Facilitation, Modeling, & Engagement (clarification of roles, timely feedback/support)
Service-Learning CONSTRUCT Assessment for Learning & Impact CONNECT Academic & Experiential CURRICULAR INTEGRATION CHOOSE Reflection for Critical Inquiry & Action CREATE Collaborative Partnerships CURB Conflict through Intercultural Competence
Service-Learning CONNECT CONSTRUCT Assessment for Learning & Impact Academic & Experiential CURRICULAR INTEGRATION CHOOSE Reflection for Critical Inquiry & Action CREATE Collaborative Partnerships CURB Conflict through Intercultural Competence
Course Design Step 1: CONNECT Academic and Experiential Components n Course description inclusive of SL? n Definition & description of SL? n Specific SL learning objectives/goals? n Explicit purpose of SL for learning? n Institutional goals/mission n Academic dept/discipline connections n Larger knowledge, skills, life preparation
Course Description n History: European Philosophy & Culture, c. 1750 -present n This course encourages you to explore your relationship between the individual, society, and government in the context of major intellectual, cultural, and social forces that shaped European life from the mid-eighteenth century to the present. n Through community-based learning, this course encourages you to consider the extent to which such forces have affected, or may yet influence, the ways in which we experience and understand our own roles in an increasingly complex, global society. This dual focus permits us to examine what remains a highly contentious issue in modern Europe and much of the world: the proper relationship between theory and praxis.
Course Description n Spanish: Hispanic Cultural Studies n This class is a survey of pre-Columbian civilizations and the impact of the Encounter with Europe, modern sociohistorical, cultural, and political events which shape present day Latin America. n This semester will focus on cultural resistance to colonization and other forms of social injustice. n Service-learning is an important component of this course, and it will take place at a Latino community center for the elderly. Students will interview residents about their experiences of marginalization.
Writing Service-Learning Objectives n Clearly identify service (experiential) and learning (content, knowledge, skills) objectives n Articulated by faculty, students, partners n Objectives should progress from actions that are measurable and demonstrable (list, identify, describe) to a complexity of material integration (analyze, apply, synthesis) n Attend to developmental/experiential level of students
Writing Service-Learning Objectives (Bloom’s Taxonomy) n Knowledge Level (verbs & behaviors) n List, identify, name, find, label, recall, record n Comprehension Level n Summarize, describe, explain, show, restate n Application Level n Apply, demonstrate, model, practice, solve n Analysis Level n Examine, compare/contrast, infer, formulate n Synthesis Level n Create, design, organize, build, produce n Evaluation Level n Argue, critique, defend, validate, recommend
Writing Service-Learning Objectives (Bloom’s Taxonomy) n Identify and describe the needs of the community n n population (Knowledge) Explain the role of the community organization in addressing needs (Comprehension) Model professional learning behavior to youth/clients (Application) Analyze economic, political, and social factors contributing to the challenges (Analysis/Synthesis) Recommend leverage points for creating systemic change on the organizational and community levels (Evaluation)
Service-Learning CONSTRUCT Assessment for Learning & Impact CONNECT Academic & Experiential CREATE CURRICULAR INTEGRATION CHOOSE Reflection for Critical Inquiry & Action Collaborative Partnerships CURB Conflict through Intercultural Competence
Reciprocity through Community Participation & Partnerships n O’Meara and Rice (2005) reciprocity as “genuine collaboration” that is multidirectional in sharing of expertise and benefits.
Critical Reciprocity n Based on Freire’s (2000) concepts of educational empowerment for community gain, critical reciprocity starts from the premise that campus-community partnerships should: n be conscious of organizational inequities and privilege n strive to be power neutral n realize mutual benefits within the context of long-term relationships
Reciprocity Case Study n Community Partner: You direct an after-school program for low-income youth utilizing local college students in a sociology of education course. The federal grant is being reduced and you must reapply. You asked the instructor to help with assessing outcomes but she is going on sabbatical. You left a message at the college’s Civic Engagement Center but no one has returned your call. n Faculty: You just finished Spring term grades and are looking forward to your sabbatical to finish your book that is 9 months late and which the publisher has threatened to rescind your contract. You ran into your community partner at the grocery store who shared that her program may shut down. You leave for your European house exchange in 4 days.
Course Design Step 2: CREATE Collaborative and Reciprocal Community Partnerships n Community Partner/Site Description n Service Project Description n Hours/Outcomes Activities/Responsibilities Professional Expectations/Ethics n Community Clients/Population n Readings, Research, Lectures n Clarity of Instructor Role n Clarity of Class Community
Collaboration Ideas n. What Do You Do? n. What Strategies Work for You and Your Partner?
Co-Constructing Service-Learning n Communicate Co-Education: role, expertise n Clarify Expectations, Timelines, Tasks n Create Learning Objectives and Goals n Craft Readings, Research, Assignments, Activities, Assessment n Compare Experiences for Improvement
Community Partner Guide to Navigating College Collaborations: Strategies for Becoming a Co-Educator in Civic Engagement, Service-Learning, Community. Based Learning, and Community-Based Research Christine M. Cress, Stephanie T. Stokamer, & Joyce Kaufman
Service-Learning CONSTRUCT Assessment for Learning & Impact CONNECT Academic & Experiential CURRICULAR INTEGRATION CHOOSE Reflection for Critical Inquiry & Action CREATE Collaborative Partnerships CURB Conflict through Intercultural Competence
Boundary Crossings n After volunteering at the Boys & Girls Club, I realized just how lucky I am. I feel so sorry for those kids. What an awful way to grow up. They really need my help. Charity n After volunteering at the Boys & Girls Club, I realized just how much privilege I received automatically because of my zip code. Schools were good, parks were clean, and grocery stores exist. But these kids are smart and they have taught me what it means to be perseverant. Solidarity
Course Design Step 3: CURB Conflict and Miscommunication through Intercultural Competence n Are the Socio-Cultural Dimensions of service examined (power, privilege, politics, charity, solidarity)? n Do readings connect Course Content to Contemporary Community Issues (social, political, economic, environmental, religious)? n What Assignments and Activities prepare students to Enter and Re-Enter communities?
Epistemological Techniques and Outcomes n Racial/Ethnic Readings n Lecture*** n Civic Responsibility Readings/Discussions n Social/Political Discussions n Women/Gender Readings n Student Selected Content
Cultural Incompetence n Ethnocentrism: the tendency to view people unconsciously by using our own group and our own customs as the standard for all judgments. n Assumption of Similarity n Acknowledge superficial behavioral differences (dress, language, food) n Denial of values and meaning difference n Unconscious sense of self and cultural norms
Intercultural Competence n The critical element in the expansion of intercultural [competence] is not the fullness with which one knows each culture, but the degree to which the process of cross-cultural learning, communication, and human relations has been mastered (Hoopes, 1981) n Key: Empathy, Suspension of Judgment, and Emotional Intelligence
Inter. Cultural Competence n Golden Rule: Do unto others as you would have them do unto you. Versus n Platinum Rule: Do unto others as they themselves would have done unto them. (Bennett & Bennett, 2004) n Intercultural Communications Institute n www. intercultural. org
Development of Intercultural Sensitivity Experience of Difference Denial Defense Minimization Acceptance Adaptation Integration ETHNOCENTRIC STAGES ETHNORELATIVE STAGES (Bennett & Bennett, 2004)
Cultural Intelligence Test n n n n n Think of a number Double it Add 8 Divide by 2 Subtract your original number Determine which letter of the alphabet your number relates to: A=1, B=2, C=3, D=4, E=5… Think of a Country that begins with your letter Think of an Animal that begins with the Last letter of your Country Think of a Color that begins with the last letter of your animal What’s your Color?
Service-Learning CONSTRUCT Assessment for Learning & Impact CONNECT Academic & Experiential CURRICULAR INTEGRATION CHOOSE Reflection for Critical Inquiry & Action CREATE Collaborative Partnerships CURB Conflict through Intercultural Competence
Civic Engagement as Transformational (not additive) Transformational Learning is an epistemological change, rather than merely a change in behavior or increase in the quantity of knowledge. (Kegan, 2000)
CIVIC ENGAGEMENT as Transformational Learning: The process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action. (Mezirow, 1996) n “Homelessness is due to the fact that people are lazy or crazy or both. ” n “While individual factors play a role in homelessness, I now better understand the interplay of economic and social/cultural issues and how they can impact people’s lives. We must work with our city leaders to inform them about these issues too. ”
Transformational Learning Transformations in Habits of Mind: Epochal—sudden, dramatic, reorienting insight and reframing of perspective(s) Incremental—progressive series of shifts in view that culminates in a transformation
Transformational LEARNING Discuss a student in whom you witnessed transformational learning? What happened? How? What was your role? Epochal—sudden, dramatic, reorienting insight and reframing of perspective Incremental—progressive series of shifts in view that culminate in a transformation
EPISTEMOLOGICAL DELIVERY Step 4: CHOOSE Reflection for Critical Inquiry • What readings, discussions, and activities engage “academic reflection”? • What engages critical “thinking”? • What engages conscious “living”? • What facilitates transformational learning?
Reflection n Dewey (1916, 1938) argued that students must be engaged not just in thought, but in reflective experience, and that this mode of education is crucial to the formation of responsible citizen leaders. n Eyler, Giles, & Schmiede (1996) Engaged Reflection characteristics: n Continuous—before, during, after service n Challenging—pushing comfort zones (disequilibrium) n Connected—linking content and community (Bloom’s taxonomy) n Contextualized—place-based; local-global cultural continuum
Reflection Process: Pre/During/End Personal Academic Professional
DEAL Model of Critical Reflection (Ash & Clayton, 2009) Describing, Examining, and Articulating Learning (DEAL) n Describe your experience in an objective and detailed manner. (Do not under-estimate the importance of details). n Examine these experiences using a “frame” provided by your service-learning class instructor. For example, you might use an academic discipline frame such as psychology, sociology, or women’s studies in which to re-review the details you described above. n Articulate your Learning, what new insights have you gained not just about this situation but what you can apply to future actions?
Case Studies n Case Study #1: Emily is a devout Christian from a religious college in Nebraska. While she read about Hinduism before coming to India, she didn’t realize that the servicelearning trip would involve entering temples where Hindu priests would bless them with incense and place a red dot on her forehead. After praying about it, Emily has decided that she can no longer condone or participate in the worship of idols. This is a personal issue of faith that cannot be crossed. From now on she will wait outside any temples. n Case Study #2: Josh was invited to family dinner by his student mentee, D’Sean, at Ballou STAY high school. Josh is studying electrical engineering at the City College of New York but came to Washington, D. C. for an Alternative Spring Break where he is assisting GED completion students with computer skills. D’Sean’s grandmother had tears in her eyes and expressed sincere appreciation for Josh’s help as she served pork sliders. Josh was of Jewish descent and had been a vegetarian for the last 4 years. He felt completely conflicted about what to do.
Kolb’s Cognitive Processing Styles Degree to which you emphasize-l abstractness over concreteness “thinking” “feeling” l action over reflection “doing” “watching”
• Connie E. Emphasizes student interactions as important. Believes that fully understanding nuances of student needs and interests is essential to effective learning. Places high value on the relational aspects of teaching. • Randy O. Carefully observes situations before making judgments and revising curriculum. Looks for core meaning of issues and willing to take the time to do so. Places an emphasis on viewing issues from different perspectives. • Avita C. Logically analyzes ideas and plans systemically in decision making. Acts on intellectual understanding of key concepts, principles, and ideas. Places an emphasis on the rationality/reason of research. • Averly E. Willing to take risks and try new approaches in teaching and learning. Prefers active problem-solving to elongated discussions or research. Places value on quick action and involvement.
Kolb’s Cognitive Processing Cycle Connie Concrete Experience (CE) “Feeling” Averly Active Experimentation (AE) “Doing” Randy Reflective Observer (RO) “Watching” Avita Abstract Conceptualization (AC) “Thinking”
Reflection Strategies n Concrete “Sensory” Experience: n Describe an interaction between yourself and someone else in the community partnership. Be neutral in your description while outlining verbal statements, nonverbal behaviors, and environmental contexts. What implicit values or principles might have informed individual meaning of the situation? (FEELINGS)
Reflection Strategies n Reflective Observation: n Describe the possible perspectives of at least 3 individuals at the community site. What expectations or assumptions might each hold? What might influence the frame or paradigm from which each view their experiences? How might you facilitate a nonjudgmental approach to interactions? (WATCHING)
Reflection Strategies n Abstract Conceptualization: n Using readings and research from this course and/or your academic major, explain the nature of the community partnership. What concepts or theoretical models explain the underlying processes and outcomes? What larger local, state, national or global issues influence the interactions? (THINKING)
Reflection Strategies n Active Experimentation: n How have your plans for future community involvement changed as a result of this experience? Has this experience changed your view of what you know and what you do? What might you do differently next time? When and how might you get involved again? (DOING)
Modes of Reflection • Powerpoint • Collage • Video • Lecture • Discussion • Case Studies Multimedia (Visual) Activities (Kinesthetic) • Role Plays • Interviews Telling (Didactic & Auditory) Research, Readings & Writing [Conceptual] • Blogs • Papers • Journals
n. What Reflection Strategies Do You Use?
Service-Learning CONSTRUCT Assessment for Learning & Impact CONNECT Academic & Experiential CURRICULAR INTEGRATION CHOOSE Reflection for Critical Inquiry & Action CREATE Collaborative Partnerships CURB Conflict through Intercultural Competence
Course Design Step 5: CONSTRUCT Assessment for Learning and Impact n How is student learning of course content assessed? n How is effectiveness of service-learning assessed? n How is impact assessed: individual, community, systemic?
Assessing Impact & Change A. Did our efforts make a difference? B. Why did our efforts make a difference? C. How can we make a difference? bigger
A. Did our efforts make a difference? Quantitative – • Hours, Clients, Funds/Grants, Homes, Reading Levels, Water Wells, GPA, Retention, Degrees… Qualitative – • Lives changed/transformed—students, instructors, community partners, families, neighborhoods… – – – Academic Knowledge; Writing; Communication Degree Aspirations; Career Aspirations Leadership Capacity; Future Civic Motivation [OUTCOMES]
B. Why did our efforts make a difference? – – – – Pedagogical strategies Epistemological processing Organizational analyses External Stakeholders Political, Social, Cultural, Economic, Ethnic, Religious issues (students & community) Geographic contexts Academic and theoretical frames [UNIT OF ANALYSIS, METHODOLOGY]
C. How can we make a bigger difference? – – – – Teaching/Learning Implications Structural/Logistic Supports Organizational Processes and Policies Intercultural/Communication Competence Implode Grand Narratives and Paradigmatic Assumptions: Deconstruct to Reconstruct Build Campus and Community Capacity Reciprocal and Collective Transformation [IMPLICATIONS, LEVERAGING CHANGE, BUILDING CAPACITY]
Evidence of Effectiveness n Stakeholder Report: 7 courses; 186 students; 2, 345 hours; $42, 250 n Legislative Letter: n Three-fourths (76%) of high school students now aspire to earn a college degree n Dean/Vice President: n 93% of College Students of Color understand how to use academic knowledge and skills to improve the community n Grant Funder: n Community Partner: “Students’ math and science knowledge were critical factors at the city council presentation which resulted in securing the land for the neighborhood garden site. ” n
What is Engaged Scholarship? • Boyer, Scholarship Reconsidered: Discovery, Integration, Application, & Teaching • Scholarship of Engagement— – “connecting the rich resources of the university to our most pressing social, civic, and ethical problems, to our children, to our schools, to our teachers, and to our cities” (Boyer, 1996, p. 19). Carnegie Foundation for the Advancement of Teaching
Scholarship of Engagement connects dimensions of scholarship to the understanding and solving of pressing social and civic problems. Community Type of Evidence Purpose Engagement Data, Products Scholarship Connection Build new 1. Did our civic knowledge through Discovery traditional research. engagement Integration Interpret the use of knowledge across disciplines. Application Aid society and professions in addressing problems. Teaching Study teaching models and practices to achieve optimal learning. efforts make a difference? 2. Why did our civic engagement efforts make a difference? 3. How can civic engagement make a bigger difference?
Engaged Scholarship • Promotion and Tenure: Scholarship of Discovery, Integration, Application, & Teaching, [Outreach (Engagement)] • PSU Assessment of Engaged Scholarship “Let Knowledge Serve the City” – Demonstrates significance of results – Makes a difference in communities – Defines/resolves relevant social problems – Improves existing practices or programs – Make substantive contributions to public policy – Widely disseminates knowledge and ideas
Your Engaged Scholarship 1. Do your efforts make a difference? 2. Why do your efforts make a difference? 3. How can you make a bigger difference? • What is your EVIDENCE?
Data--Evidence n What Data do you already have? n What Data do you want to gather? 1. 2. 3. Did your efforts make a difference? Why did your efforts make a difference? How can you make a bigger difference?
Assessment Framework (Logic Model) n Logic Model Contributing Factors (health care access) Strategies/Practices (service-learning program) Outcomes/Impacts Performance Measures Knowledge, Skills, Attitudes Long Term Objectives/Goals (healthy individuals and communities)
Methodological Framework (Gelmon, Holland, Driscoll, Spring, & Kerrigan) n What do we want to know? n Core Concepts n How will we know it? n Measurable or observable indicators n How will we gather the evidence to demonstrate what we know? n Methods, Sources, Timing
Assessment Matrix Concept Indicator Method I. 1. 2. A. B. II. 1. 2. A. B. Gelmon, S. B. , Holland, B. A. , Driscoll, A. , Spring , A. , & Kerrigan , S. (2001). Assessing Service -Learning and Civic Engagement. Boston: Campus Compact.
Student Example n Did students improve their civic leadership skills? n Concept: leadership; civic leadership n Indicators: knowledge of leadership concepts/skills; ability to identify characteristics of individual and group facilitation strategies; products as evidence of leadership success n Methods: survey, interviews, focus groups, observations in class/community
Community Example n What is the civic engagement impact on community partners? Concepts: capacity to fulfill mission, economic impacts n Indicators: # of clients, impact on resource/funding utilization, staff changes, program insights n Methods: focus groups, interviews, document reviews, survey n
Methodological Framework (Gelmon, Holland, Driscoll, Spring, & Kerrigan) n What do we want to know? n Core Concepts n How will we know it? n Measurable or observable indicators n How will we gather the evidence to demonstrate what we know? n Methods, Sources, Timing
Assessment Matrix Concept Indicator Method I. 1. 2. A. B. II. 1. 2. A. B. Gelmon, S. B. , Holland, B. A. , Driscoll, A. , Spring , A. , & Kerrigan , S. (2001). Assessing Service -Learning and Civic Engagement. Boston: Campus Compact.
Assessment Plan Goal Concept Indicator Method I. II. 1. 2. A. B. Analysis Existing Data Report
Results: Leadership Development n Personal Goal U. S. Intl 37 34 Leadership Ability 57 71* Develop Leadership in Others 45 66* Become a Community Leader n Self Ratings *statistically significant (p<. 01)
Leadership Development Summary n Good News (Development): International students report significantly increased leadership abilities including the desire and skills to help others develop leadership. n Bad News: However, only about 1/3 of International and US students desire to become a community leader. n Recommendations (Action): Investigate student definitions of community leader and make this a more intentional service-learning goal. (Resources needed)
Question Examples (poor ones) n I am generally satisfied with the diversity on my campus. n The experience enhanced my civic capacity skills. n I felt the service-learning was meaningful.
Disseminate—Publish, Post, or Perish n Journals n Conferences n Newsletters n Newspapers n Blogs and Websites n Legislative letters and testimony n Reports n Community Forums n Electronic Media n Policy Papers n Curricular & Syllabus Integration
Dissemination Ideas n Connect Data with Institutional and Organizational Mission n n n n Statements and Initiatives (engagement; internationalization) Address Grant Goals/Objectives (learning; leadership; economic recovery; institutionalization) Consider Stakeholders’ Values/Views (legislators— accountability) Use Meaningful Numbers (1% increase in high school to postsecondary education reaps $1 billion in Oregon revenue; 1 in 4 of the homeless are children) Link with College Retention & Graduation Data (Campus Compact) Collaborate with Faculty, Institutional Researchers, Students Pithy Stories and Quotes (“I applied my urban planning skills to a low income neighborhood to identify community assets and resources. ”) Visual Illustrations (charts, graphs, tables) Picture Learning and Impact (gardens, kids, STEM) Electronic vs. Paper (Youtube, blogs, brochures)
Journals and Conferences n Journal of Community Engagement and Higher Education n Journal of Student Affairs Research and Practice n Advances in Service-Learning Research (International n n n Association for Research on Service-Learning and Community Engagement) Journal of Higher Education Outreach and Engagement Michigan Journal of Community Service Learning Journal of Community Engagement and Scholarship American Association of Colleges & Universities Community-Campus Partnerships for Health's Community. Engaged Scholarship Toolkit: http: //depts. washington. edu/ccph/toolkitportexamples. html
Assessing Impact Methodological Framework • What do You want to know? Core Concepts (define with campus, students, clients, funders) • How will You know it? Indicators of Impact (consider conditions, cultures, contexts, characteristics across and within categories) • How will You gather and analyze evidence? – Methodological Design (theoretically sound, link data) • How will You disseminate insights for Improvement? Leveraging Change and Capacity Building, Transformation
Service-Learning CONSTRUCT Assessment for Learning & Impact CONNECT Academic & Experiential CURRICULAR INTEGRATION CHOOSE Reflection for Critical Inquiry & Action CREATE Collaborative Partnerships CURB Conflict through Intercultural Competence
Thank You! cressc@pdx. edu
- Slides: 103