i hear and i forget; i see and i remember; i do and i understand
DESCRIPTION
Community Partner assessing Service Learning experience using a survey instrument: A Best Practices Model Dr. Susan Waters: Auburn University Dr. Joanna Cemore: Missouri state university IARSLCE Conference, October 29, 2010. I hear and I forget; I see and I remember; I do and I understand. - PowerPoint PPT PresentationTRANSCRIPT
COMMUNITY PARTNER ASSESSING SERVICE LEARNING EXPERIENCE USING A SURVEY INSTRUMENT: A BEST PRACTICES MODEL
DR. SUSAN WATERS: AUBURN UNIVERSITYDR. JOANNA CEMORE: MISSOURI STATE UNIVERSITY
IARSLCE CONFERENCE, OCTOBER 29, 2010
I hear and I forget;
I see and I remember;
I do and I understand.
Confucius, 551-479 B.C.
INTRODUCTIONOutline
Importance of assessment
Brief project history Literature review Method Results Conclusion
Student in El Salvador
IMPORTANCE OF ASSESSMENT
For publication purposes To improve student learning To provide immediate
feedback Help with program planning
and improvement Regulatory requirements Ensures sustained, high quality
relationships Evidence of impact
Gelmon, Holland, Driscoll, Spring & Kerrigan, 2006; Ferris, 2010
Programmatic Activity
Rationale Types
ASSESSMENT IMPORTANCE IN A NUTSHELL
Justification Improvement Expansion of
program
Gelmon et al., 2001
Working to make a difference in our communities
Ehrlich, 2000
Student Namik Geydarov works with clients Assessment needed:
EXPERIENTIAL LEARNING THEORY
“Offers the foundation for an approach to education and learning as a lifelong process that is soundly based in the intellectual traditions of social psychology, philosophy, and cognitive psychology” (Kolb, 1984, pp. 3-4)1. Learning through experience2. Learning from direct experience3. Learning from simulated experience
Intentionality Potential for assistance in learning Role of reflection
REVIEW OF LITERATURE
Four major categories
Community characteristics
Student characteristics
Institutional characteristics
Faculty characteristics
Roldan, Strage, & David, 2004
ASSESSMENT PROJECT: BEGINNING ONLINE
Student assessment of community partner
Community partner assessment of program
Community partner assessment of student
Instructor assessment of program
Student assessment of program
Student Angela Fredrickson at Hispanic Educational Access Initiative
Five basic forms of assessment
REVIEW OF LITERATURE: EXAMPLES OF COMMUNITY PARTNER VARIABLES
Capacity to fulfill organizational mission
Economic benefits Social benefits Nature of community-university
relationship Nature of community-university
interaction Satisfaction with partnership Sustainability of partnership
REVIEW OF LITERATURE: HOW DO WE MEASURE VARIABLES?
Methods Survey Interview Focus groups Documentation
review Critical incident
review
Data Providers Community partner Students Faculty Advisory
committees Governing board
OUR METHOD: QUALITATIVE BRYMAN, 1988, P. 94
Quantitative Qualitative
(1) Role of qualitative research Preparatory Means to exploration of actors’ interpretations
(2) Relationship between researcher and subject Distant Close
(3) Researcher’s stance in relation to subject Outsider Insider
(4) Relationship between theory/concepts and research Confirmation Emergent
(5) Research strategy Structured Unstructured
(6) Scope of findings Nomethetic Ideographic
(7) Image of social reality Static and external to actor Processual and socially constructed by actor
(8) Nature of data Hard, reliable Rich, deep
OUR METHOD: QUALITATIVELooking at the Survey Assessments
92 assessments from 28 states Colleges: community, four-year, and satellite Range from open-ended reflection to multi-page
specific Likert-type questions Some asked only about the relationship to course
content or evaluation of instructor or site while others addressed several areas, including self-awareness variables
OUR METHOD: CP QUESTIONING THEMES EXAMPLES
Describe purpose of your agency/organization.
About the CP
How often did you interact with the student?
CP project specifics
Was the student adequately prepared? Student hours/responsibility
Describe the duties of your S-L student.
Description of students’ service
Did the student understand the mission?
Students’ impact on CP
How can we better prepare students for your agency/organization?
Advice/Suggestions for the school programs
What will you do differently the next time?
CP future with the school program
Have your perceptions of the school changed because of the project?
CP thoughts on S-L
OUR METHOD: CP QUESTIONING THEMES ADJUSTING FOR LIT REVIEW EXAMPLES
CONCLUSIONCONCLUSION
Assessment is critical to success of service-learning program
Model(s) will be in upcoming manuscript After this study is completed, we have data
for these other assessment survey instruments:
Student assessment of community partner
Community partner assessment of student
Instructor assessment of program Student assessment of program
THANK YOU VERY MUCH!THANK YOU VERY MUCH!
Questions?
Seattle, Washington