Course Assessment

In alignment with UNI’s Excellence in Assessment designation, recognizing colleges and universities conducting comprehensive assessment of student learning outcomes as a means to drive internal improvement and advance student success, the Office of Community Engagement assesses a sample of SL courses annually.  The results of the assessment are shared with faculty teaching SL courses, as well as posted here.  

Reviewers based their assessment on UNI’s definition of Service-Learning which can be found here.  A rubric was developed based on this definition. 

 

Community Engagement

                        RUBRIC TO ASSESS SERVICE-LEARNING COURSES REFLECTION

                                                    PAPERS/ASSIGNMENTS

Adapted by Dr. Barrett Brenton from Rubric Developed by Campus Compact

Further Adapted by Dr. Julianne Gassman, University of Northern Iowa

 

 

Dimensions of Quality (Criteria)

0

NO EVIDENCE

[F]

1

NOVICE 

[Grade Range D]

2

APPRENTICE / PROFICIENT

[Grade Range C / B]

3

DISTINGUISHED/ADVANCED

[Grade Range A]

 

APPLYING THE SERVICE EXPERIENCE TO THE ACADEMIC KNOWLEDGE BASE AND OBJECTIVES OF THE COURSE

Student does not apply the academic knowledge base and objectives of the course to the service experience.

 

Student applies minimal academic knowledge and objectives of the course to the service experience.

 

Student expresses some

connection between the academic knowledge base and objectives of the course and the service experience.

Student creates their own academic perspective infused with the knowledge base and objectives of the course and applies it to the service experience beyond the curriculum.

 

 

 

 

MEETING PARTNER’S NEEDS / RESPONSIBILITY TO COMMUNITY

 

 

Student does not demonstrates any awareness of purpose of service in course and/or personal responsibility to community.

Student demonstrates a limited awareness of purpose of service in course and/or personal responsibility to community.

Student expresses insight into community issues pertinent to the service project course content  but does not show evidence of how to apply that knowledge.

Student acknowledges a

responsibility to community

regarding issues pertinent to the service and the course content. Expresses a commitment to working towards specific solutions. 

 

 

IMPACT ON STUDENT’S 

PERSONAL LIFE / PURPOSEFUL REFLECTION

Student expresses no connection between service, course content, and self.

Student expresses very limited connection between service, course content, and self.

Student expresses a connection between service, course content and self.

Student expresses change(s) in self because of the service and knowledge.

UNDERSTANDING OF SOCIAL RESPONSIBILITY AND STUDENT’S ROLE AS ACTIVE CITIZEN IN SOCIETY

Student expresses no connection between individual action and societal well-being.

Student expresses limited connection between individual action  and societal well-being.

Student expresses a connection between individual action and societal well-being.

Student expresses change in self and role as citizen knowing the connection between individual action and societal well-being.

Highlights 

The 2023-2024 assessment of SL Courses highlights are as follows:

  • 56 SL courses in 2023-2024
  • 1,416 students enrolled in SL Courses (numbers may be duplicated)
  • The selection of courses represented courses from each college
  • The criteria with the highest assessment was “impact on students personal life/purposeful reflection”
  • The criteria with the lowest assessment was “understanding of social responsibility and student’s role as active citizen in society”
  • While most courses are implementing best practices for SL courses, some courses did not have evidence of student learning outcomes in alignment with SL criteria

Recommendations 

Based on the above assessment and along with best practices, below are recommendations for SL courses:

  • Include the definition of Service-Learning in the syllabus, noting the course is a SL Course
  • Include a learning outcome(s) on a student’s understanding of social responsibility and student’s role as active citizens in society
  • In the reflection assignment, prompt students with questions that align with the SL course rubric
  • Given the purpose of SL courses, align the course content and reflection with a student’s understanding of social responsibility and student’s role as active citizen in society. Some ideas include
    • Facilitate a class discussion linking course content, the service activity, and one’s role as a citizen;
    • Prompt students with a question addressing their role as a citizen in reflection assignment;
    • Sharing volunteer opportunities that align with the course content that students could consider post graduation to be an engaged citizen.