Assessment can help determine the effectiveness of a service-learning course and its impact on students and community partners. The Office of Civic Engagement offers several assessment tools to help faculty collect usable data from service-learning courses, easily receive feedback from community partners and students, and provide feedback on faculty service-learning experiences.
All faculty teaching a service-learning course are encouraged to use the evaluation and assessment tools described below:
Student Learning Outcomes - Community Service Attitudes Scale (CSAS) and Qualitative Survey
The CSAS is a tool developed by service-learning practitioners and used nationally to measure student perceptions about community service. By administering this evaluation at the beginning (as early as possible) and end of a service-learning course and comparing students' pre- and post-evaluation responses, faculty can determine how a service-learning project impacted student perceptions.
The student qualitative evaluation allows students to give written feedback on the service-learning course experience. What did students enjoy most? What would they change? How did the service-learning project impact them and your community partners? This evaluation should be completed at the end of a service-learning course.
Community Partner Feedback
Community Partner feedback should be obtained half-way through a service-learning project and again at the end of the project. This allows community partners to provide feedback on the service-learning partnership and identifies opportunities for improvement.
Faculty insight into the benefits and challenges of teaching a service-learning course are invaluable in developing a better support system for this work. We ask that faculty teaching service-learning courses complete the Faculty Service-Learning Survey at the conclusion of a service-learning course. In addition to helping us benchmark how many students are involved in service-learning and community impact, this feedback informs what resources faculty need to be more successful in service-learning endeavors.