Rating of Standards
Part 1: MISSION
The primary mission of Service-Learning Programs (S-LP) is to engage students in
experiences that address human and community needs together with structured
opportunities for reflection intentionally designed to promote student learning and
development.
S-LP must incorporate student learning and student development in their missions. In
addition, S-LP must enhance the overall educational experience. S-LP must develop,
record, disseminate, implement, and regularly review their missions and goals. Mission
statements must be consistent with the mission and goals of the institution and with the
standards in this document. S-LP must operate as integral parts of the institution’s
overall mission.
ND
Not Done
1
Not Met
2
Minimally Met
3
Well Met
4
Fully Met
NR
Not Rated
PART 1. MISSION (Criterion Measures)
1.1 A program mission and goals statement is in place and is reviewed periodically.
Rating Scale
ND 1 2 3 4 NR
1.2 Student learning, development, and educational experiences are incorporated in
the mission statement.
ND 1 2 3 4 NR
1.3 The mission is consistent with that of the host institution and the CAS standards.
ND 1 2 3 4 NR
1.4 The program functions as an integral part of the host institution’s overall mission.
ND 1 2 3 4 NR
1.5 The program has developed, disseminated, implemented, and regularly reviewed
its mission and goals.
ND 1 2 3 4 NR
1.6 The mission reflects a focus on the engagement of students in experiences that
address identified needs.
ND 1 2 3 4 NR
1.7 The mission addresses the importance of intentional, structured opportunities for
reflection.
ND 1 2 3 4 NR
COMMITTEE NOTES:
In Spring of 2007, the Service Learning Program was combined with the Leadership Program and housed
under the Dean of Students Office as the Office of Civic Engagement, Leadership & Service (CELS).
Consequently, the coordinators and the graduate staff updated the mission statement to reflect this
merger. It states: “The CELS Office enhances the education of students by providing experiential and
developmental opportunities that encourage responsible citizenship, leadership development, and
community engagement.” The mission further discusses that our office is guided by the Social Change
Model and states that our core values are: self-knowledge, leadership development, active citizenship, and
appreciation/understanding of diversity.
The committee concluded that this mission statement has been reviewed on a regular basis and the
revision reflects the university’s mission and recent focus on community engagement. The committee
commented that adding the word “structured” in the first line of the statement “…by providing [structured]
experiential and developmental opportunities” or reflection as a third item in that statement, might make it
more clear that reflection is an intentional and integral part of the program.
Part 2: PROGRAM
The formal education of students consists of the curriculum and the co-curriculum, and
must promote student learning and student development that is purposeful and holistic.
Service-Learning Programs (S-LP) must be integrated into and enhance both the
academic curriculum and co-curricular programs. S-LP must identify relevant and
desirable student learning and development outcomes and provide programs and
services that encourage the achievement of those outcomes.
S-LP must:

allow all participants to define their needs and interests

engage students in responsible and purposeful actions to meet community-defined
needs

enable students to understand needs in the context of community assets

articulate clear service and learning goals for everyone involved, including students,
faculty and staff members, community agency personnel, and those being served

ensure intellectual rigor

establish criteria for selecting community service sites to ensure productive
learning opportunities for everyone involved

educate students regarding the philosophy of service and learning, the particular
community service site, the work they will do, and the people they will be serving in
the community

establish and implement risk management procedures to protect students, the
institution, and the community agencies

offer alternatives to ensure that students are not required to participate in service
that violates a religious or moral belief

engage students in reflection designed to enable them to deepen their
understanding of themselves, the community, and the complexity of social
problems and potential solutions

educate students to differentiate between perpetuating dependence and building
capacity within the community

establish mechanisms to assess service and learning outcomes for students and
communities

provide on-going professional development and support to faculty and staff
members
When course credit is offered for service-learning, the credit must be for learning, not
only for service. Whether service-learning is for academic credit or not, the focus must be
on learning and educational objectives, not on hours served.
S-LP must provide evidence of their impact on the achievement of student learning and
development outcomes.
Relevant and desirable outcomes include: intellectual growth; effective communication;
realistic self-appraisal; enhanced self-esteem; clarified values; professional choices;
leadership development; healthy behaviors; civic values, knowledge, and skills;
meaningful interpersonal relationships; independence; collaboration; social
responsibility; satisfying and productive lifestyles; appreciation of diversity; spiritual
awareness; and achievement of personal and educational goals.
2
The table below offers examples of evidence of achievement of student learning and development.
Relevant, Desirable
Student Learning and
Development
Outcomes
Intellectual Growth
Effective
Communication
Enhanced Self-Esteem
Realistic Self-Appraisal
Clarified Values
Career choices
Leadership
Development
Healthy Behavior
Meaningful
Interpersonal
Relationships
Independence
Examples of Evidence of Achievement
Produces personal and educational goal statements; Employs
critical thinking in problem solving; Uses complex information from a
variety of sources including personal experience and observation to
form a decision or opinion; Earns a degree; Applies previously
understood information and concepts to a new situation or setting;
Expresses appreciation for literature, the fine arts, mathematics,
sciences, and social sciences; Applies knowledge to local, national,
and global social issues
Writes and speaks coherently and effectively; Listens effectively and
can engage in controversy with civility; Writes and speaks after
reflection; Able to influence others through writing, speaking or
artistic expression; Effectively articulates abstract ideas; Uses
appropriate syntax; Makes presentations or gives performances
Shows self-respect and respect for others; Initiates actions toward
achievement of goals; Takes reasonable risks; Demonstrates
assertive behavior; Functions without need for constant reassurance
from others
Articulates personal skills and abilities; Makes decisions and acts in
congruence with personal values; Acknowledges personal strengths
and weaknesses; Articulates rationale for personal behavior; Seeks
feedback from others; Learns from past experiences
Articulates personal values; Acts in congruence with personal
values; Makes decisions that reflect personal values; Demonstrates
willingness to scrutinize personal beliefs and values; Identifies
personal, work and lifestyle values and explains how they influence
decision-making
Articulates career choices based on assessment of interests, values,
skills and abilities; Documents knowledge, skills, and
accomplishments resulting from formal education, work experience,
service-learning, and volunteer experiences; Makes the connections
between classroom and community-based learning; Can construct a
resume with clear job objectives and evidence of related knowledge,
skills and accomplishments; Articulates the characteristics of a
preferred work environment; Comprehends the world of work
Understands that leadership is a process rather than a position;
Views all students as potential leaders; comprehends that leadership
occurs at all levels of an organization; Articulates leadership
philosophy or style in examining own leadership
Chooses behaviors and environments that promote health and
reduce risk; Articulate the relationship between health and wellness
and accomplishing life long goals; Exhibits behaviors that advance a
healthy community
Develops and maintains satisfying interpersonal relationships;
Establishes mutually rewarding relationships with friends and
colleagues; Listens to and considers others’ points of view; Treats
others with respect
Exhibits self-reliant behaviors; Functions autonomously; Exhibits
ability to function interdependently; Accepts supervision as needed;
3
Collaboration
Social Responsibility
Satisfying and
Productive Lifestyle
Appreciating Diversity
Spiritual Awareness
Personal and
Educational Goals
Manages time effectively
Works cooperatively with others; Seeks the involvement of others;
Seeks feedback from others; Contributes to achievement of a group
goal; Exhibits effective listening skills
Understands and participates in relevant governance systems;
Demonstrates civic engagement in campus, local, national, and
global communities; Understands, abides by, and participates in the
development, maintenance, and/or orderly change of community,
social, and legal standards or norms; Appropriately challenges the
unfair, unjust, or uncivil behavior of other individuals or groups;
Participates in service-learning activities
Achieves balance between education, work and leisure time;
Articulates and meets goals for work, leisure and education;
Overcomes obstacles that hamper goal achievement; Functions on
the basis of personal identity, ethical, spiritual, and moral values;
Articulates long-term goals and objectives
Understands ones own identity and culture; Seeks involvement with
people different from oneself; Seeks involvement in diverse
interests; Articulates the advantages and challenges of a diverse
society; Challenges appropriately the abusive use of stereotypes by
others; Understands the impact of diversity on one’s own society;
Develops an informed perspective on issues of diversity and
democracy; Reflects on issues of power and privilege
Develops and articulates personal belief system; Understands roles
of spirituality in personal and group values and behaviors
Sets, articulates, and pursues individual goals; Articulates personal
and educational goals and objectives; Uses personal and
educational goals to guide decisions; Understands the effect of
one’s personal and educational goals on others
S-LP must be (a) intentional, (b) coherent, (c) based on theories and knowledge of
learning and human development, (d) reflective of developmental and demographic
profiles of the student population, and (e) responsive to needs of individuals, special
populations, and communities.
S-LP must offer a wide range of curricular and co-curricular service-learning experiences
appropriate for students at all developmental levels and with a variety of lifestyles and
abilities.
Examples may include older students, commuter students, students who are parents, part-time students,
fully employed students, and students with disabilities.
S-LP must initiate and maintain collaborative relations among faculty members and
departments within the institution for the design and implementation of service-learning
experiences. They must also develop partnerships with community-based organizations
to meet organizations’ service needs and to achieve student learning and development
outcomes.
Service-learning experiences should include:

One-time and short-term experiences. These can be designed to achieve a variety of student
learning outcomes, including introducing students to service-learning as a critical aspect of their
college education, enabling students to learn what types of service best suit their interests,
4
familiarizing students with the community in which the institution is located, and understanding the
approaches different agencies take to address community problems. These experiences can be cocurricular or part of the academic curriculum, such as first-year seminars.

Discipline-based service-learning courses. Such courses can be designed to enable students to
deepen their understanding of course content, apply knowledge to practice, and test theory through
practical application. These courses can be designed for students at all levels. Service-learning
internships and capstone courses can provide opportunities for students to consider how
disciplinary knowledge can be applied in a socially responsible manner in professional settings.

Community-based research. Whether integrated into a course or done on an independent-study
basis, students engage in community-based research work with faculty and community partners to
design, conduct, analyze, and report research results to serve community purposes.

Intensive service-learning experiences. Service-learning experiences can immerse students
intensively in an unfamiliar setting or culture, whether domestically or abroad. They can engage in
dialogue and problem solving with the people most affected by the issues and develop a sense of
solidarity with people whose lives and perspectives differ from their own. These experiences vary in
length from a one-week alternative break to a semester or a year.
The service-learning course syllabus or plan for co-curricular experiences should describe:
 needs that the service will address
 desired outcomes of the service and learning for all participants
 assignments that link service and academic content
 opportunities to reflect on one’s personal reactions to service and learning experiences
 logistics (e.g., time required, transportation, materials required)
 nature of the service work
 roles and responsibilities of students and community members
 risk management procedures
 evaluation of the service and learning experiences and assessment of the degree to which
desired outcomes were achieved
S-LP should foster student leadership through service-learning experiences and should encourage
student-initiated and student-led service and learning.
ND
Not Done
1
Not Met
2
Minimally Met
3
Well Met
4
Fully Met
NR
Not Rated
PART 2. PROGRAM (Criterion Measures)
Rating Scale
2.1 The program promotes student learning and development that is purposeful and
holistic.
ND 1 2 3 4 NR
2.2 The program has identified student learning and development outcomes that are
relevant to its purpose.
ND 1 2 3 4 NR
2.3 The program is integrated into both the academic curriculum and co-curricular
programs.
ND 1 2 3 4 NR
2.4 The program provides students with opportunities designed to encourage
achievement of the identified outcomes.
ND 1 2 3 4 NR
2.5 The Service-Learning program:
2.5a provides opportunities for all participants to define their needs and
interests
ND 1 2 3 4 NR
5
2.5b engages students to meet community-defined needs and understand them
in the context of community assets
2.5c articulates clear service and learning goals for all involved
ND 1 2 3 4 NR
ND 1 2 3 4 NR
2.5d is constructed to ensure intellectual rigor
ND 1 2 3 4 NR
2.5e has established criteria for selecting productive service sites
ND 1 2 3 4 NR
2.5f educates students about the philosophy of service and learning and the
characteristics of the community work they will do
ND 1 2 3 4 NR
2.5g has established and implemented adequate risk management procedures
ND 1 2 3 4 NR
2.5h offers alternatives for students with religious or moral conflicts
ND 1 2 3 4 NR
2.5i engages students in reflection
ND 1 2 3 4 NR
2.5j educates students about the difference between perpetuating dependence
and building capacity within the community
ND 1 2 3 4 NR
2.5k assesses outcomes for both students and communities
ND 1 2 3 4 NR
2.5l provides professional development and support to faculty and staff
ND 1 2 3 4 NR
2.6 Course credit, when awarded, must include assessment of learning as well as
time spent in the activity.
ND 1 2 3 4 NR
2.7 The program provides evidence of its impact on the achievement of student
learning and development outcomes in the domains checked.
List student learning and/or developmental outcomes
in spaces provided
2.7.1
X
Intellectual Growth
ND 1 2 3 4 NR
2.7.2
X
Effective Communication
ND 1 2 3 4 NR
2.7.3
X
Enhanced Self-Esteem
ND 1 2 3 4 NR
2.7.4
2.7.5
X
Realistic Self-Appraisal
Clarified Values
ND 1 2 3 4 NR
ND 1 2 3 4 NR
6
2.7.6
2.7.7
Career Choices
X
Leadership Development
2.7.8
Healthy Behavior
2.7.9
Meaningful Interpersonal Relationships
2.7.10
Independence
ND 1 2 3 4 NR
ND 1 2 3 4 NR
ND 1 2 3 4 NR
ND 1 2 3 4 NR
ND 1 2 3 4 NR
2.7.11
X
Collaboration
2.7.12
X
Social Responsibility
2.7.13
Satisfying and Productive Lifestyle
ND 1 2 3 4 NR
ND 1 2 3 4 NR
ND 1 2 3 4 NR
ND 1 2 3 4 NR
2.7.14
X
Appreciate Diversity
ND 1 2 3 4 NR
2.7.15
2.7.16
Spiritual Awareness
X
Personal and Educational Goals
ND 1 2 3 4 NR
ND 1 2 3 4 NR
2.8 Program offerings are intentional, coherent and based on theories of learning
and human development.
ND 1 2 3 4 NR
7
2.9 Program offerings are designed to meet the developmental needs of relevant
student populations and communities.
ND 1 2 3 4 NR
2.10 Program offerings include a wide range of both curricular and co-curricular
experiences appropriate for a diverse group of students.
ND 1 2 3 4 NR
2.11 The program collaborates with faculty members and departments in the design
and implementation of experiences.
ND 1 2 3 4 NR
2.12 The program develops partnerships with community-based organizations to
meet their service needs and facilitate student learning.
COMMITTEE NOTES:
The committee overwhelmingly agreed that the service-learning programs—Alternative Spring Break
(ASB), America Reads, AmeriCorps Bonner Leader Program, and the Welcome Weekend Service Project
(SOUL – Student Outreach Uniting Louisville) are intentional and structured in meeting the primary
program elements as stated by CAS standards.
Student evaluations and site evaluations performed yearly or at the end of events/trainings as well as the
Service-Learning Annual Report provide evidence of the program’s goals/achievments. These programs
are inclusive and include non-traditional students, students of color, and students with various academic
interests.
For 2.7, the committee chose to check off the student learning/developmental outcomes that they agreed
were met through the S-L program rather than rate them. They also found that these outcomes are
measured through observation and reflection—both qualitative measures rather than quantitative. There
was discussion about exploring ways to include more quantitative measures in the near future.
Student Affairs is in the process of creating written learning outcomes, and the S-L program is working
towards putting all learning outcomes in writing. The Bonner Foundation keeps pre/post data on Bonners
nationwide as they exit and enter the program. The S-L program is working to create evaluations for
students and sites similar to our other programs that give us feedback from our local Bonner Leaders.
The Bonner Foundation has learning outcomes (six common commitments) and a developmental model
that the UofL Bonner Leader Program adheres to.
2.3, 2.6, 2.10 were not rated because there is not enough integration at this time between co-curricular
and curricular activities. It should be noted, however, that in Spring 2007, the coordinators of the S-L
program and Leadership program facilitated a pilot program for Honors focusing on leadership through
service. The S-L Coordinator is in the process of creating an S-L internship collaboration with the
Psychology program for summer 2008; the course will be team taught by three Psychology faculty and
the S-L Coordinator. Since, these programs are in “pilot“ stages, the committee did not feel they could
evaluate them at this time, and thus, include them in this assessment.
The committee agreed that while the S-L program invites sites to attend an orientation each year and
there is discussion about site and student needs, it might be beneficial to have written criteria stating how
sites are chosen. The committee did note that both the America Reads and Bonner Leader Programs did
have written agreements about site expectations.
Part 3: LEADERSHIP
Effective and ethical leadership is essential to the success of all organizations.
Institutions must appoint, position, and empower Service-Learning Programs (S-LP)
8
leaders within the administrative structure to accomplish stated missions. S-LP leaders at
various levels must be selected on the basis of formal education and training, relevant
work experience, personal skills and competencies, relevant professional credentials, as
well as potential for promoting learning and development in students, applying effective
practices to educational processes, and enhancing institutional effectiveness. Institutions
must determine expectations of accountability for leaders and fairly assess their
performance.
S-LP leaders must exercise authority over resources for which they are responsible to
achieve their respective missions.
S-LP leaders must:
 articulate a vision for their organization
 set goals and objectives based on the needs and capabilities of the population served
 promote student learning and development
 prescribe and practice ethical behavior
 recruit, select, supervise, and develop others in the organization
 manage financial resources
 coordinate human resources
 plan, budget for, and evaluate personnel and programs
 apply effective practices to educational and administrative processes
 communicate effectively
 initiate collaborative interaction between individuals and agencies that possess
legitimate concerns and interests in the functional area
S-LP leaders must identify and find means to address individual, organizational, or
environmental conditions that inhibit goal achievement.
S-LP leaders must promote campus environments that result in multiple opportunities for
student learning and development.
S-LP leaders must improve programs and services in response to changing needs of
students and other constituents, and evolving institutional priorities.
ND
Not Done
1
Not Met
2
Minimally Met
3
Well Met
4
Fully Met
NR
Not Rated
PART 3. LEADERSHIP (Criterion Measures)
Rating Scales
3.1 The host institution has selected, positioned, and empowered a program leader.
ND 1 2 3 4 NR
3.2 Program leaders at all levels are qualified on the bases of education, experience,
competence, and professional credentials.
ND 1 2 3 4 NR
3.3 Program leaders apply effective practices that promote student learning and
institutional effectiveness.
ND 1 2 3 4 NR
3.4 Clearly defined leader accountability expectations are in place.
ND 1 2 3 4 NR
3.5 Leader performance is fairly assessed on a regular basis.
ND 1 2 3 4 NR
3.6 The leader exercises authority over program resources and uses them
effectively.
ND 1 2 3 4 NR
9
3.7 The program leader:
3.7a articulates an organizational vision and goals that include promotion of
student learning and development based on the needs of the population
served
ND 1 2 3 4 NR
ND 1 2 3 4 NR
3.7b prescribes and practices appropriate ethical behavior
3.7c recruits, selects, supervises, instructs, and coordinates staff members
ND 1 2 3 4 NR
ND 1 2 3 4 NR
3.7d manages fiscal, physical, and human resources effectively
3.7e applies effective practices to educational and administrative processes
ND 1 2 3 4 NR
3.8 Communicates effectively and initiates collaborations with individuals and
agencies to enhance program functions.
ND 1 2 3 4 NR
3.9 The leader deals effectively with individuals and environmental conditions that
inhibit goal achievement.
ND 1 2 3 4 NR
ND 1 2 3 4 NR
3.10 The leader encourages campus environments that promote multiple
opportunities for student learning and development.
3.11 The leader strives to improve the program in response to evolving student
needs and institutional priorities.
ND 1 2 3 4 NR
COMMITTEE NOTES:
The committee stated that the S-L Coordinator was qualified to be in this leadership position based on
resume, professional development opportunities initiated/attended by coordinator, experience, and
interactions they have had with the coordinator. In addition, the coordinator has appropriate academic
degrees for the position.
There was discussion concerning 3.1, in terms of “empowerment.” The question arose that it is not clear
to what extent the S-L Coordinator is “empowered” to work/collaborate with faculty in the area of servicelearning. It was suggested that the work done with faculty was positive and effective and that in order to
increase these collaborations, the S-L Coordinator needs to be further supported by Student Affairs and
Academic Affairs. The S-L Coordinator has good experience in this area, but cannot share it if not more
“empowered” by these departments.
Part 4: ORGANIZATION and MANAGEMENT
Guided by an overarching intent to ensure student learning and development, the
program must be structured purposefully and managed effectively to achieve stated
goals. Evidence of appropriate structure must include current and accessible policies and
procedures, written performance expectations for all employees, functional workflow
graphics or organizational charts, and clearly stated service delivery expectations.
Evidence of effective management must include use of comprehensive and accurate
information for decisions, clear sources and channels of authority, effective
communication practices, decision-making and conflict resolution procedures,
responsiveness to changing conditions, accountability and evaluation systems, and
recognition and reward processes. Programs and services must provide channels within
the organization for regular review of administrative policies and procedures.
ND
Not Done
1
Not Met
2
Minimally Met
3
Well Met
4
Fully Met
NR
Not Rated
10
PART 4. ORGANIZATION AND MANAGEMENT (Criterion Measures)
Rating Scale
4.1 The program is structured purposefully and managed effectively.
ND 1 2 3 4 NR
4.2 Written policies, procedures, performance expectations, workflow graphics,
and clearly stated delivery expectations are in place.
ND 1 2 3 4 NR
4.3 Effective management practice exists that includes access to and use of
relevant data, clear channels of authority, and viable communications,
accountability, evaluation, and reward systems.
4.4 Channels are in place for regular review of administrative policies and
procedures.
ND 1 2 3 4 NR
ND 1 2 3 4 NR
COMMITTEE NOTES:
The committee noted that this year, the S-L program was merged with the Leadership program and
placed under the Dean of Students Office rather than Campus Life. They acknowledged that the
effectiveness of this move and the change in leadership was too early to assess. They did note that the
“title” of the S-L coordinator did not necessarily reflect the position of what the coordinator does which is
to direct, administer, facilitate and plan the S-L programming, and they felt that the designation and
classification of the S-L Coordinator may need to be re-examined and possibly expanded to reflect the
duties assigned.
They noted that the program had reporting lines clearly publicized to staff, as well as job factors, and a
PIQ to define employee duties and responsibilities. They noted that staff was evaluated annually on the
job factors assigned. The committee had a question regarding “rewards” and how they were
communicated (and earned by) to employees—they felt this was not clear.
Part 5: HUMAN RESOURCES
Service-Learning Programs (S-LP) must be staffed adequately by professionals qualified
to accomplish the mission and goals or by faculty whose responsibilities include servicelearning. Within established guidelines of the institution, S-LP must establish procedures
for staff selection, training, and evaluation; set expectations for supervision, and provide
appropriate professional development opportunities. The program and service must
strive to improve the professional competence and skills of all personnel it employs.
S-LP professionals must hold an earned graduate degree in a field relevant to the
position they hold or must possess an appropriate combination of educational
credentials and related work experience.
Professional development of staff and faculty members engaged in service-learning programs should
address how to:

build relationships with community agencies

establish and maintain collaborative relationships with campus units

engage students in community action for the common good

prepare, mentor, and monitor students to deliver services according to legal and risk management
policies

use learning strategies that are effective in achieving learning outcomes

engage students in structured opportunities for reflection

develop, implement, and evaluate service and learning goals

facilitate the process of identifying student and community needs and interests

clarify the responsibilities of students, the institution, and agencies
11





match the unique needs of agencies and students
sustain genuine and active commitment of students, the institution, and agencies
educate, train, and support students to facilitate service-learning experiences for their peers
ensure that the time-commitment for service and learning are balanced and appropriate
foster participation by and with diverse populations

develop fiscal and other resources for program support
Faculty and staff members who integrate service-learning into their courses should receive institutional
support (e.g., reduced course load, mini-grants, or teaching assistants.)
SL-P staff should provide professional development for community partners regarding how to work
effectively with students, faculty members, and staff in higher education institutions.
Degree or credential-seeking interns must be qualified by enrollment in an appropriate
field of study and by relevant experience. These individuals must be trained and
supervised adequately by S-LP professional staff members holding educational
credentials and related work experience appropriate for supervision.
Student employees and volunteers must be carefully selected, trained, supervised, and
evaluated. They must be trained on how and when to refer those in need of assistance to
qualified S-LP staff members and have access to a supervisor for assistance in making
these judgments. Student employees and volunteers must be provided clear and precise
job descriptions, pre-service training based on assessed needs, and continuing staff
development.
S-LP must have technical and support staff members adequate to accomplish its
mission. S-LP staff members must be technologically proficient and qualified to perform
their job functions, be knowledgeable of ethical and legal uses of technology, and have
access to training. The level of staffing and workloads must be adequate and appropriate
for program and service demands.
Salary levels and fringe benefits for all S-LP staff members must be commensurate with
those for comparable positions within the institution, in similar institutions, and in the
relevant geographic area.
S-LP must institute hiring and promotion practices that are fair, inclusive, and nondiscriminatory. S-LP must employ a diverse staff to provide readily identifiable role
models for students and to enrich the campus community.
S-LP must create and maintain position descriptions for all staff members and provide
regular performance planning and appraisals.
S-LP must have a system for regular staff evaluation and must provide access to
continuing education and professional development opportunities, including in-service
training programs and participation in professional conferences and workshops.
ND
Not Done
1
Not Met
2
Minimally Met
3
Well Met
4
Fully Met
NR
Not Rated
PART 5. HUMAN RESOURCES (Criterion Measures)
5.1
The program is staffed adequately with personnel qualified to accomplish its
Rating Scale
ND 1 2 3 4 NR
12
mission.
5.2
Procedures are in place for staff selection, training, evaluation; supervision,
and professional development opportunities.
ND 1 2 3 4 NR
5.3
The program strives to improve the professional competence and skills of all
staff members.
ND 1 2 3 4 NR
5.4
Professional staff members hold either a relevant graduate degree or possess
an appropriate combination of formal education and related work experience.
5.5
Degree or credential-seeking interns are qualified by enrollment in an
appropriate field of study and by relevant experience and are trained and
supervised by professional staff members with appropriate credentials and
work experience.
5.6
Student employees and volunteers are carefully selected, trained, supervised,
and evaluated and have access to a qualified supervisor for guidance when
exposed to situation beyond their training.
ND 1 2 3 4 NR
5.7
Student employees and volunteers are provided precise job descriptions, preservice training, and continuing staff development.
ND 1 2 3 4 NR
5.8
Technologically trained and proficient staff members who are knowledgeable of
ethical and legal uses of technology are in place to carry out essential program
functions.
5.9
Staffing and workload levels are adequate and appropriate to meet the
demands placed on the program by students and other constituents.
ND 1 2 3 4 NR
ND 1 2 3 4 NR
ND 1 2 3 4 NR
ND 1 2 3 4 NR
5.10 Staff member compensation is commensurate with those in comparable
positions in comparable institutions and situations in the relevant geographical
region.
ND 1 2 3 4 NR
5.11 Hiring and promotion practices are fair, inclusive, and non-discriminatory.
ND 1 2 3 4 NR
5.12 A diverse program staff is in place that provides readily identifiable role models
for students.
ND 1 2 3 4 NR
5.13 Position descriptions for all staff members are in place and used for
performance appraisal and planning purposes.
ND 1 2 3 4 NR
5.14 The program has a system for regular staff evaluation.
ND 1 2 3 4 NR
5.15 The program provides staff members with continuing education and
professional development opportunities including in-service programs and
professional conferences and workshops.
ND 1 2 3 4 NR
COMMITTEE NOTES:
The committee acknowledged that while the commitment by Student Affairs for professional development
is high, there is no consistent structure/amount that is available to employees. The program recently has
included qualified graduate assistants; however, they agreed that in order for this program to grow and
keep up with the demands of the program, more staff is needed (5.1 & 5.9).
In addition, while there is one professional staff member who focuses on technology, they noted that in
order to keep the website current, additional training(s) is needed for staff or a staff member should be
considered to update website.
13
It is not clear if the S-L Coordinator’s compensation is commensurate with benchmark institutions and
those located in the geographic region—data collection and additional documentation is needed to
determine this.
While all student programs include training, it was suggested that federal work-study students who work
in the CELS Office need clearer guidelines and policy/procedures in writing.
Part 6: FINANCIAL RESOURCES
Service-Learning Programs (S-LP) must have adequate funding to accomplish its mission
and goals. Funding priorities must be determined within the context of the stated mission,
goals, objectives, and comprehensive analysis of the needs and capabilities of students
and the availability of internal or external resources.
S-LP must demonstrate fiscal responsibility and cost effectiveness consistent with
institutional protocols.
ND
Not Done
1
Not Met
2
Minimally Met
3
Well Met
4
Fully Met
NR
Not Rated
PART 6. FINANCIAL RESOURCES (Criterion Measures)
Rating Scale
6.1 The program has adequate funding to accomplish its mission and goals.
ND 1 2 3 4 NR
6.2 Funding priorities are determined within the context of program mission, student
needs, and available fiscal resources.
ND 1 2 3 4 NR
6.3 The program demonstrates fiscal responsibility and cost effectiveness consistent
with institutional protocols.
ND 1 2 3 4 NR
COMMITTEE NOTES:
When the committee was presented with the budget, there were audible gasps! They felt that the
programs were not adequately funded. However, they agreed that the S-L Coordinator had done a
commendable job of finding funding through collaborations with other university departments and finding
funding through scholarships for students to attend service-learning leadership programming.
Part 7: FACILITIES, TECHNOLOGY, and EQUIPMENT
Service-Learning Programs (S-LP) must have adequate, suitably located facilities,
adequate technology, and equipment to support its mission and goals efficiently and
effectively. Facilities, technology, and equipment must be evaluated regularly and be in
compliance with relevant federal, state, provincial, and local requirements to provide for
access, health, safety, and security.
ND
Not Done
1
Not Met
2
Minimally Met
3
Well Met
4
Fully Met
NR
Not Rated
PART 7. FACILITIES, TECHNOLOGY, and EQUIPMENT (Criterion Measures)
Rating Scale
7.1 The program has adequate, suitably located facilities, technology, and
equipment to support its mission.
ND 1 2 3 4 NR
7.2 Program facilities, technology, and equipment are evaluated regularly.
ND 1 2 3 4 NR
7.3 Facilities, technology, and equipment are in compliance with relevant legal and
ND 1 2 3 4 NR
14
institutional requirements that ensure access, health, safety, and security of
students and other users.
COMMITTEE NOTES:
The staff members have office space and computer equipment, however, some web assistance is
lacking. There is not a designated space for students in the S-L programs to meet, and this is something
that might be considered in order to increase camaraderie and synergy among students.
Part 8: LEGAL RESPONSIBILITIES
All faculty and staff members engaged in service-learning must be knowledgeable about
and responsive to laws and regulations that relate to their respective responsibilities.
Service-Learning Programs (S-LP) staff members must inform users of programs and
services and officials, as appropriate, of legal obligations and limitations including
constitutional, statutory, regulatory, and case law; mandatory laws and orders emanating
from federal, state/provincial and local governments; and the institution’s policies.
All faculty and staff members engaged in service-learning must use reasonable and
informed practices to limit the liability exposure of the institution, its officers, employees,
and agents. All faculty and staff members engaged in service-learning must be informed
about institutional and community organization policies regarding personal liability and
related insurance coverage options.
The institution must provide access to legal advice for all faculty and staff members
engaged in service-learning as needed to carry out assigned responsibilities.
The institution must inform all faculty and staff members and students engaged in
service-learning about extraordinary or changing legal obligations and potential liabilities
in a timely and systematic fashion.
ND
Not Done
1
Not Met
2
Minimally Met
3
Well Met
4
Fully Met
NR
Not Rated
PART 8. LEGAL RESPONSIBILITIES (Criterion Measures)
Rating Scale
8.1 Program faculty and staff members are knowledgeable about and response to
laws and regulations relevant to their respective responsibilities.
ND 1 2 3 4 NR
8.2 Program faculty and staff members inform users and officials of legal obligations
and limitations associated with implementing the program.
ND 1 2 3 4 NR
8.3 Program faculty and staff members use informed practice to limit the liability
exposure of the institution and its personnel.
ND 1 2 3 4 NR
8.4 Program faculty and staff members are informed about institutional policies
regarding personal liability and related insurance coverage options.
ND 1 2 3 4 NR
8.5 Legal advice is available to program faculty and staff members as needed to carry
out assigned responsibilities.
ND 1 2 3 4 NR
8.6 Program faculty, staff, and students are informed in systematic fashion about
extraordinary or changing legal obligations and potential liabilities.
ND 1 2 3 4 NR
15
COMMITTEE NOTES:
The Service Learning Program follows university guidelines and uses required liability forms. In addition,
each program has contracts/forms that students sign that are relevant to each particular program. The
S-L program is aware of and has utilized university council when necessary.
The only question the committee had was concerning 8.6 - are students, faculty and staff informed of
changes in a “systematic fashion” and to consider that this is not just an issue for the S-L program, but for
all programs at the university.
Part 9: EQUITY and ACCESS
Service-Learning Programs (S-LP) staff members must ensure that services and
programs are provided on a fair and equitable basis. Facilities, programs, and services
must be accessible. Hours of operation and delivery of and access to programs and
services must be responsive to the needs of all students and other constituents. S-LP
must adhere to the spirit and intent of equal opportunity laws.
The program must be open and readily accessible to all students and must not
discriminate except where sanctioned by law and institutional policy. Discrimination
must be avoided on the bases of age; color; creed; cultural heritage; disability; ethnicity;
gender identity; nationality; political affiliation; religious affiliation; sex; sexual
orientation; or social, economic, marital, or veteran status.
Consistent with their mission and goals, S-LP must take affirmative action to remedy
significant imbalances in student participation and staffing patterns.
As the demographic profiles of campuses change and new instructional delivery
methods are introduced, institutions must recognize the needs of students who
participate in distance learning for access to programs and services offered on campus.
Institutions must provide appropriate services in ways that are accessible to distance
learners and assist them in identifying and gaining access to other appropriate services
in their geographic region.
ND
Not Done
1
Not Met
2
Minimally Met
3
Well Met
4
Fully Met
NR
Not Rated
PART 9. EQUITY AND ACCESS (Criterion Measures)
Rating Scale
9.1 All programs and services are provided on a fair and equitable basis.
ND 1 2 3 4 NR
9.2 All program facilities and services are accessible to prospective users.
ND 1 2 3 4 NR
9.3 Program operations and delivery are responsive to the needs of all students
and other users.
ND 1 2 3 4 NR
9.4 All services adhere to the spirit and intent of equal opportunity laws.
ND 1 2 3 4 NR
9.5 Program policies and practices do not discriminate against any potential users.
ND 1 2 3 4 NR
9.6 The program acts to remedy imbalances in student participation and staffing.
ND 1 2 3 4 NR
9.7 Services are conveniently available and accessible to distance learner students
or arrangements have been made for students to have access to related
services in their geographical area.
ND 1 2 3 4 NR
16
COMMITTEE NOTES:
The S-L program makes a good effort to meet the standards for equity and access by insuring that all
programs are available and open to all students. The program is constantly trying to expand and devise
innovative recruitment methods that reach all students.
It was noted that there are no specific guidelines or plans in writing to accommodate disabled students
who want to participate in S-L programs. However, because the S-L program is responsive to the needs
of all students, they are aware of the services and support provided by the Disabilities Resource Center if
a student needed assistance.
Part 10: CAMPUS and EXTERNAL RELATIONS
Service-Learning Programs (S-LP) must establish, maintain, and promote effective
relations with relevant individuals, campus offices, and external agencies.
If there is more than one campus unit that facilitates community service and service-learning experiences,
those offices should share information and collaborate as appropriate.
S-LP should develop productive working relationships with a wide range of campus agencies, including
risk management, transportation, health services, academic departments and colleges, leadership
programs, orientation, student activities, and institutional relationships and development.
Service-learning flourishes best when the institution as a whole is engaged as a responsible citizen in its
surrounding communities. S-LP professionals should advocate for the institution to share its resources
with its community and to develop a wide range of mutually beneficial campus-community partnerships.
ND
Not Done
1
Not Met
2
Minimally Met
3
Well Met
4
Fully Met
NR
Not Rated
PART 10. CAMPUS and EXTERNAL RELATIONS (Criterion Measures)
10.1 The program has established, maintained, and promoted effective relations with
relevant campus and external individuals and agencies.
Rating Scale
ND 1 2 3 4 NR
COMMITTEE NOTES:
The S-L program has a significant number of solid partnerships throughout Louisville which have been
maintained since the beginning of the program. These include Jefferson County Public Schools, various
recreational/academic after-school programs, and a variety of non-profits that focus on literacy,
environmental, health, poverty and senior citizen issues. The program also has partnerships that include
those designated by the university’s Signature Partnership Initiative (SPI). In addition, the S-L program
has coordinated sites for faculty primarily in the College of Arts and Sciences. The ASB program has
worked effectively with non-profits throughout the southeastern regions of the United States.
While this program has effectively identified on-campus partnerships and collaborated with various cocurricular programs and academic programs, the committee believes that in order for this program to
grow and be more recognized by programs on-campus, it needs more support from Student Affairs in
terms of resources and staff. Good examples of on-campus collaboration are the ASB program, SOUL,
and S-L faculty support.
Part 11: DIVERSITY
Within the context of each institution's unique mission, diversity enriches the community
and enhances the collegiate experience for all; therefore, Service-Learning Programs (S17
LP) must nurture environments where commonalties and differences among people are
recognized and honored.
S-LP must promote educational experiences that are characterized by open and
continuous communication that deepens understanding of one's own identity, culture,
and heritage, and that of others. S-LP must educate and promote respect about
commonalties and differences in their historical and cultural contexts.
S-LP must address the characteristics and needs of a diverse population when
establishing and implementing policies and procedures.
ND
Not Done
1
Not Met
2
Minimally Met
3
Well Met
4
Fully Met
NR
Not Rated
PART 11. DIVERSITY (Criterion Measures)
Rating Scale
11.1 The program nurtures environments wherein commonalties and differences
among people are recognized and honored.
ND 1 2 3 4 NR
11.2 The program promotes experiences characterized by open communication that
deepens understanding of identity, culture, and heritage.
ND 1 2 3 4 NR
11.3 The program promotes respect for commonalities and differences in historical
and cultural contexts.
ND 1 2 3 4 NR
11.4 The program addresses characteristics and needs of diverse populations when
establishing and implementing policies and procedures.
ND 1 2 3 4 NR
COMMITTEE NOTES:
The S-L program includes diversity training in all programs, as well as provides open forums during
meetings and reflection time to discuss identity and diversity issues. The program intentionally chooses
sites that reflect diversity issues that are affecting us locally, nationally, and globally.
Part 12: ETHICS
All persons involved in the delivery of Service-Learning Programs (S-LP) must adhere to
the highest principles of ethical behavior. S-LP must develop or adopt and implement
appropriate statements of ethical practice. S-LP must publish these statements and
ensure their periodic review by relevant constituencies.
The faculty members, staff, and students involved in service-learning must be held to the
same ethical standards as the SL-P staff members.
S-LP staff members must ensure that privacy and confidentiality are maintained with
respect to all communications and records to the extent that such records are protected
under the law and appropriate statements of ethical practice. Information contained in
students’ education records must not be disclosed without written consent except as
allowed by relevant laws and institutional policies. S-LP staff members must disclose to
appropriate authorities information judged to be of an emergency nature, especially when
the safety of the individual or others is involved, or when otherwise required by
institutional policy or relevant law.
18
All S-LP staff members must be aware of and comply with the provisions contained in the
institution's human subjects research policy and in other relevant institutional policies
addressing ethical practices and confidentiality of research data concerning individuals.
S-LP staff members must recognize and avoid personal conflict of interest or appearance
thereof in their transactions with students and others.
S-LP staff members must strive to insure the fair, objective, and impartial treatment of all
persons with whom they deal. S-LP staff members must not participate in nor condone
any form of harassment that demeans persons or creates an intimidating, hostile, or
offensive campus environment.
When handling institutional funds, all S-LP staff members must ensure that such funds
are managed in accordance with established and responsible accounting procedures and
the fiscal policies or processes of the institution.
S-LP staff members must perform their duties within the limits of their training, expertise,
and competence. When these limits are exceeded, individuals in need of further
assistance must be referred to persons possessing appropriate qualifications.
All faculty and staff members responsible for supervising service-learning activities must
monitor student performance based on training expertise and competence and alter
placements as needed.
S-LP staff members must use suitable means to confront and otherwise hold accountable
other staff members who exhibit unethical behavior.
S-LP staff members must be knowledgeable about and practice ethical behavior in the
use of technology.
ND
Not Done
1
Not Met
2
Minimally Met
3
Well Met
4
Fully Met
NR
Not Rated
PART 12. ETHICS (Criterion Measures)
12.1
Rating Scale
Program staff members adhere to the principles of ethical behavior adopted,
published, and disseminated by the program to guide ethical practice.
ND 1 2 3 4 NR
12.2
The program has a written statement of ethical practice that is reviewed
periodically.
ND 1 2 3 4 NR
12.3
All participants in service-learning activities are held to the same ethical
standards as S-LP staff members.
ND 1 2 3 4 NR
12.4
Privacy and confidentiality are maintained with respect to all communications
and records to the extent protected under the law and program statements of
ethical practice.
ND 1 2 3 4 NR
12.5
Information contained in students’ education records is never disclosed without
written consent except as allowed by law and institutional policy.
ND 1 2 3 4 NR
12.6
Information judged to be of an emergency nature is disclosed to appropriate
authorities when an individual’s safety or that of others is involved.
ND 1 2 3 4 NR
ND 1 2 3 4 NR
19
12.7
All staff members comply with the institution's human subjects research and
other policies addressing confidentiality of research data concerning
individuals.
12.8
Staff members avoid personal conflicts of interest or appearance thereof in
transactions with students and others.
12.9
Staff members strive to ensure the fair, objective, and impartial treatment of all
persons with whom they deal and do not condone or participate in behavior
that demeans persons or creates an intimidating, hostile, or offensive campus
environment.
ND 1 2 3 4 NR
ND 1 2 3 4 NR
ND 1 2 3 4 NR
12.10 Staff members ensure that funds are managed in accordance with established
institutional fiscal accounting procedures, policies, and processes.
ND 1 2 3 4 NR
12.11 All staff members perform assigned duties within the limits of training,
expertise, and competence and when these limits are exceeded referrals are
made to persons possessing appropriate qualifications.
ND 1 2 3 4 NR
12.12 Those responsible for supervising service-learning activities carefully monitor
student performance and alter placements when necessary.
12.13 Staff members confront and otherwise hold accountable others who exhibit
unethical behavior.
ND 1 2 3 4 NR
ND 1 2 3 4 NR
12.14 Staff members practice ethical behavior in the use of technology.
COMMITTEE NOTES:
The S-L Program follows the ethical codes and “best practices” documents from professional associations,
professionals in the field, as well as the policies and procedures in the Division of Student Affair’s “Student Code of
Conduct.” Students are asked to sign and abide by behavioral contracts that are relevant to the America Reads,
Bonner Leaders, and ASB programs.
It is noted in 12.2 that there is no written ethical statement that applies only to the S-L program. Items not rated did
not apply to the program at this time.
Part 13: ASSESSMENT and EVALUATION
Service-Learning Programs (S-LP) must conduct regular assessment and evaluations. SLP must employ effective qualitative and quantitative methodologies as appropriate, to
determine whether and to what degree the stated mission, goals, and student learning
and development outcomes are being met as well as effectiveness of service to the
community. The process must employ sufficient and sound assessment measures to
ensure comprehensiveness. Data collected must include responses from students,
agencies, and other affected constituencies.
S-LP must evaluate periodically how well programs complement and enhance the
institution’s stated mission and educational effectiveness and meets goals of the
community organization and its clients.
Results of these evaluations must be used in revising and improving S-LP and in
recognizing staff performance.
20
ND
Not Done
1
Not Met
2
Minimally Met
3
Well Met
4
Fully Met
NR
Not Rated
PART 13. ASSESSMENT AND EVALUATION (Criterion Measures)
Rating Scale
13.1 The program conducts regular assessment and evaluations and employs both
qualitative and quantitative methodologies to determine how effectively its stated
mission and student learning and development outcomes are being met.
ND 1 2 3 4 NR
13.2 Assessment of effectiveness of service to the community is conducted.
ND 1 2 3 4 NR
13.3 The assessment process employs measures that ensure comprehensiveness
and data collected include responses from students and other affected
constituencies.
ND 1 2 3 4 NR
13.4 The program evaluates periodically how well it complements and enhances the
institution’s stated mission and educational effectiveness and meets the goals of
the community agencies.
ND 1 2 3 4 NR
13.5 Results of these evaluations are used to revise and improve the program and to
recognize staff performance.
ND 1 2 3 4 NR
COMMITTEE NOTES:
The S-L program conducts annual evaluations of the America Reads Program in which sites are
evaluated by students, students are evaluated by site supervisors, and the S-L program is evaluated by
site staff and students. ASB is evaluated by students and student learning outcomes are evaluated by a
post-trip reflection and likert scale. Short-term programs are also evaluated, such as SOUL.
The S-L Program is in the process of completing student learning outcomes for its programs. The Bonner
Leader program is in the process of creating evaluations for sites and students. 13.5 was not rated
because while the evaluations that are in place are used to revise and improve programmng, the
evaluations are not used in recognizing staff performance.
21