CENTER FOR PUBLIC SERVICE ASSESSMENT SUMMARY 2008-2009
Learning Goal 1
Center for Public Service Program
Coordinators will describe their own
identity and examine how personal,
societal and institutional factors
influence assumptions, prejudices
and privileges (examination).
Learning Outcome 1A
Students will be able to summarize at
least one overriding social justice
issue (this year focus on race, class
and just sustainability) and analyze
how their positionality influences
their experience of that issue
Learning Outcome 1B
Students will be able to engage in
discussion across race/class/life
experience lines to examine multiple
perspectives as they relate to these
overriding social justice issues
Method/Standard of Assessment
Program Coordinators will engage in
one focused learning circle, a weekly
discussion and experience of one
social justice issue. Advisor will
assess their level of examination
using a rubric.
Program Coordinators will engage in
one focused learning circle, a weekly
discussion and experience of one
social justice issue. Advisor will
assess their level of examination
using a rubric.
Method/Standard of Assessment
Program Coordinators will engage in
monthly journal assignments,
submitted to their advisor for further
individual and group discussion.
Advisor will assess their level of
examination using a rubric
Program Coordinators will engage in
bi-weekly staff meetings, exploring
the intersections of the three
overriding social justice issues.
Advisor will assess their level of
examination using a rubric.
Method/Standard of Assessment
Program Coordinators will engage in
bi-weekly staff meetings, exploring
the intersections of the three
overriding social justice issues.
Advisor will assess their level of
examination using a rubric.
Results
Each program coordinator
demonstrated growth in their
understanding of critical social issues.
This was especially apparent in
comparing first journal entries with
later journal entries.
As a group, PCs came to value the
role of “just sustainability” in human
social justice movements. They came
to see it more than a “save the
whales” prospect and much more
central to the positive human
experience.
Utilization
Learning circles prove to be a useful
tool to provide a space for students to
think critically about difficult issues.
They begin to connect their actions
with community locally with broader
social issues – connecting deeper
intellectual understanding with ideas
for action – engaging in a process.
We found it useful this year for
students to revisit their recorded
learning/journals at long-term
intervals to examine their own
growth.
While students, in the end, value the
learning they experience through
these processes, they sometimes
resist the method (particularly the
journal assignments on Angel). To
address this, we are seeking to use
Facebook, something they are
consistently (obsessively) utilizing to
post shorter thoughts on related
issues in an “invite only” group
setting.
Learning Goal 2
Demonstrate the skills needed to
promote positive social action
Learning Outcome 2A
Develop skills in working
collaboratively toward a common
goal
Learning Outcome 2B
Learn and practice group facilitation
skills
Method/Standard of Assessment
Program Coordinators will engage in
community partnerships to carry out
CPS programming. Advisor will meet
regularly with student and
community partner to assess the
relationship, with the group
identifying strengths and next steps
for improvement.
Program Coordinators will engage in a
self- and advisor-assessment of their
CPS work in November to identify
strengths and areas for improvement.
Program coordinators will be trained
in relevant group facilitation skills
(training, reflection). The advisor will
discuss their progress in
implementing these skills through
one-on-one meetings, response to
written reports and through the self
and advisor-assessment process.
Method/Standard of Assessment
Results
Overall, students showed growth in
their self-identified growth goals. In
addition, they developed good
working relationships with
community partners. This was
sometimes a challenge, however, as
they sought to navigate different
learning styles and learned not to
simply place blame, but actively seek
to build on multiple strengths and
personalities in any given situation.
Utilization
We are revising the community
partner/student leadership workshop
this fall so that the community and
student partners work together to
develop action plans that
intentionally and simultaneously
encourage student learning while
meeting community identified goals
for change/action.
Learning Goal 3
Program coordinators will identify and
practice the role they play in their
various communities.
Learning Outcome 3A
Program Coordinators will understand
their own strengths and contributions
to a greater community
Method/Standard of Assessment
Program Coordinators will write a
statement of purpose at the end of
Fall Training, examining their goals for
community engagement during the
coming academic year. The advisor
will discuss this document with each
PC individually and in group meetings
(as appropriate), using a rubric to
assess the students’ understanding
and gradually deepen it throughout
the year.
Method/Standard of Assessment
Program Coordinators will compile a
collection of their reflections and
reports at the end of the academic
year, prefacing them with a revised
statement of purpose for carrying
forward their CPS and community
experience. The advisor will assess
student progress over the year using a
rubric.
Results
Each program coordinator
demonstrated growth in their
understanding of critical social issues.
This was especially apparent in
comparing first journal entries with
Opportunities for deep reflection and
social issue discussion (such as
through learning circles) need to be
made available to the broader
volunteer body. We are working to
make those opportunities available
gradually over the next year through
expanded learning circles, etc.
Learning Outcome 3B
Program Coordinators will serve as an
advocate for (a) social justice issue(s)
and/or their community partner on
campus.
Program Coordinators will engage in
multiple forms of promoting
community engagement (email, oneto-one discussions, group discussions,
campus programming, etc.). Advisor
will review these activities with the
student through group meetings, oneto-one discussions, self-assessments,
etc., assessing their effectiveness with
a rubric.
later journal entries.
Utilization
Learning circles prove to be a useful
tool to provide a space for students to
think critically about difficult issues.
They begin to connect their actions
with community locally with broader
social issues – connecting deeper
intellectual understanding with ideas
for action – engaging in a process.
We found it useful this year for
students to revisit their recorded
learning/journals at long-term
intervals to examine their own
growth.
While students, in the end, value the
learning they experience through
these processes, they sometimes
resist the method (particularly the
journal assignments on Angel). To
address this, we are seeking to use
Facebook, something they are
consistently (obsessively) utilizing to
post shorter thoughts on related
issues in an “invite only” group setting.