This case study will focus on the implementation of a community college service learning program with special emphasis placed upon four central factors. A major factor impacting the launch of this program was the presence of a proactive leadership. These leaders were well-versed in service learning methodology and philosophy, committed to securing campus-wide support, and acted as mentors/recruiters of promising service learning faculty members. Additionally, the leadership was actively engaged in the development of program infrastructure, which included the appointment of director, coordinator, and service learning council membership. Regarding professional development, it was imperative to provide opportunities to faculty who were involved with the service learning program in order to ensure curricular integrity, adherence to the service learning methodology, and commitment to the spirit of the service learning philosophy. Program evaluation was a crucial element in ascertaining both strengths and challenges that manifested within the program. The resulting outcomes of the program evaluation held the potential for adaptation that resulted in greater program quality. In addition to these four factors are service learning curriculum and pedagogy issues, the process of implementing the service learning program (which includes the four factors), and a specific service learning project exemplar. ________________________________________________________________________ ur communities need actively engaged citizens who (a) advocate for social justice, (b) strive to make positive contributions, (c) expend time in an effort to make a difference, (d) invest financially to provide funding for that which matters, and (e) give of
Planning is possibly the most important step of the assessment process. This article presents a four-tiered approach to designing and implementing a general education institutional assessment plan. Categorizing the measures you use to assess established learning outcomes helps you prioritize your general education assessment initiatives and keep them manageable and on pace. A productive general education assessment plan utilizes both direct and indirect measures of learning outcomes achievement. However, the amount of time and effort extended on the available measures must be carefully thought out and considered to maximize effectiveness.
Planning is possibly the most important step of the assessment process. This article presents a four-tiered approach to designing and implementing a general education institutional assessment plan. Categorizing the measures you use to assess established learning outcomes helps you prioritize your general education assessment initiatives and keep them manageable and on pace. A productive general education assessment plan utilizes both direct and indirect measures of learning outcomes achievement. However, the amount of time and effort extended on the available measures must be carefully thought out and considered to maximize effectiveness.
Planning is possibly the most important step of the assessment process. This article presents a four-tiered approach to designing and implementing a general education institutional assessment plan. Categorizing the measures you use to assess established learning outcomes helps you prioritize your general education assessment initiatives and keep them manageable and on pace. A productive general education assessment plan utilizes both direct and indirect measures of learning outcomes achievement. However, the amount of time and effort extended on the available measures must be carefully thought out and considered to maximize effectiveness.
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