The Office of Service-Learning continues to assess the outcomes of participation in the Service-Learning Fellows Program.
Please contact Dr. Paul Matthews with questions about program outcomes.
Annual Assessments
While pre- and post-participation assessment was implemented in 2007, not all data were able to be analyzed (not all the Fellows did each assessment, and a change in the software platform for the survey as well as changes in the survey questions resulted in data loss). Following are sample outcomes:
• The Service-Learning Fellows Program enhanced my understanding of effective service-learning. 100% agreed (16 Strongly Agree, 1 Agree)
• The Service-Learning Fellows Program meetings were a good use of my time. 100% agreed (13 Strongly Agree, 4 Agree)
• I am satisfied with the outcome of my Service-Learning Fellows applied project. 88% agreed (15 Strongly Agree, 2 Neutral)
There was an average gain score of over a half point (>.5) pre- to post on the following items (n=19 respondents, with 21 questions in this section):
Knowledge of Service-Learning Theory
• I can explain the concept of service-learning to my colleagues. 4.05 to 4.79
• I am able to explain the distinction of service-learning from other forms of experiential learning to my colleagues. 3.47 to 4.47
• I am able to explain the ways in which service-learning is distinct from other forms of community engagement. 3.47 to 4.63
Connection to Resources
• UGA provides adequate assistance or information on service-learning. 3.95 to 4.58
• There are colleagues on the campus with whom I can discuss my service-learning work. 4.16 to 4.84
• I am knowledgeable about the needs of the local community. 3.37 to 3.95
Improved Practice
• My teaching has been enhanced because of service-learning. 4.17 to 4.68
• Service-learning is tied to my service at UGA. 3.42 to 4.16
Longer-Term Assessment
In Spring 2011, participants from 2006-2010 were asked to complete an additional longer-term outcomes assessment; 13 of the 32 eligible past Fellows (40%) responded to this request.
From this longer-term outcomes assessment, the following results were salient:
• Service-Learning Research:
o 11/13 have presented research on service-learning at a conference
o 4/13 have published on SL in peer-reviewed journals
o 3/13 have published on SL in books, book chapters, or other publications
• Teaching of Service-Learning Courses:
o Since taking part in the program, 8 have taught a single SL course, more than one time; 3 have taught more than one SL course more than once, and 2 have not taught any SL courses
• In response to the prompt, “What was the single most important outcome of your participation in the Service-Learning Fellows program?”, respondents replied:
o Got me motivated to do more SL better
o Opportunity to develop new course that exploits my skills and has built-in opportunities for service-learning research with students.
o I gained a clearer appreciation for the academic side of service-learning, beyond simply community service, and have better ideas of how to engage students more actively in evaluating their own learning process.
o The relationships I have developed and maintained in the community. It makes my contributions to research, teaching, and service more meaningful.
o Networking
o Deeper understanding of what true service-learning is
o As a result of the wonderful guidance and support from the OSL, I am now deeply committed to service-learning in my courses and I am working on developing ways to make all of my teaching involve a service-learning component.
o S-L resources (articles/books and other instructors’ experiences/ideas)
o Integrating into the SL community at UGA and developing interest in SL at the College
o Education on the scholarship of engagement and the grant award was also significant.
o The development of [my course]
o SL Theory to support SL Projects in my discipline.
o The ability to work with tenure track faculty from across all disciplines.
