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.
Pre- and post-participation assessment of the Service-Learning Fellows program is carried out annually, demonstrating that participants report enhanced understanding of effective service-learning and high levels of satisfaction with the program content and structure.
In Spring 2011, participants from 2006-2010 were asked to complete an additional longer-term outcomes assessment. From this longer-term outcomes assessment, past participants reported a high level of continuing involvement with service-learning research/scholarship and with teaching service-learning. Past participants also identified benefits from their involvement, including networking with other faculty, being able to advocate for service-learning at the school/college level, being able to explain the theory and best practices of this pedagogy to their students and colleagues, and having enhanced motivation to do more service-learning.
A 2019 survey of past Fellows, conducted by a graduate course in the College of Education, likewise found that participants reported the program enhanced their knowledge of service-learning; helped participants establish a network of service-learning peers; provided useful resources; and improved their overall teaching.