The Service Engagement and Student Impact – Evaluation Tool was created by the Center for Education and Evaluation Policy (CEEP) at Indiana University, with input from Indiana Campus Compact (ICC) and participants from campuses selected for ICC’s Building a Service Engagement Infrastructure (BSEI) grant program. The evaluation was developed as a part of ICC’s 2007-2010 grant from the Lilly Endowment Inc. with the purpose of developing an adaptable evaluation tool for the ICC membership that would assist with assessing the impact of service engagement activities on student development.
CEEP, ICC, and participating BSEI campus representatives spent three years refining and testing this evaluation on six BSEI campuses. Survey items reflect service-learning and civic engagement literature concerned with student outcomes such as: social responsibility, civic involvement, personal development, active-learning, personal satisfaction, social integration, and retention and social awareness. The survey was designed using skip logic and prompts students who affirmatively respond to a question of service engagement involvement to further explain their involvement, the quality and benefits (student, campus, and community oriented) from either service-learning, co-curricular activities, or both service-learning and co-curricular activities. Students who respond with a lack of experience are prompted to questions focused on general demographics, and suggestions for future activities. The pilot of this web-based survey was distributed to a selection of students (provided by the participating BSEI campuses) via email. Students had approximately three weeks to complete and submit the survey.
As a member of ICC, this evaluation tool is a resource you may glean ideas from to adapt for use on your campus. ICC does not need to be involved in the administration of this survey on your campus, but the organization does ask that you cite the Center for Education and Evaluation Policy (CEEP) at Indiana University and Indiana Campus Compact (ICC) as the original authors of the survey in any adaptation that your campus may create.
By Amanda L. Vogel, Community-Campus Partnerships for Health, Sarena D. Seifer, Community-Campus Partnerships for Health, and Sherril B. Gelmon, Portland State University
As service-learning is adopted by growing numbers of higher education institutions, there is increasing interest in understanding the factors necessary to sustain service-learning for the long-term. Institutions that were early adopters of service-learning may offer important insights into what factors influence long-term sustainability.With this aim in mind, we conducted a retrospective, qualitative study of the tenyear sustainability of service-learning among a cohort of sixteen colleges and universities that participated in a national demonstration program of service-learning from 1995 to 1998.We assessed the extent to which service-learning was sustained at each institution, and explored the factors that influenced sustainability, including facilitators, challenges, and strategies for success.