• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

Student Learning Outcomes - Documents to Download

Page history last edited by Rachayita Shah 10 months, 4 weeks ago

Front Page / Assessment / Student Learning Outcomes / Documents to Download

 

 

Student Learning Outcomes


Overview  |  Guides  |  Campus Examples  |  Documents to Download


 

Presentation 


 


 

Rubrics


 

Publications 


  • Assessing Civic and Diversity Learning: This AAC&U page offers ways to assess student civic learning. It includes rubrics for civic knowledge and civic values, Civic Minded Graduate 2.0 rubric, a review of the literature on civic learning assessments, Personal and Social Responsibility Inventory, and other resources. 

 

  • Not Merely a Duty (2000) By Wayne Meisel — This book showcases student reflections on what it means to be a Bonner Scholar, featuring quotes collected from more than 1,500 students across 25 colleges and universities. It begins with two short chapters that describe the Bonner Scholar and Leader Program model and its goals and core frameworks including providing an “Access to Education, Opportunity to Serve,”  and to “Change the Count” by making an impact on the capacity of local community organizations and issues. Chapters present quotations from Bonner students about their programmatic experiences, their learning on issues spanning HIV/AIDS to working with youth, and their personal growth through overcoming challenges and adversity. The book is filled with inspiring reflections.

 

APA: Kuh, G.D. (1995, March/April). The other curriculum:  out-of-class experiences associated with student learning and personal development. 

Journal of Higher Education, 66(2), 123-155.

This article presents a study, often considered seminal in student development, that examined out-of-class experiences associated with learning outcomes for students that involved twelve different institutions (large and small, state-assisted and independent, residential and commuter). The institutions included Berea College, Earlham College, Evergreen State University, Grinnell College, Iowa State University, Mount Holyoke College, Stanford University, University of California Davis, University of Louisville, University of Miami, Wichita State University, and Xavier College.  The study involved semi-structured 35-90 minute interviews, by eight researchers, addressing five questions: (1) Why did you choose to attend this college, and has it been what you expected? (2) What are the most significant experiences you had here?  (3) What are the major highlights of your time here, including surprises and disappointments? (4) How have you changed since starting college? and (5) To what do you attribute these changes? (Kuh, 1995, p. 127). A total of 149 student participated including 69 men, 80 women; 101 whites, 30 African Americans, 6 Hispanics, 6 Asian Americans, and 6 international students. The study showed that students gained knowledge and skills such as practical and interpersonal competence, humanitarianism, cognitive complexity, and sense of purpose. This study fueled the development of the National Survey of Student Engagement (NSSE), which now captures data about in- and out-of-class experiences at over 1,100 institutions annually. 

 

Astin, A. W., & Sax, L. J.  (1998). How undergraduates are affected by service participation. Journal of College Student Development, 39(3), 251‐263.

This article presents a study about the impact of participation in community service on the development of college students. The study involved 3,450 students attending 42 institutions with federally funded community service programs. Using data collected as part of the CIRP for entering freshmen (1990-94) and a follow-up survey (1995), this study found that undergraduate participation in service “substantially enhances the student’s academic development, life skill development, and sense of civic responsibility” (p. 250). This is another seminal study for a literature review about the impacts of community engagement.

 

Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service learning affects students. Los Angeles, CA: Higher Education Research Institute, University of California.

This large-scale study involved data from 22,236 college undergraduates. Its aims were to explore the comparative effects of service learning and community service on the cognitive and affective development of college undergraduates and to enhance understanding of how learning is enhanced by service. The study used a quantitative longitudinal study and a qualitative study of students and faculty who participated in service learning as a subset. Findings suggested that service learning promoted increased personal efficacy, awareness of the world, awareness of personal values, and engagement in the classroom experience. Reflection was found to be a key component. This study is important to ground a literature review on the relationship of service to student learning.

 

Keen, C., Hall, K. (2009). Engaging with difference matters: Longitudinal student outcomes of co-curricular service-learning programs. The Journal of Higher Education, 80(1), 59-79.

This article reports on a study involving 1,500 Bonner Scholars from 25 campuses. All were involved in a four-year program of developmental community engagement. Using a longitudinal study involving pre-, mid-point, and post- surveys, this study found that co-curricular service-learning programs are linked with an impact on desired college outcomes, such as skills, knowledge, and leadership. Attendance at a more diverse campus enhanced outcomes (whereas other distinctions in institutional type did not. The study found that academic, civic, and personal gains correlate with four years of involvement in this type of program. This is also a good source for informing the specific characteristics of the pathway and experience that might be involved in further study.

 

Finley, A. (2011). Civic learning and democratic engagements: A review of the literature on civic engagement in post-secondary education.

Paper prepared for the U.S. Department of Education.

This paper presents a brief review of the literature about the impact of service-learning, co-curricular community engagement, and civic engagement. Finley poses the question of “Is service‐learning really civic engagement? A number of scholars have argued that most forms of service‐learning (or other forms of apolitical community engagement) fail to intentionally engage students in the activities and processes central to democratic‐building (i.e. deliberative dialogue, collaborative work, problem‐solving within diverse groups)” (p. 1). This document, while not a study, is a great source for summarizing the effects of civic engagement on student learning and retention, its scope on campuses, and the challenges of linking this work with broader forms of political engagement and democratic skill building.

 

Gallup Inc. (2014). Great jobs great lives: The 2014 Gallup-Purdue index report:

A study of more than 30,000 college graduates across the U.S.  Retrieved from http://www.gallup.com/poll/168848/life-college-matters-life-college.aspx

This report presents the findings from a study by Gallup and Purdue University which seeks to provide a more holistic set of metrics for the value of a college degree. Gallup and Purdue created and then survey more than 30,000 individuals in the United States who have a baccalaureate degree. This index also focuses on the connection of degree attainment with well-being (including five types) and engagement in the workplace. The report points to six factors – three support and three experiential - that matter most: (1) having a professor that made the student excited about learning (63%); (2) believing that professors cared about them as a person (27%); (3) having a mentor who encourages the student to pursue hopes and dreams (22%); (4) working on a project that took more than a semester (32%); an internship or job to apply learning from class (29%); and being extremely active in extracurricular activities (20%). Only 6% of graduates had all three of the experiential factors and only 3% of graduates had all six. This can be a key source for creating a framework and definitions of an intentional integrated pathway for study.

 

The Effects of Community-Based and Civic Engagement in Higher Education: What We Know and Questions That Remain

American Association of Colleges and Universities (2022). Chittum, J. R., Enke, K. A. E., & Finley, A. P. (2022). 

This research synthesis was conducted and made publicly available through a grant from Lumina Foundation (#2104-1114174), intended to advance evidence on the efficacy of civic and community-based engagement in higher education.