Program: Service Learning Program
Date: Fri Oct 12, 2012 - 3:13:20 pm
1) Below are your program's student outcomes (SOs). Please add or update as needed.
The University of Hawaii Service learning program will measure learning outcomes attainment from students’ participation in a variety of service learning activities. We define service learning as combining community service as combining community service with academic instruction, focusing on critical, reflective thinking and personal and civic responsibility. The University of Hawaii at Manoa Service Learning Program defines academic learning outcomes as comprising six measurable areas: critical thinking; communication; career and teamwork; civic responsibility; global understanding and citizenship; and academic development and educational success.
Students participating in service learning program activities and community service have the opportunity to:
Connect coursework with challenges in the community. Develop friendships with people of other ages, faiths, cultural backgrounds, and incomes. Accept civic responsibility. Explore and gain career experience while working with professionals. Develop self-confidence. Make a difference in the world around them.
2) Your program's SOs are published as follows. Please update as needed.
Program's Website. URL: www.hawii.edu/servicelearning
Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure. URL, if available online: UHM Catalog. Page Number: 23 Other: Other: 3) Provide the program's activity map or other graphic that illustrates how program activities/services align with program student outcomes. Please upload it as a PDF.
4) Did your program engage in any program assessment activities between June 1, 2011 and September 30, 2012? (e.g., establishing/revising outcomes, aligning activities to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys, etc.)
Yes
No (skip to question 14)5) For the period June 1, 2011 to September 30, 2012: State the assessment question(s) and/or assessment goals. Include the student outcomes that were targeted, if applicable.
The Question: Did participation in service learning courses increase the student success and completeion of a UHM degree?
Faculty members who contact our office and our subgranteees gather information for assessment through pre and post service questionairre's.
Student outcomes targeted
Connect coursework with challenges in the community. Develop friendships with people of other ages, faiths, cultural backgrounds, and incomes. Accept civic responsibility. Explore and gain career experience while working with professionals. Develop self-confidence. Make a difference in the world around them.
6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.
We prepared, implemented, assessed, The “Exploring My Backyard & Beyond” project. This is a collaborative 2-weeks summer program run by UHM/CSS, KCC/Service-Learning Office, and the Pālolo ʻOhana Learning Center. This year, the key leaders were Dr. Hasager (UHM), and Claudia Martinez (KCC AmeriCorps VISTA), who each worked more than full time for 4-5 weeksExploring my Backyard and Beyond (EBB) was planned and implemented by community members from Pālolo ʻOhana Learning Center, the Green House, and faculty and students from Kapiʻolani Community College (KCC) and University of Hawaiʻi at Mānoa (UHM).
We gathered evidence via pre and post surveys and from student journals throughout the process. After each event/activity time was spend discussing the experience in depth. In addition the surveys indicated that students had changed their behavior and attitudes toward providing and receiving services from others.
The Simply Science Program has involved twelve University of Hawaii students and four UH faculty members as mentors to high school and middle school students. The high school students were prepared to serve as mentors to peers and younger students by coming to campus for a minimum of five days. During each day on campus the high school students had a minimum of six hours of interaction with UH faculty, staff and students. High School students from Baldwin High, Castle High, Farrington High, Hilo High, Kailua High, Kaimaile Academy, Kapaa High, Lanai K – 12, Moanalua High, Pahoa High, and Roosevelt High were taught science activities. The high school students practiced teaching the activities to other participants in their group while on campus to be better prepared to teach peers and younger students when they returned to their community.
This grant for science mentors was the first one funded which focused on this “train the trainer” model which helps develop the leadership ability of high school students by requiring them to teach others in return for an experiential education experience on the UH campus. All of the participants were given pre and post questionairre's and we were able to determine that the majority of the participants had a very positive experience and would continue to serve their communities well after this program ended.
7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
We have a 3 year grant from Learn & Serve America through the Corporation for National & Community Service and currently there are three seperate departments that collected data for 2011-2012 academic year:
1. Dr. Ulla Hasager from the College of Social Sciences Ethnic Studies
2. Mr. Gary Heusel from the College of Tropical Agriculture and Human Resources 4-H Program
3. Dr. Kristen Scholly from University of Hawaii at Manoa Health Services Program.
8) Who interpreted or analyzed the evidence that was collected? Check all that apply.
Program faculty/staff member(s) Faculty/staff committee Ad hoc faculty/staff group Director or department chairperson Persons or organization outside the university Students (graduate or undergraduate) Dean or Associate Dean Advisory Board Other: 9) How did he/she/they evaluate, analyze, or interpret the evidence? Check all that apply.
Compiled survey results Used quantitative methods on student data (e.g., grades, participation rates) or other numeric data Used qualitative methods on interview, focus group, or other open-ended response data Scored exams/tests/quizzes Used a rubric or scoring guide Used professional judgment (no rubric or scoring guide used) External organization/person analyzed data (e.g., Social Science Research Institute) Other: The students were asked how their service learning experience affected them both academically and personally10) For the assessment questions/goals stated in Question #5, summarize the actual results.
Dr. Ulla Hasager results:
Each participant completed a pre- and post-survey. As a control group, all participants in the Pālolo ʻOhana Learning Centerʻs overall Summer Fun program (that can read and write) are doing the same surveys. In addition, we added a post-survey part 2, modeled over Hiloʻs EPSCoR progam’s Ocean Day survey. Permission to follow involved students during the school year has been obtained. The results from this research will be added to this report, if they become available prioir to deadline.
Overall Jarrett Middle School students continue to improve their math scores with the help of UH students as tutors and mentors. Based on the surveys and statements from middle schoolers, parents, JMS teachers, our own leaders(ie, UH students), and community members, we preliminarily conclude that the STEM summer program was highly successful in relation to its primary purpose of exciting the middle schoolers about the STEM disciplines and make them understand the importance and relevance of STEM for their own lives – thereby influencing their willingness to learn and their career choices.
In addition the UHM students who participated were able to Connect coursework with challenges in the community,Develop friendships with people of other ages, faiths, cultural backgrounds, and incomes,Accept civic responsibility,Develop self-confidence and Make a difference in the world around them.
Dr. Kristen Scholly results:
The LOKAHI mini grant project “Technology Enhanced Learning for the Health Sciences” will provide effective service learning opportunities that address the STEM discipline of health science/health promotion by:
1. Ensuring that students who participate in LOKAHI’s service learning program will become more knowledgeable about the health sciences and be encouraged to pursue careers in the health field.
2. Through the integration of clicker technology, provide the UHM student population with health knowledge, attitudes, skills, and motivations that will contribute to the development of healthy lifestyles while they are in college and throughout their lives.
Performance Measures
1. At least 20 students will participate in the EDEP 411 and/or EDEP 399 service-learning courses during the school year.
Approximately 20 students participated in EDEP 411 and/or EDEP 399 service-learning courses during the 2011-2012 school year. Classroom education and research literature discussions on adolescent/young adult health issues were enhanced through the use of clicker technology, enabling students to gain immediate feedback on their new knowledge acquisition and/or retention.
2. During the grant period, a minimum of 400 students will participate in health education presentations facilitated by the service learning students.
Approximately 547 students participated in health education presentations facilitated by the service learning students utilizing clicker technology. All of these presentations focused on adolescent/young adult health issues and provided linkages on how this information is important for those working within the health field.
3. By the end of their participation in EDEP 411/EDEP 399, more than half of these students will plan to pursue careers in health-related fields.
The enhanced learning through the use of clicker technology combined with service learning, drew attention to important health-related fields. Consequently, more than half of the students enrolled in EDEP 411/EDEP 399 discussed a commitment to pursuing health-related careers in fields such as medicine, exercise and fitness, psychology, biology, public health and nursing.
4. In addition to fulfilling academic objectives, students enrolled in these courses will demonstrate greater commitment to/appreciation of community service.
Students enrolled in EDEP 411/EDEP 399 utilized clicker technology to learn about adolescent/young adult health issues. They incorporated what they learned and put it into practice in both classroom and campus health fair settings. Through this process, students develop a strong appreciation for community service and giving back to the community. This is not only demonstrated through written and oral feedback from students, but through some students’ participation in EDEP 399 for multiple semesters. One student was so inspired by her service learning experiences that she has enrolled in the Peace Corps for next year.
5. Students participating in EDEP 411/EDEP 399 will agree or strongly agree that the service learning experience was valuable in helping them achieve their academic and career goals.
100% of the students enrolled in EDEP 411/EDEP 399 expressed that they developed invaluable skills through their service learning experience such as: public speaking and communication, organization, computer and clicker technology and collaboration/team work.
6. EDEP 411/EDEP 399 course evaluations will provide quantitative and quantitative information that will help improve pedagogical methods.
EDEP 411/EDEP 399 course evaluation narrative:
“The in the field volunteer opportunities was the best part” of this class.
“This class was super educational. But what I loved was you used what you learned through campus fairs and presentations.”
“This class should be more highly advertised on campus because it’s fun, but it has a serious meaningful impact and purpose on this campus.”
Mr. Gary Heusel results:
Service-Learning Students Find Success
Jenn Aoki, was a student at UH majoring in Tropical Plants and Soil Science. For three years of her undergraduate career she was involved in Service-Learning providing hands on learning experiences for students at Noelani Elementary School. In her Senior Year she was President of the Students Organic Farming organization which offered workshops on the UH campus and at Noelani school for the elementary students. The organization, led by Jenn, also provided Saturday field days to allow the parents of elementary students to visit the garden site in the Magoon area adjacent to Manoa Market Place. Jenn graduated with her B.S. in May and is now teaching at a private school in California.
Lee Grant, a Family Consumer Science Major, has been involved in Service-Learning for the past two years. Lee is a non-traditional student who also has a nursing career. She successfully combined her nursing and family consumer science experiences and knowledge to lead the Get Fueling for Health Program with Hawaii 4-H. She graduated with her B.S. in May and is currently pursuing a Masters Degree in Social Work at Pacific Coast University.
Jason Shimada graduated with his B.S. in May. He says the culminating experience for him was using what he had learned to lead Science Activities for students participating in the 4-H Science Mentoring program. Jason was very engaged in Saturday Genius Day programs and in numerous community events which gave elementary and middle school students an opportunity to do hands on science working with high school science mentors who had been prepared by Jason and the faculty members of
Tropical Plants and Soil Science.
Lynette Moore, found her interest in business and her studies in Family Consumer Sciences the perfect combination when she became involved with Hawaii 4-H volunteers planning the 2013 Western Regional 4-H Leaders’ Forum. As a Service-Learner Lynette applied what she had learned in the classroom as she developed the plans and budget for a conference that will involve about 550 adult and teen leaders from 26 U.S. states and 3 Canadian provinces. Lynette has returned to her family business in Arizona due to a family illness.
11) What was learned from the results?
Overall we have learned that when a student can take a subject based on personal and academic interest and go outside of the classromm into a real world setting they will have a much better understanding of that subject matter.
Awareness of Purpose of Service
No service learning: Student demonstrates limited awareness of the purpose of doing service learning.
With service learning: Student expresses and acts out personal role in solution.
Apply Theory to Service Learning
No service learning: Student does not apply theory, or there is a limited, unclear connection of theory to service.
With service learning: Student takes own perspective based on both theory and service and applies it beyond the curriculum.
Responsibility to Community
No service learning: Student demonstrates a limited awareness of personal responsibility to community.
With service learning: Student acknowledges a responsibility to community regarding issues pertinent to the service and expresses a commitment to working towards specific solutions. In addition, student gets others involved.
Impact on Students Personal Life
No service learning: Student expresses very limited or no connection between service and self.
With service learning: Student expresses change(s) in self because of service.
Critical Thinking
No service learning: Student accepts things at face value, as if all opinions were created equal. Opinions are stated without argument.
With service learning: Student expresses abstract level of responding, requires objective evidence, demonstrates awareness of different perspectives, and weighs evidence to successfully argue for a conclusion/opinion
12) State how the program used the results or plans to use the results. Please be specific.
The program has used the results to share with the other campuses in the state and the U.S. territories as well as the federal organization(The Corporation for National and Community Service) that has funded many of these programs, activities and events.
13) Reflect on the assessment process. Is there anything related to assessment procedures your program would do differently next time? What went well?
We generally allow our subgrantees to use or create their own assessment process as we work with so many campuses and disciplines there is not a standard type of assessment tool that could be applicable to all stakeholders.