Start Date

5-6-2013 5:00 PM

End Date

5-6-2013 6:10 PM

Description

The construction of the concept of Service Learning is a visionary move that evolves from the perception that in serving others’ needs one benefits oneself in a tangible sense. This reiterates the democratic interdependence of human beings. Weaving it into the academic experience of students imposes a systematic structure which makes it quantifiable. Hence, evaluation. There is no dearth today of models of Service Learning application or of suggested tools for evaluation. The challenge is, however, in the uniqueness of each SL experience. The first challenge in creating an evaluation design is the pre-SL activity process. A circle of stake-holders should ponder the learning objectives, the needs to be met in the chosen community and the methodology to be adopted. Studying the profile of the community and the student group minimizes unexpected hindrances. Skills and knowledge outcomes for student need to be projected specific to the academic discipline. The more efficiently this is done, the clearer the parameters of evaluation during and at the end of the process. Systematic monitoring preempts low levels of learning and growth for student participants and unmatched dividends in community development. Articulating, both while submitting the proposal and while summing up final outcomes, in what ways the SL program carried forward the academic, social and spiritual mission of the institution is essential. The strengthening of institutional image and relationship with the community and collaborating partners needs to be spelt out in reports to ensure continued commitment. This paper will assess data from the SL programs of a selected sample of colleges in Chennai to study objectives set for evaluation at the beginning of the programs, the monitoring systems along the process and the evaluation of final outcomes, beyond the mere awarding of grades or credits. The paper will also offer a design to assess value addition in terms of skills, knowledge and personality development which will build a more healthy community as a long term outcome.

Recommended Citation

Thimmayya, H. (2013, June). Program evaluation and assessment: Outcomes of service-learning and a research agenda. Paper presented at the 4th Asia-Pacific Regional Conference on Service-Learning: Service-Learning as a Bridge from Local to Global: Connected world, Connected future, Hong Kong and Guangzhou, China.

Share

COinS
 
Jun 5th, 5:00 PM Jun 5th, 6:10 PM

Program evaluation and assessment : outcomes of service-learning and a research agenda

The construction of the concept of Service Learning is a visionary move that evolves from the perception that in serving others’ needs one benefits oneself in a tangible sense. This reiterates the democratic interdependence of human beings. Weaving it into the academic experience of students imposes a systematic structure which makes it quantifiable. Hence, evaluation. There is no dearth today of models of Service Learning application or of suggested tools for evaluation. The challenge is, however, in the uniqueness of each SL experience. The first challenge in creating an evaluation design is the pre-SL activity process. A circle of stake-holders should ponder the learning objectives, the needs to be met in the chosen community and the methodology to be adopted. Studying the profile of the community and the student group minimizes unexpected hindrances. Skills and knowledge outcomes for student need to be projected specific to the academic discipline. The more efficiently this is done, the clearer the parameters of evaluation during and at the end of the process. Systematic monitoring preempts low levels of learning and growth for student participants and unmatched dividends in community development. Articulating, both while submitting the proposal and while summing up final outcomes, in what ways the SL program carried forward the academic, social and spiritual mission of the institution is essential. The strengthening of institutional image and relationship with the community and collaborating partners needs to be spelt out in reports to ensure continued commitment. This paper will assess data from the SL programs of a selected sample of colleges in Chennai to study objectives set for evaluation at the beginning of the programs, the monitoring systems along the process and the evaluation of final outcomes, beyond the mere awarding of grades or credits. The paper will also offer a design to assess value addition in terms of skills, knowledge and personality development which will build a more healthy community as a long term outcome.