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Reflection Activities For The College Classroom, Julie A. Hatcher, Robert G. Bringle
Reflection Activities For The College Classroom, Julie A. Hatcher, Robert G. Bringle
Evaluation/Reflection
As educators committed to strengthening the integration of service into academic study, we have provided this booklet of reflection activities as our first attempt to consolidate the collective wisdom on reflection activities that can be used in college classrooms.
Evaluation Of Learn And Serve America, Higher Education: First Year Report, Volume I, Maryann Jacobi Gray, Sandra Geschwind, Elizabeth Henegan Ondaatje, Abby Robyn, Stephen P. Klein, Linda J. Sax, Alexander W. Astin, Helen S. Astin, Tessa Kaganoff, Kathy Rosenblatt
Evaluation Of Learn And Serve America, Higher Education: First Year Report, Volume I, Maryann Jacobi Gray, Sandra Geschwind, Elizabeth Henegan Ondaatje, Abby Robyn, Stephen P. Klein, Linda J. Sax, Alexander W. Astin, Helen S. Astin, Tessa Kaganoff, Kathy Rosenblatt
Evaluation/Reflection
This report presents evaluation results for the first year of the Learn and Serve America, Higher Education (LSAHE) initiative, sponsored by the Corporation for National and Community Service (CNS). It addresses impacts of LSAHE on communities, higher education institutions, and service providers.
Reflections On Evaluation Of Service-Learning Programs, Maryann Jacobi Gray
Reflections On Evaluation Of Service-Learning Programs, Maryann Jacobi Gray
Evaluation/Reflection
Somewhere between a thorn in the side and a bloom on the rose of service-learning is evaluation. Whatever one's personal attitude toward evaluation, pressures to demonstrate effectiveness are increasing for practitioners and proponents of service-learning at the postsecondary level. This article describes the factors driving interest in assessing program outcomes and reviews some of the challenges facing evaluators of service-learning programs. Although this discussion focuses on the higher education environment, many of the principles examined are also applicable to high school and middle school programs.
Developing Reflective Learners: Serendipity And Synergy At Wheaton College, Hannah Goldberg, Daniel Golden, Victoria Mcgillin
Developing Reflective Learners: Serendipity And Synergy At Wheaton College, Hannah Goldberg, Daniel Golden, Victoria Mcgillin
Evaluation/Reflection
For the past decade, Wheaton College, a small liberal arts institution located in Norton, Massachusetts, has been creating, refining, and integrating a range of initiatives designed to develop students into active and reflective learners. Some of these initiatives grew out of explicit institutional commitments to teaching and learning innovation, while others were in fact happy accidents of circumstance, or situations where an individual interesting program idea took hold, spread into other units of the College, and was itself transformed in the process.
Evaluating Service-Learning Programs, Andrew Furco
Evaluating Service-Learning Programs, Andrew Furco
Evaluation/Reflection
What we know about service-learning programs regarding impacts on students, communities, institutions:
• little systematic data analysis has been done;
• most existing findings are anecdotal;
• findings that exist are narrow in scope and are typically nongeneralizeable to other programs;
• most studies on service-learning have focused on the impact of service on student (service provider) development;
• there are a growing number of service-learning evaluations that are assessing the impacts of service on communities (service recipients);
• assessments of the impacts of service-learning on institutions are negligible
• regarding impacts on students, we know that service can impact …
Measuring Program Outcomes: A Practical Approach, United Way Of America
Measuring Program Outcomes: A Practical Approach, United Way Of America
Evaluation/Reflection
If yours is like most human service agencies or youth- and family-serving organizations, you regularly report on how much money you receive, how many staff and volunteers you have, and what they do in your programs. You know how many individuals participate in your programs, how many hours you spend serving them, and how many brochures or classes or counseling sessions you produce. In other words, you document program inputs, activities, and outputs.