Robert Franco, Ph.D. Director, Office for Institutional Effectiveness Professor of Anthropology
Defining SL “completion” finished 20+ service-learning hours (supervised and evaluated course-embedded) wrote required semester capstone essay to be rubric assessed in relation to new College General Education student learning outcomes submitted all signed forms
UH as Multi-Campus System Distribution by home institution for fall 2009 and spring 2010 Service Learning completers InstitutionNumber of students Percentage Kapiolani CC % Honolulu CC366.01% UH Manoa264.34% Leeward CC172.84% UH Maui College71.17% Windward CC71.17% Hawaii CC50.83% Kauai CC10.17%
Distribution by Gender Service-Learning students by gender, fall 2009 and spring 2010
Distribution by Citizenship
Distribution by Ethnicity EthnicityFall 2009Spring 2010 SL N = 345College N = 9102 SL N = 293College N = 8656 Japanese Chinese Mixed Caucasian Native Hawaiian Other Filipino Korean Pacific Islander
Student Cohort; Course Success CourseFall 2009 Success RateSpring 2010 Success Rate AllSL studentsAllSL students ENG %4100%1939.6%1100% ENG %555.6% %571.4% MATH %1083.3% %333.3% MATH %1365% %1066.7% MATH %150%2856.0%1100% PCM %480%4846.2%1100% College Level 16, % %15, % %
Student Cohort; re-enrollment per semester TermsAll studentsSL students Fall 09 to Spring % % Spring 2010 to Fall % %
CCSSE Snapshot Data, % of part-time students and 45% of full-time students reported having participated in “a community-based project as part of a regular course” For full report, please visit
Pre- and Post-test Assessments Indicate statistically significant improvement in Service-Learners’ attitudes about Working as a team Ability to make a difference in the community Instructors as caring individuals Based on a surveys of pre and post-test students in 1996, 1997 and 2006 Will administer again in Spring 2011
Supervisor Evaluations Supervisor Evaluations of Students (4 = Excellent, 3 = Good, 2 = Fair, 1 = Needs Improvement) Semester/ Year # of Evals Student Reliability Sensitivity to Clients Willingness to Learn Comm Skills Overall Fall Spring
Next Steps Investigate the following three research questions: 1. What is happening? 2. Is there a systematic effect? 3. Why and how is it happening?
SL Student Profile What is happening? Demographic characteristics – gender, ethnicity, age, citizenship COMPASS scores Full-time and part-time status Number of credits take at the time of service-learning
Comparison Group Identify a comparison group of equal sample size by stratified random sampling that fits the profile characteristics of the service learning students.
Is there a systematic effect? Examine the effect of service learning experience on: expected learning gains course success rates, specifically in developmental courses, gatekeeper courses, and cornerstone courses retention and persistence rate: course withdraw rate, fall-to-spring re-enrollment, and fall-to-fall re- enrollment academic progress: number of credits earned after 1, 2, and 3 years of academic study graduation and transfer rates.
Student Engagement Measures active-and-collaborative learning student-faculty interaction student effort academic challenge support services student service CCSSE 2010 being evaluated now, please visit in one month.
Student Learning Outcomes Assessment students’ reflection essays end-of-semester service learning survey pre- and post tests replicated content and theme analysis
Questions? Comments? Contact information: Robert Franco, Phd. Website: