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Authors' Class Standing

Andrelle Bobinsky, Junior Lori Mumpower, Associate Director from the Center for Teaching and Learning Excellence (CTLE). Barbara Hayford, Community partner Sally Blomstrom, Faculty

Lead Presenter's Name

Andrelle Bobinsky

Faculty Mentor Name

Sally Blomstrom

Abstract

A multiple perspectives assessment model was developed for community engagement. The multiple perspectives included in the model were those of the community partner, the faculty member, students, and the associate director from the Center for Teaching and Learning Excellence (CTLE). The model assesses the effectiveness of the service-learning project using qualitative reflections and quantitative data. Overall, the interaction between the community partner and participants produced numerous scripts that have been valuable addition to the museum’s science education and outreach. Students filled out reflections after the project was done, which I analysed to see if students felt that this project helped improve upon their skills. The student responses indicated that they felt the project helped them gain skills in their speaking abilities as well as other skills that can be used in their future careers. The assessment also produced positive results in the areas of improvements in assignment instructions, pedagogy, process, and deliverable.

Did this research project receive funding support (Spark or Ignite Grants) from the Office of Undergraduate Research?

Yes

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Multiple Perspectives Service Learning Assessment

A multiple perspectives assessment model was developed for community engagement. The multiple perspectives included in the model were those of the community partner, the faculty member, students, and the associate director from the Center for Teaching and Learning Excellence (CTLE). The model assesses the effectiveness of the service-learning project using qualitative reflections and quantitative data. Overall, the interaction between the community partner and participants produced numerous scripts that have been valuable addition to the museum’s science education and outreach. Students filled out reflections after the project was done, which I analysed to see if students felt that this project helped improve upon their skills. The student responses indicated that they felt the project helped them gain skills in their speaking abilities as well as other skills that can be used in their future careers. The assessment also produced positive results in the areas of improvements in assignment instructions, pedagogy, process, and deliverable.

 

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