Syl_PSYC_7710_MASTER by wuyunyi


									                                             Tennessee State University
                                            Professional Education Unit
                                             Department of Psychology
                                           Psychoeducational Assessment
                                                    PSYC 7710
                                              Spring Semester, 20XX

Office Location:
Class Days/Times:
Office Hours:


        PSYC 6170
        Written permission of instructor

Required Text(s)

Sattler, J. & Hoge, R. (2006). Assessment of Children: Behavioral, Social, and Clinical
         Foundations(5th ed). La Mesa, CA: Jerome Sattler Publishing.

Catalog Description
The advanced study of the administration and interpretation of a battery of Psychoeducational assessment
procedures with an emphasis on diagnostic testing, academic readiness, academic achievement and intellectual
functioning. Emphasis will be based on an integrated view of the individual’s Psychoeducational functioning.

                                               Course Proficiencies*
      Plan—Indicator 1. B: Prepares for program implementation.
   1. Identifies resources needed for service delivery.
   2. Plans with appropriate others to select and implement appropriate services.
   3. Plans appropriate intervention and consultation strategies.
   4. Assists in planning educational programs for others, where appropriate.
      Delivers Effective Services—Indicator 2. B: Delivers effective consultation
   5. Provides professional assistance to appropriate groups in formulating program services for students.
   6. Provides information to appropriate groups concerning available programs and services.
      Evaluate—Indicator 3. A: Obtains and uses assessment information to improve educational
   7. Uses information about student performance to diagnose/remediate needs.
   8. Uses screening information to provide services to students.
   9. Assesses appropriateness of instruments and procedures used in conducting individual evaluations.
      Evaluate—Indicator 3. D: Improves student performance
   10. Improves student academic performance.
      Establishes and Maintains a Professional Leadership Role—Indicator 5. A: Improves professional
      skills and knowledge
   11.  Takes formal coursework related to assignment/advancement.
   12.  Participates in ―non-required‖ staff development activities
   13.  Uses ideas from books, professional journals and professional organizations to enhance services.
   14.  Tries new methods/approaches and evaluates their success.
   15.  Seeks and utilizes community resources to enhance services.
       Establishes and Maintains a Professional Leadership Role—Indicator 5. B: Takes a leadership role
       in improving education
   16. Creates materials/programs/ideas and shares them with others.
   17. Shares materials and resources with peers and others.
   18. Discuss professional topics with peers and others.
   19. Assists peers and others in identifying and solving instructional/learning problems.
       Communicate—Indicator 6: B. Communicates oral information effectively.
   20. Speaks clearly at an appropriate pace and volume.
   21. Organizes oral information.
   22. Uses vocabulary appropriate to the level of the audience.
   23. Uses grammar correctly.
       Communicate—Indicator 6: C. Reads professionally relevant literature/materials with comprehension
   24. Utilizes effective listening skills to enhance communication with students, parents, and school staff.

Knowledge and Skills

Content Knowledge
    •Participants will become familiar with descriptions, definitions and diagnostic criteria (State of TN and
   DSM-IV-TR, where applicable) for ADHD, other health impairment, emotional disturbance, mental
   retardation, developmental delay, functional delay, Autism, giftedness, specific learning disabilities, visual
   and hearing impairments, and brain injury.

   •Participants will demonstrate the ability to independently develop proficiency in administering a measure
   of individual intelligence, adaptive functioning, individual achievement, and/or rating scale not previously
   taught in assessment courses.

   •Participants will complete a psychoeducational assessment of a school-aged child utilizing a data based
   problem solving approach.

   •Participants will gain knowledge and skills pertinent to the assessment of children in school settings.

   •Participants will gain knowledge and skills in specific areas of assessment such as assessing social
   emotional competence, adaptive behavior, achievement, and intellectual functioning, and in conducting
   interviews and behavioral observations.

The goal of the course is to help produce competent practitioners and administrators with a global
understanding of significant psychological principles and their relationship to effective instruction. Moreover,
students should be able to apply this information in a variety of settings with a multicultural perspective.

                                            Instructional Strategies
Technology (instructor)
Technology (students)
Case Studies
Field Experience
Individual Presentations
Group Discussions
Group Presentations

                                          Field Experience Information
This course is designed to provide the knowledge, skills, and competencies to apply to school psychology
theory across a variety of instructional settings.

The goal of the course is to help produce competent practitioners and administrators with a global
understanding of significant psychological principles and their relationship to effective instruction. Moreover,
students should be able to apply this information in a variety of settings with a multicultural perspective.

                                               TK20 Information
Please see attached.

                                    Expectations and General Information:

   1) Academic Integrity - You are responsible for what you achieve in this class; therefore neither cheating nor
      plagiarism will be tolerated. Any material taken from other sources must be documented. In no case should
      one represent another’s work as one’s own. This includes information received from others during
      examinations or submitting another’s assignments, papers, etc. as one’s own. To avoid questions of
      plagiarism, students involved in collaborative research should exercise extreme caution. If in doubt,
      students should check with their major professor. In addition to the other possible disciplinary sanctions
      which may be imposed through the regular institutional procedures as a result of academic misconduct, the
      instructor has the authority to assign an ―F‖ or a zero for the exercise or examination, or to assign an ―F‖ in
      the course.
   2) Classroom Conduct – The instructor has the primary responsibility for control over classroom behavior
      and maintenance of academic integrity. The classroom instructor can order the temporary or permanent
      removal from the classroom, any student engaged in disruptive conduct or conduct in violation of the
      general rules and regulations of the institution. The use of cell phones and text messaging are not
      allowed in the classroom.
   3) Classroom Attendance - Students are expected to attend classes regularly and punctually. The
      instructor will keep an accurate record of class attendance. It is the responsibility of the student to
      inform the instructor of any anticipated absences and contact the instructor to find out what work was
      missed during a period of absence. Unexcused absences and or tardiness may contribute to your grade
      in this course being lowered.
   4) Official Course Enrollment - Students who are not on the official class roll may not remain in class.
      These students must leave class and may not return to class until they have enrolled in the course and
      their names show up on the official class roster. Please make sure that you are in the correct section.
   5) Disabled Student Services – Any student who has a condition which might interfere with his/her
      performance in class may contact the office of Disabled Student Services. This office is located in room
      #117 Floyd Payne Student Center. The phone number is 963-7400. They will provide you with a
      document stating what type of classroom accommodations, if any, are to be made by the instructor. The
        student is to give a copy of this document to the instructor no later than the end of the second week of
        class. Failure to do so will result in the instructor making no special accommodations of any kind.
    6) Changes to Course Syllabus – The instructor reserves the right to make modifications to this syllabus.
       Any modifications to the syllabus must be clearly communicated to students.

                                              Tentative Course Schedule

 The instructor reserves the right to make additional changes as deemed appropriate (* schedule is subject to
Week 1:
Topic: Course Introduction; Syllabus review; Intro to Service Learning
Week 2:
Topic: Introduction to assessment with children, case study details
Reading: Sattler Cognitive- Chapters 1-2
PROPOSAL FOR SERVICE-LEARNING PROJECT (please see Volunteer Services at TSU website for
Service Learning community partners)
Week 3:
Topics: Introduction, Conducting the Assessment, Culturally & Linguistically Diverse Children
Reading: Sattler Behavior- Chapters 1, 3, 4; Service-Learning Placement Site should be determined/information emailed
to instructor
Week 4:
Topic: Interviewing Techniques; Interviewing Children, Parents,
Teachers & Families; Other Interviewing Considerations; Reading: Sattler Behavior- Chapters 5, 6, 7
Week 5:
Topic: Observational Methods Reading: Sattler Cognitive- Chapter 3; Sattler Behavior- Chapter 8, 9
Week 6:
Topic: Broad Measures of Behavioral, Social, and Emotional Functioning & of Parenting and Family
Variables; Adaptive Behavior
Reading: Sattler Behavior-Chapter 10, 11
Reflection #1 due (email to instructor); Group discussion of SLP sites and reflections
Week 7:
Mid-term Exam (based on assigned readings)
Week 8:
NOTE: Reading assignment note for Part II of the course: in addition to noted Sattler readings, relevant portions of the
State Department of Education, Special Education Manual and DSM-IV-TR should be read for each disability, where
applicable Students can find this information at the State Dept of
Education website.
Topic: Antisocial Behavior Disorders, Anxiety Disorders, Depressive Disorders, Suicide Risk, and
Substance Abuse Disorders; ADHD
Reading: Sattler Behavior- Chapter 14, 15
Reflection #2 due (email to instructor) /Group Discussion of SLP site
Week 9:
Topic: Adaptive Behavior
Reading: Sattler Behavior- Chapter 11
Week 10:
Topic: Specific Learning Disabilities: Assessment and Intervention
Reading: Sattler Behavior- Chapter 17
Reflection # due (email to instructor)/Group Discussion of SLP site
Week 11:
Topic: Mental retardation, (functional delay, developmental delay)
Reading: Sattler Behavior- Chapter 18
Week 12:
Topic: Giftedness
Reading: Sattler Behavior- Chapter 19
Reflection #4 due (email to instructor)/Group Discussion of SLP site
Week 13:
Topic: Autistic Disorder; TBI
Reading: Sattler Behavior- Chapter 22, 23
Reflection #5 due (email to instructor)/Group Discussion of SLP site (see handout MyTSU)
Paper and Presentations Due—SL Projects or SPED Papers & Childhood Disabilities Paper
Week 14:
Final Exam
Week 15:
Comprehensive Portfolio Due

Important information regarding:
 MyTSU and the Syllabus
Please note that there is very important information regarding the use of MyTSU in collaboration with the
syllabus. The MyTSU (my Courses) site will be used throughout the entire semester. It is imperative that you
check the ―MyTSU‖ ―MyCourses‖ site daily to note any changes in weekly and daily assignments, as well as
any new information, messages, announcements, and files that may be uploaded during the entire semester. This
helps conserve paper and most importantly helps disseminate the most updated material to students. In addition,
any changes in the syllabus/assignments are made to better serve and facilitate students’ schedules and enhance
learning experiences, especially those related to Service-Learning.
 Participation and Evaluation of Learning
There are no opportunities to earn course credit other than those outlined in the syllabus.
Other course grading policies that warrant careful attention follow:
--Assigned readings and problems: All reading and assignments will be completed prior to coming to class
(with the exception of the first class period).
--Attendance, Participation, and Preparation: Attendance, participation, and preparation are required. Every
student is expected to attend each meeting of all classes for which he/she is registered. Attendance sheets will
be distributed or class role will be called at the beginning of the each class. Credit for attendance will be based
on these sheets or called roll. Learning is a shared responsibility between professor and student. Your absence
from class means that other students are denied the opportunity to learn from your experiences and perspectives.
Your critical, thoughtful, and substantive participation ensures that you, and other students, obtain the best
preparation for utilizing the information and experience presented in this course. Adequate preparation, the form
of reading and integrating the assigned and suggested materials, ensures that your participation in class
facilitates your learning and development of expertise in this area. Due to the importance of your prepared,
participative attendance, a portion of your grade will be based upon the quality and quantity of your
participation. Students are required to attend all classes, to participate actively, and to contribute both
experiential and research-based information to class discussion. After one absence, each additional absence will
result in the lowering of your final grade by one letter grade. Two tardies comprise one absence. An
attendance sheet shall be signed at the beginning of each class period.
--Late assignments will be penalized. A minimum of 5 points will be deducted from your assignment grade
for each day the assignment is late. If you turn in an assignment to someone or a location other than the
instructor you are strongly encouraged to make yourself a copy of the assignment AND to communicate to the
instructor via phone or e-mail that you have turned in the assignment. It is your responsibility to confirm that
the assignment has been received.
If an assignment is due or exam being administered on the date of a planned absence (i.e., communicated in
advance to the instructor) the assignment should be submitted no later than the due date or it is considered late.
Exams will be taken on scheduled dates. NO MAKE-UP EXAMS will occur without prior arrangement with the
         (a) Class absences (emergency or planned) do not exempt participants from being responsible for
           syllabus changes, writing topics and subsequent dues dates or supplementary readings. Students are
           responsible for obtaining class notes, handouts, instructions for changes in syllabus, and handouts if
           late or absent from class. Absence from class will not be an acceptable excuse for missing
           assignments or tests.
       (b) Assignments will not be accepted after the last day of classes for the semester.

                                               Course Assignments

General Overview: This course will be a hybrid course consisting of a combination of lecture, service learning,
and research. A midterm will focus on ethics and legal matters and a project for your final along with chapter

Assignment:                                                                                    % of Grade_
Midterm                                                                                        20 points
Final                                                                                          20 points
Service-Learning Project                                                                       30 points
Childhood Disorders and Disabilities Paper (see below)                                         20 points
Journals, Chapter Reviews (1st half) & Portfolio                                               10 points
Total Points                                                                                   100 points

   1. Midterm Exam—Covering Sattler readings
   2. Final Exam—Covering the SPED and DSM-IV disabilities
   3. SL Project—Report and Presentation: During the second half of the semester (beginning after Spring
      Break), each student will read in addition to noted Sattler readings, relevant portions of the State
      Department of Education, Special Education Manual and DSM-IV-TR for each disability, where
      applicable and present on these topics. Eligibility standards should located on the Division of Special
      Education’s website and will present this information to
      school staff, parents, and teachers at Lead Academy.
   4. Childhood Disorders and Disabilities Research Paper & PPT Presentation (e.g., ED, SLD, AU, etc).
      Each individual student will research a childhood disabilities topic. A minimum of two references, 2-4
      pages in length, and APA format are required.
   5. Chapter review and summaries (first half of semester) from Sattler chapter readings

It is also extremely important that all forms are read and signed by both the student and your Service-Learning
Site. Please see the following attached forms in the syllabus:
     1.) Service-Learning Course Student-Agency Contract
     2.) Service Learning Participation and Release Form
     3.) Complete Post-Service Learning Survey (paper and online forms)

                                                  Grading System
A total of 100 points may be earned in this class.
F=59 and below

                                        Additional Readings/Resources

Supplemental and Suggested Readings
Sattler, J. (2005). Assessment of children, cognitive applications (5th ed).
         San Francisco: Jerome Sattler Publishing.
                                         Service Learning Component

Service Learning Assignment
TSU’s Website for Center of Service Learning:

What is Service Learning?
Although I try to avoid serving up a "definition," there are several characteristics which make service-learning a
unique way to learn, serve, and teach. Service-learning holds up a mirror for us to see ourselves, a microscope
for us to examine our society, and binoculars for us to see what lies ahead.

Characteristics of Service-Learning

       Community service serves as the vehicle for the achievement of specific academic goals and objectives.
       It provides structured time for students to reflect on their service and learning experiences through a mix
       of writing, reading, speaking, listening, and creating in small and large groups and individual work.
       It fosters the development of those "intangibles"- empathy, personal values, beliefs, awareness, self-
       esteem, self-confidence, social-responsibility, and helps to foster a sense of caring for others.
       It is based on a reciprocal relationship in which the service reinforces and strengthens the learning, and
       the learning reinforces and strengthens the service.
       Credit is awarded for learning, college-level learning, not for a requisite number of service hours.

How is service-learning different from community service, internships, cooperative ed., etc.?

       #1 Service-learning uses community service as the vehicle for the attainment of students' academic goals
       and objectives.
       #2 Community service fills a need in the community through volunteer efforts. Service-learning also
       fills that need, but it uses that need as a foundation to examine ourselves, our society, and our future.
       Further, service-learning provides students with opportunities to use newly acquired skills and
       knowledge in real-life situations.
       #3 It identifies in advance, and tracks, specific learning objectives and goals (as well as the intangible
       #4 Students perform a valuable, significant, and necessary service which has real consequence to the
       #5 The goal of the service is to empower students and those being served.
       #6 The needs of the community dictate the service being provided.

--Tennessee State University proudly sponsors "service-learning" experiences for students to explore the
community surrounding our university campus. As a participant in Service-Learning Project (SLP), you will
serve as a mentor, tutor, consultant, humanitarian for children and adults alike. This can be in a local school or
after-school program or at an Abuse Center for teenagers and adults. Over the years, participants have found it
both personally and intellectually rewarding-and the source of new insights about urban social problems. SLP
participation requires just one-in-a-half to two hours of involvement per week, for approximately eight weeks of
the semester. SLP is a requirement of the course.
--You will register for SLP during the first two weeks of class; you will go through training and you will be
assigned to a placement. You will begin work at your placement site, and in week 13 of the semester, you will
finish your participation.
--In addition to your service hours, you will be writing weekly "Reflective Questions," for each of the weeks of
your SLP participation which will be related to the corresponding topics (outlined in your syllabus) for that
particular week (i.e. Week 4 February 5: Topic: Communication and Interpersonal Skills read, write, and discuss
your experiences with this specific subject area in relation to your SL site for that week). These Reflective
Questions are designed to help you make the connection between your SLP experiences and the
consultation/collaboration experiences you will be conducting at your site. In addition, these questions will ask
you to draw on the materials you are reading in class and the observations you are making at your SLP site. You
will be handing in SLP Reflective Questions at the end of the semester.
--Précis (definition: concise summaries of essential points, statements, or facts)
Because your SLP placement lasts only eight to ten weeks, there are several weeks early in the semester when
SLP Reflective Questions will not be due. During these weeks (and these weeks only), you will be writing
"précis" and handing them. These should be about 1-2 pages, double-spaced.
These précis are designed to help you locate the main arguments in each of the readings you are doing, and they
are due at the beginning of lecture. They should cover the readings for that week.

Class participation

Because of the limited number of hours we meet together, class participation is extremely important. Students
will be meeting in small groups during the period that you are involved in your service learning sites. The
purpose of these meetings is to reflect upon your SL experiences.

Questions for Reflection Journals and Groups

Each week as you complete your service, you should reflect on the following questions. Please write one typed
page regarding your service this week. You don't need to answer these questions exactly but they should be a
1. What, exactly are you doing?
2. What do you like about your experience?
3. What is the most frustrating thing about your experience?
4. How has your service learning changed your attitude toward the community? (Or not?)
5. Are you making a worthwhile contribution? If not, what could you do in the next few weeks to change this?
                                  STUDENT-AGENCY CONTRACT


Name __________________________________                  Email _______________________

Campus Box # _________                            Phone # _____________________


Agency Name ________________________________________________________________

Project Supervisor and Title __________________________________________________

Address _____________________________________________________________________

Phone # _______________________                   Email _______________________


Course Number:                 Course Title:
Professor’s Name
Professor’s Contact Information (phone, email)

PROJECT INFORMATION: to be filled out by student and agency supervisor together

1. As a participant in TSU’s Service-Learning Project, the student(s) shall be working on the
   following project(s):

2. Please describe the exact expectations and requirements of the student for the project:

3. The student(s) and the community partners expect to gain the following from this

4. The student(s) will be expected to use the following skills/knowledge in completing this
5. The agency will provide the following training/orientation/supervision for this project:

As the student participant in this service-learning project, I agree to complete this project to
the best of my ability, work in collaboration with the above project supervisor, report any
problems I encounter, and share a copy of my final report with the agency. I agree to abide by
any regulations or confidentiality requirements imposed by the agency for which I am working
and to perform professionally. I will complete the Center for Service-Learning evaluation of
this project at its completion.

_________________________________                                _______________
Student Signature                                         Date

As the agency supervisor for this service-learning project, I agree to work in collaboration
with the student(s) from TSU to provide supervision, information, and resources for their

_________________________________                                _______________
Agency Supervisor Signature                               Date

I approve this project.

_________________________________                                _______________
Course Faculty Signature                                         Date
                                     Service Learning Participation and Release Form

        I, _____________________________ (print name) have decided to participate in service learning activities. I
understand that the purposes of service learning include providing me with the opportunity to realize academic learning
objectives through participation in community service, enhancement of the learning process by connecting theory with
experience, and providing me with an opportunity to provide direct and meaningful service to the community at large.

          I understand and acknowledge that participating in this activity is a privilege. While participating in this activity, I
will follow by all University policies, rules and regulations, including those contained in the Student Catalog and Student
Handbook. Failure to comply with any University policies, rules or regulations may result in my removal from participation
in service learning activities, disciplinary action, or both. I also agree to follow all rules, policies, attendance requirements,
and procedures of the facility, organization, or community location where my service and learning activities occur. I agree
to comport my conduct to the highest standards of appearance, ethics, honesty, and professionalism.

          I am not suffering from any medical condition, impairment, or disease that would prevent my safe participation in
any of the activities involved in this program. I will use care for my own safety and well-being and for the safety and well-
being of others. I have not been advised by a physician or any other health care provider to limit my travel or activities. I
have either had a physical examination and received my physician's permission to participate, or I have decided to
participate in these activities without the approval of my physician. I assume all responsibility for my participation in the

        I understand that service learning activities occur off-campus and at facilities that are not owned by or a part of
TSU. Travel to these locations will require me to travel by foot, bus, automobile or otherwise using public streets and
throughways and is potentially hazardous. The inherent risks of service learning activities and travel include injury,
accident, and death. I am voluntarily participating in this activity with knowledge of the risk(s) involved. I have reached
the age of majority, and I am competent to make this decision for myself, or, if I am a minor, I have obtained the
permission of a parent or legal guardian. I agree to assume and accept any and all risks, including injury or death.

        TSU/State of Tennessee assume no responsibility for personal injury or conduct by any person, whether a
program participant or not, causing personal injury or personal property loss, including loss of clothing, shoes, eyeglasses,
or back packs, purses, wallets, calculators, cameras, cell phones, pagers, PDA's or other personalty, books, jewelry,
money, and video or audio equipment. This acknowledgment does not affect my rights as to any person who injures or
damages my person, property or possessions.

            I agree to not hold TSU for any loss or injury that occurs while I am traveling or participating in program activities
or related activities, including travel to and from physical locations where activities occur. I excuse, release and forever
discharge the State of Tennessee, TSU, its officers, employees, and representatives (the “releasees”) from any and all
liability for injuries or damages resulting from my participation program activities or travel. I also release the releasees
from any responsibility or liability for injury or damage to myself or injury or damage I cause to others, including that
caused by the negligent act(s) or omission(s) of releasees or in any way arising out of or connected with my participation
in any travel, program activity or program-related activity, or the use of any vehicle or equipment, whether owned by
myself or others. This release will also prevent my family from suing releasees and binds my spouse, if I have one, my
estate, siblings, parents, heirs, and assigns. I acknowledge that TSU will not provide medical treatment or medical
coverage if I am injured or if I injure someone else, and that TSU will be in no way responsible for any injury, loss or
untoward event that occurs.

Print name

Date of Birth                                                Signature of Parent or Guardian if
                                                             Less than 18 Years of Age
                            Service-Learning End of Course Student Survey Fall ‘08

We would like to better understand the impact that service learning has on students. We particularly want to know
how this experience has influenced your perspective on learning, your view of service, and your perspective in a
diverse community. Your responses will be totally confidential.

Last 4 digits of your SS # ___________________

 I.      First, we would like to know some information about you.

      1. What is your racial background?

          Caucasian/White                  African American            Hispanic
          Asian/Asian American             Native American             Other

      2. What is your age group?
          Under 23               24-33           34-43        44-53           Over 53

      3. What is your gender?       Male                 Female

      4. I have a job that requires me to work…

              1-10 hrs/wk          11-20 hrs/wk         21-30 hrs/wk
              31-40 hrs/wk         41+hrs/wk            I do not have a job

      5. Course discipline and number (ex. COMM3100) _____________________________________

      6. Department with which the course is affiliated. _______________________________________

      7. Instructor’s Name: _____________________________________________________________

      8. Name of community partner/agency you worked with: ________________________________

      9. What is your major? ___________________________________________________________

      10. How many total hours did you spend in your service-learning project in the community this semester?
II. Next, we would like to gain your perspective about this service learning course.
    Please indicate your level of agreement with each statement.

   11. The community work I did through this course helped me to better learn the course content.
       Strongly                                                     Strongly
       Disagree       Disagree        NeutralAgree             Agree
                                                                    

   12. I feel I would have learned more from this course if more time was spent in the classroom instead of doing
       service work in the community.
       Strongly                                                       Strongly
       Disagree           Disagree       NeutralAgree             Agree
                                                                      

   13. The idea of combining work in the community with university coursework should be practiced in more
       classes in the university.
       Strongly                                                     Strongly
       Disagree           Disagree     NeutralAgree           Agree
                                                                    

   14. Did the syllabus clearly describe the following? (Please check all that apply)
                      □ What service learning is
                      □ The number of hours required
                      □ The reflection activities
                      □ How the service work would be evaluated (example-20% of grade)
                      □ What you were supposed to learn from the service experience
                      □ How the service work was directly related to the course

III. The next set of questions relates to your attitude toward community involvement.
     Please indicate your level of agreement with each statement.

   15. The community participation aspect of this course showed me how I can become more involved in my
       Strongly                                                     Strongly
       Disagree        Disagree        NeutralAgree             Agree
                                                                    

   16. I feel that the service work I did through this course benefited the community.
       Strongly                                                           Strongly
       Disagree             Disagree       NeutralAgree             Agree
                                                                          
17. The community service work in this course helped me to clarify my career choice.
    Strongly                                                      Strongly
    Disagree        Disagree       NeutralAgree             Agree
                                                                  

IV. Finally, we would like some of your personal reflections on this experience.
Please indicate your level of agreement with each statement.

18. I developed a good relationship with the instructor of this course because of the community service work we
    Strongly                                                         Strongly
    Disagree          Disagree       NeutralAgree                Agree
                                                                     

19. Participating in the service-learning helped to enhance my leadership skills.
    Strongly                                                        Strongly
    Disagree            Disagree       NeutralAgree            Agree
                                                                    

20. The service-learning experience in this course helped me learn to plan and complete a project.
    Strongly                                                        Strongly
    Disagree           Disagree      NeutralAgree             Agree
                                                                    

21. Because of the service-learning experience in this course, I am more likely to continue my education at TSU
    through graduation.
    Strongly                                                        Strongly
    Disagree          Disagree       NeutralAgree               Agree
                                                                    

22. Because of the service learning experience, I have a more favorable impression towards TSU.
    Strongly                                                       Strongly
    Disagree          Disagree        NeutralAgree             Agree
                                                                   

23. Because of the service learning experience, I believe the community has a more favorable impression of
    Strongly                                                        Strongly
    Disagree          Disagree        NeutralAgree              Agree
                                                                    

24. Identify the population (e.g. children, the elderly, the disabled, etc.) with which you worked.

V. Your comments

26. Describe the greatest challenges you experienced as a part of your service-learning experience.

27. What positive things did you learn from you service-learning experience. (List skills gained, lessons
learned, types of relationships, etc.)

28. How have your attitudes and beliefs about social problems changed as a result of this service-learning

29. Would you recommend our continued work with this community partner? _______________
    Why or why not?

30. Please add any other comments you have about courses such as this, where learning takes place in a
community setting.

                          Thank you for your insights regarding service- learning!

                                          Spring Semester, 20XX

       EMAIL SURVEY COMPLETED to instructor and please fill out the information on the link:

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